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Education
Creating a Support System
What is a support system?
How do you build one?
As we move into adult responsibilities such as work or parenting, we tend to let relationships fade into the background. These responsibilities taking us away from relationship can lead to isolation, which is a major cause of depression in adults. You may feel stuck and alone and unsure how to find relief. One of the most effective ways to combat these feelings is to create a support system.
A support system is made up people who provide support, respect, and care. These individuals can be friends or family, people in your community, or even an acquaintance you talk to occasionally. What you're looking for are interactions that friendly and positive and leaves you feeling happier than before that interaction. Any social interactions can have a positive influence on your mental health, as humans are social be nature. More social connections are linked to improved happiness, self esteem, self acceptance, and the ability to cope in difficult times. Having a strong network of people that are constantly providing support is important for your overall social well-being. Social wellness is just as important as your physical and emotional wellness.
Aside from the built in network consisting of your family and longtime friends, growing your support system can happen through a variety of ways! Some ideas include:
* Volunteer
* Join a gym or sign up for a sports league
* Join a club or professional organization
* Introduce yourself to neighbors and co-workers you don't know
* Use online resources such as social networking sites to easily connect with others
It is also beneficial to note the importance of sustaining your current friendships or relationships in order to keep them strong. Successful relationships are a two way street. If your friends are there for you, then it is important to be there for them as well. This allows for the friendships to grow and become even stronger.
The goal of social support is to decrease stress. If you are looking to decrease stress by developing a support network, start with people who are already in your life. You may want to make a list and determine who is healthy and positive and who is not. You may want to limit contact with the negative people in your life. Negative people can drain your energy and bring you down. Watch for these types of people who may be negative: blamers, liars, alcoholics, drug abusers and those who put you down. Your time and energy need to be invested on those who make you feel good about yourself.
Why are they important?
There are many benefits to having a strong support system, the most important being an improved quality of life. You will find yourself happier, healthier and more resilient than those without strong social ties. Another benefit is knowing that your network will be able to provide guidance, support and advice during times of uncertainty. This helps to boost your sense of security.
Support systems are only effective if you use them.
Let's work through the following roadblock example, "I don't like to rely on others." It's hard for many people to ask for help. Consider the following questions if this is an obstacle for you in using your support system.
* When do I ask for help?
* In what situations have I asked for help in the past?
Navigating through the ups and downs of life will be made easier by a strong support system. Studies have also shown that social support can reduce depression and anxiety. Some people do best with a large support group, while others need a small support system. Giving and receiving support from others is a basic human need.
* When I ask for help, what am I feeling?
* What do I think will happen?
* Do I have negative or positive expectations?
Identify one situation you are dealing with in your life right now that you are overwhelmed with. Look through the list of supporters you made in this exercise, pick one person you can ask for assistance…and ASK.
References:
https://roadtogrowthcounseling.com/how-to-build-a-support-system/
http://socialwork.buffalo.edu/resources/self-care-starter-kit/additional-self-care-resources/developing- your-support-system.html
https://www.bjceap.com/Blog/ArtMID/448/ArticleID/139/The-Importance-of-Developing-a-Support-System
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GRADE 6 – TIER 1 – EMERGING
A sixth grade Tier 1 student performing at the Emerging Level demonstrates a preliminary academic awareness of the knowledge, skills, and processes outlined by the Pennsylvania Alternate Eligible Content.
Students performing at this level demonstrate these abilities by
[x] locating a positive number on a number line,
[x] selecting a multiple of ten using visual support.
GRADE 6 – TIER 1 – NOVICE
A sixth grade Tier 1 student performing at the Novice Level demonstrates a limited academic awareness of the knowledge, skills, and processes outlined by the Pennsylvania Alternate Eligible Content.
In addition to the skills demonstrated by students performing at the Emerging level, students performing at this level demonstrate these abilities by
[x] locating a negative number on a number line,
[x] identifying a mathematical expression using visual supports that matches a one-step, real-world addition problem with whole numbers,
[x] solving a problem using two, two-digit whole numbers and any four operations with support,
[x] identifying the volume of a simple shape by counting unit cubes in order to solve a real-world problem,
[x] identifying the ratio that matches a given representation using a small number set and visual model,
[x] identifying the mode in set of data presented with a visual model.
GRADE 6 – TIER 1 – PROFICIENT
A sixth grade Tier 1 student performing at the Proficient Level demonstrates a developing academic awareness of the knowledge, skills, and processes outlined by the Pennsylvania Alternate Eligible Content.
In addition to the skills demonstrated by students performing at the Novice level, students performing at this level demonstrate these abilities by
[x] identifying similarities or differences by making comparisons on a number line,
[x] identifying the product (up to 100) using single-digit whole numbers less than 10 and a visual model/supports,
[x] identifying the solution to a unit rate problem with a visual model,
[x] identifying a mathematical expression using visual supports that matches a one-step, real-world subtraction problem with whole numbers,
[x] identifying a percent as a portion out of 100.
GRADE 6 – TIER 1 – ADVANCED
A sixth grade Tier 1 student performing at the Advanced Level demonstrates a progressing academic awareness of the knowledge, skills, and processes outlined by the Pennsylvania Alternate Eligible Content.
In addition to the skills demonstrated by students performing at the Proficient level, students performing at this level demonstrate these abilities by
[x] identifying the quotient of two single-digit whole numbers up to 10 with a visual model,
[x] locating the opposite of a given positive/negative number on a number line,
[x] identifying the median from a small data set presented with a visual support,
[x] identifying the solution of a three-digit whole number problem using addition,
[x] identifying relationships between variables in an equation using a visual model,
[x] identify a point in any of the four quadrants on a graph,
[x] matching three-dimensional shapes based on attributes.
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GRADE 4 – TIER 2 – EMERGING
A fourth grade Tier 2 student performing at the Emerging Level demonstrates a progressing academic awareness of the knowledge, skills, and processes outlined by the Pennsylvania Alternate Eligible Content.
Students performing at this level demonstrate these abilities by
[x] identifying the solution to two-step, real-world addition problem using small numbers,
[x] identifying area of a shape as what covers the shape.
GRADE 4 – TIER 2 – NOVICE
A fourth grade Tier 2 student performing at the Novice Level demonstrates a developing academic awareness of the knowledge, skills, and processes outlined by the Pennsylvania Alternate Eligible Content.
In addition to the skills demonstrated by students performing at the Emerging level, students performing at this level demonstrate these abilities by
[x] selecting the bar graph or line plot that corresponds to data in a table supported with pictures,
[x] identifying the solution to two-step, real-world subtraction problem using small numbers,
[x] identifying multiples of 5 to 100,
[x] comparing small numbers to determine greater than, less than, or equal,
[x] identifying equivalent fractions with denominators of 3, 4, or 8.
GRADE 4 – TIER 2 – PROFICIENT
A fourth grade Tier 2 student performing at the Proficient Level demonstrates a fundamental academic awareness of the knowledge, skills, and processes outlined by the Pennsylvania Alternate Eligible Content.
In addition to the skills demonstrated by students performing at the Novice level, students performing at this level demonstrate these abilities by
[x] identifying the differences between two whole numbers with numbers up to 20,
[x] identifying the appropriate unit of measurement in a real-world problem,
[x] sorting three shapes into groups based on the number of sides with picture support,
[x] identifying the sums of or differences between two whole numbers,
[x] comparing two fractions with like denominators using greater than, less than or equal and visual support,
[x] identifying the number that extends a pattern when given a rule,
[x] identifying the perimeter of a rectangle when provided with model and small numbers,
[x] identifying the solution for adding or subtracting fractions with common denominators given picture support,
[x] selecting the representation that matches a multiplication or division problem,
[x] determining the reasonableness of an addition or subtraction problem.
GRADE 4 – TIER 2 – ADVANCED
A fourth grade Tier 2 student performing at the Advanced Level demonstrates a consistent academic awareness of the knowledge, skills, and processes outlined by the Pennsylvania Alternate Eligible Content.
In addition to the skills demonstrated by students performing at the Proficient level, students performing at this level demonstrate these abilities by
[x] identifying a decimal that is equivalent to a fraction (tenths),
[x] decomposing a fraction into multiple copies of a unit fraction (denominators 3, 4, or 8),
[x] identifying the line of symmetry in a 2-dimensional figure,
[x] determining the reasonableness of the results of an addition or subtraction problem,
[x] organizing data into a graph or chart for the given information.
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Volume 28 Issue 3
Children's Book and Media Review
Article 5
2007
Emily's Magic Words: Please, Thank You and More
Holly Dickman
Follow this and additional works at: https://scholarsarchive.byu.edu/cbmr
BYU ScholarsArchive Citation
Dickman, Holly (2007) "Emily's Magic Words: Please, Thank You and More," Children's Book and Media Review: Vol. 28 : Iss. 3 , Article 5.
Available at: https://scholarsarchive.byu.edu/cbmr/vol28/iss3/5
This Book Review is brought to you for free and open access by the Journals at BYU ScholarsArchive. It has been accepted for inclusion in Children's Book and Media Review by an authorized editor of BYU ScholarsArchive. For more information, please contact firstname.lastname@example.org, email@example.com.
.
Senning Ed.D, Cindy Post, & Post, Peggy. Emily's Magic Words: Please, Thank You, and More Illustrated by Leo Landry. Collins, 2007. $15.99. ISBN 9780061116803. 32 p.
Reviewer: Holly Dickman
Reading Level: Preschool, Primary
Rating: Excellent
Genre: Informational books;
Subject: Etiquette--Juvenile literature; Manners--Juvenile literature; Books--Reviews;
Emily is a magician. However, she is not your typical magician. Her magic comes from a special source. It is Emily's words that make magic. Because Emily chooses to use "magic words" such as please, thank you, excuse me, and I'm sorry, she is able to "make smiles appear" and "fix a mistake." There are many various situations depicted in the pages showing the positive effects of using "magic words." The book ends with Emily revealing the most magical of all her magic words: the three words "I love you."
This kid-friendly book shows the purpose of manners and the positive effects manners can have to toddlers and children in a fun an inventive way. The commonly used phrased "say the magic words" are creatively used with a twist. The character Emily is introduced as a girl who does magic. She wears a cape, a black top hat, and carries a magic wand. With each new page, readers can follow the stars, lightning bolts, and swirls that come from Emily's magic wand to the magic words that Emily uses. The word choice is simple, and the pictures reinforce the text, assuring that even young children will be able to understand the message the pictures and text portray. Brightly colored illustrations, colored text, and a young main character will quickly grab the attention of most children. Useful for a read-aloud and lesson on manners in a home or elementary school.
Volume 28, no.3 (Jan/Feb 2008)
Published by BYU ScholarsArchive, 2007
1
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ELECTRICAL SAFETY QUIZ
1 What is the voltage in the wall plugs to operate a toaster? ______________
2 Could that amount of electricity kill you? _____________________________
3 Where is electricity trying to get to? __________________________________
4 What number of fuse or breaker operates the lights in your home? ______
5 What could happen if we used too large a fuse or breaker? ______________
6 What is the name of the company that supplies electricity to your home? _
7 Who was the presenter of the safety program? _________________________
8 What is the name of the outlet safety receptacle used in a bathroom? ____
9 How many milliamps does it take (before you can’t let go)? _____________
10 How many milliamps does a 100 watt bulb use? _______________________
11 Give two reasons why a bird or squirrel can walk on a overhead hydro wire and not be electrocuted?________________________________________
12 What are the approval letters shown on the back of a power bar in
Ontario? _________________________________________________________
13 What is the reason for the dill pickle demonstration? _________________
14 What is the normal voltage going into your home?
_____________________
ELECTRICAL SAFETY QUIZ ANSWERS
1 What is the voltage in the wall plugs to operate a toaster? (120 volts)
2 Could that amount of electricity kill you? (Yes)
3 Where is electricity trying to get to? (the ground)
4 What number of fuse or breaker operates the lights in your home? (15 amps)
5 What could happen if we used too large a fuse or breaker? (could cause a fire)
6 What is the name of the company that supplies electricity to your home? (_____________________________.)
7 Who was the presenter of the safety program? (_______________________)
8 What is the name of the outlet safety receptacle used in a bathroom? (G.F.C.I.)
9 How many milliamps does it take (before you can’t let go)? (5 to 10)
10 How many milliamps does a 100 watt bulb use? (800)
11 Give two reasons why a bird or squirrel can walk on an overhead hydro wire and not be electrocuted? (on 1 wire only - not touching the ground)
12 What are the approval letters shown on the back of a power bar in Ontario? (C.S.A.-Canadian standards association or U.L.-underwriters laboratories Inc.)
13 What is the reason for the dill pickle demonstration? (To show what can happen in your body when you get a shock from 120 volts)
14 What is the normal voltage going into your home? (240 volts)
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Lesson 7: Renovating Your Life (2 Chronicles 29)
Of all the revival kings: Asa, Jehoshaphat, Joash, and Josiah - ______________ was perhaps the greatest. There were 12 kings in Judah before Hezekiah took the throne at the age of 25. Many of these men brought ruin, shame, and apostasy to Judah. His own father, Ahaz, was one of those godless kings. During the 20-year reign of Ahaz, Judah declined in every way – politically and socially and more critically spiritually and morally. When Hezekiah took the throne it was time to ________ ____________. And Hezekiah did! The words of our text express the determination and dedication with which King Hezekiah began to renovate the land.
In many ways we live in a time similar to the one King Hezekiah found himself in. It’s time to clean house and renovate the church!
- If there are things that are broken, it is our duty to ________ them
- If there are things that are _________, it is our duty to replace them.
- If there are things that don’t belong, it is our duty to ___________ them. It’s time to renovate your life!
RENOVATING YOUR LIFE REQUIRES_________ WHAT IS BROKEN (1-3)
A. If you are going to repair what is broken you need to be _______ in your duty The new 25 year old king begins to make changes at the very outset of his reign. We read that “ in the very first month of the first year of his reign ” he put into motion that which was necessary to clean house and renovate the land.
B. If you are going to repair what is broken you need to _________ the doors.
The doors of the temple had been closed and barred during the reign of Ahaz. Ahaz had introduced foreign gods into Judah and encouraged the people to worship them. So Hezekiah opened the doors! Before establishing social and moral reforms, before restoring political power, before he did anything else – he opened the doors to the temple and restored the worship of God.
RENOVATING YOUR LIFE REQUIRES_________ WHAT DOESN'T BELONG (4-5)
A. Requires ____________ Cleansing
"Now sanctify yourself" (v. 5). Hezekiah gathered the priests to let them know that revival could only begin when some real cleaning take place. Any reformation worth its salt must be thorough in its cleaning.
B. Requires External _______________
Not only were there some things that were broken in the temple, there were some things that didn't belong. When Hezekiah ascended to the throne he took the proper steps to purge the temple of the things that didn't belong. Whenever there is something in your life that shouldn't be there the only answer is to ________________ it! There may be some things in this youth group that need to be removed if we are ever going to experience a revival.
RENOVATING YOUR LIFE REQUIRES_________ WHAT HAS BEEN NEGLECTED (6-11)
As he addressed the Priests and Levites, Hezekiah explained that their "fathers have trespassed and done that which was evil in the eyes of the Lord." They had turned their backs on the Lord, abandoned the temple, shut the doors of the temples entrance, stopped burning, stopped presenting burnt offering, and abandoned their God. What did Hezekiah observe was neglected in the kingdom?
- _____________ - “ Our fathers have trespassed and done that which was evil in the eyes of the Lord ” (6a)
- _____________ - “ They have forsaken [God] ” (6b)
- _____________ - “ They have turned their faces away from the habitation of the Lord and turned their backs ” (6c)
- _____________ - “ They shut up the doors of the porch, and put out the lamps, and have not burned incense ” (7a)
- _____________ - “ They ceased offering burnt-offerings in the holy placed unto the God of Israel ” (7b)
CONCLUDING THOUGHTS
There comes a point in all of our lives when we need to clean house. Whatever it is that prevents us from shining as temples radiant with God’s Spirit, we need to get rid of it. Open the doors of your heart. Carry the filth out of your life.
DESTROY THE ________________ BEFORE IT DESTROYS ______________!
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Earthworm Class News
Welcome Back!
I hope you had a lovely half term break. Earthworms have already been very busy this week starting our new topic and working hard.
Our topic this half term is 'How can we protect our planet?' and we will be basing our learning around this exciting topic.
What we are learning….
Science
This half term we will be learning about 'Living Things and their Habitats'. We will be learning about Life Processes and how to group and classify living things. We will be investigating our local habitats and learning about how habitats change and adapt as well as thinking about the environmental impact that humans have on different habitats. Our key scientist this half term is Rachel Carson. We will be doing lots of different investigations during Science week as well, focussing on gathering data and representing it in different ways.
Maths
This half term we will be learning about 'Fractions' and 'Decimals'. We will be learning to count fractions, add and subtract fractions as well as working out equivalent fractions and comparing different fractions. In our decimals work, we will be learning about tenths and hundredths as well as dividing one and two digit numbers by 10 and 100.
TT Rockstars will still be a key part of our learning as it will help us with our fractions and decimals learning. It is really important that we know all our times tables to 12 by heart and can find the answers quickly, this will make the rest of our maths learning easier.
Remember that there is a class certificate each week for the class who has been working the hardest as well as individual certificates for 'Rockstar of the Week'. It would be fabulous if we could win the class certificate again!
Earthworm Class News
We also have our class display, remember that you earn 5 team points if you move up a level!
English
We are enjoying our new class novel 'The Castle of Inside Out' by David Henry Wilson, it is making us laugh! Our next novel is 'The Boy at the Back of the Class' by Onjali Q Rauf. We will also be reading a variety of poetry, fiction and non-fiction writing to develop our understanding and ability to discuss books. We have been exploring discussion writing as a genre this week and will write our own balanced argument pieces based around our Science topic. Later on, we will develop our creative writing using 'Island' as inspiration.
Each week we will visit the school library on a Friday and choose a book to take home to read.
Dates for your diary
Wednesday 3 rd March – World Book Week W/C 14 th March – British Science Week Thursday 31 st March – Cricket session with Yorkshire Cricket Board Wednesday 6 th April – World Physical Activity Day
Messages
* Our P.E. sessions are on Tuesday, please come to school wearing your outdoor P.E. kit. Earrings need to be removed.
* Please make sure your child is practising their spellings at home, these can be found on the website and we will have a test on them during the last week of half term.
* Please ensure your child is practising their times tables at home, this is a large focus of the maths work that we do in Year 4 and will help your child in all areas of maths work both this year and in subsequent years. Our 'Rockstar of the Week' will be celebrated in assembly.
* Please make sure your child has a water bottle in school, it is important to stay hydrated as it helps us learn as well as keeping us healthy.
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What That Means and How to Help (SEMCOG, June 4, 2021)
Saturday, June 5 is the second Ozone Action day of the year in Southeast Michigan. Michigan Department of Environment, Great Lakes, and Energy meteorologists forecast continuing warm temperatures with sunny skies and little chance of rain. As a result, air quality will be affected.
It is important and impactful when local governments, businesses, and the general public do what they can to voluntarily lower pollutant emissions on Ozone Action days when high levels of ozone are expected. Breathing high
concentrations of ozone can cause a variety of health problems, particularly for the elderly, children, and people with asthma or other respiratory issues.
"It may mean a slight adjustment to your weekend plans, but everyone who follows these suggestions helps make a difference for our most vulnerable populations," said Amy O'Leary,
Executive Director of SEMCOG, the Southeast Michigan Council of Governments.
Here are some suggestions that Southeast Michigan residents can follow to help keep the air clean on the region's first Ozone Action day of the season:
Delay mowing your lawn until evening or the next day. Exhaust from your lawn mower and other gas-powered lawn and garden equipment help form ozone.
Drive less, telecommute, bike, or walk. You'll reduce traffic congestion and air pollution, as well as save money. Learn more about Southeast Michigan Commuter Connect.
Avoid refueling your vehicle during daylight hours. Fumes released at the gas pump contribute to ozone formation.
Delay or combine errands. This will reduce traffic congestion and air pollution.
Reduce electricity use. Adjust your thermostat a few degrees higher and turn off lights, computers, and other electrical devices when not in use.
Many of the ozone actions listed above are good ideas to practice every day of the week. Learn more routine actions that can also help reduce pollution and save money by reducing fuel consumption.
Ozone Action days are announced in area media and other outlets, including electronic freeway message signs. Additional information on Ozone Action days is available on SEMCOG’s website.
Residents wishing to be added to SEMCOG's Ozone Action email notification list should send an email to firstname.lastname@example.org; put "notification" in the subject line
and include name, phone number, and email address in the body of the message.
Those interested can also follow us on Facebook, Twitter, or LinkedIn. In addition to our traditional email notifications, we will use these pages to keep Southeast Michigan residents up-to-speed on a variety of topics related to air quality, including weekly weather forecasts, with frequency increasing as weather conditions dictate.
Air quality is one of the important measures identified in SEMCOG plans and programs for creating desirable communities and a positive regional image for Southeast Michigan. This is the 28th year of the voluntary program that helps keep Southeast Michigan's air clean. In 2020, there were nine Ozone Action days.
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How does Bitcoin work?
This is a question that often causes confusion. Here's a quick explanation!
The basics for a new user
As a new user, you can get started with Bitcoin without understanding the technical details. Once you have installed a Bitcoin wallet on your computer or mobile phone, it will generate your first Bitcoin address and you can create more whenever you need one. You can disclose your addresses to your friends so that they can pay you or vice versa. In fact, this is pretty similar to how email works, except that Bitcoin addresses should only be used once.
Balances - block chain
The block chain is a shared public ledger on which the entire Bitcoin network relies. All confirmed transactions are included in the block chain. This way, Bitcoin wallets can calculate their spendable balance and new transactions can be verified to be spending bitcoins that are actually owned by the spender. The integrity and the chronological order of the block chain are enforced with cryptography.
Transactions - private keys
A transaction is a transfer of value between Bitcoin wallets that gets included in the block chain. Bitcoin wallets keep a secret piece of data called a private key or seed, which is used to sign transactions, providing a mathematical proof that they have come from the owner of the wallet. The signature also prevents the transaction from being altered by anybody once it has been issued. All transactions are broadcast between users and usually begin to be confirmed by the network in the following 10 minutes, through a process called mining .
Processing - mining
Mining is a distributed consensus system that is used to confirm waiting transactions by including them in the block chain. It enforces a chronological order in the block chain, protects the neutrality of the network, and allows different computers to agree on the state of the system. To be confirmed, transactions must be packed in a block that fits very strict cryptographic rules that will be verified by the network. These rules prevent previous blocks from being modified because doing so would invalidate all following blocks. Mining also creates the equivalent of a competitive lottery that prevents any individual from easily adding new blocks consecutively in the block chain. This way, no individuals can control what is included in the block chain or replace parts of the block chain to roll back their own spends.
Going down the rabbit hole
This is only a very short and concise summary of the system. If you want to get into the details, you can read the original paper that describes the system's design, read the developer documentation, and explore the Bitcoin wiki.
Developer documentation https://bitcoin.org/en/developer-documentation Original Paper https://www.fichier-pdf.fr/2017/08/26/bitcoin-systeme/
https://bitcoin.org/en/how-it-works
______________________________________________________
https://www.fichier-pdf.fr/2017/08/26/assistance-for-information/
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Write your answers in the separate answer booklet.
Please return this question sheet and your cheat sheet with your answers.
1. Clearly indicate the following structures in the directed graph below, or write NONE if the indicated structure does not exist. Don't be subtle; to indicate a collection of edges, draw a heavy black line along the entire length of each edge.
(a) A depth-first search tree rooted at vertex c.
(b) A breadth-first tree rooted at vertex c.
(c) The strong components of G. (Circle each strong component.)
(d) Draw the strong-component graph of G.
2. During her walk to work every morning, Rachel likes to buy a cappuccino at a local coffee shop, and a croissant at a local bakery. Her home town has lots of coffee shops and lots of bakeries, but strangely never in the same building. Punctuality is not Rachel's strongest trait, so to avoid losing her job, she wants to follow the shortest possible route.
Rachel has a map of her home town in the form of an undirected graph G, whose vertices represent intersections and whose edges represent roads between them. A subset of the vertices are marked as bakeries; another disjoint subset of vertices are marked as coffee shops. The graph has two special nodes s and t, which represent Rachel's home and work, respectively.
Describe an algorithm that computes the shortest path in G from s to t that visits both a bakery and a coffee shop, or correctly reports that no such path exists.
3. An undirected graph G = (V, E) is bipartite if its vertices can be partitioned into two subsets L and R, such that every edge in E has one endpoint in L and one endpoint in R. Describe and analyze an algorithm to determine, given an undirected graph G as input, whether G is bipartite. [Hint: Every tree is bipartite.]
1
4. Satya is in charge of establishing a new testing center for the Standardized Awesomeness Test (SAT), and found an old conference hall that is perfect. The conference hall has n rooms of various sizes along a single long hallway, numbered in order from 1 through n. Each pair of adjacent rooms i and i + 1 is separated by a single wall. Satya knows exactly how many students fit into each room, and he wants to use a subset of the rooms to host as many students as possible for testing.
Unfortunately, there have been several incidents of students cheating at other testing centers by tapping secret codes through walls. To prevent this type of cheating, Satya can use two adjacent rooms only if he demolishes the wall between them. For example, if Satya wants to use rooms 1, 3, 4, 5, 7, 8, and 10, he must demolish three walls: between rooms 3 and 4, between rooms 4 and 5, and between rooms 7 and 8.
The city's chief architect has determined that demolishing more than k walls would threaten the structural integrity of the building.
Describe an efficient algorithm that computes the largest number of students that Satya can host for testing without demolishing more than k walls. The input to your algorithm is the integer k and an array S[1.. n], where each S[i] is the (non-negative integer) number of students that can fit in room i.
5. Suppose you are given an array A[1.. n] of numbers.
(a) Describe and analyze an algorithm that either returns two indices i and j such that A[i] + A[ j] = 374, or correctly reports that no such indices exist.
(b) Describe and analyze an algorithm that either returns three indices i, j, and k such that A[i] + A[ j] + A[k] = 374, or correctly reports that no such indices exist.
Do not use hashing. As always, faster correct algorithms are worth more points.
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David Anointed King
1 Samuel 16
Now the LORD said to Samuel the prophet, "Take oil to anoint a new king. Go to Bethlehem to a man named Jesse. I will choose a new king from his sons."
So Samuel did what the LORD said, and went to Bethlehem.
When Samuel saw Jesse's oldest son, Eliab, he said, "Surely the Lord wants me to anoint Eliab as king."
But the LORD said to Samuel, "Do not look at his appearance. For the Lord does not see as man sees; for man looks at the outward appearance, but the LORD looks at the heart."
So Jesse called Abinadab, and made him pass before Samuel. Samuel said, "Neither has the LORD chosen this one." Then Jesse made Shammah pass by. Again Samuel said, "Neither has the LORD chosen this one." Jesse made seven of his sons pass before Samuel. Samuel said to Jesse, "The LORD has not chosen these. Do you have any other sons?"
The Story
Samuel said to Jesse, "Send and bring him."
David came to Samuel and the LORD said, "Arise, anoint him; for this is the one to be king!"
Then Samuel took the horn of oil and anointed David in the middle of his brothers; and God was with him.
King Saul was still alive, but he did not have God's Spirit in him and he had a troubling spirit. The only thing that made him feel better was music played on a harp.
Then one of the servants told about David, who was very good at playing a harp. Saul sent messengers to Jesse, and said, "Send me your son David, who is with the sheep."
So David came to Saul. So it was whenever the troubling spirit was upon Saul, that David would take a harp and play it. Then Saul would become refreshed and well, and the distressing spirit would depart from him.
Then Jesse said, "The youngest son is keeping the sheep."
God chose a new believing king for His people.
Activity One - Fill in the blanks using the words in the WORD BOX.
1. God wanted Samuel to anoint a new ___________________.
2. Jesse had ________________ sons.
3. _____________________, the youngest son, was chosen by God.
4. God looked into his _________________.
5. David played a ___________________ to make King Saul feel better.
heart David 8 harp king
God knows all things, even the thoughts and intents of our heart.
Activity Two - Read the passage to the class then read the words and have them circle the words that are important when choosing a good friend or future spouse and cross off the words that are not important.
Read 1 Samuel 16:7 "For man looks at the outward appearance, but the LORD looks at the heart."
Activity Three - Do the DOT TO DOT to make the instrument David used to make King
Saul feel better.
Passage
Hymn & Prayer - TLH #394 v. 1
My faith looks up to Thee,
Thou Lamb of Calvary, Savior divine.
Now hear me while I pray;
Take all my guilt away;
Oh, let me from this day be wholly Thine! Amen.
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IMPROVING YOUR PET'S HEALTH WITH SUPPLEMENTS
By Val Clows
There are several steps that pet owners can take to improve their pets' health. The first step would be to feed the best food that you can find: raw, canned or kibble. Ignore the front of the bag, the pictures and the name of the food. These are marketing tricks and rarely depict what is actually in the bag. You need to read the ingredient label!!! Ingredients are listed in order of weight in descending order; hence the first few ingredients listed are the most important.
The best foods for your pet contain whole meats, whole grains, vegetables and fruits with natural or no preservatives. Low quality foods contain more corn and grain than meat, a lot of grain fragments, by-products, chemicals, artificial colors and flavors.
The next step would be to feed healthy treats to your animal. Look for the same quality ingredients in treats as in foods. Some treats offer added benefits for your pet. These include "Greenies," a green toothbrush-shaped bone that cleans dogs' teeth; "Hip Action" or "Sea Mobility," yummy chicken or beef jerky treats loaded with glucosamine, chondroitin and MSM which reduce the pain from hip and joint problems and arthritis; "Mellow Dog," a biscuit that contains herbs to gently calm fearful and anxious dogs.
Another step would be to use supplements appropriate for your pet's age, activity level, health, environmental and physical stress. Most pets can benefit from various supplements during their lifetimes. Good multi-vitamin/mineral supplements are available in chewables, powders or liquids. This is especially important to maintain optimum health or help during an illness. Look for a natural formula rather than a synthetic.
Digestive enzymes can be added to your pet's meals to assist the digestion of processed food, allowing the animal to utilize all the food's nutrients and reducing stress on the pancreas and liver. Digestive enzymes are especially important for older and health-compromised pets.
Essential fatty acids (EFA) and Omega 3, 6, 9, from fish oils, flax oil, are important supplements to maintain healthy skin and coats, for heart and circulation, and to reduce joint inflammation. Antioxidants are used to fight free radicals that can cause premature aging, cancer and other health problems.
Joint supplements such as glucosomine, chondroitin sulfate, shark cartilage and sea cucumber are available in treats, chewables, liquids and powders. These are beneficial for all dogs, but especially for breeds prone to joint problems: dogs involved in sports like agility, frisbee, hunting, and obedience, working/service dogs and senior dogs.
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P5 Study Programme Unit 5: Finance
Co-op shares compared to private enterprise shares
In 1844 the first of the modern Companies Acts compelled partnerships of > 25 persons to allow free transfer of shares. This threatened the very basis of co-ops because anyone inc. non-members could acquire shares. The Act of 1852 called shares in IPSs "subscriptions" and required holders to dispose of them only by selling them back to the society, or at least obtaining consent of the board to transfer to someone else. [GDH Cole].
Share capital & loan capital: the Act also limited the members' holdings of share capital to £100 (today £100,000) and loan capital to 4 times the amount of share capital.
At the time, limited liability had still not been granted to IPSs and therefore not to co-ops. Was finally granted in 1862, and this made it feasible to establish CWS the following year. Act of 1862 also doubled share capital limit to £200 and removed limit on loan capital. Act of 1867 removed limit of £200 that one co-op could invest in another.
Raising capital
Borrowing from members
Borrowing from banks/finance institutions
De facto control of the co-op
Borrowing from the co-op movement
Rootstock
One of the most successful features is Rootstock, another example of "The whole is greater than the sum of the parts". Member co-ops (and individuals too?) can lend money to Rootstock, which rapidly accumulates funds which are then lent to member co-ops, to expand their housing capacity or to buy out mortgages, thus saving on commercial-level mortgage repayments.
Solidfund
Co-operative banking
What CWS did
Idea: credit unions and co-ops
Taxation
Taxation of a co-operative is done in alignment with its legal form. Eg. Principle 5 is a co-op but its legal form is company, so it pays tax exactly like a company, and its accounts are structured just like a company's accounts.
But a co-op which is registered as a co-op has a slightly different way of working out corporation tax and a corresponding difference in how the accounts are done, which can make the amount of tax significantly different (example below).
The Act of 1852 we looked at above also required IPSs to pay tax on trading profits – this affected the Rochdale Pioneers in their early days. The IPS Act of 1862 exempted co-ops from tax on trading profits. (However, members' personal gains – dividend and/or interest on loans – were liable to personal taxation, although few working class people earned enough overall to be taxed). In 1879 this was looked at again in depth by the government, but remained unchanged for consumer co-ops [GDH Cole p.122]. But in 1880, producers co-ops were found to be liable for profits tax.
In 1920, tax on profit was re-vamped and called "Corporation Profits Tax", and all co-ops were included as liable until 1924 when the Labour government repealed that.
Some time after that (can't find when for now!), law changed again and co-ops have been liable for corporation tax ever since... but there's a difference in the way it works, as follows:
"Profit & Loss" account for private companies
* * *
"Profit & Loss" account for co-operatives
* * *
"Mixing it" with private enterprise
Private enterprise wholly-owned by a co-op / several co-ops
Joint venture with private enterprise: Co-op Travel, Co-op Bank, Unity Trust Bank
Employing non-members
(including contractors)
CWS production units – factories, dairy in Lancashire, bakery
Bolivia mining /utilities co-ops
Co-ops in Cuba – labour legislation
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Year 9 – Spring term learning program
Depending on your current level of maths some students may need to review year 7 and 8 lessons first. More able students should complete additional lessons within each topic to extend themselves.
| Subject – Geometry and measures | | | Complete |
|---|---|---|---|
| Topic - Translations | | | |
| Translations | | | |
| Topic - Reflection | | | |
| Reflecting shapes in the x and y axis | | | |
| Reflecting shapes in the line y=5 x=6 | | | |
| Reflecting shapes in the line y=x | | | |
| Topic - Rotation | | | |
| Rotation about a centre part 1 | | | |
| Rotation about a centre part 2 | | | |
| Topic - Enlargements | | | |
| Enlarging shapes | | | |
| Enlargement with a centre of enlargement | | | |
| Topic - Bearings | | | |
| Rules of bearings | | | |
| Introduction to bearings Part 1 | | | |
| Introduction to bearings Part 2 | | | |
| Topic - Loci and Constructions | | | |
| Perpendicular Bisector | | | |
| Perpendicular line from a point on a line | | | |
| Perpendicular line from a point to a line | | | |
| Angle bisector | | | |
| Subject –Statistics and probability | | | |
| Topic - Averages | | | |
| Calculating the mean of grouped continuous data | | | |
| Calculating the mean of grouped discrete data | | | |
| Topic - Finding the median | | | |
| Finding the Median of Grouped Data | | | |
| Topic - Scatter Graphs | | | |
| Types of correlation | | | |
| Plotting scatter graphs | | | |
| Topic - Frequency Polygons | | | |
| Plotting frequency polygons | | | |
| Topic - Venn Diagrams | | | |
| Introduction to Venn diagrams and key words | | | |
| Set notation exam style question | | | |
| Shading Venn Diagrams A ∩ B & A | U | B | |
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[ INTENTIONAL RELATIONSHIPS ]
HOSTS & GUESTS
Have you ever been a guest at a party? Then you know that guests don't have a lot of responsibilities. They might have a few conversations, or run into a friend they know, but for the most part they can just sit back and enjoy the party. Hosts are a different story. A host is responsible for planning, getting food, setting up the venue and even welcoming and introducing guests to others. Hosts take the initiative in relationships. They are intentional about them. You must do this too. You must see yourself as a host, not a guest, in your daily life and go out of your way to connect with others and provide for them.
FAMILY ACTIVITY
They should create menus, set ambiance, cook food & plan dinner conversation or games.
Challenge your kids to host a dinner for the family.
Menu Ideas
Paninis & Soup Salad & Pasta Night Breakfast Snack Dinner
Atmosphere
Candles & Tablecloth Mood Setting Music Floor/Table/Outside Informal/Formal
Conversation
Dream Vacations Would You Rather Guess the Movie Historic Trivia
Click here for additional ideas for creative ways to stay connected
DISCUSSION QUESTIONS
1. Think of a few people in your life who are good hosts. What makes them good hosts?
2. Why is it important to make others feel comfortable?
3. How would relationships change if everyone took more initiative?
HOME CHATS
STAYING CONNECTED
Connections can be hard to come by, even when you aren't quarantined by Coronavirus. That's why it's amazing when you see people in isolation still finding ways to connect. People around the world are exercising together from their balconies, playing music together and utilizing video chatting technology to create together and solve problems. All this is only possible when people focus on being hosts, not guests, to those within their influence.
No where is this a bigger challenge than in our own families. Sometimes the people you know the best are the ones who you tend to make the least effort toward. May that not be true of our families during this time. The Coronavirus should be a reason to come together, and it's time we started taking initiative with those we love the most. So, what could you do to care or connect with others this week?
Make Music Together
When thousands were put into quarantine in Italy, it didn't stop them from connecting. Instead, they played music together. Have your family grab instruments (real or make-shift) and make music together. Record and post it with the hashtag #HabitudesHomeChats for a chance to be featured on the Growing Leaders Instagram @growingleaders
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The Writing Centre
Room SN-2053 Science Building
Tel: 864-3168
http://www.mun.ca/writingcentre
Hours:
Determined on a term-by-term
basis.
Please call, drop by, or check our webpage for current hours.
QUOTING VERSUS PARAPHRASING VERSUS SUMMARIZING
(APA Version)
Quoting
including in your text exact words from a source. The source material must be enclosed in quotation marks, unless it exceeds 40 words, in which case it is presented in a double-spaced, indented block without quotation marks. Page numbers, where applicable, must be cited.
Paraphrasing
restating someone else’s words in detail, using your own words, phrasing and sentence structure! Page numbers, where applicable, must be cited.
Summarizing
condensing a passage from a source - or condensing an entire work - to convey its main points or message. Again, you must use your own words, phrasing, and sentence structure. Cite page numbers only if you are summarizing particular passages from the original.
Guidelines for Using Quotations (Troyka, Buckley, & Gates, 1996, p. 545)
1. Use quotations from authorities in your subject to support what you say, not for your thesis statement or main points.
2. Select quotations that fit your message.
3. Choose a quotation only if
a. its language is particularly appropriate or distinctive;
b. its idea is particularly hard to paraphrase accurately;
c. the authority of the source is especially important to support your material;
d. the source's words are open to more than one interpretation, so your reader needs to see the original.
4. Quote accurately.
5. Integrate quotations smoothly into your prose, paying special attention to the verbs that help you to do so effectively.
6. Avoid plagiarism. Always document your source. Enclose quotations in quotation marks. Even if you do not use the entire quotation in your paper, the quotation marks signal that all words they enclose are words quoted directly from a source.
(Troyka, 1999, p. 559)
Paraphrasing
Paraphrasing enables you to maintain greater command of your text than does the inclusion of numerous quotations. The mental process you go through in developing an effective paraphrase also helps you immeasurably in coming to grips with someone else's ideas.
In the text The St. Martin's Handbook for Canadians, 2 nd edition (1995), authors Lunsford, Connors, and Segal suggest that one effective way to avoid plagiarism in your paraphrasing is to produce a paraphrase "without looking at the source." Only after you've produced your paraphrase should you compare it with the original, to ensure that you've neither used the original's words and phrasings nor misconstrued its meaning (p. 197).
Guidelines for Writing a Paraphrase
1. Say what the source says, but no more.
2. Reproduce the source's emphases.
3. Use your own words, phrasing, and sentence structure to restate the message. If certain synonyms are awkward, quote the material – but resort to quotation very sparingly.
4. Read over your sentences to make sure that they do not distort the source's meaning.
5. Expect your material to be as long as, and possibly longer than, the original.
6. Use verbs that help you integrate paraphrases smoothly into your prose.
7. Avoid plagiarism.
8. As you take notes, record all documentation facts about your source so that you can acknowledge your source accurately to prevent plagiarism.
(Troyka, Buckley, & Gates, 1996, p. 551)
CITING TWO OR MORE SOURCES IN ONE REFERENCE - APA
If more than one source has contributed to an idea or opinion in your paper, cite the sources alphabetically in one set of parentheses; separate each block of information with a semicolon.
Conceptions of personal space vary among cultures (Morris, 1977; Worchel & Cooper, 1983).
(Troyka, 1999, p. 620)
References
Lunsford, A., Connors, R., & Segal, J. Z. (1995). The St. Martin's handbook for Canadians (2 nd ed.). Toronto: Nelson Canada.
Troyka, L. Q., Buckley, J., & Gates, D. (1996). Handbook for writers(1
st
Canadian ed.).
Scarborough: Prentice Hall Canada, Inc.
Troyka, L. Q. (1999). Handbook for writers (2nd Canadian ed.). Scarborough: Prentice Hall
Canada, Inc.
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March Vegetable Gardening By Earl Hockin, Master Gardener
March is definitely when we can begin our gardening season. Cool season vegetables can be sown or transplanted in March. In the first two weeks of March, arugula, kale, collards, kohlrabi, lettuce, mustard, parsnip, spinach, peas, cilantro, radish, and calendula can be direct-sown. Early March is also the time to plant onion bulbs. Cover your plantings with row cover or build a loop hoop structure with row cover to protect them from unusual cold weather and insects and to warm the soil. Row cover enables one to begin planting two weeks earlier than the average last frost date for our zone.
Early March is also the time to start the seeds of warm season plants that you want to transplant between midApril and the beginning of May. Mid to late March is when you should plant Irish potatoes. It is best to plant day-neutral onions, also called intermediate onions, which include varieties such as Candy, Sierra Blanca, Red Candy, Early Yellow Globe, White Portugal, Italian Red Tokyo, and Long White. During the last two weeks of March, you can also direct sow beets, chard, turnips, carrots, dill, and parsley.
If you are wondering about dates for planting at your precise location, use the 2023 updated federal plant hardiness zone map at https://planthardiness.ars.usda.gov/. When you are at the site you will see the map that shows the entire country. On the left-hand side you will see 4 symbols. If you select the circular symbol, the map will change to your exact location with the color of your plant hardiness zone. You can also enter your zip code to find your zone.
When sowing seeds and transplanting seedlings it is important to have suitable soil temperature. To measure soil temperature, use a thermometer and sink it to a depth of four inches or so and leave it there for three minutes. Most seed packages will describe what temperatures are advised for sowing seeds and transplanting seedlings.
* At a soil temperature of 40°F, plant arugula, kale, lettuces, parsnips, peas, radicchio, radishes, and spinach. You can transplant cool season vegetables like broccoli and cabbage.
* At a soil temperature of 50°F, direct seed Chinese cabbage, leeks, onions, Swiss chard, and turnips.
* At a soil temperature of 60°F, direct seed beets, broccoli, Brussels sprouts, cabbage, carrots, and cauliflower.
Another consideration is frost dates. To find your first or last frost dates go to: https://scacis.rcc-acis.org/. To help you navigate the site, instructions are provided below.
Under Product Selection, click on Single-Station Products
* Select First/Last Dates
* For year range enter that you like. I choose to enter 2000 to 2022
* Under Criteria select Min temp and for <= enter 32
* For Period beginning select AUG 1
* Under Pair results by: Select Calendar year
* For Additional options check mark
* Set maximum missing values
* Allowable missing days enter the number 5
* Include value
* Under Station/Area selection in the search bar Type in Bristol TN
* Then click on the magnifying glass "search symbol" A map will appear and you will see various Blue Pins on the map of the area
If you click on the down arrow in the "Station Bar" you can select a number of local stations including Kingsport, Elizabethton, Mountain City. Choose one, then click on the word GO, this causes the map to disappear, but will show a table at the bottom of the page. Scroll to the bottom and to view the last and first day of frost for the range that you entered in step 4.
University of Virginia and University of Tennessee have more resources for estimated planting dates.
University of Virgina gardening calendar: https://www.pubs.ext.vt.edu/426/426-331/426-331.html
University of Tennessee 2024 gardening calendar: https://utia.tennessee.edu/publications/wp- content/uploads/sites/269/2024/02/W436.pdf
How do I ask a question?
If you have a question for the Master Gardeners, submit them to us on our website at www.netmga.net. Click the link at the top of the page, "ASK A MASTER GARDENER" to send in your question. Questions that are not answered in this column will receive a response from a Master Gardener to the contact information you provide.
The Master Gardener Program is offered by the University of Tennessee Extension. The purpose of the Master Gardener program is to train people as horticultural-educated volunteers. These volunteers work in partnership with the local Extension office in their counties to expand educational outreach, providing home gardeners with researched-based information.
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For Ses #4 SP 713
Observing
Watch for the moon and sky whenever you can, thinking about yourself as an observer.
Viewing Activities
Write from what you did and noticed in the class investigations with frames, size and measure.
Comment on geometry and proportion as a means of seeing and calculation in the examples of your class activities with frames, Galileo's compass, and the lenses and curved mirrors.
Discuss some of your efforts to use Galileo's geometrical compass.
Describe your efforts and insights to see, work, and compute with geometry and proportion.
Galileo Story
For an overview:
Galileo's Telescope online Annotated illustrations of the instruments and texts, including spyglasses, Galileo's instruments, and his observations.
UnderGalileo Links:
Read Galileo's book of telescope discoveries, Sidereus Nuncius, 1610. You may read it from:
Sidereal Messenger of Galileo Albert van Helden's 1989 complete translation, from Latin. Or The Starry Messenger, Stillman Drake's 1957 translation in the paperback book Discoveries and Opinions of Galileo This translation is incomplete.
UnderGalileo Instruments:
You might look at these Links under Galileo Instruments:
Galileo Sidereus Nuncius and the Sidereus Nuncius Manuscript
Galileo crafted his later books as arguments to persuade and does not intend to reveal the personal process by which he developed. By contrast, in the Sidereus Nuncius, he shares with the reader some moments and passages from his improvisation, observing and discoveries. As you read, watch for the story he tells in what he tried, saw, wondered about, inferred. You might notice gaps (something he doesn't reveal) and parts that suggest confusion or incompleteness. How does the writing convey his amazing experience? Look for and note examples of Galileo's keen observation, both of these newly revealed marvels, and of more commonplace (but not commonly really observed) surroundings. Notice how he uses what he observes and improves to develop and challenge what he understands. Put yourself in Galileo's experience. What else might you wish to say or share – or hear from him? You might write him an imaginary letter.
MIT OpenCourseWare http://ocw.mit.edu
EC.050 Recreate Experiments from History: Inform the Future from the Past: Galileo January IAP 2010
For information about citing these materials or our Terms of Use, visit: http://ocw.mit.edu/terms.
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Name: ______________________ Class: _________________ Date: _________
Oceanography Section 3-3 Questions
Multiple Choice
Identify the choice that best completes the statement or answers the question.
____
1. According to the theory of global plate tectonics,
a. The Earth is gradually getting larger as sea floor spreading continues.
b. Expansion of the sea floor is mainly compensated by the folding of mountains on land.
c. Rate of sea floor subduction equals the rate of sea floor spreading.
d. Lithospheric plates ceased moving millions of years ago.
____ 2. The driving force for plate tectonics is
a. Seismicity and tectonism.
b. Lithospheric plates dragging across the top of the asthenosphere, causing the asthenosphere to flow.
c. Thermal convection within the asthenosphere.
d. Pounding of waves against the continents.
____ 3. Island arcs parallel trenches because
a. Magnetic anomalies parallel the ridges.
b. It is an area of compression.
c. Benioff Zones are inclined below the island arcs and earthquakes are deeper.
d. Plates are subducted along the trenches and the molten material they generate rises to form the island arcs.
e. All of the above.
____ 4. Volcanism and tectonism are concentrated along plate boundaries because
a. These areas tend to be away from the continent and the crust is thinner.
b. Thermal convection is faster there.
c. Rocks are breaking apart and/or sliding past each other.
d. These are the youngest rocks.
____ 5. Mantle plumes
a. Are part of the Wilson Cycle of ocean basin formation and destruction.
b. Are associated with plate edges at the oceanic ridges.
c. Produce a linear series of volcanoes that parallel the trenches.
d. Produce a linear series of volcanoes in response to plate motion.
e. Are largely responsible for the oceanic ridges.
____ 6. In the Wilson Cycle,
a. Sea floors can be created at the ridges and simultaneously destroyed in the trenches.
b. Ocean basins are created and later destroyed.
c. Continental mountain chains mark the end of an ocean basin.
d. Oceanic rift valleys are presented except in the declining and terminal stage.
e. All of the above.
Completion
Complete each statement.
7. The frequency, magnitude, and distribution of earthquakes are called _______________.
Name: ______________________
8. Deformation of the Earth's crust is called _______________.
9. The process whereby one part of the sea floor slides below another is called _______________. This is most commonly associated with two physiographic features of the ocean: one a deep part of the sea floor called a _______________ and the other a chain of emergent volcanoes called the _______________. These islands are typically composed of a rock called _______________, which is intermediate in composition between granite and basalt.
10. The region of progressively deeper earthquakes where sea floor is subducted is called _______________.
11. Rather than speaking in terms of crust in regards to plate tectonics, one should speak of _______________ because this is the unit involved in rifting and subduction.
12. "Hot spots" are located above a _______________.
13. The history of ocean basins from formation to destruction is called the _______________.
14. The five stages in ocean basin history in order are _______________, _______________, _______________, _______________, and _______________.
15. The name applied to the fault complex in southern California, which is gradually pulling this area away from North America, is _______________. It is a _______________ fault and separates two segments of an oceanic ridge. In some areas along the fault _______________ forces have raised mountains, but in others _______________ has created depressions.
-
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Canine Buddies Help Youth Develop Reading Skills
-UC Davis Study
The Issue
Strong reading skills are among the essential tools necessary to develop a scientifically literate youth population. Development of these skills is facilitated by reading aloud, a practice that many children find difficult and intimidating. In an effort to lessen children's anxieties and encourage the development of improved perceptions and practices regarding reading aloud, programs that match youth with trained canine reading partners have been emerging around the country. However, our understanding of how effective these programs actually are is limited by the fact that they have not been systematically researched.
What has ANR done?
In response to the lack of scientific evidence to support the implementation of canine-assisted reading programs, researchers from UC Davis Veterinary Medicine Extension collaborated with Tony LaRussa's Animal Rescue Foundation (ARF) to implement and evaluate ARF's All Ears Reading program with school-aged youth. Two projects were completed. The first project investigated changes in reading skills in third graders from Dixon Unified School District. In the second study, the subjects were 11 home-schooled youth from the Davis-Sacramento region.
In both studies, youth participants read aloud to All Ears Reading program dogs once a week for 10 weeks under the supervision of UC Davis undergraduate interns who were trained as animal handlers. During each session, the children were encouraged to interact with the dogs and then were asked to read aloud to the dogs for 10-15 minutes. To assess reading skills, a test that measures reading fluency (words per minute) and accuracy (errors per minute) was given to all youth both prior to and following the 10-week program. This assessment was drawn from the Oral Text Reading for Comprehension Test.
4Paws
©
The Payoff
Reading to Dogs Has Positive Impacts on Youth
In the study of third-grade students from Dixon, we found that the students who participated in the program improved their reading fluency by 12 percent. By comparison, the third-grade class that acted as the control had no improvements in reading fluency over this period. In the study of home-schooled youth, we found a 30 percent improvement in reading fluency. In this study we were also able to collect information from the children regarding their feelings about reading and about dogs, both prior to and following the program. Coming into the study, this group had very positive associations with being around dogs and negative associations with reading aloud. They reported that reading aloud made them feel "self-conscious, clumsy, and uncomfortable." Introducing the presence of a dog to the practice of reading aloud created an environment where they expressed positive feelings of "happiness and safety," and changed their perceptions of reading practice. By the final project interview, the children described reading aloud as "fun" and "cool," and said that they felt "relaxed and more confident" when reading to a dog.
Clientele Testimonial
Quotes from youth: "I feel relaxed when I am reading to a dog because I am having fun." "I felt like I was reading out loud faster and better."
Quotes from parents:
"I have noticed that he now reads because he wants to, not because he has to." "My daughter reads aloud a lot more than she used to." "My son now reads aloud to his little brother. I love that."
Contact
Supporting Unit: Veterinary Medicine Extension
Martin H. Smith & Cheryl Meehan, Ph.D.
Veterinary Medicine Extension 530-752-6894 firstname.lastname@example.org
4Paws
©
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Advanced Outdoor Cooking
Cadette, Senior, Ambassador:
Complete 6 activities-- make sure to include one from each section
DISCOVER
1. Find out the best way to cook for a large group. Practice making recipes larger by
doubling or tripling the original recipes. How would the following factors be affected when cooking for a larger group?
* Equipment
* Fuel
* Cooking time
* Prep time
* Portions
2. Plan a menu to be cooked outdoors and make it nutritional as well as filling. Make sure to incorporate all the food groups in the appropriate proportions. http://www.mypyramid.gov/
3. Research ways to adapt your favorite recipe for outdoor cooking.
4. Learn how to use a charcoal chimney. Find out how to regulate the heat when cooking with a Dutch Oven outdoors. http://www.lsdos.com/
CONNECT
1. Plan a meal for warm weather camping then plan a meal for cool weather camping. Cook the meal that is seasonally appropriate.
2. Make fire starters and use the fire starters to start charcoal and/or wood fires. (http://www.free-camping-recipes.com/homemade-fire-starters.html)
3. Cook a dish using three of the following novelty cooking methods: reflector or solar oven, orange shell or onion shell on coals, coffee can cooking, hay hole or planking, pie iron, foil packet/hobo dinner, tin can and/or vagabond stove, and dash board cooking.
4. Find out about organizations that specialize in outdoor cooking. (Examples include: Dutch oven societies, backpacking organizations, etc.) Contact them to find out more information about events and activities.
TAKE ACTION
1. Hold a workshop to help Girl Scout Juniors earn their Outdoor Cook Badge.
2. Plan a cookout to support a community/volunteer effort (i.e. cookout for volunteers after a park clean up, cookout to feed the homeless or to support your local food pantry etc.)
3. Learn what Leave No Trace means (http://www.lnt.org/ ) and implement it when cooking and cleaning up outdoors. Share what you have learned with a Girl Scout Daisy Troop working on the "Between Earth and Sky" Journey.
4. Teach a Girl Scout Brownie Troop working on the "Wonders of Water" Journey how to set up an outdoor washing station for a group:
* Use the 3 bucket system (wash, bleach, rinse)
* Provide a place to scrape the waste items/trash.
* Figure out how to keep it off the ground (ex: lashing tripods, using tables, etc.)
* Hang a line for dips bags to be placed for drying.
* Don't forget to teach them how to dispose of their dishwater/gray water
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Building Language Skills with The Seattle Times
January 7, 2016
Article: "Cartoon series brings laughs to raging immigration debate"
Monday, January 4, 2016 in the e-Edition of The Seattle Times, NW Monday B4
Pre-Reading:
Before reading the article, read the title and look at the photograph. What do you know about the "raging immigration debate?"
Vocabulary:
As you read, look for the following vocabulary words that appear in today's article. Write down what you think the words mean based on the "context," or how the words are used in the sentence in which they appear. Next, look up the definitions in a dictionary and see how close your guess was for each word.
embattled furor
dunderheaded patriarch
apoplectic inculcated
compelled satire
perpetuate archetypes
confiscated stint
interplanetary mastermind
propels
Comprehension:
1. What issues does the new Fox animated comedy "Bordertown" target?
2. What is the second episode about?
3. What is character Bud Buckwald's fear?
4. Bordertown began as a modern-day update of what 1970s sitcom?
5. How is Bud Buckwald like Archie Bunker?
6. How does shoe creator Hentemann relate to the immigration story?
7. Why was Hentemann compelled to write Bordertown?
8. Why did Hentemann bring in a team that included Latino writers?
9. Writer Lalo Alcaraz says the shows characters are not stereotypes but what?
10. Why is the episode about border walls timely?
11. What show did Hentemman run before Borderland?
12. How does Hentemann describe he difference between Bordertown and Family Guy?
Post-Reading:
Read the following passage from the article and discuss the following questions in a group:
"The series' premiere dealt with a toughest-in-the-nation anti-immigration bill passed by Mexifornia, the U.S. desert community where 'Bordertown' is set. . . .
According to creator Mark Hentemann, 'Bordertown' began as a modern-day update of Archie Bunker, the apoplectic working man from the pioneering 1970s sitcom 'All in the Family.' Like Archie, Bud is 'a white guy who feels he's losing his place in the world. He's contrasted with an immigrant who's building a life for himself in the United States.'
Do you think a TV series is the appropriate place to deal with immigration issues? Why or why not? How do you think viewers will respond to the show? Would you rather the watch the show with your family or withy your friends? Why? As you learn about the show, do you think you identify with any of the characters?
Building Language Skills:
Read the following passage, and complete the activity below:
"Let's get one thing straight: Donald Trump is not a consultant for 'Bordertown.' To be sure, this new Fox animated comedy does target issues like immigration, the drug war and the embattled American dream. But it's been in development since 2007, long before the furor sparked by Trump upon his entry last June into the presidential race."
What stance has presidential candidate Donald Trump taken on immigration and border wars? Use recent issues of The Seattle Times to gather information. In a short essay summarize Trump's opinions and actions. Do you agree with Trump's opinion? Why or why not? If you were running for president, what stance on immigration and border wars would you take?
Comprehension Question Answers:
1. The comedy targets immigration, the drug war and the embattled American dream.
2. The second episode is about "the construction of a border wall meant to protect Mexifornia from undesirables from down Mexico way."
3. Bud Buckwald's fear is that his American dream is slipping away as ethnic minorities are projected to become the majority.
4. Bordertown began as a modern-day update of the Archie Bunker character from "All in the Family."
5. Bud Buckwald is like Archie Bunker in that he "is a white guy who feels he's losing his place in the world."
6. Hentemann relates to the immigration story because his father used to tell him how he came over from Germany in the '20s with nothing, seeking a better life, working three jobs.
7. Hentemman says that every family has an immigration story and sees the show as an opportunity to do smart, cultural satire.
8. Hentemann brought in a team that included Latino writer because he didn't want to perpetuate cultural stereotypes.
9. Alcaraz says the characters are archetypes.
10. The episode about border walls is timely because of presidential candidate Donald Trump's stance on border control.
11. Before Borderland Hentemann ran Family Guy.
12. Hentemann says that Bordertown aims to dig deeper than Family Guy and hopes that it will break new ground as relevant satire in the way 'All in the Family' did.
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Wild dog risks to threatened wildlife
Wild dogs prey on a variety of animals including mammals, birds and reptiles of all sizes from insects to water buffalo. However, they prefer to eat small and medium-sized mammals when available, including native mice, dunnarts, bandicoots and wallabies 1 .
There are presently 14 national-level recovery plans that identify wild dogs as a known or potential threat to some native mammal, bird and reptile species (Table 1). These species are all listed under the national Environment Protection and Biodiversity Conservation Act 1999 6 .
Wild dogs can present significant risks to populations of many of these species 2 , and the continual influx of domestic dogs into the wild means there is a constant feral population that puts pressure on vulnerable wildlife 3 .
Wild dogs have been implicated in the decline of several species, both historically and in the recent past. For example, dingoes may have been responsible for the mainland extinction of the thylacine (Tasmanian tiger) 1 , as well as the decline of brushtail possums 4 and other marsupials 5 in the arid zone over the last 200 years.
Wild dogs have been implicated in the decline of several species, both historically and in the recent past.
Predation by wild dogs was recently listed as a Key Threatening Process for threatened species, populations and communities in New South Wales 3 and is a known or potential threat to a variety of other native species elsewhere.
The recovery plans set out research and management actions that aim to stop the threatened species' decline and maximise their long-term survival in the wild. Several other plans are being prepared for the recovery of threatened species that would be potentially susceptible to predation by wild dogs should they re-establish in the places where these native species live.
Because the impact of wild dogs on populations of threatened species can be severe, the risk to all wildlife (threatened or otherwise) should be considered in regional wild dog management plans.
Table 1. Currently listed native species potentially or known to be threatened by wild dog predation 6
More information
1. Corbett LK (2001). The Dingo in Australia and Asia (2nd edn). JB Books, South Australia.
2. Coutts-Smith AJ, Mahon PS, Letnic M, and Downey PO (2007). The Threat Posed by Pest Animals to Biodiversity in New South Wales. Invasive Animals Cooperative Research Centre, Canberra.
3. Major R (2009). Predation and Hybridisation by Feral Dogs (Canis lupus familiaris) – Key Threatening Process Listing. New South Wales Department of Environment, Climate Change and Water, Sydney.
4. Kerle JA, Foulkes JN, Kimber RG, Papenfus D (1992). The decline of the brushtail possum, Trichosurus vulpecula (Kerr 1798), in arid Australia. The Rangeland Journal 14:107–127.
5. Allen BL (2011). A comment on the distribution of historical and contemporary livestock grazing across Australia: Implications for using dingoes for biodiversity conservation. Ecological Management and Restoration 12:26–30.
6. Environment Protection and Biodiversity Conservation Act 1999. Australian Government. www.environment.gov.au/epbc/
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Our Council's Own Michigan Junior Badge
Water, it's the reason European explorers and fur traders arrived in Michigan long before they got to many other parts of the Midwest. With shoreline on four of the five Great Lakes it's also the reason it attracts travelers today. Michigan also have vast forests, farmland, large cities, and small towns. The state is a paradise of recreation in both the summer and winter months. Michigan is a great place to live or a great place to visit!
Complete 6 activities to earn the badge
1. Michigan History
Every state has a history...research Michigan's. When was it settled? When did it become a state? How has the State of Michigan changed? Research online or at the library. Create a timeline of Michigan's history. Cover a decade, a century, or go back as far as you'd like. Include at least 20 historical events.
2. Michigan's State Flag
Learn about the state flag. When was it adopted? What do the symbols stand for? What do the words mean? What is our state motto? How has it changed over the years? Search the web, download a picture of the flag, and color it as accurately as possible.
3. Michigan Lighthouses
Michigan has a rich maritime heritage. Did you know that Michigan has over 120 lighthouses, more than any other state? Each lighthouse has its own unique design. Find a picture of one. Tour or research a lighthouse and learn how they work or learn about keepers and thier tools.
4. Michigan Landmarks
Research locations of National Historic Landmarks and Michigan Historical Markers. What is the difference between the two designations? Michigan has many National Historic Landmarks including the Fox Theater, Grand Hotel, Soo Canal, USS Silversides, and Cranbrook, just to name a few. Michigan Historical Markers are located throughout the state...there just may be one in your own community! Visit one and discover more about it.
5. Michigan Legends
The legend of Paul Bunyan grew out of the early Michigan logging industry. The legend of the Sleeping Bear Dunes is even older. Learn about one of these legends or find other legends about Michigan. Write a play or puppet show about one or create one of your own. Preform the show for a younger troop or at your next meeting.
6. Michigan Industry
The three largest income-producing industries in Michigan are manufacturing, tourism, and agriculture. Plan a trip to a Michigan tourist destination. Include a budget for transportation, tickets, food, lodging, and miscellaneous. Write to the Visitor's Bureau or Chamber of Commerce for some tourist flyers and information.
7. Michigan State Parks
The DNR (Department of Natural Resources) operates all Michigan parks. There are State parks, National Forests, and pathways. Learn about our park system by visiting one. Many parks offer educational programs, or you can join the State Explorer Program.
8. Michigan Wildflowers
Identify at least 5 wildflowers found in Michigan. Look them up in a book on regional wildflowers and find out to which family each belongs. See if you can find them in your backyard or at a local park. Learn about the rules that protect wildflowers.
9. Michigan Native Americans
Native Americans were living in the land that became Michigan before it was settled by the Europeans. Name three major tribes that lived in Michigan. Find out about one of them. Make something that they used during their daily life, prepare a traditional dish, or play a game they would have played.
10. Michigan's Auto Industry
Michigan is known as the car capitol of the world. How did Henry Ford change the auto industry? What is the "Big Three"? How have cars changed since the first ones were built? Are they safer? More reliable? Faster? Design your dream car.
11. The Mighty Mac
Construction of the Mackinac Bridge began in March of 1954. Learn more about the bridge and answer the following questions: How long did it take to construct and what day did it open to traffic? Why was it called the "Mighty Mac"? What type of bridge is it? How long is it? What event is held at the bridge on Labor Day each year? Create a poster to share with others illustrating these facts. Include a sketch, picture, or postcard of the Mighty Mac.
12. Michigan's Hall of Fame
Write a short report or presentation about a famous person from Michigan or a famous person who made their home in Michigan. Use props if you like and perform for your troop or family.
This badge was developed by Girl Scouts of Metro Detroit Troop #830
as their Silver Award Project
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Math 21 – Summer – Written Project 3 (Chapters 9-10)
1) What percentage of young drivers run red lights? A survey of 124 drivers aged 18 to 25 showed that 89 of them run red lights. Construct a 90% confidence interval for the proportion of all drivers aged 18 to 25 that run red lights.
Confidence Interval, Proportion
ˆ 89 /124 p =
2) A researcher wants to determine what proportion of all high school students have Internet access at home. He has no idea of what the sample proportion will be. How large of a sample is required in order to be 95% sure that the sample proportion is off by no more than 5%?
A sample of size 385 is needed.
3) A random sample of 13 accountants showed that they had a mean salary of $46,328 and a standard deviation of $17,298. Use this sample to test the claim that the mean accountant salary is higher than $40,000 at the 0.05 level of significance.
One Mean Hypothesis Test
Step 1: H0: 40000
µ=
H1: 40000
µ>
Step 2: 0.05
α=
Step 3: One Mean Test
Step 4:
Step 5: Fail to reject H0.
There is not sufficient evidence to conclude that the mean accountant salary is higher than $40,000.
4) It is claimed that 60% of all 18- to 25-year olds have used alcohol in the past 30 days. A survey of 125 students on campus who are between the ages of 18 and 25 showed that 83 have used alcohol in the past 30 days. Test the claim at the 0.05 level of significance.
One Proportion Hypothesis Test
Step 1: H0: 0.60 p = H1: 0.60 p ≠
Step 2: 0.05
α=
Step 3: One Proportion Test
Step 4:
z = 1.46, P-value = 0.1441
Step 5: Fail to reject H0.
There is not sufficient evidence to conclude that the proportion of 18- to 25-year-olds who consumed alcohol in the past 30 days is different than 60%.
5) Here are 10 randomly selected blood sugar levels from a laboratory. (Levels measured after a 12-hour fast in mg/DL.)
105 89 96 135 94 91 111 107 141 83
Construct a 90% confidence interval for the mean blood sugar level of all people after a 12-hour fast.
6) The public relations officer at a college wants to estimate the mean IQ of all college students. If she wants to be 95% confident that her sample mean to be off by no more than 2 points, how large of a sample is necessary? The standard deviation for IQ scores is 15 points.
Sample Size, Mean
Margin of Error = 2, Width = 4
Level of Confidence = 0.95
Standard Deviation = 15
The sample size that is needed is 217.
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technically speaking
BY ERIK RUNKLE
Effects of Blue Light on Plants
Blue light is usually referred to as radiation with wavelengths between 400 and 500 nm. This waveband is within the visible spectrum, has relatively high energy, and has pronounced
effects on plant growth and flowering. Our perception of blue light, especially at shorter wavelengths (for example, 400 to 425 nm) is low compared to green light. In contrast, blue light is considered equally effective as green or red light at driving photosynthesis. Thus, while blue light can appear somewhat dim to us, it has high energy and is useful for plant growth applications.
BLUE LIGHT AND PLANT GROWTH
Erik Runkle is professor and floriculture Extension specialist in the department of horticulture at Michigan State University. He can be reached at firstname.lastname@example.org.
38FEBRUARY 2017
Blue photons drive the photosynthetic reaction, although from an energy standpoint, one might consider them less efficient than green or red photons because their high energy isn't fully utilized; some of the energy is essentially lost compared to photosynthetic photons with a longer (less energetic) wavelength. However, at least a minimal intensity of blue light is needed in sole-source (indoor) lighting applications for normal plant growth. In addition, blue light regulates the opening of stomata, which are the tiny openings on leaves that control both water loss and the uptake of carbon dioxide. Generally, only a low intensity of blue is needed in a light spectrum for fully functional photosynthesis. Therefore, indoor lighting (such as in vertical farming) and greenhouse lighting usually include blue in the spectrum.
Generally, blue light suppresses extension growth; plants grown with blue light are usually shorter and have smaller, thicker and darker green leaves compared to plants grown without blue light (Figure 1). In the production of ornamentals, these attributes can be desirable because in essence, blue light can act as a growth regulator. The utility of blue light as a growth regulator is pronounced with indoor lighting and generally has less or no growth-inhibiting effects in supplemental greenhouse lighting. There are some reports in which extension growth is actually promoted under only blue light, although this response seems to be crop specific.
BLUE LIGHT AND LEAF COLOR
Radiation with shorter wavelengths (blue/UV) stimulates the production of compounds that can influence leaf coloration. For example, in the absence of blue/UV radiation, plants that have purplish leaves outdoors may have green leaves. In some leafy greens crops such as lettuce, blue/UV also increases the production of healthful compounds such as antioxidants and some vitamins. Thus for these crops, delivery of blue/UV
GPNMAG.COM
Figure 1. Seedlings grown indoors with blue light are often shorter, and have smaller leaves, than those grown under only red light. Plants were grown at the same photosynthetic photon flux density (PPFD) in an environmental growth chamber. Research from Heidi Lindberg and Erik Runkle, MSU.
radiation prior to marketing can increase crop quality attributes such as leaf coloration and nutrition. Similarly, in the absence of blue/UV, some plants in the tomato (nightshade) family develop intumescences, or small blisters, on leaves, stems and petioles. This physiological disorder typically decreases as blue/UV radiation increases.
BLUE LIGHT AND FLOWERING
At a low intensity, such as that typically used to deliver photoperiodic lighting (1-2 µmol∙m –2 ∙s –1 ), blue light does not regulate flowering of most daylength-sensitive crops. However, at a higher intensity (such as 20 µmol∙m –2 ∙s –1 or higher), blue light can promote flowering of long-day plants and inhibit flowering of short-day plants. In recent research at Michigan State University, we delivered moderate intensities of blue light in our greenhouses in an attempt to regulate flowering and suppress extension growth. While we were successful at regulating flowering, there was no consistent effect on suppressing plant height.
Blue LEDs have become very efficient and inexpensive because they are used to create white LEDs for human applications. However, because of the high energy of light emitted from blue LEDs, and because the blue light appears relatively dim to us, people should never look directly at blue LEDs without UV/blueblocking safety glasses.
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Opinion
Dr Patricia Edgar
Biting off more than we can chew
Children are targeted relentlessly by fast food companies with irresponsible marketing campaigns. As teachers – your voices should be raised in this debate.
I sat on the beach last summer observing the parade of bodies, recalling photographs taken of my children playing on that same beach one generation before. The difference was massive.
for the first time in more than a century, life expectancy may fall.
all on shelves at children's eye level so they can pester their parents.
Australians are now among the fattest people on the planet. Twenty per cent of Australian children are overweight and 10 per cent are obese. These young people will battle illness for most of their lives – type 2 diabetes, bone disease, respiratory and cardiovascular diseases. Studies put the cost of obesity in children and adults in Australia in excess of $21 billion dollars. Researchers are warning that,
The psychological impact of obesity can be as damaging as the physical effects with many children demonstrating increased levels of stress with effects on their behaviour, concentration, learning ability and mood. I am sure teachers observe these symptoms in classrooms across the state.
We are hearing more and more messages about healthy eating but they get lost under the welter of products designed to tempt, which are thrust under our noses. In supermarkets there are lollies, chips, chocolates and biscuits
It's not just the amount of food we now eat but also what is in the food – the saturated fats and the quantity of sugar – that make the battle to keep weight within normal range a challenge for many people. The way food and drink is advertised creates confusion about what are the contents of food products and what represents healthy eating. Labels trumpet: 20 per cent less fat; 70 per cent less sugar, but the real meaning is less clear.
Children are targeted relentlessly by companies and advertisers with irresponsible
marketing campaigns. Fast foods with high fat, sugar and salt content are linked with promotions for toys, movies and characters. Shrek promoted the 'Belly Bulge Combo' – popcorn, Coke and M&Ms.
610 calories. What was once a 590 calorie McDonald's meal became 1550 calories.
We seem to admire excess and extol the newsworthiness of extreme eating habits. Without urgent action our eating and
Without urgent action, our eating and exercise habits will lead to a very unhealthy society, and our social and health systems will collapse under the demand for services.
Sophistry bedevils the debate about the food industry's role in the obesity epidemic. The industry insists we should exercise more; the media industries insist it is not their problem, they only offer entertainment. Government calls on parents to be the guardians of their children: they can turn off the telly, say no, refuse to buy, feed their children healthy food.
But business conspires against us. Marketers are way ahead of the game as they bring the best minds to bear on ways to access and develop the market. They discovered that people generally would not buy two servings of french fries or two burgers, but they would buy the super size, the value-added meal. Super-sizing led to a revolution in eating.
exercise habits will lead to a very unhealthy society and our social and health systems will collapse under the demand for services. Prevention is the answer. We should start with television, which has been a defining factor in shaping children's views of the world since the late 1950s: television carries millions of dollars worth of advertisements directed straight at children.
In Sweden, television advertising to children under 12 has been banned since 1991. In the UK, television regulator Ofcom banned junk food advertising in and around children's television programs in 2007.
A serving of McDonald's french fries ballooned from 200 calories in 1960 to habits is unclear. ACMA is unwilling to take precautionary action because of the impact on the revenue of the commercial television stations.
Industry self-regulation is not working. The obesity crisis requires government intervention by regulation of the food industry, the media industries (both advertising and programming), and the introduction of healthy lifestyle initiatives for all children.
As with smoking, we may need to put warnings on the packaging of fast food and junk food: "Eating this product may be hazardous to your health."
As teachers who see the evidence of overweight children in classrooms every day, your voices should be raised in this debate.
Dr Patricia Edgar is an author, television producer, educator and founding director of the Australian Children's Television Foundation. Her latest book is The New Child: In search of smarter grown-ups.
But our television regulator, ACMA (Australian Communication and Media Authority), claims the evidence linking food and beverage advertising to children's eating
Tell us what you think. Email email@example.com
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Solving problems and achieving goals i
Structured problem solving is a simple and effective technique for dealing with problems in your life. It is a step-by-step approach for tackling those aspects of a problem that can be changed. Tackle only one problem at a time.
Step 1: Identify the problem
This first step sounds simple and sometimes it is. However, sometimes it is hard to get clear what exactly the problems are and which is the best one to tackle first. If this is the case, it may help to talk to someone you trust and who knows you well. Then write down exactly what you believe to be the main problem or goal.
Step 2: List as many solutions as possible
List all ideas that occur to you, even if some seem silly or `way out'. Don't censor any solutions at this stage. List all possibilities without any evaluation of them.
1.
2.
3.
4.
5.
6.
Step 3: Discuss the pros and cons of each possible solution
Go down the list of possible solutions and assess the main advantages and disadvantages of each one. Keep going, even if all options seem unpleasant. Sometimes there is no easy answer.
Step 4: Select the best or most promising solution
Choose the solution that can be carried out most easily with your present resources (time, money, skills, etc.). It may help to discuss this with someone you trust.
Step 5: Plan how to carry out your chosen solution
List the resources needed and the main problems that need to be overcome. Practise difficult steps and make notes of information needed.
Step 6: Try it out, review what happens and praise all efforts
The solution you have chosen may work perfectly or it may not. If it doesn't, go back to your list of solutions and try something else. Many solutions are helpful, but do not provide the complete answer. Whether your solution has worked completely, partially or not at all, praise yourself for your efforts. Revise your plans if necessary. Continue with the problem-solving process until you have resolved your problem or achieved your goal.
i The leaflet has been adapted with permission from Andrews G, Jenkins R. Management of Mental Disorders (UK Edition). Sydney: World Health Organization Collaborating Centre for Mental Health and Substance Abuse, 1999. Distributed for the publishers in the UK by IN 2 Mail Ltd; Fax: +44 (0)1252 322315, PO Box 35, Aldershot, Hampshire GU12 4FP.
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Bringing your lunch to work or preparing lunches for your children to take to school is a tradition that ensures your loved ones eat a healthy and balanced lunch.
http://phc.amedd.army.mil 1-800-222-9698 APHC Food Protection
More information is available at the United States Department of Agriculture Animal and Food Safety and Inspection Service website: http://www.fsis. usda.gov/wps/portal/fsis/topics/food-safetyeducation/get-answers/food-safety-fact-sheets/ This information brochure was written by Army Veterinary Services personnel and published by the Army Public Health Center to inform and educate Service members, beneficiaries, and retirees about Food Safety. Comments or questions regarding content can be directed to ARMY-VSPublications@ mail.mil. Locate your local Veterinary Treatment Facility at https://tiny.army.mil/r/JG66r/VTFs
Approved for public release, distribution unlimited. TA-378-0716
Food Safety
Brown Bag Lunch
Learn how to keep packed lunches free from foodborne illnesses
"BROWN BAG" LUNCHES AND FOOD SAFETY
Bringing your lunch to work or preparing lunches for your children to take to school is a tradition that ensures your loved ones eat a healthy and balanced lunch. However, lunchtime food safety begins before the brown bag, when food brought from home is first selected, prepared, transported, and stored safely before eating. To keep the lunch safe from spoilage during the day, keep the following food safety tips in mind.
Choose Safe Foods
The humble peanut-butter-and-jelly sandwich comes from a time before the widespread availability of home refrigeration and is still a staple of today's lunches. The foods generally found in lunches can be split into two categories: Non-Perishable and Perishable.
Non-Perishable foods do not have to stay cold to be safe. Most famously, bread, peanut butter, and jelly are non-perishable and this combination as a sandwich makes it perfect for brown bag lunches. Other non-perishable foods that are safe for lunches include whole fruits, crackers, pickles and unopened cans/packets of meat and fish.
Perishable foods are foods that must be kept cold during the day to be safe for us to eat during lunch. Most commonly they are lunch meats, such as cold cuts, and pre-made salads with tuna, egg, or chicken as an ingredient. All of these foods must be kept refrigerated. However, it's not just homemade sandwiches and salads that need refrigeration. If you choose to use readymade lunches with meat or cheese in them, these must also be kept refrigerated and cold throughout the day.
Prepare the Lunch Safely
Be sure you wash your hands before making the lunch and make sure the countertops, cutting boards, utensils, and storage bags/boxes/pails are sanitized before and during their use.
Don't cross-contaminate: use separate and clean cutting boards and utensils for meats, produce, and breads.
Keep cold foods cold and hot foods hot, and don't leave food out for longer than 2 hours.
You may wish to prepare the food the night before. That's okay, but pack lunch bags right before leaving home. Freezing sandwiches helps them stay cold. However, don't freeze sandwiches containing mayonnaise, lettuce, or tomatoes. These items can be added later.
Packing, Transporting, and Storing
The very nature of bag lunches makes it difficult to keep food properly refrigerated [40°F (4.4°C) or colder] while commuting to work or school and storing before lunch.
The best choice for keeping lunches cold is an insulated bag or box. Metal or plastic lunch boxes without insulation are your next best choice, followed by paper bags. No matter the bag or box, use ice packs to keep food cold. Freezing a juice box or water bottle, then placing it in with the food is also a way to keep the lunch cold during the day. This will serve to keep the lunch cold and as a drink during lunch time.
For hot foods like soup, chili, or stew, use an insulated container to keep food hot. Fill the container with boiling water, let stand for a few minutes, empty, and then put in the piping hot food. Keep the insulated container closed until lunchtime to keep the food hot—140 °F (60°C) or above.
Reheat lunch food items to at least 165°F (73.9°C); use a food thermometer to check that a safe temperature has been reached before eating. When microwaving, cover food to hold in moisture and promote safe, even heating. Cook frozen convenience meals according to package instructions.
Clean Up
Remember to pack only what can be eaten at lunch time. Lunch leftovers that aren't stored properly for the rest of the day may not be safe to eat later. If you cannot refrigerate the food, it is best to throw it out.
Do not reuse paper lunch bags, sandwich bags, foil, or plastic wrap. Unfortunately, once these items have been used, they can contaminate other food and cause foodborne illness. The safest thing to do is to discard them.
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Are YOU READY?
How to get ready for wildfires
Smokey Bear is right: You can help prevent wildfires. But once you've safely packed up your campsite and headed home, you could still be in a wildfire danger zone. So, start today to protect your home and prepare yourself and your loved ones for a wildfire emergency.
What's a wildfire?
A wildfire is an uncontrolled and unplanned fire in a wilderness area that can spread extremely fast, quickly consuming vegetation, trees and nearby homes. While wildfires can be caused by weather events, such as lightning, most wildfires are caused by people. Many things can add to the severity of a wildfire, including dry, hot weather, heavy plant growth and development in wilderness areas.
Wildfires pose a number of health threats, such as burns and smoke inhalation, which can cause coughing, shortness of breath, headaches, chest pain and dangerous medical complications in people who have respiratory illnesses.
Photo courtesy iStockphoto—TheimageArea
Home safe home
Photo courtesy iStockphoto—Scott Vickers
Like other disasters, the first step to protecting yourself from wildfires is gathering information. Find out about your community's risk for wildfires and the history of wildfire activity where you live. Learn about your community's wildfire warning systems as well as evacuation routes and nearby shelters.
To begin safeguarding your home, ask yourself a few questions. If firefighters need to assist you, are the roads leading to your home wide enough to accommodate firefighting equipment? Is your home visible from main roads? Are the roads leading to your home apha
getready.org clearly marked? These questions are especially important if you live in a remote wilderness area.
Next, take some steps to protect your property by removing items that can fuel a wildfire's spread. The Federal Emergency Management Agency suggests creating a 30-foot safety zone around your home. Some tips to do this include keeping the amount of vegetation in the zone to a minimum; moving landscaping features away from the side of your house; removing tree limbs within 15 feet of the ground; and storing combustible items, such as propane tanks or firewood, far from your home. If you live on a hill, extend your safety zone on the downhill side,
as wildfires move quickly uphill. Also, make sure connected garden hoses are accessible on all sides of your home.
If you live in a high-risk area, consider hiring a professional who can assess your home's risk and make recommendations.
Make a plan
Create a household emergency plan, make sure everyone is involved in putting it together and have practice drills. Make sure you designate an emergency meeting spot in case you and your loved ones are separated when an emergency happens. Also, designate an out-of-town emergency contact for household members to call, as it may be easier to call long distance than locally during a disaster. Post emergency assistance phone numbers next to all the phones in your home and program them into your cellphone.
Put together an evacuation kit ahead of time that you can take with you at a moment's notice and make sure it includes a battery-operated radio, flashlight, bottled water, a first aid kit, cellphones and chargers, important documents and needed medications.
If you see a wildfire, call 911 immediately. If you are at home and hear reports of wildfires in your area, prepare to evacuate and listen to instructions from officials. Take precautions against inhaling dangerous smoke, such as keeping all doors and windows closed and listening for official air quality reports.
Photo courtesy iStockphoto—Pgiam
Remember: It is extremely important to heed instructions from officials to evacuate. As you evacuate, leave your home's indoor and outdoor lights on so your home can be seen through thick smoke. Shut off the gas before you leave. Also, leave doors and windows unlocked to assist firefighters.
If you are in a car and see a wildfire, stay in your car — do not try to outrun the fire on foot. Roll up your car windows and close the vents. Drive slowly and keep your headlights on. If you do have to stop, park away from heavy brush and vegetation.
800 I Street, NW • Washington, DC • 20001-3710
202-777-APHA • www.aphagetready.org • email@example.com
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Your Commissary ... It's Worth the Trip!
THINKING OUTSIDE THE BOX
Hobo Ham and Dumplings with a Fresh Salad
MyPlate is the graphic used to convey what leading nutrition and public health experts recommend as a nutritious and well-balanced eating pattern. Although the graphic has the food groups segmented, having all food items separate is not required for a meal to be "healthy." The actual intent of MyPlate is to encourage Americans to build meals that consist of the correct proportion of each food group. For example, the food on your plate should be mostly fruit and vegetables, 25% grains and about 25% proteins. Ideally, your meals should meet the following:
* Consist of a variety of foods/beverages from each food group, with most of the choices being healthy
* Be mostly (half or more) fruits and vegetables
* Fit into your overall caloric needs
Combination foods such as casseroles, stews, soups, salads, and skillet dinners are not only tasty, economical and quick, they are also an easy way to be sure your meals conform to MyPlate. These foods typically consist of items that are staples in most pantries and freezers and are a great way to incorporate vegetables and lean proteins. To align combination foods to MyPlate, just pay attention to which food groups are used in the recipes and aim to have the amounts be consistent with MyPlate proportions. This means that your protein and grain foods should play a supporting role and your fruits and/or vegetables should take the lead.
This meal uses items that most people usually have on hand and tosses them together to make a quick, tasty, one-skillet meal served with a side of salad for a bit of freshness. Although, this meal features ham and kidney beans, any lean protein, like chicken breast and canned beans can be used. See notes for more ideas.
Directions
1. Cut up 10-12 oz. of ham steak into bite-sized cubes.
2. In a deep pan with a cover, combine one can of stewed tomatoes (any flavor), the cubed ham, 1 ½ cans of drained and rinsed kidney beans and 2 tsp. of chili powder. Stir, cover and cook on medium-high heat.
3. In a bowl, mix 1 cup of the dry biscuit mix with 1/3 cup of skim milk until well blended.
4. Turn the stove up to high heat and bring the mixture to a rolling boil for one minute and then drop the batter (one heaping tbsp. at a time) into the pan. Be sure not to let the dropped batter (dumplings) touch.
5. Turn the stove heat down to medium and cover.
Healthy Food Staple List:
Aim to choose low sodium and no added salt and no added sugar items.
* Low-sodium broth
* Tomato sauce, tomato paste, petite diced and stewed tomatoes
* Canned beans (black, kidney, navy, etc.)
* Brown rice
* Whole-wheat/grain pasta
* Cooking Oil (extra virgin olive oil and/or coconut oil)
* Vinegar (balsamic, rice, wine, and/or apple cider)
* Frozen vegetables (mixed, peppers and onions, broccoli, etc.)
* Heart-smart, dry biscuit mix
* Dried herbs and spices
Serves: 8
of dried basil, a few dashes of garlic powder, and 2 tbsp. of oil. Pour over the salad and toss.
7. Serve each plate with 1/8th of the Hobo dumplings and ¼ of the salad. Top the dumplings with a little sprinkle of shredded cheddar cheese.
NOTES:
* If uncooked chicken or beef is used instead of the ham, be sure the meat is cooked through before adding the dumplings. Try beef tips with black beans and cumin.
* Freeze the leftovers for a microwavable meal that will be ready when you need it.
6. While the dumplings are cooking, make the salad by mixing together 12 oz. of baby spinach leaves, 1 can of drained Mandarin oranges, and ¼ cup of chopped pecans or walnuts. Mix ¼ cup of vinegar (preferably balsamic), 1 tsp.
* Make speedy chicken and dumplings by bringing to boil 32 oz. of chicken broth, 12 oz. (one bag) of mixed vegetables, and some cooked chicken.
* To make MyPlate salads for lunch, top them with the leftover ham and kidney beans.
DISCLAIMER: YOU MAY USE ANY LIKE PRODUCTS OF ANY BRAND IN MAKING THIS HEALTHY CHOICE MEAL. THE PICTURES HERE ARE NOT AN ENDORSEMENT OF THESE PRODUCTS.
FOR ADDITIONAL MEAL SOLUTIONS, PLEASECLICK HEREOR VISITCOMMISSARIES.COM/HEALTHY-LIVING/HEALTHY-EATS.CFM.
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KNITTING A PAIR OF PANTS FOR YOUR MONSTER
The NSPCC runs a "Pants Programme" teaching young children to understand about privacy and thereby helping to prevent child abuse. Please see the link:
https://www.nspcc.org.uk/preventing-abuse/keeping-children-safe/underwear-rule/
PANTS FOR THE MONSTERS
This pattern kindly donated to Knit-for-Nowt by Colette, who, as well as being a knitter, also works with children.
Adapt this pattern for different sizes, can be any size as long as not huge!
DOUBLE KNIT (DK) YARN on size 4 mm (size UK 8) needles in colours of your choice – if making them for your own monster then you could match the colours, or pick out one of them, or if just knitting a set of pants to send in, a good variety of different colours would be helpful, and they can be stripy or plain according to your preference:
Cast on 26 sts and work 6 rows of rib (knit 1, purl 1)
Change to stocking stitch (SS)
Work 16 rows in SS.
Cast off 8 sts at the beginning of next 2 rows
Knit 2sts together twice at the beginning of next 2 rows
Work 2 rows (one is knit and one is purl)
Staying in SS increase 2 sts at the beginning of next 2 rows
Increase 8 sts at the beginning of the next 2 rows
Work 16 rows in SS
Knit 6 rows of rib (knit 1, purl 1)
Cast off
Sew side seams
CHUNKY YARN on size 6mm (size UK 4) needles
Cast on 20 sts and work 4 rows of rib (knit 1, purl 1)
Change to Stocking Stitch (SS)
Work 16 rows in SS
Cast off 7 sts at the beginning of next 2 rows
Knit 1 row
Purl 1 row
Staying in SS increase 7 stitches at the beginning of next 2 rows
Work 16 rows in SS
Knit 4 rows of rib (knit 1, purl 1)
Cast off
Sew side seams
Please don't attach the pants to your monster, as they are knitted they will stay put quite well and the child needs to be able to dress and undress the monster.
Please see further patterns for knitted pants on the next page – choose whichever pattern you want, as we have monsters of all different shapes and sizes! You are of course welcome to use your own pants pattern if you prefer, however, due to the flat shape at the bottom of most of our monsters it's best if you don't make the leg holes too graded upwards (not high rise!) – flatter is better. Thank you.
AN ALTERNATIVE PATTERN FOR PANTS FOR THE MONSTERS
Kindly donated to Knit-for-Nowt by Una O'Malley
This knitting pattern is for pants for worry monsters. The pants are knitted as one piece, so there are only 2 side seams to sew up. There are two sizes; small and large. The small size fits our standard 15 inch monsters.
You will need
one pair of 4mm knitting needles
double knit (dk) yarn in colours of your choice – if making them for your own monster then you could match the colours, or pick out one of them, or if just knitting a set of pants to send in, a good variety of different colours would be helpful, and they can be stripy or plain according to your preference:
- Approx 8 g (small pants)
- Approx 10 g (large pants)
SMALL PANTS
cast on 27 stitches work 6 rows knit one purl one rib
work 14 rows stocking stitch [commencing with a knit row and ending with a purl row]
cast off 10 stitches at the beginning of the next 2 rows [you will have 7 stitches on your needle] knit 2 stitches together, knit 3, knit 2 stitches together [you will have 5 stitches on your needle]
purl 5 stitches increase in first stitch, knit 3, increase in last stitch [you will have 7 stitches on your needle]
cast on 10 stitches at the beginning of the next 2 rows [you will have 27 stitches on your needle]
work 14 rows stocking stitch [commencing with a purl row and ending with a knit row]
work 6 rows knit one purl one rib cast off 27 stitches
LARGE PANTS
cast on 33 stitches work 6 rows knit one purl one rib
work 18 rows stocking stitch [commencing with a knit row and ending with a purl row]
cast off 12 stitches at the beginning of the next 2 rows [you will have 9 stitches on your needle] knit 2 stitches together, knit 5, knit 2 stitches together [you will have 7 stitches on your needle]
purl 7 stitches increase in first stitch, knit 5, increase in last stitch [you will have 9 stitches on your needle]
cast on 12 stitches at the beginning of the next 2 rows [you will have 33 stitches on your needle]
work 18 rows stocking stitch [commencing with a purl row and ending with a knit row]
work 6 rows knit one purl one rib cast off 33 stitches
Thank you for making these pants. The children use them to dress and undress their monsters, so please do not sew them on!
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Listening CLB 3
I can...
* Understand simple social exchanges.
"Sorry, I need to go now. See you tomorrow."
* Follow simple directions. "Go up the stairs. Then turn left."
* Understand requests for permission. "Can I borrow your book? I forgot mine."
* Understand some facts from a short simple story. "The man went to the store. He bought a book."
I understand main ideas, key words and a few simple facts. But, I need support from the speaker, such as repetition and explanation. I'm most comfortable with face-to-face interactions and familiar topics. Understanding information by phone is difficult for me.
CLB 3 at a Glance
Speaking CLB 3
Reading CLB 3
I can...
* Ask and answer short simple questions.
"Fine, thanks.
How are you?
How was your weekend?"
* Give short directions. "Turn left. Drive to the school."
* Give simple warnings. "Be careful. The floor is wet."
* Give a very basic description. "The sweater is green."
I use simple sentences, and I have some control over basic grammar. But communication is still difficult for me. I sometimes rely on gestures, and I need some support from the listener. My mistakes in grammar and pronunciation still make it hard for people to understand me.
I can...
* Read a very short note from a friend.
Thanks for the fun party. The cake was really good.
* Read and follow simple everyday instructions. Turn left on Pine Street. Drive north to Cone Street.
* Find information on a schedule. Next eastbound bus: 5 minutes.
* Find details in simple, short stories.
The children went to school. Then they
came home.…
I understand some simple sentences and can get some main ideas from a very short simple paragraph. But, the layout has to be very clear, and I often need pictures to help me understand. Reading is difficult for me.
Writing CLB 3
I can...
* Fill in a short, simple greeting. To______, From______, Thank you.
* Copy words and numbers. Doctor: 905-555-8888
* Write simple personal information. Name:___________ Phone Number: __________
* Write simple words to fill in blanks. I am from _____________.
I write single words and a few memorized phrases. But, I have no control of grammar, and I have a lot of difficulty with spelling and punctuation. I cannot communicate simple ideas in writing.
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South Central College
CULN 1105 Butchery
Course Outcome Summary
Course Information
Description
Total Credits
Total Hours
Types of Instruction
Instruction Type
Lecture
Lab
Pre/Corequisites
CULN 1101
Institutional Core Competencies
Civic Engagement and Social Responsibility - Students will be able to demonstrate the ability to engage in the social responsibilities expected of a community member.
Critical and Creative Thinking - Students will be able to demonstrate purposeful thinking with the goal of using a creative process for developing and building upon ideas and/or the goal of using a critical process for the analyzing and evaluating of ideas.
Cultural Competence - Students will be able to demonstrate an attitude of personal curiosity, a rising knowledge of cultures, and an evolving range of skills for living and working among others with other worldviews and ways of life.
Course Competencies
1. Apply sanitary food handling procedures
Learning Objectives Display proper personal hygiene Sanitize kitchen facilities Perform sanitary food handling
This course covers the identification and preparation techniques of various cuts and grades of meats, poultry, fish/shellfish, and game meats.This course will also teach the processing (butchering) and the storage of fresh meats and the operation and cleaning of meat processing equipment. (Pre- or Corequisite: CULN 1101)
4
96
Credits/Hours
2/32
2/64
Monday, February 26, 2018 1:16 PM
2. Operate commercial meat processing equipment
Learning Objectives Operate meat processing equipment
Clean/sanitize meat processing equipment
3. Identify meat/poultry processing utensils and their uses
Learning Objectives Use tenderizing tools Use fabricating knives
4. Demonstrate beef/veal cutting of wholesale cuts
Learning Objectives Process beef and veal wholesale cuts Prepare moist heat beef/veal dish Prepare dry heat beef/veal dish
5. Identify lamb wholesale cuts
Learning Objectives Process wholesale lamb cuts Prepare moist heat lamb dish Prepare dry heat lamb dish
6. Demonstrate cutting pork wholesale cuts
Learning Objectives Process (fabricate, cube, and grind) wholesale pork cuts Prepare moist heat pork dish
Prepare dry heat pork dish
7. Identify all cuts of poultry, beef, seafood and pork
Learning Objectives Process (fabricate, debone) game birds Prepare moist heat game bird dish Prepare dry heat game bird dish
8. Identify 6 classes of poultry
Learning Objectives Process (debone, cube, grind) poultry Prepare moist heat poultry dish Prepare dry heat poultry dish
9. Identify fin fish and shellfish
Learning Objectives Process (filet, fabricate) fin fish Prepare moist heat fin fish dish Prepare dry heat fin fish dish
10. Demonstrate how to clean fin fish and shell fish
Learning Objectives Process (fabricate, devein, clean) shellfish Prepare moist heat shellfish dish Prepare dry heat shellfish dish
11. Demonstrate red meat/poultry/seafood storage methods and temperatures
Learning Objectives Package and store red meats
Package and store poultry Package and store fresh seafood
12. Demonstrate maintenance and cleaning procedures for commercial meat processing equipment
Learning Objectives
Clean/sanitize meat band saw Clean/sanitize meat cuber
13. Apply different cooking methods with all meat and seafood that has been processed
Learning Objectives
Demonstrate different coking methods of seafood Demonstrate different cooking methods of processed meats
SCC Accessibility Statement
South Central College strives to make all learning experiences as accessible as possible. If you have a disability and need accommodations for access to this class, contact the Academic Support Center to request and discuss accommodations. North Mankato: Room B-132, (507) 389-7222; Faribault: Room A-116, (507) 332-7222.
Additional information and forms can be found at: www.southcentral.edu/disability
This material can be made available in alternative formats by contacting the Academic Support Center at 507389-7222.
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Great Gaddesden Cof E (VA) Primary School
Curriculum overview for academic year 2020 - 2021
French
All about me
Food glorious
| Term | | | | | | | | | | | | | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| | | English | Maths | Science | RE | Computing | Geography | History | Art | Design Technology | Music | PE | PSHE/RSE/For est S chools |
| Autumn Key Texts: Stig o f t he Dump Stone A ge t o Iron A ge - History detectives | 1 | Recount Poetry | Number & place v alue Mental strategies i n addition + subtraction Multiplicative proportional Geometric | Rocks | Creation Bible s tory: Jesus c leans the t emple | Animation | | StoneAge t o Iron A ge | | 3D P ackaging | Charanga: Mama M ia | Hockey | Celebrating differences |
| | 2 | Instructions Narrative | | Sound | Incarnation Bible s tories: Joseph’s c oat The d ream o f Daniel | Digital m usic | | StoneAge t o Iron A ge | Printing | | Charanga: Glockenspiel | Personal fitness | Keeping s afe, playing s afe |
| Spring Key Texts: Atlas of Adventures Kensuke’s Kingdom | 1 | Non chronological reports Narrative | Proportional Reasoning Geometry Proportional Addition Spatial Reasoning Perimeter Statistical reasoning | Animals: Nutrition & skeletons | Hinduism | HTML E ditors | Modern Europe | | | Food Technology | Charanga: Ukulele | Invasion games | Making choices |
| | 2 | Explanation Poetry- H aikus | | Plants, r oots & shoots | Salvation Bible s tories: Noah Feeding o f t he 5000 | Presenters | Locational skills, m aps and m apping | | Sculpture | | Charanga: Stop! | Invasion games | What m akes me c hoose |
Great Gaddesden Cof E (VA) Primary School
Curriculum overview for academic year 2020 - 2021
Our school
| Summer Key Texts: Beowulf Arthur & the Golden Rope | 1 | Persuasion Narrative | Multiplication Number & Place v alue Measurement Operational reasoning Proportional Reasoning | Light | Buddhism Bible s tory Zaccheus | Co-authors | Vikings a nd the A nglo Saxon s truggle for E ngland | | Textiles | Charanga: stop | Striking & fielding | Zones o f regulation What m akes me c hoose Wellbeing |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| | 2 | Balanced Argument Poetry- Kennings | | States o f Matter | Gospel St B enedict | Bug-fixers | | Drawing | | Charanga: Reflection | Athletics | Growing u p and c hanging, Including transition Wellbeing |
| 1,529
| 728
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Hiking Quandary Peak
A spotlight was shining on the red-rock peak, an imaginary trophy appeared in my head, sparkling as the sun hit it. My family and I were hiking one of the tallest mountains in Colorado, a fourteen-thousand-foot-high beast called Quandary Peak. While hiking, I saw lovely yellow aspen trees trickled in with the green evergreens. The sunlight was scattered due to the trees, making the trail ahead of me sparkle. We were hiking in a line, like playing follow the leader, because the path was so narrow. Squirrels and other wildlife scurried across the path as we pushed onward. The countless pictures I snapped did not do justice to the breathtaking views that surrounded me as I gained elevation. I enjoyed the view, the jagged and crisp Rocky Mountain Range jutting out as far as I could see. Hours went by until I made it beyond the tree line, around eleven thousand feet above sea level.
That was when the hike became treacherous, wobbly rocks would cause me to lose my balance, and peaks that I had thought were the top of the mountain ended up being false peaks and tricking me. At some points in the hike, there seemed to be no trail, but just jumbled rocks that you had to direct your way through. The sun's intensity was sizzling my skin as I was climbing, although I kept needing to add layers as I ascended. The pressure from the altitude was causing headaches, so I had to stop frequently. With the lack of oxygen in the air, I could feel my lungs heaving to pull extra air in each gasping breath. Thoughts of giving up creeped into my head, but I ignored them just like pop up ads on my computer. All of us were battling some sort of personal difficulty, my dad was struggling to take even one more step, my mom was becoming cranky from hunger pains, and my brother was starting to wish he had drunk more water before starting. However, everyone got an extra spring in their step when I spotted a majestic white mountain goat blocking our path. Two mountain goats were on the trail with their
I am in 12
th grade at Hanover High School
My hometown is Mechanicsville, Virginia.
little baby, who hadn't grown any horns yet. We were able to get some wonderful close-up pictures of these beautiful and surprisingly large animals. It turns out that mountain goats have been known to attack people and have even killed hikers on Quandary Peak. We did not learn this tidbit of seemingly important information until after our hike, but it was a good thing that we did not go and give our fluffy friends a hug. After spending a good amount of time observing the mountain goats and acting like the paparazzi with the celebrity goat, we continued our trek to the top.
We were now on hour three of our hike and still were not half way. I talked to many of the interesting people that were also taking on the mountain, many were locals and had experience with other Colorado mountains. Unlike the other hikers, my family and I are from Virginia and attempted to hike a fourteen-thousand-foot mountain the day after we landed from our flight. This was not smart because the difference in elevation seemed to influence our hiking abilities, but we were determined to get to the top of this majestic mountain. After many water breaks and rest stops, I finally made it to the final stretch of rock before my goal, the peak. Just. One. More. Step. Summiting, I collapsed in awe that I made it to the top. Looking out at the vast landscape, blue sky met with sharp and pointy grey mountains.
My family and I made it to the top of our very first fourteen-thousand-foot mountain. As we put our arms in the air for victory, we didn't think about how many more tiring hours it would take to get back down the extravagant mountain. For my first time being in Colorado, and first time hiking that tall of a mountain, it was an experience. I enjoyed every bit of that hike even when my legs ached with each step up the mountain. Nothing beats breathing in that fresh, crisp air, the breathtaking views, and the victorious feeling when you finally reach the top. Hiking
Maggie Sobel I am in 12 th grade at Hanover High School My hometown is Mechanicsville, Virginia.
Quandary Peak was an amazing adventure and has inspired me to one day hike more of the fourteen thousand high mountains in Colorado!
Word count: 743
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School Group Gallery Talks
The Clark's outstanding collections of European and American paintings and sculpture connect to many areas of study for all ages and class levels. Teachers can discuss their interests with a Clark educator and book "tailor-made" gallery talks to fit with a particular curriculum focus. Below are some popular themes that enhance typical areas of study. We also offer themes to complement our special exhibitions.
Featured Gallery Talks
Magna Carta
Come see Magna Carta on display alongside the Declaration of Independence, the U.S. Constitution, the Emancipation Proclamation, and other documents highlighting the history of thought on human rights. Your class will see original documents, explore artworks from the Clark's collection, and participate in a lively conversation about the rights of individuals within different societies. Sign up early as this talk is sure to be popular! Best suited for upper elementary level and above.
Abstraction vs. Representation
This special gallery talk introduces students to representational works of art in the Clark's permanent collection and compares them with abstract works on view in our special exhibition Make It New. This process of exploratory looking and thinking is designed to help students develop and polish analytical skills they can use in a range of different situations— familiar and unfamiliar—while building self-confidence along the way. The gallery talk, suggested for students in upper elementary through college, considers composition, color, shape, pattern, and texture, and explores the relationship between art objects and the social and political contexts in which they were made. Available September 23–October 10.
Popular Themes
Exploring Art
Students will be introduced to a number of works in the collection and will learn how to think about and talk about art in general. First-time visitors will be introduced to basic concepts such as composition and subject matter, and will consider the dynamics of looking carefully. More experienced students can focus on more advanced concepts such as how and why different artists employ different materials and techniques or how an artist uses light. All students will consider how the arts can enrich human understanding. Suitable for all grade levels.
Art and the Language Arts
Looking at works of art offers a wonderful opportunity to think about people—the artists, the subjects in their pictures, their personal stories, and ourselves. Some works of art illustrate specific narratives, while others may offer excellent starting points for students to create their own stories. Students at any grade level can enjoy exploring different types of writing using works of art as a starting point. Many of our works of art relate to mythology and the classics, and a talk can be tailored to enhance this unit of study. Suitable for all grade levels.
Art and Society
Works of art reflect the period in which they were made. Their original social context can be used as evidence of how people lived in different places and times—the Renaissance or Early America, for example. The Clark's collection relates to the study of many different cultures and historical periods. In addition, younger grades can focus on more general themes such as families and communities and diversity. For older students, a talk can be shaped to address issues of social justice such as slavery, cultural elitism, and the status of women. Suitable for all grade levels.
French Art and Culture
Depending on their education level, students can discuss the works of art in French or in a mixture of English and French with direction from a French-speaking educator. Talks usually focus on French works from the eighteenth and nineteenth centuries, and students will get a sense of France's central position in Western art at the time. Best suited for middle and high school grade levels.
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Lead in Drinking Water
"If present, elevated levels of lead can cause serious health problems, especially for pregnant women and young children. Lead in drinking water is primarily from materials and components associated with service lines and home plumbing. The Onondaga County Water Authority is responsible for providing high quality drinking water, but cannot control the variety of materials used in plumbing components. When your water has been sitting for several hours, you can minimize the potential for lead exposure by flushing your tap for 30 seconds to 2 minutes before using water for drinking or cooking. If you are concerned about lead in your water, you may wish to have your water tested. Information on lead in drinking water, testing methods, and steps you can take to minimize exposure is available from the Safe Drinking Water Hotline or at http://www.epa.gov/safewater/lead."
Additional Facts on Lead
Lead is a naturally-occurring metal that for most of the 20 th century was used regularly as a component of paint, piping (including water service lines), solder, brass, and until the 1980s, as a gasoline additive. We no longer use lead in many of these products, older products – such as paints and plumbing fixtures in older houses – that contain lead remain. EPA and the U.S. Centers for Disease Control (CDC) report that lead paint (and the contaminated dust and soil it generates) is the leading source of lead exposure in older housing.
While lead is rarely present in water coming from a treatment plant, it can enter tap water through corrosion of some plumbing materials. In recent years, several aggressive and successful steps have been taken to reduce the occurrence of lead in drinking water.
In 1986, Congress amended the national Safe Drinking Water Act to prohibit the use of pipe, solder or flux containing high lead levels. The Lead Contamination Control Act of 1988 led schools and day-care centers to repair or remove water coolers with lead-lined tanks. EPA provided guidance to inform and facilitate their action.
Since the implementation of the Lead and Copper Rule in 1991, many community drinking water systems are required to actively manage the corrosivity of water distributed to customers. In addition, community water systems conduct routine monitoring at selected houses with lead service lines and lead solder. If more than 10 percent of the homes tested have elevated lead levels (defined as more than 15 parts per billion), water providers must notify their consumers via several means. They must also take steps to reduce the problem, including improving corrosion control and possibly replacing lead service lines that contribute to lead contamination.
You can't see, smell or taste lead in your water. Testing at the tap is the only way to measure the lead levels in your home or workplace. If you choose to have your tap water tested, be sure to use a properly certified laboratory. Testing usually costs between $20 and $100. If you currently have a lead service line, OCWA is willing to provide a free, one-time test after inspecting and confirming that the service line is lead. Please contact OCWA's Water Quality Manager at 315-455-7061 extension 3157 for more information.
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HOW DID THE UNIVERSE COME INTO BEING?
In our first story, we followed David leading his flock of sheep by the lush pastures and clear stream water, carrying the lambs, tending to those who were wounded and searching the ravines for the lost sheep. His voice echoed in the mountains, and he sang: "O God, You are my shepherd, I am your sheep, I want to follow you" and the echo repeated: "O God, You are my shepherd, I am your sheep, I want to follow you".
He compares God to a good Shepherd, but there is much more that can be said about God. Maybe you have an idea ... or ideas?
As we go through our broadcasts, we will discover together who God is and what He accomplishes.
Today, we are going to go back a long way in time, before anything existed, and we will see how, little by little, everything changed.
At the end of the story you will be able to answer the question: which appeared first : plants or the stars?
HOW DID THE UNIVERSE APPEAR?
When you enter a room which is in complete darkness and in which everything is a mess, what is the first thing that you do?
Yes! You turn on the light.
Phew! Now we can see clearly and we will be able to put things in order.
In the beginning nothing existed, it was absolute chaos and total disorder. It's hard to imagine, isn't it?
So, God said:
- Let there be light!"
And the light appeared.
God separated the light from this great darkness.
Do you know the name that He gave to the light?
He called it "Day" and the darkness "Night".
It was the 1st day
of creation.
On the 2nd day, God continued to tidy up all this chaos. There was water everywhere. God said,
- Let the waters part!
There was water below on the earth and water above in the clouds. He gave the name of "heaven" to the expanse which is above the earth.
This mass of water covered all the earth, so on the 3rd day God ordered it to come together in one place and ordered dryness to appear.
Do you know the name that He gave to this whole body of water?
Well yes, he called it "sea" and the rest was called "dry land".
To sum up, there was light, earth and water, in fact, there was everything that plants need to grow. But, there were no plants or seed, there was nothing!
If you want to grow tomatoes in your garden, you need soil, light, water, but also tomato seeds.
So, God said:
- Let the earth produce greenery, plants producing their seed and trees, each variety of which bears fruit after its kind with their seeds or their stones.
All kinds of plants have appeared, and since that day…. seeds, pips and kernels which produce new, identical plants.
It has been this way for centuries; lemon seeds produce lemon trees, peach stones continue to produce peach trees and lettuce seeds produce lettuce.
So, there have been hundreds and thousands of plants, trees, and all kinds of plants on earth, in an infinite variety. There was an explosion of shapes, color and scents.
God looked at it all, and saw that it was all good.
On the 4th day, God said:
- Let there be lights in the expanse of heaven, the greater to rule the day and the smaller to rule the night!
So, now you can understand that during the period called "day", He created the sun and the moon. He placed all the stars and all the galaxies in the expanse of the sky. He threw the stars into the firmament.
The sky sparkled with all these luminous elements.
God looked at it all and saw how good it was, but this work of creation was not yet finished. So, in our next show, we will focus on just how God is going to accomplish His plan and how animal life will come into being.
1, 2 3, 4 AND YOU AND ME!
When God looked at all He had created, He said that "everything was good"! When we observe all the wonders of nature, it is as if God was speaking to us, and as if He was telling us: -You see all this, it is I who created it to show you how great and powerful I am.
I often say to Him:
- My God, how great and powerful you are, everything around me is beautiful, I thank you with all my heart".
You, too, can do say thank you to God!
You will find our story in the first book of the Bible, Genesis, in the first chapter.
Did you manage to answer the question we asked: Which appeared first, plants or the stars?
The answer is plants; the stars appeared on the 4th day.
4, 3, 2, 1 AND WE PARENTS!
All of nature speaks to us of a God who is a Creator. It is the very manifestation of God's glory and majesty before our eyes every day. We are very much aware of the fact and at any time, we can express our wonder and our gratitude to this Almighty God.
How do our children react to the wonders of nature and of space?
Take time to admire a sunset with them, take time to look at the vegetables in the garden…
These are just some of the many opportunities that we have to make them aware of the beauty of nature.
When they hear us thanking God and praising Him for all of these wonders, then they will learn how to do it and will want to do it for themselves.
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George
Who Played with a Dangerous Toy, and Suffered a Ca tastrophe of Considerable Dimensions
by Hilaire Belloc
When George's Grandmamma was told That George had been as good as gold, She promised in the afternoon To buy him an Immense Balloon.
And so she did; but when it came, It got into the candle flame,
And being of a dangerous sort Exploded with a loud report! The lights went out! The windows broke! The room was filled with reeking smoke. And in the darkness shrieks and yells Were mingled with electric bells, And falling masonry and groans, And crunching, as of broken bones, And dreadful shrieks, when, worst of all, The house itself began to fall! It tottered, shuddering to and fro, Then crashed into the street below— Which happened to be Savile Row.
George
When help arrived, among the dead
Were Cousin Mary, Little Fred,
The Footmen (both of them),
. . . . the Groom,
The man that cleaned the Billiard-Room,
The Chaplain, and
. . . .the Still-Room Maid.
And I am dreadfully afraid
That Monsieur Champignon, the Chef,
Will now be permanently deaf -
And both his aides are much the same;
While George, who was in part to blame, Received, you will regret to hear, A nasty lump behind the ear.
George
Who Played with a Dangerous Toy, and Suffered a Catastrophe of Considerable Dimensions
by Hilaire Belloc
Write the poem in your neatest handwriting.
When George's Grandmamma was told That George had been as good as gold, She promised in the afternoon To buy him an Immense Balloon.
And so she did; but when it came, It got into the candle flame,
And being of a dangerous sort Exploded with a loud report! The lights went out! The windows broke! The room was filled with reeking smoke. And in the darkness shrieks and yells Were mingled with electric bells, And falling masonry and groans, And crunching, as of broken bones, And dreadful shrieks, when, worst of all, The house itself began to fall! It tottered, shuddering to and fro, Then crashed into the street below— Which happened to be Savile Row.
When help arrived, among the dead
Were Cousin Mary, Little Fred,
The Footmen (both of them),
. . . . the Groom,
The man that cleaned the Billiard-Room,
The Chaplain, and
. . . .the Still-Room Maid.
And I am dreadfully afraid
That Monsieur Champignon, the Chef,
Will now be permanently deaf -
And both his aides are much the same;
While George, who was in part to blame, Received, you will regret to hear, A nasty lump behind the ear.
George
Who Played with a Dangerous Toy, and Suffered a Catastrophe of Considerable Dimensions
by Hilaire Belloc
Write the poem in your neatest handwriting.
KS2 Handwriting Poem
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Glenroe Bord na n-Óg
Code of Behaviour/Discipline 2021
Club players should be entitled to:
- Be safe and feel safe.
- Have fun and experience a sense of enjoyment and fulfilment.
- Be treated with respect, dignity and sensitivity.
- Comment and make suggestions in a constructive manner.
- Be afforded appropriate confidentiality.
- Participate in games and competitions at levels with which they feel comfortable.
- Make their concerns known and have them dealt with in an appropriate manner.
- Be protected from abuse.
- Be listened to.
Club players should always:
- Play fairly, do their best and enjoy themselves.
- Respect fellow team members regardless of ability, cultural or ethnic origin, gender, sexual orientation or religious beliefs.
- Support fellow team members regardless of whether they do well or not.
- Represent their team, their club and their family with pride and dignity.
- Respect all coaches, officials and their opponents.
- Be gracious in defeat and modest in victory.
- Shake hands before and after a game as part of the Give Respect Get Respect initiative, irrespective of the result.
- Inform their coach/mentor/manager in advance if they are unavailable for training and games.
- Take due care of club equipment.
- Know that it is acceptable to talk to the club Children's Officer with any concerns or questions they may have.
- Adhere to acceptable standards of behaviour and their Club's Code of Discipline.
- Tell somebody else if they or others have been harmed in any way.
- Stay on the GAA pitch in their area unless told so by their coach.
- Stay on the GAA pitch until their parent/guardian collects them.
- Use their phone to make phone calls/send text messages only.
Club players should engage in good practice:
- Never cheat – always play by the rules.
- Never shout at or argue with a game's official, with their coach, their teammates or opponents and should never use violence.
- Never use unfair or bullying tactics to gain advantage or isolate other players.
- Never spread rumours.
- Never tell lies about adults or other young people.
- Never play or train if they feel unwell or are injured.
- Never use unacceptable language or racial and/or sectarian references to an opponent, a fellow player or official by words, deeds or gesture.
Parents/Guardians should always:
- Encourage their child/children to play by the rules.
- Respect coaches, officials and opponents.
- Remain in GAA Grounds for the duration of the session if child is under the age of 10.
- Assist the team and co-operate with the club as requested.
- Never enter the field of play unless invited to do so.
- Do not exert undue pressure on your own or any other child.
- Be responsible to get their child/children onto the pitch safely.
Club Coaches should always:
- Use a child-centred approach and respect the rights, dignity and worth of every person.
- Treat each person equally regardless of age, gender, ability, ethnic origin, cultural background or religion.
- Be positive during coaching sessions, games and other activities so that underage players always leave with a sense of achievement and an increased level of self-esteem.
- Recognise the development needs and capacity of all underage players, regardless of their ability, by emphasising participation for all while avoiding excessive training and competition.
- Skills development and personal satisfaction should have priority over competition when working with underage players.
- Develop an understanding of relevant coaching methods and ensure that they have the appropriate level of coaching accreditation.
- Do not equate losing with failure and do not develop a preoccupation with medals and trophies.
- The level of improvement made by underage players is the best indicator of effective coaching.
- Always lead by example, promote Fair Play and Respect.
- Be accompanied by at least one other GAA coach until all children have left the GAA Grounds until all children have been collected.
- Responsible for all children present 5 minutes before training commences.
This Code of Behaviour addresses the minimum levels of behaviour, practice and conduct required from our Parents/Guardians Coaches and Club Players.
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The Bell is not your friend! Don't make a habit of being late because you'll get detention and it's definitely boring!
Don't worry about being cool. Not being cool IS the new cool! Celebrate your uniqueness; it's so much more interesting!
Lockers are evil! Well, at least until you figure out your combination. Don't worry, you'll figure it out.
Ake use of Kids can be mean, but you don't have to take it. Don't be a bully or allow yourself to be bullied.
Six Tips To Success
1. Find a favorite class, subject, teacher or club at your school.
2. Be the best reader possible. You don't have to love reading but being a strong reader will pay off.
3. Learn to manage your time wisely. Homework or projects should always come first.
4. Get organized! Use a daily calendar and have separate folders for each subject.
5. Don't be afraid to ask for help! Going to tutoring or finding a study buddy can really help you understand.
6. Learn to how study! Take good notes, using flash cards, completing review sheets are all ways to turn that B into an A!
10 tips for getting ready for middle school---middle school is where you learn to be a student so learn now. Otherwise you'll struggle in high school and may not get to college with poor study habits.
1. Love learning or develop a love in learning
2. Time management
3. Get organized
4. Learn to study
5. Read, read, read
6. Watch your attendance/do make up work
7. Get help…tutoring/study buddy/on line resources
8. Take AVID and foreign language in middle school
9. Develop healthy habits…trash in-trash out!
10. It's never too late to start planning for college
5 things nobody tells you about middle school
1. Lockers are evil
2. Don't worry about being cool, not being cool is the new cool. Celebrate your uniqueness and embrace diversity.
3. Kids can be mean, but you don't have to take it. Don't be a bully or allow yourself to be bullied. Friendships change so don't internalize it. You are ok just the way you are.
4. The Bell is not your friend…don't be late.
5. The good news is that it will be over soon…the bad news is that it will be over soon. This too shall pass but it can be some really great years of new experiences…school dances, football, clubs, pep rallies, trips, etc
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CODE OF CONDUCT
Behaviour
Respect other people and property.
Wait for the bus in an orderly manner.
While on the bus, behave yourself.
Use approved bus stops.
When leaving the bus, do so in an orderly manner
In case of an emergency or a breakdown, follow the Driver's instructions.
AGREEMENT
STUDENT NAME:
I have read, understood and agree to follow the Code of Conduct.
SIGNED: ____________________ DATE: ______________
PARENT NAME:
I will ensure my child understands the Code of Conduct.
SIGNED: ______________________ DATE: ______________
Examples of how to meet the Code
Respect other people and their possessions,
follow the bus Driver's directions without argument, and
do not interfere with bus property, equipment, shelters and signs by marking or damaging them.
Follow the Bus Officer's instructions,
wait well back from the bus until it stops and allow other passengers to leave the bus first,
stand quietly without calling out or shouting, and
do not push other people in the line.
Students must:
Always follow instructions from bus staff,
sit properly on a seat (in an allocated seat if directed by the Driver),
wear a seatbelt (if fitted), at all times and in the correct manner,
store school bags / equipment under the seat or in appropriate luggage areas, and
speak quietly and do not create unnecessary noise.
Students must not:
Bully other passengers,
place feet on the seats,
fight, spit or use offensive language,
throw any article around or from the bus,
consume food or drink, or play music without the permission of the Driver,
use a recording device, of any description, to obtain images /audio of other passengers or the Driver,
smoke, (prohibited on all buses),
possess, consume or be under the influence of alcohol or a prohibited substance,
possess, discuss or distribute any material that may be considered inappropriate or offensive, i.e. material of a violent or sexually explicit nature,
allow any part of your body to protrude out of the bus windows,
stand whilst the bus is in motion,
bring an object on the bus that is considered dangerous, or any object that may be considered as intended as a weapon, and
act in a manner that would be considered an offence under any legislation.
Students will only be allowed to get on or off the bus at an approved bus stop, and
It is the responsibility of students to get off the bus at their correct stop.
Wait until the bus stops before standing to get off,
Leave the bus in a quiet and orderly manner,
Never cross the road in front of the bus. Wait until the bus has moved away and it is safe to cross, and
Use crossing or traffic lights if available.
Wait until the bus stops before standing to get off,
Leave the bus in a quiet and orderly manner, and
Wait in the area indicated by the Driver.
Students must not:
Interfere with emergency equipment, unless instructed to do so by the Driver.
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12 fact-filled stories about North American plants and animals are illustrated by the progressive folding steps of twelve very easy origami models. Completely illustrated folding instructions are placed side-by-side with story text for easy use by kids, teachers, librarians, camp directors, park rangers, or anyone else who loves nature or wants to learn how to fold easy origami plants and animals. Designed for use with groups or individuals of all ages, from preschool through adult, these stories provide information about North American ecosystems and biology as they teach simple paper folding techniques. Includes illustrations, photographs, presentation guidelines, optional extended activities, index, trade paper.
Swept Out to Sea, New Mexico Baptisms: Catholic Parishes and Missions in Taos, Vol. II: 7 January 1827 - 13 July 1837, Real Women Eat Cake: A Yellow Rose Cozy Mystery (Yellow Rose Mystery Series Book 1), Sick: An Anthology of Illness, Fun Learning Facts About Ferrets and Badgers: Illustrated Fun Learning For Kids, 1000+ Exercices Francais - Bielorusse (ChitChat WorldWide) (French Edition), Fantastic Mr. Fox (Korean Edition), The Platinum Triangle (Book One, The Platinum Series),
Twelve factual stories about the biology and habitats of North American plants and animals are illustrated by the progressive folding steps of 12 easy origami. Results 1 - 11 of 11 Nature Fold-Along Stories: Quick and Easy Origami Tales About Plants and Animals by Kallevig, Christine Petrell and a great selection of. Buy Nature Fold-Along Stories: Quick and Easy Origami Tales About Plants and Animals by Christine Petrell Kallevig (ISBN: ) from Amazon's.
Buy Nature Fold-Along Stories: Quick and Easy Origami Tales about Plants and Animals at wilhelminamodelsearch.com Nature Fold-Along Stories: Quick and Easy Origami Tales About Plants and Animals: Christine Petrell Kallevig: Books - wilhelminamodelsearch.com Nature Fold-Along Stories by Christine Petrell Kallevig, , available at Book Depository with free delivery worldwide. Nature Fold-Along Stories: Quick and Easy Origami Tales about Plants and Animals. The Paperback of the Nature Fold-along Stories: Quick and Easy Origami Tales about Plants and Animals by Christine P. Kallevig at Barnes.
[PDF] Swept Out to Sea
[PDF] Real Women Eat Cake: A Yellow Rose Cozy Mystery (Yellow Rose Mystery Series Book 1)
[PDF] New Mexico Baptisms: Catholic Parishes and Missions in Taos, Vol. II: 7 January 1827 - 13 July 1837
[PDF] Sick: An Anthology of Illness
[PDF] 1000+ Exercices Francais - Bielorusse (ChitChat WorldWide) (French Edition)
[PDF] Fun Learning Facts About Ferrets and Badgers: Illustrated Fun Learning For Kids
[PDF] Fantastic Mr. Fox (Korean Edition)
[PDF] The Platinum Triangle (Book One, The Platinum Series)
The ebook title is Nature Fold-Along Stories: Quick and Easy Origami Tales About Plants and Animals. Thank you to Madeline Black who give us a downloadable file of Nature Fold-Along Stories: Quick and Easy Origami Tales About Plants and Animals for free. Maybe you love a ebook, visitor Im no host the book in my blog, all of file of ebook in wilhelminamodelsearch.com hosted at 3rd party web. No permission needed to read a file, just click download, and the file of the ebook is be yours. I ask visitor if you crezy a book you have to buy the legal file of this book for support the writer.
Page 1
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| MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY | | | | | |
|---|---|---|---|---|---|
| 8-1pm | 8-1pm | 8-1pm | 8-1pm | 8-1pm | 10-1pm |
| 22 1-3pm | 1-3pm | 1-3pm | 1-3pm | 1-3pm | 1-2pm |
| 3-4pm | 3-4pm | 3-4pm | 3-4pm | 3-4pm | 2-3pm |
| 4-5pm | 4-5pm | 4-5pm | 4-5pm | 4-5pm | 3-4pm |
| 5-6pm | 5-6pm | 5-6pm | 5-6pm | 5-6pm | 4-5pm |
5-9pm
PNO
classes:
Mothers Morning Out Preschool & Camps
Create and Play & Art Lab
Sensory Learning Exploration
Meet your MUCK
Recycled Building
Math Magicians & Lego Learning
Kids Yoga
Eco Art
Paint and Create
PNO = Parents Night Out *class descriptions on back
general notes:
Holidays may affect schedule Summer CAMPS all summer long!
Birthday Parties: Play Garden is closed every Sunday and offers birthday parties for all ages. Please see our website for more details!
class descriptionS:
Preschool Mothers Morning Out & Camps
Our preschool prep is centered around children ages 1-4 years old. Our preschool program teaches social skills, fine motor skills, communication skills, math concepts, reading skills, sign language, Spanish, yoga and more! When schools are out, join us for creative camps!
Sensory Learning Center
Paint and Create
Kids Yoga
Meet Your MUCK
Eco Art
Recycled Building
Math Magicians & Lego Learning
Create & Play & Art Lab
Sensory Learning is a practical hands-on, multi-sensory, collaborative, exploratory experience. Fine and gross manipula tives are provided in a structured and authentic format allowing the child to focus for longer periods of time. Stations and centers are set up for drop in learning fun.
Helping your child develop a creative palette they can call their own is our goal at our paint & create class. Brush painting, sponge painting, sculpting, drawing, cutting and pasting are just a few of the ways in which our young artists express their creativity!
KIDS YOGA Classes are based on the interests, energies and developmental stages of children. Playful yoga poses, animated breathing exercises and imaginative relaxation techniques, along with music, crafts, books, puppets and other age-appropriate props get the kids stretching and smiling!
Meet Your Muck This class is like throwing your own slime party! Meet your muck is all about slime, putty, gak, flubber and making other similar substances and concoctions to experiment with different textures, sensory exploration, and hands on fun!! .
ECO ART Nature art, recycled & up cycled materials like Milk crates, egg cartons, recycled cardboard, packing material and other goods will be used to create new masterpieces designed by individual artists and environmentalists.
Themed classes and projects encourage inquisitive minds and team work. Recycled building and crafting bring out the engineer and artist while using recycled materials to create new works of art.
Magicians will find math classes in just about everything-calen dars, deck of cards, everyday objects: sorting blocks, clocks, popsi cle sticks, legos, nature,etc. Using Lego & DUPLO manipulatives lessons form on patterns, mathematics, directions & designs, building and encouraging little engineering pros.
Art Lab is an open studio format where children are introduced to a wide range of art materials. The materials change weekly, but always includes an open exploration with different themes, projects, and materials to let the creativity shine.
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The Promised Son
MEMORY VERSE:
"Is any thing too hard for the LORD? At the time appointed I will return unto thee... and Sarah shall have a son." Genesis 18:14
Our last story was about Abram packing up to go to a land that God would show him. This land was the land of Canaan.
When Abram made this journey, he was an old man of 75 years of age. His wife, Sarai, was 65. They were old enough to be grandparents, but the one thing that made them sad was that they had no children of their own. God had promised them that they would one day it had not happend yet and they were only getting older.
More than twenty years later, when Abram was ninety-nine years old, God came to him and changed his name. He gave him the name "Abraham" which means "father of a great multitude" and to Sarai, God gave the name "Sarah" which means "princess". He promised him once again that he would have a son. And Abraham continued to believe God.
A little later, some very special visitors came to see Abraham. He was sitting in the doorway of his tent when the three men came near. They were strangers, but Abraham ran out to welcome them and invite them to stop and have a meal. He had water brought to them so they could wash their feet and then settled them under a tree so they could rest from the heat of the day.
Abraham quickly went to Sarah and asked her to make some bread and then fetched a calf from his herd and gave it to one of his servants to start it cooking. When it was all ready, he took the bread, some butter and milk and the meat that had been prepared and took it to the three strangers. He stood by while they ate.
These three strangers were not ordinary men. Abraham soon found out that his visitors were messengers from God. They were angels. They told Abraham that in a little less than a year, his wife Sarah would have a son even though she was old enough to be a great-grandmother herself. Sarah was inside the tent, and heard this. She laughed to herself a little.
But the angels knew she laughed and said "Nothing is too hard for God to do!" So Abraham and Sarah believed them. Before a year had passed, Sarah did have a son. Abraham and Sarah were full of joy! They called the baby Isaac, which means "laughing". His name always reminded them of their happiness.
Things to Remember
God always keeps His promises even if sometimes it seems to take a long time.
God knows everything we do and think.
Abraham and Sarah continued to have faith in God because He had promised.
Discussion
When Abram left Ur, God had promised him he would have many descendants. More than twenty years later he and his wife were still childless. We may think sometimes that if something doesn't happen right away, it never will. But this story reminds us that God's timing is different than ours and that nothing is impossible with God. We just need to trust in Him.
Who came to tell Abraham and Sarah about the promised son?
How did Sarah react?
Why was it a miracle for Abraham and Sarah to have a son?
Activity Suggestions
Draw a picture of Abraham and Sarah happy with their baby, or perhaps the three angels under the tree.
Make placemats. Take a 9x12 inch sheet of coloured construction paper. Fold it in half and make cuts from the fold to within an inch of the edges, about 1 inch apart. Cut ten 9x1 inch strips of different colours. Weave them in and out of the slits in the large paper, alternating with each row. When finished, glue the edges and then cover boths sides with clear contact paper.
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TEAM PRESENTATION CONTEST
1. OBJECTIVES: The primary objective of the team presentation contest is to provide, in a friendly but competitive setting, an opportunity for youth enrolled in 4-H to demonstrate their knowledge and understanding of a specific equine-related topic and present that topic to an audience. It is hoped that this contest will generate new friendships and be a rewarding experience for the contestants. Each county may enter multiple teams. The two highest placing teams overall (Junior and Senior division) will be eligible to represent Arkansas at the Southern Regional Horse Show.
2. Working orders will be drawn and posted in advance of the contest. Working order may be changed to accommodate 4-H members when conflicts arise with the Horse Show classes.
3. May be a demonstration or illustrated talk.
4. A team will consist of two members. Teamwork should be demonstrated.
5. Subject must pertain to the horse industry. (No live animals may be used.)
6. Ten to 15 minutes will be allowed for each demonstration, with a penalty of 1 point per judge subtracted for each minute or fraction of a minute over or under the time limits.
7. The following equipment will be provided for the contestants use: two (2) tables, two (2) easels, one screen and one power cord. The host state will not provide a computer or projection device for PowerPoint presentations.
8. Consideration and points on the scorecard will be:
a) Introduction (10 Points)
1) Did the introduction create interest in the subject?
2) Was the introduction short and to the point?
b) Organization (25 Points)
1) Was only one main idea demonstrated?
2) Did the discussion relate directly to each step as it was shown?
3) Was each step shown just as it should be done in an actual situation, or was an explanation given for discrepancies?
4) Could the audience see each step?
5) Were materials and equipment carefully selected, neatly arranged and wellorganized?
6) Were charts and posters used if and when needed?
7) Were the key points for each step stressed?
c) Content and Accuracy (25 Points)
1) Were facts and information presented accurately?
2) Was enough information presented about the subject?
3) Were approved practices used?
4) Was credit given to the sources of information if it was appropriate?
5) Was the content appropriately related to the horse industry?
d) Stage Presence (10 Points)
1) Were the demonstrators neat and appropriately dressed for the subject of demonstration?
2) Did the demonstrators speak directly to and look at the audience?
3) Was the demonstration too fast or too slow?
e) Delivery (15 Points)
1) Did the demonstrators appear to enjoy giving the demonstration?
2) Did the demonstrators have good voice control?
3) Were all words pronounced correctly?
4) If notes were used, was it done without distracting from the speech?
5) Did the demonstrators seem to choose words at the times they were spoken instead of memorizing the demonstration?
f) Effect on Audience (5 Points)
1) Did the audience show an interest in the demonstration?
2) Could the audience go home and use the idea?
g) Summary (10 Points)
1) Was the summary short and interesting?
2) Were the key points briefly reviewed?
3) Did the summary properly wrap up the demonstration?
4) Could demonstrators handle questions easily?
9. Contestants may use notes, but excessive use of notes may be counted against the contestant. This will be at the discretion of the judge or judges.
10. Contestants should cite their major references after the conclusion of their presentation. This will not be counted in the allotted time.
11. Questions will be asked by judges only.
University of Arkansas, United States Department of Agriculture and County Governments Cooperating. The Arkansas Cooperative Extension Service offers its programs to all eligible persons regardless of race, color, national origin, religion, gender, age, disability, marital or veteran status, or any other legally protected status, and is an Affirmative Action/Equal Opportunity Employer.
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WHAT IS GRIEF?
Grief is a normal response to loss. Often the most painful loss is the death of a person you love, whether sudden or anticipated.
Grief is painful and at times the pain may seem intolerable. It may be a combination of many emotions that come and go, sometimes without warning. Grieving is the period during which we actively experience these emotions. One thing is certain: grief does not follow a schedule, but it does ease over time.
Some people experience several of these emotions, perhaps in a different order or in different degrees.
o Shock
o Denial
o Anger
o Guilt
o Sadness
o Acceptance
Symptoms of grief may include: irritability, difficulty sleeping, poor appetite, weight loss.
HOW CAN I HELP A FRIEND WHO IS GRIEVING?
Recognize that everyone grieves at a different pace. Help your friend take one day at a time.
Keep your friend company. You don't need to say anything profound or do anything earth shattering. Your greatest help may be your presence.
Initiate contact and activities. It is important for you to respect your friend's privacy and space but he/she may need help thinking of activities to keep busy.
Allow your friend to show strong emotions.
Be on the look-out for destructive behaviors. Traumatic loss can lead some people into depression, alcohol or drug abuse. They may need you to keep an eye on them while things are especially tough.
Don't be afraid to use humor. Laughter is good medicine.
Help your friend find support and inspiration. Often, a poem or song will speak in ways that no one else can. Also, talking to someone who has survived a similar loss can help your friend realize he/she is not alone in grief.
Encourage your friend to seek professional help such as individual or group counseling for grief.
WHAT CAN I DO IF I AM GRIEVING?
Keep your regular schedule
Reach out to friends and family
Talk to someone about your pain and sorrow
Eat well and exercise
Get extra help if you need it (school counselor, youth group leaders)
Do something that you love to do or that you find comforting (listen to music, rent a movie)
SIGNS SOMEONE MAY NEED EXTRA HELP
Symptoms of chronic depression, sleeping difficulties, restlessness and low self esteem
Academic failure or indifference to school-related activities
Deterioration of relationships with family and friends
Risk-taking behaviors such as drug and alcohol abuse and fighting
Denying pain while at the same time acting overly strong or mature
RESOURCES
http://www.centerforloss.com/articles.php?file=helping25.php http://edis.ifas.ufl.edu/FY879
http://sss.usf.edu/respondingtotragedy/Coping_with_Tragedy/default.htm www.adapp.org/documents
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blue heaven ™
This native little bluestem, Schizachyrium scoparium, 'MinnBlueA' is great for sunny or well-drained sites. It grows just over 4 feet tall and stands up well through the summer; blue foliage turns dark burgundy, then red in fall. It's hardy through USDA zone 4, requires little water after establishment and provides habitat for birds and butterflies. Released by the U of MN in 2006.
Using native grasses in the landscape
Features of Native Grasses
* Natural appearance
* Attractive wildlife cover for grassland birds, food for butterfly larvae
Top photos from left: Blue Heaven™ little bluestem; Skipper butterfly; Panicum virgatum 'Northwind' in summer; Blue grama, Bouteloua gracilis (foreground) and sideoats grama, Bouteloua curtipendula (background)
* Few insect or disease problems
* Low nutrient requirements, good drought tolerance after establishment
* Little maintenance, except spring cutback
* Seasonal interest—flowers in summer, fall and winter interest
* Fast growth—most are mature size by three years
* Movement with the wind provides visual and audio interest, susurration that is pleasing and unique
* Good soil cover to prevent erosion; roots add organic matter to soil as they regenerate each year
Grasses for Prairie and Meadow Restorations
Grasses are the backbone of the prairie, throughout the short, mid and tallgrass prairie. The following grasses, all native to the U. S. are good choices for prairie restoration or reconstruction projects and are listed with their soil preference.
Botanical Name
Common name
Site
A restored prairie at the Minnesota Landscape Arboretum,
Sorghastrum nutans
, Indian grass in the foreground.
Carex pensylvanica
, Pennsylvania sedge, makes a good
native ground cover under trees or dry shade.
Shade Tolerant Native Grasses, Sedges and Rushes
Carex muskingumensis
palm sedge
Carex pensylvanica
Pennsylvania sedge
Carex radiata
eastern star sedge
Chasmanthium latifolium
river or wood oats; native to Missouri and Southeast US
Chasmanthium latifolium 'River Mist' woodoats; selected for striped foliage
Deschampsia caespitosa
tufted hairgrass and all cultivars
Elymus hystrix var. hystrix eastern bottlebrush
Juncus tenuis
path rush
Luzulaspecies
woodrush
Grasses for Wildlife
seedheads
Turkeys find cover in grasslands; Panicum virgatum 'Northwind' in winter; Carex pensylvanica, Pennsylvania sedge on woodland walk.
For More
Ornamental Grasses for Cold Climates
Information:
Mary H. Meyer • Professor and Extension Horticulturist www.extension.umn.edu/distribution/horticulture/dg6411.html
University of Minnesota Landscape Arboretum • firstname.lastname@example.org
The University is an equal opportunity educator and employer.
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STRATEGIES/
IMMEDIATE
INTERMEDIATE
ACTIVITIES
O
UTCOMES
OUTCOMES
Students develop a
higher self-esteem,
and feel confident
to resist peer &
media influences to
use tobacco/
alcohol/drugs
Students
demonstrate an
improvement in
healthy
communication and
positive peer
relationships
Cognitive Behavioral Skills Training
Sessions use lecture, discussion, coaching, and practice
Elementary School Curriculum
24 (30-45 minutes) class sessions taught over 3 years
(8 sessions each year)
Middle/Junior High School Curriculum
30 (45 minute) class sessions taught over 3 years
(15sessions in the first year, 10 sessions in the second year,
and 5 sessions in the third year)
High School Curriculum
10 (45 minute) class sessions taught over 1 year
Sessions focus on:
General Social Skills
Overcoming shyness
Communicating effectively and avoiding
misunderstandings
Resolving conflicts
Assertiveness skills to make or refuse requests
Recognizing choices other than
aggression or passivity
when faced with difficult decisions
Personal Self-Management Skills
Examining self-image and its effects on behavior
Coping with anxiety & anger
Setting goals and tracking personal progress
Understanding how decisions are influenced by others
Analyzing problem situations and considering
consequences of actions
Drug Resistance Skills
Recognizing and challenging misconceptions about
substance use (current prevalence rates and social
acceptability)
Understanding short- and long-term consequences of
substance use
Education about the addiction process
Coping with peer & media pressure
Students
consistently attend
school and actively
participate in
program sessions
Students
demonstrate
increased knowledge
about and modified
normative
expectations
concerning
substance use
Students gain
knowledge about
the misconceptions
of substance use
and learn effective
coping skills to
resist negative social
pressures
Students practice
skills learned to
manage behavior
Students use
problem-solving
and decision-making
skills to make
healthy choices
LifeSkills Provider Training Workshops
National Health Promotion Associates (NHPA) teach
LifeSkills Providers (teachers, school counselors,
prevention specialists, etc.) the theory, research, and
rationale of the program
Providers learn teaching skills, how to adapt the
curriculum to meet local needs, and develop methods
to overcome instructional and institutional
implementation barriers
Students are
introduced to
concepts about
effective
communication and
how to build
positive peer
relationships
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LAKE CHARM 3581
Phone : 03 5457 9244
Fax : 03 5457 9450
Email : firstname.lastname@example.org
A.B.N. 615 824 513 73
Principal : Morgen Alexander
Acting Principal : Jeff Millard
Educating today's Minds for Tomorrow's Challenges www.lakecharmps.vic.edu.au
SPELLING
POLICY
Lake Charm Primary School Spelling Statement
The Teaching and Learning of Spelling at Lake Charm Primary will be based on the identified learning needs of the students individually and collectively.
Spelling instruction will be in response to both formal periodic testing and everyday observation of student writing.
The whole program should be based on teaching only what is relevant and required at each student's particular level of mastery. Students should only be working on those words/word groups that are appropriate to their needs as identified through their writing and formal tests.
The ability to confidently spell high frequency words is considered as a high priority throughout all levels of the school.
Beginners – Initially students will begin with learning to read and spell the Magic Words. A series of high frequency words. On completion of the Magic Words students will work through the Oxford Wordlist, which are the 307 most frequently used words collected from over 4000 writing samples of students in their first three years of school. Students and teachers will maintain records of individual student's progress.
After completing the Magic Words all students are to be tested using the SWST test (Single word spelling test). Each spelling test is composed of a set of words that are graded in difficulty. SWST testing will take place at least each term.
Errors should be identified and analysed. Errors are to be mapped on word list charts for students and teachers. The chart will indicate the particular visual and phonological patterns that the student is having difficulties with eg. …..ible words, gh words.
Students will in consultation with the teacher work out activities to help them master the problem word groups eg. Look, Say, Cover, Write, Check. Word searches. Testing with a partner. Making charts etc.
At all levels of the Primary School spelling should also be emanating from the needs of the student as expressed through their daily writing. All students will have regular opportunity to write using a broad range of texts. This writing will be analysed to determine the individual learning needs of each child, including their spelling learning needs.
Appropriate learning will take place to extend each student's vocabulary/store of words that they use in their writing. Accordingly the Spelling Program aims to build this store of words that the students can confidently spell in their writing, and to develop in the students enough strategies to enable them to be self-improving spellers.
An important component of the Spelling Program is to develop each student's editing skills. Students will be given instruction as to how to self-edit their work, and will be assisted to use spelling aids such as computer spell checks and dictionaries. Students in the senior grades will be expected to be proficient in the use of a range of spelling aids.
This policy was ratified by School Council on 9 th June 2015
School Council President Leanne Cordina …………………………………..
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Tip Sheet
Color Matters
Color choice and combination are important factors to keep in mind when developing an educational material. Thoughtfully selected color schemes engage your audience and make them more receptive to the message you are conveying. 1 Color selection may vary based on target demographics, regions, and cultures. Remember, different colors may have different meanings to your audience.
Here are some color selection DOs and DONTs for printed materials.
DOs
DON'Ts
* Use relevant images and diagrams as your primary sources of color.
* Research any demographic or cultural preferences and use culturally appropriate colors.
* Consider the goals of your material. For informative materials, start with neutral colors and add simple colors to accentuate or highlight special information. 2
* Make a strong distinction between the background and the text through contrast. Contrast increases readability, especially for audience members with limited color perception. 3 Black text on a white background is best.
* Don't use colored text on a colored background because it limits readability. 4
* Don't be afraid to use color. Without color, the material might appear boring and lose audience interest.
* Don't use too many colors in a single document, as it appears chaotic and distracting. Stick to no more than three main colors consistently throughout a document. Try starting with a dominant color and develop a palette from there, shifting to warm or cool colors for variation. 2
* Consider how you will produce the material. If it will be photocopied, then the colors used should be compatible with grayscale printing.
color
gray scale
Online Materials
The use of color is especially important online in order to capture the reader's interest. Limit your color scheme to 2 or 3 colors, and use shades of those colors to complement your design. Generally, you should use colors sparingly to guide the reader's eyes.
If you are distributing the material via a website, then you will need to design the material with this in mind. 4 Consider producing two versions of the material--one in color and one in black and white for printing.
Resources
The following online resources can help you choose colors for your materials.
Color Scheme Designer (colorschemedesigner.com)
A user-friendly online tool that generates color schemes.
Color Blender (www.colorblender.com)
This site lets you choose a starting color and then it suggests a 6 color scheme based on your selection.
Contact Us
Whether you have general questions about layout and design, or more specific concerns about making your materials attractive and readable, TEAM Lab is here to help. Visit teamlab.usc.edu or email us at firstname.lastname@example.org.
References
1. http://www.1stwebdesigner.com/design/colors-web-design-right-combination
2. http://chrome47.com/color
3. http://veerle-v2.duoh.com/blog/comments/choosing_color_combinations
4. http://www.cms.gov/Outreach-and-Education/Outreach/WrittenMaterialsToolkit/Downloads/ToolkitPart05Chapter05.pdf
E-mail: email@example.com
Phone: (323) 442-8214
Fax: (323) 442-8201t
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Create — Applications from Ideas Written Response Submission Template
Submission Requirements
2. Written Responses
Submit one PDF document in which you respond directly to each prompt. Clearly label your responses 2a – 2d in order. Your response to all prompts combined must not exceed 750 words, exclusive of the Program Code.
Program Purpose and Development
2a. Identify the programming language and identify the purpose of your program. Explain your video using one of the following:
* A written summary
* of what the video illustrates OR
* An audio narration in your video. If you choose this option, your response to the written summary should read, "The explanation is located in the video."
(Approximately 150 words)
Insert response for 2a in the text box below.
I used snap to create my code with putting together different blocks to make it work properly. The purpose of my program was an easy way for people to learn their colors in French. It first goes through and tells you all the colors in English to French and how to pronounce them in French. Then the program allows you to click on the colors presented on the screen and it will say the colors in French. It is a very helpful and simple way to learn how to pronounce all the different colors in French.
2b. Describe the incremental and iterative development process of your program, focusing on two distinct points in that process. Describe the difficulties and/or opportunities you encountered and how they were resolved or incorporated. In your description clearly indicate whether the development described was collaborative or independent. At least one of these points must refer to independent program development; the second could refer to either collaborative or independent program development. (Approximately 200 words)
Insert response for 2b in the text box below.
All of my project was independent. I worked on my own to get my project perfect. I had a little bit of difficulties when I tried videoing the project. When I used CamStudio I had a hard time with it speeding up my video since it my project has sound, I had a hard time saving it, and it was too long at one point so I had to lessen the video. But other than that my project ran smoothly. I had to get the time perfectly because my project was a little bit over a minute so I had to decrease the time that it said something.
2c.
Capture and paste an image or images of your program code segment that
implements the most complex algorithm you wrote. (marked with a color border
below)
Your algorithm should integrate several mathematical and logical concepts. Describe the mathematical and logical concepts used to develop the algorithm.
Explain the complexity of the algorithm and how it functions in the program. (Approximately 200 words)
Insert text response for 2c in the plain box below.
I had to time my sprites for it to be the exact seconds that things need to be said. If I did not do this then my time would be off for the videoing. Plus I had to let it say what it needed to say in the right amount of time so the viewers can read everything properly. I also had to record myself saying the colors in a right amount of time so it would work with my video and it would not be too long.
2d. Capture and paste an image or images of the program code segment that contains an abstraction you developed (marked with a matching blue color border below)
Your abstraction should integrate mathematical and logical concepts.
Explain how your abstraction helped manage the complexity of your program.
(Approximately 200 words)
Insert text response for 2d in the plain box below.
This allowed the users to interact with the program. This set of programming allowed the users to click on the colors and then it would say the color in French. This I thought would be a great lerning source if the user forgets how to say the color then it can just click on the color that is presented on the blackboard. I had to think through on how it would work in the best way and where I can get the sounds. I ended up having to record all the sounds using my voice. Then I dound out that by clicking the sprite and it saying the color that it would be the best learning source for the users.
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My Year 5 Learning Journey Grid. Summer Term Wk4 11.5.2020
MATHS
For maths, this week we will revise and extend our knowledge of various key mathematical concepts.
Please follow this link to White Rose Maths Home Learning: https://whiterosemaths.com/homelearning/year-5/
Summer Term Week Four: There is a lesson for each day which includes a short video. There doesn't appear to be any worksheets available this week, so please look to these sites for activities:
https://classroomsecrets.co.uk/area-of-rectangles-homework-extension-year-5-area-andperimeter/ , https://www.k5learning.com/free-math-worksheets/fifth-grade-5/convertingfractions/improper-fractions-to-mixed-numbers , https://www.worksheetworks.com/math.html and https://www.math-aids.com/ . These sites provide the opportunity to develop fluency in these areas. There are numerous other appropriate activities that can be found via Google searches. Furthermore, if you feel like you need more practise in a certain area of maths, feel free to find online activities to develop your skills.
SCIENCE
Our topic this Term is 'Forces'.
The Hamilton Trust site has a nice set of activities based on the topic:
https://www.hamilton-trust.org.uk/science/year-56-science/welcome-force-land/
Click the arrow next to Session 2. This reveals the objectives and possible activities.
The 'Teaching Resources' link will lead you to a .pdf file with the materials you need to follow the plan. Activities include watching videos, using other websites, planning, investigating and concluding. If it's not possible to try the investigation, as described, then see if you can plan it and predict the outcomes using your knowledge and understanding of forces. If the surfaces suggested are not readily available, then suitable alternatives will still be fun to try!
TOPIC: Moving on from Brazil… let's have a look at Japan! Use the internet to research facts about its climate, geography, physical features, wildlife, famous landmarks, history and culture. Use this as a starting point: https://www.3dgeography.co.uk/geography-of-japan. Create a powerpoint or keynote presentation of at least 20 slides. Do not limit yourself to one slide per topic. For example, you could do two slides on famous cities. Don't just copy and paste – try to put things in your own words to show that you have read the information and understand it. Use a balance of text, maps and pictures. Include captions under pictures so that the reader understands what they are looking at. Try to use questions as slide titles. Use animations, different fonts and timed slide transitions to add polish to your work! There are dozens of websites out there, containing thousands of fabulous facts. Enjoy! Any problems, please contact me and I'll be happy to help. Have a lovely week! Mr D ☺
READING
Please read your Accelerated Reader book a minimum of 30 minutes each day. We need more quizzing! I am checking the quizzing daily and will reset any quizzes if needed. Write a review on each book you read.
ENGLISH
SPELLINGS
Practise these from Monday-Thursday and get someone to test you on them on Friday. Once you've gone through the correct spellings, write a super sentence for each one.
For English this week, I would like you to access the Home Learning pack on the Hamilton Trust website.
The link is: https://www.hamiltontrust.org.uk/blog/learning-home-packs/
It is the Year 5 English, Week 6 link. It will download a .zip file.
Within it are internet links to 5 days of lessons, complete with resources and hyperlinks. There is also a powerpoint to use during the week. The lessons tell you when to use it.
The materials can be printed, but if that's not possible, then write the work on normal sheets of paper.
The work is based on speeches, notemaking, letter writing, lyric writing and extending a poem/story.
Feel free to devise extra activities of your own!
You could write a speech from the perspective of somebody else famous, after they had completed something amazing. It could be the character of a book you have read.
You could write a diary or speech as Old Deuteronomy, describing the places he has visited and the things he has done.
You could write lyrics to a song about lockdown.
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RESEARCH LABORATORY TECHNICAL REPORT
Two-Lined Chestnut Borer
By The Bartlett Lab Staff Directed by Kelby Fite, PhD
The two-lined chestnut borer, Agrilus bilineatus, is a common secondary invader of oak, beech, hornbeam and chestnut throughout the Eastern and Central United States. This pest only invades trees that have been weakened by factors, such as an environmental or cultural adversity or another insect or disease organism. Outbreaks of the twolined chestnut borer usually are severe following extended periods of drought or outbreaks of defoliating insects such as spongy moth. Other stress factors such as compaction, construction damage, and storm damage also predispose trees to invasion by this insect.
Damage
Description
The impact of the two-lined chestnut borer can range from scattered branch dieback to total death of a tree. Larvae feed by constructing galleries in the inner bark of branches and the main trunk (Figure 1). The galleries impede water and nutrient transport, resulting in girdling and death of the infested portion of the tree. Borer attacks and subsequent dieback usually occur first in the upper crown and then extend downward to the main trunk.
The two-lined chestnut borer receives its name from the pair of yellow lines on the thorax and wing covers of the adult (Figure 2). The body is cylindrical, bluishblack and approximately 1/2 inch long. Larvae have a cream-colored, flattened, slender, grub-like body, which is approximately one inch long when fully grown.
Life Cycle
Adults emerge from D-shaped exit holes in the bark during May and June. They feed on the leaves of their host before eggs are laid on the bark in late spring or
early summer. Eggs hatch soon after deposition and larvae bore through the bark and excavate winding galleries in the inner bark. The insect overwinters as larvae in the inner bark. In the North, two years are required to complete development, while one generation per year occurs in the South (Virginia and southward).
Control
Trees that are regularly pruned, fertilized according to a soil analysis, and appropriately mulched are generally less susceptible to borer attacks. On trees infested with the two-lined chestnut borer, pruning out and destroying all dead and dying branches will help reduce the infestation. Control of defoliating insects such as spongy moth or cankerworm during years of heavy outbreaks is also essential in maintaining tree vigor and prevents infestations of the two-lined chestnut borer.
Please consult your Bartlett Arborist Representative for preventative treatment applications that may be available. Trees that are seriously declining due to borers usually cannot be saved and removal may be necessary.
Founded in 1926, The Bartlett Tree Research Laboratories is the research wing of Bartlett Tree Experts. Scientists here develop guidelines for all of the Company's services. The Lab also houses a stateof-the-art plant diagnostic clinic and provides vital technical support to Bartlett arborists and field staff for the benefit of our clients.
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These guidelines are for healthy, full-term babies. If your babies are in an NICU or have been recently discharged home from an NICU, please consult with your local hospital to ensure that your handling & storage of pumped breast milk meets hospital requirements. If you have concerns about any of your babies, check with your babies' physician, a lactation consultant, other healthcare professional or doula.
Sterilization
* Purchase some bottles to store the milk and labels for the bottles. These containers should be BPA free plastic or glass bottles. Milk storage bags can also be used. It is easy to write the collection date right on the bag. There are also bags designed to store breast milk, which often come with the purchase of a breast pump.
* Boil and sterilize bottles and lids before each use.
* Make sure all pump material is properly cleaned and sterilized between uses.
Storage
Properly storing breast milk is essential to ensure the health of your babies.
* Clearly label each bottle or bag, including date and time that the breast milk was collected so that you know the age of the bottle or bag of milk.
* Do not overfill the bottles or bags as breast milk expands when it is frozen.
* Avoid waste by storing breast milk in 60-120 ml (2-4 ounce) containers, which thaw quickly.
Here are the current guidelines for proper storage:
| | What temperature is it? |
|---|---|
| Freshly expressed milk | Room temperature up to 25°C or 77°F |
| Refrigerated milk (store at back of fridge, not in the door) | 4°C or 39°F |
| Frozen Milk (store at back of freezer, not in door. DO NOT REFREEZE) | Freezer compartment inside of refrigerator |
| | Freezer compartment with separate door |
| | Deep freezer, not attached to refrigerator |
| Transporting Milk (fresh, refrigerated or frozen) | Packed in insulated cooler with ice or frozen gel packs (15°C or 60°F) |
Keep in mind that the above are guidelines only; if you have any doubt about the milk, discard it.
www.multiplebirths.ca 1-866-228-8824
@multiple_births MultipleBirthsCanada @multiplebirthscanada
SUPPORT EDUCATION RESEARCH ADVOCACY
All materials provided by Multiple Births Canada are for information only and do not constitute medical advice. Multiple Births Canada /Naissances Multiples Canada is a Registered Charity. BN# 895390110 RR0001
Using Stored Breast Milk
* Breast milk will separate as it stands. Gently swirling the container will easily mix it back together.
* DO NOT MICROWAVE BREAST MILK. Microwaving changes the nutritional content of the milk.
* Breast milk is quickly defrosted in a bowl or saucepan of hot water (from the tap). It needs to be room temperature for the babies' use. To check if the milk is warm, put a couple of drops on the inside of your wrist. If it feels hot on your wrist, then it is too hot to be given to an infant.
* DO NOT REFREEZE THAWED BREAST MILK
References
www.breastfeeding.hypermart.net/storagehandling.html http://breastfeeding.about.com/od/lactation/a/storage.htm
Recommended Sources of Information
MBC Breastfeeding Support Network http://multiplebirthscanada.org/index.php/parents/support/breastfeeding-support-network
Documents and Articles
Multiple Births Canada Fact Sheets on various multiple birth related topics
Multiple Birth Families www.multiplebirthsfamilies.com
Kelly Mom – Breastfeeding and Parenting www.kellymom.com
Multiple Births Canada
Lynda P. Haddon, Multiple Birth Educator, revised 2013
www.multiplebirths.ca 1-866-228-8824
@multiple_births MultipleBirthsCanada @multiplebirthscanada
All materials provided by Multiple Births Canada are for information only and do not constitute medical advice. Multiple Births Canada /Naissances Multiples Canada
SUPPORT EDUCATION RESEARCH ADVOCACY
is a Registered Charity.
BN# 895390110 RR0001
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Going…Going…Gone. Too Many Species at Risk
A recent article in National Wildlife caught my eye. The subtitle of the article is, "A surprising number and variety of North American wildlife species are quietly disappearing." The fact that the total number of species of plants and animals is declining is not news and is certainly not news to me as I have often read about and attended many meetings where this was discussed in the past decade or so.
But a number of facts in the article were surprising to me and none of it is good news. The North American Bird Conservation Initiative recently released a report that more than one third of North America's 1,154 bird species are "in trouble". The report lists 432 species that are "most at risk of extinction without significant action." And these are not obscure, uncommon birds. Some on the list are the common nighthawk and the eastern meadowlark.
And it is not just birds that we are losing, but plants and all the other groups of animals including insects, fish, amphibians, and reptiles. One estimate is that about a third of all U.S. species are at risk—which means we are talking about more than 8,500 species! This is not really new information to the experts and professionals in the field. Back in the 1980s, the National Research Council, working with renowned biologist and naturalist E.O. Wilson, hosted a forum on the acceleration of global species loss and how the Earth was entering the sixth mass extinction event. (The fifth mass extinction event was 65 million years ago when the dinosaurs disappeared).
It is not all bad news. In North America, a number of charismatic species have been at least regionally protected or restored, such as the bald eagle, wild turkeys, elk, whitetailed deer, gray wolves and grizzly bears. But every time a species is lost, the level of biodiversity declines.
So why are we losing so many species? Biodiversity decline and species loss is mostly caused by one kind or another of habitat loss. Examples include destruction of native habitat for human use ("development" such as subdivisions, roads, parking lots, shopping centers), clearing of forests or rangelands for farming, clear-cutting forests, destruction of wetlands and marshes, damming of waterways, land and water pollution, overuse of sensitive habitats, failure to protect critical habitats, and climate change. The next most common cause of species destruction arises because of the introduction of invasive species and exotic wildlife diseases.
Of course, if you look behind all of the above causes of habitat destruction and thus species destruction, you the find the real cause of all of this. Too many of us. Not only is the human population of the Earth growing exponentially, but our footprint on the planet is increasing even faster than the human population. More and more of the Earth's human inhabitants want the same kind of lifestyle as most of us have here in the U.S. That is, to be able to use or consume the same amount of the Earth's resources (water, minerals, energy, food, space) as we do.
Unfortunately, the amount of the Earth's resources is not only not growing exponentially, but in most cases it is not growing at all. Yes, technology and new discoveries help somewhat with the supply of those resources, but that has not yet even kept up with demand, let alone grown as fast as the human population.
So the bottom line is that even more of the Earth's resources will be used in the near future and the rate of species loss will continue to accelerate.
So, what can we do about it? I think the answer has to be that we all have to adjust our lifestyles to consume less and conserve more. We need to leave, as individuals, as families, as societies, a smaller footprint on the land. Unfortunately, most of us have grown up and lived our lives striving to do just the opposite, to judge our success in life by how much we have acquired and how much we consume—how many TVs we have, how big a house we have, how many cars. And I suspect most of us have done so without even thinking about it, and we certainly never think about how our lifestyle might contribute to species destruction.
We should think about it
Until next time…
Jim Stanley is a Texas Master Naturalist and the author of the books "Hill Country Landowner's Guide" and "A Beginner's Handbook for Rural Texas Landowners: How to Live in the Country Without Spoiling It." He can be reached at email@example.com. Previous columns can be seen at www.hillcountrynaturalist.org.
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WHEREAS, Black History Month is a celebration of the contributions and achievements of Black Americans and descendants of slaves first established in 1976 by Carter G. Woodson, a scholar who fervently believed that Black people should be proud of their heritage and all Americans should understand the largely overlooked achievements of Black Americans; and
WHEREAS, Black History Month is a reminder that Black history is Seattle history, Black culture is Seattle culture, and Black stories are an essential component of the story of our city; and
WHEREAS, Black History Month is celebrated across the United States every February through recognition of the achievements of Black Americans and all people of African descent; and
WHEREAS, the City of Seattle acknowledges the long history of institutional racism towards Black people and other communities of color; has committed itself to undoing racism and promoting racial equity and social justice on an ongoing basis since 2005; and continues to identify and analyze manifestations of racism and develop shared culture and leadership; and
WHEREAS, recorded African American heritage in Seattle dates to the mid-19 th century and everyone who lives in, works in, or visits Seattle has opportunities to learn about Black history through community resources such as the Northwest African American Museum, the Historic Central Area Arts and Cultural District, the historic Langston Hughes Performing Arts Institute, the Black Heritage Society of Washington State, festivals such as Sundiata and Umoja Fest, the ROOTS Celebration (Relatives of Oldtimers in Seattle), and conversations with African American elders; and
WHEREAS, the 2023 Black History Month theme is "Black Resistance," which stems from a call for action by Henry Highland Garnet in an address to the National Negro Convention of 1843, in which he said, "No oppressed people have ever secured their liberty without resistance. What kind of resistance you had better make, you must decide by the circumstances that surround you, and according to the suggestion of expediency;" and
WHEREAS, across generations, Black Seattleites have demonstrated profound moral courage and resilience to help shape our city for the better. Today, Black Seattleites lead industries and movements for change, serve our communities at every level, and advance every field, including arts and sciences, business and law, health and education, and many more; and
WHEREAS, as a city, we celebrate Black History Month by recommitting to fight for the equity, opportunity, dignity, and voting rights to which every Seattleite is due.
THEREFORE, THE MAYOR OF SEATTLE AND THE SEATTLE CITY COUNCIL PROCLAIM FEBRUARY 2023 TO BE
Black History Month in Seattle
____________________________________
____________________________________
Mayor Bruce Harrell
Council President Debora Juarez
____________________________________
____________________________________
Councilmember Lisa Herbold
Councilmember Andrew J. Lewis
____________________________________
____________________________________
Councilmember Tammy J. Morales
Councilmember Sara Nelson
_____________________________________
____________________________________
Councilmember Alex Pedersen
Councilmember Kshama Sawant
_____________________________________
Councilmember Dan Strauss
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My Year 6 Learning Journey Grid. Summer Term Wk3 4.5.2020
MATHS
For maths, this week we will revise our knowledge of fractions, addition and subtraction.
Please follow this link to White Rose Maths Home Learning: https://whiterosemaths.com/homelearning/year-6/
Week Three: There is a lesson for each day which includes a short video and an activity sheet. If you can't print them out, then just write your answers on a separate piece of paper. There is an answer sheet too, so you can check your answers.
https://www.worksheetworks.com/math.html and https://www.math-aids.com/ provide the opportunity to develop fluency in these areas.
Please access TT Rock Stars to practise your tables skills.
SCIENCE
Our topic this Term is 'Forces'.
The Hamilton Trust site has a nice set of activities based on the topic:
https://www.hamilton-trust.org.uk/science/year-56-science/welcome-force-land/
Click the arrow next to Session 1. This reveals the objectives and possible activities.
The 'Teaching Resources' link will lead you to a .pdf file with the materials you need to follow the plan. Activities include watching videos, matching, labelling, planning, investigating and concluding. If it's not possible to try the investigation, then see if you can plan it and predict the outcomes using your knowledge and understanding of forces.
TOPIC: Firstly, please have a look at the daily lessons on BBC Bitesize. There's some really lovely activities to do throughout the week in a variety of subjects. https://www.bbc.co.uk/bitesize/tags/zncsscw/year-6-lessons/1 Last week I recommended a lot of activities to do surrounding Brazil. If you haven't finished them, please continue to attempt them. Do your best! Think about how you can improve them. Additionally: Compare the average temperatures of Rio to Durham. Produce an information sheet detailing similarities and differences. Perhaps even draw your own graphs, with different colours for the different places.
Also: Write a letter or blog entry persuading a citizen of Rio to visit Durham. How are they similar? How are they different? What will they experience? Compare and contrast the two locations. Any problems, please contact me and I'll be happy to help. Have a lovely week! Mr D ☺
READING
Please read your Accelerated Reader book a minimum of 30 minutes each day. I am checking the quizzing daily and will reset any quizzes if needed. Write a review on each book you read.
ENGLISH
SPELLINGS
Practise these from Monday-Thursday and get someone to test you on them on Friday. Once you've gone through the correct spellings, write a super sentence for each one.
For English this week, I would like you to access the Home Learning pack on the Hamilton Trust website.
The link is: https://www.hamiltontrust.org.uk/blog/learning-home-packs/
It is the Year 6 English, Week 5 link. It will download a .zip file.
Within it are internet links to 5 days of lessons, complete with resources and hyperlinks. There are also 2 powerpoints to use during the week. The lessons tell you when to use them.
The materials can be printed, but if that's not possible, then write the work on normal sheets of paper.
The work is based on auto/biographical writing and blog writing.
Feel free to devise extra activities of your own!
You could write a newspaper report about the troublesome, naughty dog.
You could write a biography about a different member of your family.
You could produce a 10 point guide to naughty things that another type of pet/animal does.
Be creative and enjoy your English work!
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Preparing for exams
1. Spacing & timing of revision
What is spacing?
* Spacing is a revision technique which is all about spacing out your revision so you don't get swamped and overwhelmed.
* It means introducing time intervals into your revision sessions as well as spacing out the days which you revise for topics
* To commit something to memory, it takes time and repetition.
Did you know….
* Doing something little and often – spacing – beats doing it at once, or cramming.
* Revising for eight hours in one day is not as effective as doing one hour of revision for eight days.
WHY?
This is because the time in between allows you to forget and re-learn the information, which cements it in your long-term memory.
The 'Spacing Effect'
The 'Spacing Effect' is one of the longest and most enduring findings in cognitive psychology.
It was first detailed in 1885 by German psychologist Hermann Ebbinghaus who found that humans tend to forget large amounts of information if they only learn something once.
Optimum Spacing
* Research suggests there is an 'optimal gap' between revision sessions so you can retain the information.
* If the test is in a month, you should review the information around once a week. If the test is in a week, create time once a day.
The power of spacing- why should you do it?
* It allows you time for material to be forgotten and relearnt
* It cements information into your long-term memory
* We can learn more information over time than in one longer session
In some studies, using spacing instead of cramming has resulted in a 10% to 30% difference in final test results.
* It is about revising more efficiently
Create the perfect revision plan using the spacing technique
Organisation: determine where you need to focus your time e.g. which subjects, topics, what you know, what you struggle with etc.
Planning: map out what you are going to revise and when. Use a timetable or revision planner to do this. Choose a mixture of subjects topics to focus on each day to make sure you are spacing them out.
Video - https://www.bbc.co.uk/bitesize/articles/zn3497h
Create the perfect revision plan
1. Try and fit your revision around your daily life
First things first, decide what you'd think is best to use for your timetable. Is it a big A3 poster, an Excel sheet, an agenda or calendar. From there on we recommend to do is to break up your day into half an hour session.
2. Fill in your daily life and school timetable
Once you have broken up your week into half an hour sessions, then start filling in when you've got school. Then fill in your actual commitments like clubs, sports, volunteering or work
Create the perfect revision plan
3. Enter your exam subjects
You would then have a blank canvas that you can use to plan your revision. It's usually best to allocate more time to the subjects that you're struggling with and spend less time on the subjects that you already grasp very well. Also, think about the repetition of your revision schedule. Most students create a weekly or bi-weekly schedule. This will quickly create a routine and can make you mentally prepare better for the revision sessions.
4. Colour code your subjects for a clear overview
Another useful tip is to Colour code your template. If you give each subject a different Colour, then you can see at a glance what you're doing and keeps the overview nice and clear.
Reflect
Have you made your revision timetable yet? When this week can you give yourself 2 hours to do this?
Five hours of time, spent in smaller chunks and spaced periodically, is a far more effective way to learn something than five hours spent the night before.
The evidence is overwhelming.
Now you just need to do it.
Resources
Video you can watch
https://www.youtube.com/watch?v=PzcV4aOB8bE
Downloadable templates
https://blog-media.unidays.world/media/b6fa9655-8146-49c2-9662-cea61792e861
Online revision timetables
https://getrevising.co.uk/planner https://revisionworld.com/create-revision-timetable
Revision timetable apps
https://getadapt.co.uk/
https://www.mystudylife.com/
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Warm Weather Safety Tips
You might know that cold weather poses health risks to your pets, but so does warm weather – even on days that don't seem that hot to you. Knowing the risks and being prepared can help keep your pet safe.
Be Prepared
* Talk to your The Corner Vet veterinarian about warm weather risks for pets (and travel safety if you plan to travel with a pet).
* Make sure your pets have unlimited access to fresh water, and access to shade when outside.
* Keep your pet free of parasites that are more common during warm weather, such as fleas, ticks and heartworm.
* Ask your veterinarian how to recognize signs of heat stress.
Keep Pets at Home
* Leave your pets at home if possible when you need to go out and about.
* Provide different temperature zones within your house for your pet's comfort.
* Never leave a pet in the car, even in the shade or with windows cracked. Cars can overheat quickly to deadly temperatures, even when the weather isn't severe.
Keep Them Comfortable
* If it's hot outside for you, it's even hotter for your pet.
* Take walks, hikes or runs during the cooler hours of the day.
* Avoid hot surfaces, such as asphalt, that can burn your pet's paws.
* Ask your veterinarian if your pet would benefit from a warm-weather haircut or sunscreen.
Exercising with Your Pet
* Consult The Corner Vet veterinarian prior to starting an exercise program for your pet. Overweight pets and short-nosed dog breeds have higher risk of problems with warm-weather exercise.
* Don't walk, run or hike with a dog during the hottest parts of the day or on particularly warm days.
* Take frequent breaks.
* Bring enough water for both you and your pet.
Garden and Yard Safety
* Make sure the plants in your garden and yard are safe for pets
.
* Store lawn fertilizer and insecticides out of reach of your pets.
* Always follow safety instructions on lawn and garden products, particularly the instructions on how long you should keep pets out of the treated areas.
* If you use a lawn service, make sure they are aware that you have pets.
* Avoid using cocoa bean mulch, which contains the same pet toxin found in chocolate.
Signs of Heat Stress
Seek emergency veterinary care if you observe any of these signs:
* Anxiousness
* Excessive panting
* Restlessness
* Excessive drooling
* Unsteadiness
* Abnormal gum and tongue color
* Collapse
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Sunday, March 15, 2009
1:13 AM
English Vocabulary Litener
To use this program you need to have Access 2007.
The guide bellow will tell you how to
Add words ○
Do the Daily Review ○
Review words that have left the system. ○
Add Words
When you first open this file, this is the screen you will see (if there is a pop up saying the content is disabled, enable it) 1.
Double click on the form titled "English Add or Revise" 2.
To add a word, fill out the boxes accordingly, you should have a dictionary open, so you can just copy and paste most of this information. Bellow I have provided an example of what this might look like. 3.
You do not have to fill out all the boxes, the important ones are the "reference" and the "word" 4.
General Page 1
Once you have finished entering, close the tab by pressing the "x" mark under the help sign. The words are now in the review part of the system, so if you open this screen again you will not see them. You will only see them when you are doing your daily review if they are at their review day. 5.
Note that this is the screen you will see if you have just started using this program. Once you get to a point where some words have finished the 50 days, this is where you would see them and be able to review them if you. More on this later. 6.
Daily Review
The word you just entered the system was at "day" 0. in the review section of the program you will only see words that are at days 1,3,7,15,30 or 50. So you will not see the word until the next day, which is good, because right now its fresh in your memory, so its better to take some time before you test yourself on it. Now open the form "English Daily Review". This is what you will see: 1.
Here you see one side of the flash card. Based on that try to guess the word. I usually have a talking dictionary open on the side to type the word in, to first see if I have spelt it right and also to learn the pronunciation. After you have typed the word click on reveal to see the whole flash card. This is what you will see: 2.
General Page 2
Before you press pass or fail read through the whole flash card. This helps you learn it. If you knew the word press pass, otherwise press fail. You don't have to memorize all the boxes, then again its up to you what standards you use to pass or fail a word. If I can recall the word and spell it correctly it's enough for me. Pressing either "pass" or "fail" will open the next word and hide the revealed content. Continue the process until you have reviewed all the words. If you press pass, the word stays at the day it is, and in the next step you will run a function that adds a day to every card. If you press fail, the word is set to day "0" so when you add a day to everything , it becomes day "1" ready to be reviewed the next day. Once you are done everything close the form. 3.
The final step is to add a day to all the flash cards in the system. To do that double click on the macro called "Move Cards Forward" and when it asks for confirmation press yes. You can find it in the side bar, look at the picture bellow: 4.
5.
Review Completed Words
1. To review words that have finished the 50 day process successfully, open "English Add/ Revise". Completed words will appear bellow like this:
General Page 3
2. Later on, you will get to a point where you have hundereds of words that have left the system, and you might want to take a quick look at them. Flipping through them one by one might be a bit slow. You can switch to a chart view where you see the words in a chart format like bellow.
Notes:
* Like all your data, remember to back this up regularly.
* You can freely distribute this software, you can change and modify it, you may not use it for commercial purposes.
* If you have questions you can contact me at firstname.lastname@example.org o
Systems for Change www.systemsforchange.ca
© Saeid Chavoshi 2009.
General Page 4
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Aster (Peach) - Plant
Asters get their name from the Latin word for "star," and their flowers are indeed the superstars of the fall garden
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Description
Description for Aster (Peach)
Asters get their name from the Latin word for "star," and their flowers are indeed the superstars of the fall garden. Some types of this native plant can reach up to 6 feet with flowers in white and pinks but also, perhaps most strikingly, in rich purples and showy lavenders.
Not all asters are fall bloomers. Extend the season by growing some of the summer bloomers, as well. Some are naturally compact; tall types that grow more than 2 feet tall benefit from staking or an early-season pinching or cutting back by about one-third in July or so to keep the plant more compact.
Aster is a genus of flowering plants in the family Asteraceae. Its circumscription has been narrowed, and it now encompasses around 180 species, all but one of which are restricted to Eurasia; many species formerly in Aster are now in other genera of the tribe Astereae.
Asters are beautiful flowers that have lovely fringed petals. Some varieties of asters are annuals, but most asters are perennials, which means they come back year after year. Some asters look a lot like miniature daisies, and they are every bit as charming. Other varieties of asters have a single row of fringe-like petals. The petals of asters appear to be very delicate since they are narrow and fine, and although asters appear to be fragile flowers, there are very hardy varieties to choose from.
Asters come in a wide variety of colors, and they are available in many different shades. You can find asters in various shades of pink, white, mauve, blue, purple, and red. There are numerous varieties and colors of asters, so you can be sure there are asters that will coordinate well with your unique garden or flower bed.
Depending on the variety, asters grow to a height ranging between sixteen and twenty-four inches. Asters produce blooms for weeks at a time, and they are a wonderful choice for anyone wanting a beautiful flower that will create drama and add uncomparable beauty to their yard or garden.
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Powered by TCPDF (www.tcpdf.org)
Planting and care
Asters are easily grown from division. Aster plants do best, if divided every two to three years. Simply dig out half to two thirds of the plants, leaving the remainder in place. Then separate the portion you dug out into two sections and plant in another location or give them to a friend.
Aster seeds can also be directly seeded into your flower garden, or seeded indoors for transplanting later. We recommend planting Asters in pots and containers indoors, then transplanting the seedlings outdoors in early spring. This allows you to make the proper spacing.
Sunlight Select a site with full sun to partial sun.
Soil Add compost or other organic material to your soil if necessary weeks in advance of planting your asters. Even if your soil is fine in texture, compost and organic material is beneficial to asters since it adds beneficial nutrients that will naturally enhance growth and improve the overall health of your asters.
Water Water plants in well. Soil should be moist, well- drained, and average to humus-rich.
Temperature Fertilizer Asters prefer climates with cool, moist summers, especially cool night temperatures Fertilize soil prior to planting
Caring for Aster
Add a thin layer of compost with a 2â€"inch layer of mulch around the plants every spring.
However, many asters are moisture-sensitive; if your plants have too much moisture or too little moisture, they will often lose their lower foliage or not flower well.
If you receive less than 1 inch of rain a week, remember to water your plants regularly during the summer.
Keep an eye out for any stressed plants and try a different watering method if your plants are losing flowers.
Divide every 2 to 3 years in the spring to maintain your plant s vigor and flower quality.
Cut asters back in winter after the foliage has died.
Typical uses of Aster
Special features: Attracts Butterflies
Ornamental use: The plant is used for ornamental purpose. Its generally kep indoor in living room and in terrac area. You can find an aster for almost any garden and they have many uses, such as in borders, rock gardens, or wildflower gardens. Asters also attract butterflies to your garden!
References
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Good Health Begins with a Good Night's Sleep
Essential for Health
A good night's sleep is important to a healthy lifestyle. Sleep affects all aspects of your day – from how you feel, to your relationships, productivity and ultimately your quality of life.
The average adult requires 7-8 hours of sleep per night. However, some people may need as much as 10 hours a night, while others need much less.
If you tend to sleep longer on the weekends than you do during the week, you probably are not meeting your personal sleep requirement.
Better Sleep Tips
* Try to go to bed and wake up at the same time every day – this helps keep your 'biological' clock in sync.
* Establish a regular bedtime routine.
* Sleep in a dark, quiet, comfortable and cool sleep environment.
* Finish eating at least two to three hours before bedtime.
* Be Physically Active! People who exercise a few times a week sleep better than those who are not physically active. Plan to complete your workout a few hours before bedtime.
* Avoid nicotine, caffeine and alcohol.
How Stressed Are We?
The Better Sleep Council reveals the following statistics:
* 66% of Americans are losing sleep due to stress.
* 32% of Americans are losing sleep at least one night per week.
* 16% of Americans experience stress-induced insomnia (inability to fall asleep).
Starting each day with a good night's sleep and taking control of your sleep environment can reduce stress and improve the quality of your life.
Sleep Debt
Can you make up for lost sleep during the week by sleeping more on the weekends? NO. If you sleep more on the weekends than during the week – this equals a 'sleep debt.' The only way to reduce the debt is to sleep as much as your body needs every night.
Sleep needs to be a health priority! Research shows a link between lack of enough sleep and obesity. Adults who sleep 7 to 9 hours per night are less likely to be obese. This is true even when adjusted for other health factors.
Make Your Bedroom 'Sleep-Friendly'
* Be sure your mattress is comfortable and supportive. If you sleep with a partner, your mattress should allow both of you enough space to move easily.
* Your pillow should hold your head in the same position to your shoulders and spine as if you were standing with correct upright posture.
* Light is one of the body's most powerful time cues. The rising sun can wake up the brain long before the alarm goes off.
* Sudden loud noises can disrupt sleep. Steady, low sounds, such as a fan are soothing because they help block distracting noises.
* The ideal bedroom temperature is 60° to 65° Fahrenheit. A room that is too warm or too cool can disrupt comfortable sleep.
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Clarkson College Writing Lab
Common Mistakes
Point of View
Eliminate I, me, my, you, we, our, and one from scientific writing, unless it is absolutely necessary, such as an experiment that you personally performed.
- APA style recommends the third-person.
- Instead of "One may think that everyone gets divorced these days," use "It is common to think that everyone gets divorced these days."
- Work to be conscious of your point of view. It will take some practice to eliminate the first- and second-persons from your writing, but you can do it.
Sentence Structure
Where is your subject, where is your verb?
- Sentences should read smoothly.
- Nothing will kill a paper like an invasion of awkward wording.
- Think lucid; think clear; think logical; think coherent.
- Does each sentence flow smoothly off the tongue? Or, is it difficult to read out loud?
- Begin to recognize the subject and the verb within each sentence. After this, you will begin to notice how many of your sentences begin with a subject and how many begin with introductory material.
- If most of your sentences begin with introductory material, you will likely need to simplify your prose.
- If few to none of your sentences begin with introductory material, you may need to complexify your prose.
- Either way, sentence structure needs to vary. Sentence structure that does not vary lacks luster and is repetitive to read.
Verb Tense & Voice
Verbs must agree with one another and remain active.
- In order for your writing to improve, it is paramount that you begin to recognize your verb tenses. Notice when your tenses are in past, present, and future.
- Most academic writing requires an active voice, in which the subject of the verb performs the action. (In the passive voice, the subject of the verb receives the action.) Note that the 6th edition APA Publication Manual instructs writers to "Prefer the active voice" (2009, p. 77).
- For example, "Johnny throws apples" is active, and "The apples are thrown by Johnny" is passive. In the first sentence, the subject is the performer (Johnny) of the act; in the second sentence, Johnny sits in the back seat (and could easily be omitted) while the objects he throws, apples, sit in the front seat.
- Notice the simplicity of the active voice versus the passive voice. The passive voice is wordy (three words versus six), awkward, and, well, passive.
- The active voice is clear and concise, vigorous and direct.
- As you write for different assignments, you will inevitably have to use verb tenses and voices other than the present and the active. For example, when writing an evidence-based practice, you will use the past tense to discuss the experiments you performed. The key is to be conscious of your verb choices and then to make a conscious decision to use one tense or voice over the other. That way, if someone questions your choice of voice, you can defend your use with a logical argument.
Typos
You must actually proofread your paper for mistakes; read it out loud; have a friend read it out loud. Notice where your friend stumbles over the words. Then, fix that area.
- Spell-check does not catch misused words, such as through/though/thorough or two/to/too. It is your job to read your paper carefully to eliminate these simple errors.
- When a paper contains typos, the author immediately loses credibility. If an author does not take the time to accurately check their paper, they likely did not take the time to accurately check the results from their experiments.
- DO NOT lose credibility due to typos. They are easy to fix. They just take time and concentration.
Too Much Summary & Research
I know, I know, too much research sounds like a joke. But, after reading too many student papers that showed no trace of the student's ideas in the paper, I can no longer laugh at the idea. Instead, in these papers, I end up learning a lot about other people's ideas.
- Just because the assignment calls for a "research paper" does not preclude your voice and ideas from entering the paper.
- You must learn that summary and research exist in a paper (even in a research paper) only to support your ideas.
- Thus, a good rule of practice is to read through your paper and highlight other people's ideas. Do they make up the majority of the paper? Or, do they seem to exist only in tandem with your ideas?
- Of course, in scientific writing, much research is used, summarized, and cited; however, you need to learn how to make your voice and your ideas the main focus of your paper.
- Follow the three-step quotation guideline: When using quotes and paraphrases, you must (1) state your own ideas in relation to the quote, (2) introduce the person who is being quoted and what qualifications make his or her quote credible, and (3) document the quote in APA style.
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Healthy stories
You can use storybooks to introduce, discuss, and develop Our Healthy Year's themes and ideas. These books can also be used as topics. You could invite parents to come in for a reading session.
Traditional stories
The Enormous Turnip
* How turnips grow
* Health benefits of vegetables
* Sizes and weighing, portion sizes
* Things you can make with turnips (turnip soup)
* Everything needs water to grow, staying hydrated
Jack and the Beanstalk
* How beans grow (investigation – where do baked beans come from?)
* Health benefits of vegetables
* How things grow
* Sorting bean activities, e.g. by size, colour, portion sizes
* Things you can make with beans (bean salad)
* Everything needs water to grow, staying hydrated
* Markets
* Grow beans
The Little Red Hen
* Discover where bread comes from
* Explore farms and crops
* Use stalks of corn to grind flour
* Make bread
* Grow yeast
* Story sequencing
Goldilocks and the Three Bears
* Explore and discuss sugar and sweetening of foodstuffs and drinks
* Talk about healthy breakfasts
* Make porridge
* Numbers/counting/sets of/matching/sorting by size/colour
* Small world play
* Drama/role play
Storybooks
The Very Hungry Caterpillar, Eric Carle
* Some foods are healthier, e.g. apples, pears, plums, strawberries and oranges, and some are for special occasions, e.g. cake
* Numbers and counting
* Weighing scales
* Visit to shops
* Write shopping lists
Handa's Surprise, Eileen Browne
* Explore food from different countries
* Learn about vitamins
* Tasting and smelling sessions
* Make a seven fruit salad
* Devise a bar chart 'which fruit do you like best?'
* Draw or make paper mache fruit, use for role play activities or make a mobile for display
Storybooks with a food theme
Use and share some other stories that have a food theme such as:
Trying new foods
Green Eggs and Ham, Dr Seuss
I Will Never Not Ever Eat a Tomato, Lauren Child
Daisy: Eat your Peas, Kes Gray
Eating the Alphabet, Lois Ehlert
* Can pupils remember trying something new?
* How did they feel before they tried it?
* Did they like it? Would they have it again?
Energy in / energy out
Six Dinner Sid, Inga Moore
The Tiger who came to Tea, Judith Kerr
* Do pupils understand the relationship between the energy you put into your body, and the energy you use? Search Change4Life/schools to find out more.
* What would happen to the tiger / Sid if they kept eating so much?
Healthy soups
Stone Soup, Ann McGovern
Growing Vegetable Soup, Lois Ehlert
* Before reading the story, show pupils pictures of the vegetables mentioned.
- Can they identify them all?
- How do they grow?
* After reading the story, discuss:
- Do pupils grow any fruit or vegetables in a garden, allotment, window box or indoor pots? What do they use them for?
- What type of soup do pupils like?
Storybooks with a food theme
Pancakes
Pancakes, Pancakes, Eric Carle
* Before reading the story, ask pupils what you need to make pancakes
* After reading the story, discuss:
- Is jam a healthy topping for the pancakes?
- What would be healthier?
Growing
You'll Soon Grow into Them, Titch, Pat Hutchins
* Do pupils know what will help Titch to grow?
Storybooks with a movement theme
Use these storybooks to talk to pupils about the importance of exercise, and different ways of exercising that they enjoy.
We're Going on a Bear Hunt, Michael Rosen From Head to Toe, Eric Carle Get Up and Go, Nancy Carlson I.Q. Gets Fit, Mary Ann Fraser Willy the Champ, Anthony Browne
Giraffes Can't Dance, Giles Andreae and Guy Parker-Rees
* Can pupils think of a day out where they did a range of activities and exercises?
* Can pupils make a list of movements and make sounds to go with them like in 'We're Going on a Bear Hunt'?
* Can pupils think of an activity they tried like Willy that they did not enjoy or feel they were good at, but that they improved at over time.
* Give each pupil an animal to try to mimic in class and ask them to think up and act out a story in small groups.
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Elementary Enrichment Activity Matrix - Grade 5
Please visit the Curriculum & Instruction page of the district website for more Information.
Physical Education/
the sounds around you. Pay human sounds. The world is
an interesting place to listen!
Practice your spelling words
Check how many calories in
| Mathematics | Science and Social Studies | Health & Social/ Emotional Learning | Art & Music |
|---|---|---|---|
| Math Facts! Practice multiplication and division facts for at least 15 minutes. | What Are You Wondering? Explore at Wonderopolis. | “Try Not To Laugh” Challenge! Act like a goofy goober and make someone laugh. | Be an Artist! Think of someone who matters in your life and create a unique picture/drawing for him/her. |
| Choose an activity on NRICH Math. | Start a Science Sketch Book! Draw what you observe around you. | Encouraging Kindness! Write a note or draw a picture to someone you noticed was kind or helpful to you. | Draw/Paint to Music! Letting your creativity flow in response to music is a great way to let out feelings and relax. |
| Design Your Dream Home! Determine the measurements of all the rooms. Find the area and perimeter of each room. | Extend Your Learning! Select a science topic from school. Visit NSTA or Science Fun to learn more. Bonus: Research a topic of your choice. | Be a Sugar Detective! Foods like yogurts, cereals, granola bars, sauces, dressings, and condiments are sneaky sources of sugar. The American Heart Association recommends kids should have less that 25 grams or 6 teaspoons of added sugars daily for a healthy heart. | Photojournalism! With your parent’s permission, use a camera to make a digital photo journal on an interesting topic. ● Your vision of a perfect day ● Things you find beautiful ● A special family moment |
| Choose one fifth grade activity on: ● Khan Academy ● Math At Home | Explore Perspective! Write a journal or a postcard from the point of view of an explorer or scientist. | Chore Champion! Help fold the laundry, do the dishes, or another chore. | Dance! Dance! Dance! Choreograph a dance and do not be afraid to turn out your best moves. |
| Design Your Dream Home! Determine how much paint and carpet you would need. | Be an Inventor! Invent a machine or device to solve a problem. | Crunch Your Veggies! Snack on crunchy stuff like carrots or celery throughout the day. | Imagine It! Draw yourself as a warrior. Think about how strong and capable you would be. |
nonfiction book on:
* ● ● ●
two.
the game.
✦ For more resources visit Cora J Belden's Children Department
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BREED STANDARD ANALYSIS
I've chosen the Basset Hound breed standard for this exercise because they have short hair and many unique characteristics to examine. It is easier to learn about reading and interpreting the breed standard of a short hair dog because there isn't a lot of coat in the way.
As a dog groomer, it can be helpful to read a dog breed's breed standard from the American Kennel Club before grooming a dog. You can also go over the dog as you are reading the standard to help you determine if there is anything not quite right about the dog that you can hide by grooming the dog well and using hair to disguise a fault. One example of this is if you have a curly coated dog that is towed out. You can groom the dog so the toes appear to face forward. Another benefit to going over both the breed standard and the dog you are working on is you may notice something that isn't correct structurally, being aware of this can help you keep the dog more comfortable while you are grooming it making the process far more pleasant for both you and the dog.
BASSET HOUND
2. The term "heavier in bone" is used to describe the dog as being big boned.
1. Many breed standards explain why a breed is built a certain way to do a certain job. For the Basset hound it is explained that the "characteristics which equip it admirably to follow a trail over and through difficult terrain."
3. The preferred temperament is often expressed in a breed standard. For the Basset Hound it is noted that "the temperament is mild, never sharp or timid."
5. The Basset Hound breed standard explains that the dog's skull is domed, and the occiput is very noticeable.
4. We see that specific measurements are given for the Basset Hound's head size. "Its length from occiput to muzzle is greater than the width at the brow." This means that the Basset Hound's head is longer than it is wide.
6. We again have a specific head measurement. For the Basset Hound the nose to the stop, the area between the eyes, and the stop to the occiput, should be the same.
8. The breed standard indicates that the skin over the head of the Basset Hound should be loose and that tight skin is considered a fault.
7. It is explained that the line of the muzzle and top skull are parallel planes. This means when looking at the side of the dog's head, the muzzle and the top skull should be parallel. FIGURE 1
9. The Basset Hound's muzzle is described as heavy and free from snippiness. This means that it should not be too small or pointed.
11. When a breed standard indicates a trait is allowed, but not desirable, it means that a dog being shown will not be disqualified.
10. Pigment is referred to in many breed standards. For the Basset Hound it is noted that the nose is supposed to be darkly pigmented with the black color being preferred although a deep liver colored nose is allowed if it conforms to the color of the dog's head, but this liver color is not desirable.
12. The bite is described as scissor or an even bite and that an overshot or undershot bite is a serious fault.
14. Here the eyes of the Basset Hound are described as soft, sad, and slightly sunken. The haw (third eyelid,) is visible and the color of the eyes should be dark brown. The standard does allow for lighter colored eyes, but mentions it is not a desirable trait. It also mentions that protruding eyes are a fault.
13. Lips are described as darkly pigmented, pendulous, with loose hanging flews and a very pronounced dewlap. This means the Basset Hound's lips are somewhat large, loose, perhaps even flappy.
All these notes about the eyes of a Basset Hound are in the breed standard this way because of the job a Basset Hound is bred to do. They are designed to run through brush and bramble. Their eyes should be slightly sunk in and not protruding to protect the eyes as the dog is doing its job.
16. Here we have the description of the chest of the Basset Hound, they have a large, full chest and when looking at the dog from the side you will see the chest goes out in front of the front legs of the dog.
15. The ears of the Basset Hound are described as extremely long and low set. This means that the ears are attached to the head below the eye level of the dog. Here we also have another measurement, the ear of the Basset hound when brought forward to the nose, should be long enough to fold over the end of the nose. Also, a high set ear is described as a fault.
17. The breed standard gives us another measurement. The distance from the Basset Hound's lowest point of the chest to the ground is not to be more than one-third the total height at the withers of the adult Basset Hound. FIGURE
18.
2
are out. Steepness in shoulder refers to a shoulder that is not laid far enough back, it is too far forward on the dog
At this point the breed standard lists some serious faults: steepness in shoulder, fiddle front, and elbows that making it “steep.” A fiddle front refers to a bone structure that makes the front assembly of the dog look like a fiddle
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Ingredients for Ultimate Troop Success
Tonight were going to discover with you some key ingredients to developing a successful troop. We would like to connect with you and discover how your community can help deliver the key ingredients for ultimate troop success.
Our research shows, when girls participate in Girl Scouts, they benefit in 5 important ways.
As a Girl Scout she:
* Develops a strong sense of self
* Displays positive values
* Seeks challenges and learns from setbacks
* Forms and maintains healthy relationships
* Learns to identify and solve problems in her community
Let's begin to make our recipe for success.
Ingredients:
1. When I say "A strong sense of self" what does that mean to you?
What troop activities could a leader incorporate to encourage a "strong sense of self"?
* Girl Led
* Reflection after meetings
* Reward Accomplishments (Badges)
* Incorporating the girls input
* Ask for help when needed
2. We want to build girls of Courage, Confidence and Character. What activities reinforce her positive values?
What can adults do to help display positive values?
* Incorporate the Promise & Law (Have it be a part of your troop meeting, lead by example)
* Respect differences
* My promise my faith award
* Leadership awards
3. We want girls to step outside of her comfort zone and take healthy risks that will help her grow. How does a troop help a girl seek challenges and what does she learn from the setbacks. How do we teach a girl it is safe to step outside her comfort zone?
* Cookie Program
* Outdoor experiences
* Do something new
* STEM
4. Girls who participate can develop lifelong friendships. How do we help a girl develop and maintain Healthy Relationships? How should a troop promote girls to form and maintain healthy relationships?
* Girl Scout Tradition (example: friendship circle)
* Conflict resolution plan for your troop
* Attend Girl Scout events to meet other girls
* Include parents in meetings and reward ceremonies and incorporate their strengths
5. We like to get girls involved in her community. How do we encourage girls to identify and solve problems in her community? How does a troop support girls to get involved in her community?
* Community Service/ Take Action Projects
* Earning Higher awards
* Volunteering
Conclusion:
When we put all of these ingredients together we have a girl with a strong sense of self, displays positive values, seeks challenges and learns from setbacks, forms and maintains healthy relationships, & identifies and solves problems within her community. Here is our girl who has had the opportunity for the ultimate Girl Scout Experience. It all starts with you.
Please take a moment to reflect what your take away is from this activity.
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Small Fruit Flies (Vinegar Flies)
Scientific Name: Drosophila spp.
Order: Diptera (True Flies)
Family: Drosophilidae (Small Fruit Flies, Vinegar
Flies, Pomace Flies)
Identification and Descriptive Features: Small
fruit flies are small flies, approximately 3 mm (1/8) long. They are stout bodied and with a tan-colored head and thorax. The abdomen is darker, often with bands. Most have bright red eyes.
Distribution in Colorado: Various Drosophila species can be found statewide and several European species are now widely established throughout North America. [Present confirmed species in Colorado include Drosophila melanogaster Meigen, D. buskii Coquillett, and D.
funebris (F.). ] They can become extremely abundant around sources of fermenting vegetable matter and sometimes breed indoors when suitable foods are present.
Life History and Habits: Larvae of small fruit flies feed on yeasts and other microorganisms that are associated with fermenting fruit, vegetables, other plant matter and animal manure. (Material decayed by the action of fungi or bacteria are not attractive.) Plant ooze produced from infections of trees are also commonly
colonized. Indoors, small fruit flies sometimes develop large numbers in association overripe fruit or residues remaining in discarded containers of soft drinks or beer.
Eggs may be laid directly on the food or around the edges and hatch within 1-2 days. The larvae feed on the surface. They are tiny legless maggots and have extended spiracles at the tip of the abdomen that allow them to acquire oxygen while feeding in semi-liquids. The larval life can be
completed in about 5-6 days at summer temperatures. They then crawl away to pupate in a somewhat drier site. The entire life cycle can be completed in 8 days at 85 0 F.
Figure 3. Small fruit fly pupae in overripe banana.
Related Species: Although poorly collected within the state, several other genera of small fruit flies are also known or suspected of being present within the state, including Chymomyza, Clastopteromyia, Scaptomyza, and Mycodrosophila.
Other Small Indoor Flies: Several other small flies are sometimes found within the home. Most similar in general size and body shape are phorid flies (Phoridae family), sometimes known as drain flies. These feed on decaying organic matter and most offten develop high indoor populations in association with plumbing leaks. In close inspection their strongly arched prothorax and two dark, heavy veins along the fore edge ofthe wings can distinguish phorid flies.
Moth flies (Psychodidae family) also may be found indoors and similarly are associated with plumbing, developing on the bacterial gel that sometimes coats the interior of pipes. Their distinctive wings, held roof-like over the body and covered with fine hairs are characteristic of the moth flies. Fungus gnats also may occur indoors and are associated with the potting soil of houseplants
Control of Small Fruit Flies in the Home:
Infestations of small fruit flies in buildings almost invariably originate from breeding sources that should be identified and eliminated. Overripe fruit is a typical breeding site. Fruit flies may also breed in the residue remaining from incompletely washed soft drink and beer containers, on spilled material around garbage containers and incompletely sealed compost containers.
All such areas should be treated to deny further breeding, by discarding, washing, or better sealing areas to exclude flies. If this done thoroughly the number of flies should be seen to decline within a few days and the infestation can end when all remaining adult flies die, a period of about 2 weeks.
Small fruit flies can also be readily trapped. Vinegar, beer, or mashed fruit (banana, peaches) can be highly attractive and the flies can be directed into a simple trap with a funnel entrance (Figure 4).
Figure 4. A simple trap for small fruit flies, baited with vinegar.
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*
LAGOON SCHOOL PROGRAM
<< A La Carte >>
If you are aged between 6-12 years old, enjoy snorkeling and are interested in learning about Tetiaroa's marine and terrestrial environment, then come and join one of our naturalist guides from Tetiaroa Society and become one of our ambassadors.
IN THE MORNING
The Amazing Coral Polyp
Time: 3h (9:00-12:00)
Available: Monday, Thursday and Sunday
While snorkeling, you will observe different species of coral and help our guides monitor the health of our reef. You will learn about coral, their biology and ecology, and how this fragile ecosystem is currently under threat.
Who's Who?
Time: 3h (9:00-12:00)
Available: Tuesday and Friday
While snorkeling, you will observe different species of fish, coral, crabs, sea cucumbers and algae. You will explore the feeding relationships and role of these animals in their natural environment which will help you to understand the importance of these interactions in a healthy coral reef ecosystem.
Corals and Humans
Time: 3h (9:00-12:00)
Available: Wednesday and Saturday
While snorkeling, you will observe Tetiaroa's marine life. You will use your observations to help create your own coral reef ecosystem. As a coral reef ambassador, your role is to come up with an action plan to help conserve our reefs, for future generations to come.
Association « TETIAROA society » - N° Tahiti : B54770
email@example.com• www.tetiaroasociety.org
IN THE AFTERNOON
Life on an atoll : The Discovery Trail
Time :2h (14:00-16:00)
Availability : Monday to sunday
During a treasure hunt, discover the different aspects of the plants on the Tetiaroa atoll. Touch and smell will be useful senses for this activity. So, join one of the naturalist guides of Tetiaroa Society and leaves in the footsteps of the Polynesians.
Journey in the life of a Sea Turtle
Time: 2h (14:00-16:00)
Availability : Monday to Sunday
(OCTOBER TO JUNE)
Come on a journey with our guides from Tetiaroa Society to explore the life cycle of marine turtles from hatchlings to adults. Be an ambassador for our turtles and learn how you can make a difference and take action to help protect all seven species of marine turtles around the world.
Meet the Cetaceans
Time :2h (14:00-16:00)
Availability: Monday to Sunday
(JUNE TO OCTOBER)
It is an opportunity to discover the different species of cetaceans in Polynesian waters. The whales and dolphins that encircle Tetiaroa only ask to make themselves known then join one of the naturalist guides of Tetiaroa Society. So you will learn why whales come to visit us or why the dolphins jump and especially what we must do to protect our friends cetaceans.
Informations and Booking at the Conciergerie
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FEATURE
Baihetan Hydropower Station
China's opened a new hydropower dam, a major milestone for 4 reasons
MSN
China's opened a new hydropower dam, a major milestone for 4 reasons (msn.com)
Monday, China officially began partial operation of a massive new hydroelectric dam, the Baihetan (白鶴灘) Hydropower Station, says The Associated Press. Construction has taken four years and about $34 billion, per NDTV.
China's new hydropower dam is the secondlargest in the world
* Located in southwest China along a tributary of the Yangtze River, the new hydropower station is a major milestone.
Over 900 feet tall, the Baihetan dam has 16 units that can each generate 1 million kilowatts of energy. This energy-generating capacity makes it the second-largest in the world. The Baihetan Hydropower Station will produce more than 15 times the energy produced from the Hoover Dam, reports Global Times.
* Essentially, in one hour, one unit will generate enough energy to supply electricity to an ordinary Chinese family for 400 years, reports Global Times.
* At full capacity, the Baihetan dam will supply enough electricity to meet the power needs of 500,000 people for a year — every single day, reports NDTV.
The largest hydropower dam in the world is also along China's Yangtze River. This dam — the Three Gorges Dam — began operations in 2003, according to the AP.
The dam is part of China's effort to reduce carbon emissions
China has committed to carbon neutrality by 2060, but increasing energy demands have kept the country reliant on fossil fuels. The Baihetan hydroelectric station is a major step to expand China's use of alternative power sources, according to the AP.
* In conjunction with expanding capacity, China is also developing new technology to allow transmission of hydroelectric power from southwestern dams to eastern cities, like Shanghai, the AP reports.
* When fully operational, the Baihetan dam will eliminate the need to burn 20 million tons of coal annually, thereby cutting China's carbon emissions, says the AP.
For the Chinese government, the new dam is a major symbol
The Baihetan hydropower station was unveiled only three days before the 100th anniversary of the Chinese Communist Party, says the AP. In celebration of this centenary, the Chinese government has unveiled a number of major construction projects.
* The construction "miracles" are intended as symbols for the party's commitment to strengthening and developing China, says Global Times.
The new dam may cause damage and international water disputes
However, the new hydropower station does have concerning implications for the region. Environmental groups have criticized the dam for displacing hundreds of thousands of local communities, says NDTV.
* Large-scale dams, like Baihetan, also disrupt river ecology and threaten fish or other local species, says the AP.
According to NDTV, China's neighbors — such as India and Vietnam, who also rely on water from Yangtze tributaries — have growing concerns. These countries are concerned that China expanding its control over substantial portions of the water supply will create negative consequences for downstream countries.
Microsoft and partners may be compensated if you purchase something through recommended links in this article
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College Application Essay Example for Johns Hopkins
Having explored the myths from ancient Greece, Rome, and Egypt, my curiosity was piqued in eighth grade by a simple legend from Japanese lore. If you fold one thousand paper cranes, the gods will grant you one wish. I took it as a challenge. My previous forays into origami had ended poorly, but I was so excited to begin my quest that this detail seemed inconsequential. My art teacher loaned me a piece of origami paper and, armed with an online tutorial, my quest began. Like an early prototype of the airplane, I ascended towards my dreams for a glorious moment before nose-diving into the ground. The first crane was a disastrous failure of wrinkly lines and torn paper. Too embarrassed to ask for another, I turned to my stack of Post-it notes. By the third attempt, I ended up with a sticky pink paper crane. Holding that delicate bird, I was flooded with triumph and elation.
The first two hundred cranes were all crafted from Post-it notes. Armed with a pack of highlighters, I decorated each piece of paper individually. I folded cranes at home, between classes, and in the car. My fingers were permanently sticky from the glue I scraped off every square. Slowly, my collection grew: first ten, then fifty, then one hundred. Before the task could become monotonous, I started experimenting. How small was it possible for a crane to be? Smaller than a golf ball? Smaller than a dime? Small enough to sit on the end of a pencil? Any size was attainable. I could make a crane smaller than almost any arbitrary form of measurement. Soon I could finish a crane in fifty seconds or with my eyes closed. Anything square and foldable became my medium. Paper towels, candy wrappers, and aluminum foil joined my vibrant menagerie of carefully folded paper. I was unstoppable; that wish was as good as mine.
By six hundred cranes, the increasing demands of high school academics caused my pace to slow. I despaired. I wouldn't let this be another ambitious project that I couldn't finish.
My cranes mattered to me. As an outlet for expression, they served as a way to defuse frustration and sadness, and a source of pride and joy. Their creation allows me to bring beauty to the world and to find a sense of order in the bustle and chaos of life. There is a lot of beauty to be found in tiny things. I'm reminded that little gestures have a lot of meaning. I have given away cranes to my friends as a pick-me-up on bad days, and I have made cranes to commemorate people, such as the dark green crane I made the day my grandmother died. They are a symbol of hope to remind me what I have accomplished.
So, I pushed myself to keep working and to keep folding one crane at a time. My determination paid off, and in the summer after sophomore year, my passion was reinvigorated. One month before the end of junior year, I folded my thousandth paper crane. As I leaned over the open drawer brimming with origami pieces in a multitude of sizes and colors, I felt a rush of satisfaction and triumph. Not only was 1,000 cranes an achievement in its own right, but I proved to myself that I can finish what I start.
The world is filled with big numbers. College tuition, monthly rent, and car prices deal in the many thousands. Those figures are incomprehensible to someone who has never interacted with anything so large, and I wanted to understand them. A thousand will never simply be a number to me: it is hundreds upon hundreds of hand-folded cranes combined with years of effort.
So what did I wish for? It turns out, I didn't need the wish. I learned I have the power to make things happen for myself.
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Learning Objectives:
1. How to block using the ball
Learning outcomes: (success criteria
)
1: Develop blocking techniques using the ball
2: Select and apply tactics for blocking with the ball in conditioned games
3: Develop confidence in blocking with the ball and protecting rest of team
4: Pupils analyse and comment on others' performance
5: Pupils explain how Dodgeball contributes to their health and well being.
| Entry activity (mins); starter (mins): Blocker Ball (hold the ball with two hands inside the line of the body) 2 players blocking the rest of the group attempting to hit the blockers or knock the ball out of their hands. When a blocker is out swap over with the player who got them out. Other players cannot move with the ball. How does Dodgeball contribute to Health and Fitness? | Resources: (inc. ICT used to move learning forward) 2 x blocking balls (different colour) 3 x Dodgeballs |
|---|---|
| Main (mins): Dodge-Run-Block (spread fingers around the ball) A team of blocking players and a team of throwing players The blocking team have to try and get balls in the Dead Ball Zone whilst avoiding being hit by the throwers. The throwers have to aim at the blocker but also three targets behind the blocker that they’re attempting to protect. Once all three targets or all blockers have been hit then the teams | Cones x 10 in Dead Ball Zone Targets x 3 Dodgeball court Dodgeballs x 3 |
swap roles
| Throwers/Blockers/Catchers (incoming balls contact on the top half of the blocking ball) Divide the court into three areas – 1 area for each role. Throwers have to try and hit the blockers. Blockers have to try and deflect the incoming balls Catchers have to catch a ball that deflects off a blocking ball The practice runs as a circuit, so if a thrower hits a blocker on the body they become a blocker. If a blocker gets hit they become a catcher If a catcher manages to catch a deflected ball they become a thrower. (make it easy for catchers to gain possession) | 4 blocking balls – should be a different colour 10 throwing balls Divide the group into 3 Divide the space into three with cones, lines etc. |
|---|---|
| Capture the Flag (keep moving and make self as small as possible) Each team has a flag on their side of the court Only 1 player can enter their opponents side of the court at any time and attempt to retrieve the flag. They may carry a ball to protect themselves but must drop the ball as soon as they pick up the flag. They must get the flag back to their side of the court without being hit. | 2 x flags – cones, player etc. 1 x Dodgeball court 3 x Dodgeballs |
| Invisiplayer (sieve – protect the players behind you) Each team selects 2/3 blockers who must protect the rest of the team. They cannot go out. Normal rules apply. (positioning in middle) | 4 blocking balls – should be a different colour 6 throwing balls |
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BEE STINGS
Most bees are gentle and will only sting if provoked, except for highly aggressive Africanized bees.
Entomologist Justin Schmidt of Tucson, AZ, created a Sting Factor ranking pain from 0 to 4, where 0 is benign and 4 is excruciating pain.
***********************************************************************
Bumble Bee: 2.5 – Feels like stepping on a hot nail. Knox Cellars offer a quality Humble Bumble home. Or, purchase a ceramic tea pot at your local thrift store, recycle and bury it in your garden, leaving the spout above ground, to allow the bumble bee access to its new home.
Honeybees: 2 -- Like touching a burning match. These are America’s most important pollinators. These social bees are dying off in large numbers due to tracheal mites, colony collapse disorder, pesticides, urban sprawl and zoning ordinances.
Leaf-cutter (alfalfa) Bee: 0 – Feels like brushing a thorn. These are tiny, grayish bees that cut leaves, roll them up, and use them to line their nests in hollow, tubular openings.
***********************************************************************
Orchard Mason Bee: 0 -- Feels like a mild pinprick (i.e. mosquito bite). They only sting if stepped on, squeezed, provoked, or caught in clothing. Only the female stings. These gentle, solitary, dark-blue bees lay eggs in existing holes in wood, straws, bamboo, or reeds, which they plug with mud.
Sweat Bee: 1 – Hurts briefly, like a spark. They get their name because of their attraction to salt on skin. These bees are black, brown, or metallic-green in color.
Life threatening (anaplylaxix) allergy reactions affect less than one percent of the population, while approximately three percent are allergic to bee stings.
Carry a bee sting kit with you, and know how to use it. Obtain and wear a medical ID if you are allergic to bee stings.
Stay calm if stung. Remove the stinger as quickly as possible. Gently slide the edge of a credit card, or the tines of a hair comb, flat against the skin to remove the stinger. Do not squeeze, or pull out, the stinger with your fingers. Wash the sting area with soap and water, and apply an ice pack. Contact your family doctor, emergency medical service (EMS), 911, or local medical emergency room for treatment.
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Ka-Ching! Talking money with kids
Parents and guardians want to send children out into the world armed with the skills and knowledge they need to succeed. So we talk to them about the birds and the bees, we teach them to catch a ball and drive. But oddly, many of us never talk to them about money and how to manage it. Here are a few simple tips for passing on good money habits.
Earlier the better
If you're wondering when to start a child's financial education, here's the answer: today. Every lesson in financial responsibility, no matter how small, can help shape a child's view of money, its value and how it should be used. They'll pick up on ideas like not spending more than you have by listening to you and watching how you act. Once those basics are in place, you can take them to the next level with practical applications – like earning money with chores and saving for something they want. Good habits picked up early in life will stay with them and help determine their future relationship with money.
Start them off at home
There are a number of ways you can help kids get used to handling money and budgets. And it's important to remember that any practice is good practice. Lunch money might be a good place to start. If you usually give them a daily allowance, try changing to weekly or monthly. Then keep checking in to see how they're doing and if they're managing to stay on track. If they're a bit older, you could set them up with a transaction account. It's a good way to get them thinking about budgets, outgoings and living within their means.
Let them see you doing it
Setting a good example is a sure-fire way to pass on good financial behaviour. So while you've got the kids at the shops, show them what you're doing and why. Explain why you're buying extra units of a sale item to save in the long run. Or how coupons can help bring prices down. Once you explain your behaviour and they understand it, it'll be reinforced every time they see you do it.
Let them learn by doing
One of the best ways to teach kids is to set practical financial tasks for them to complete. For example, you could put them in charge of the family's meals for the week and give them a budget to shop with. Show them how they can save on some items (by buying own-brand or sale items) so they can spend more on others. They'll get it wrong at least once, but that's ok! It's as much of a learning experience as getting it right. Just show them where they went wrong and let them try again.
Source: ING
We will guide you with a tailored approach that works for your circumstances. Give us a call on 4927 4588 (Rockhampton) or 4939 1766 (Yeppoon) to see how we can help.
452 Advice Pty Ltd (trading as Evans Edwards Financial Advisors Wealth Creators) is a Corporate Authorised Representative (No. 1261614)
of Capstone Financial Planning Pty Ltd. ABN 24 093 733 969. AFSL No. 223135
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Name________________________________________Date__________________________
What Do Animals Need To Stay Alive? FOOD!
What would you do without food? Could you grow big? Would you be able to run and play?
All animals need food. This young bald eagle is eating a fish from the Hudson River. This food will become part of the bird's bones, muscles, and feathers.
Food also gives animals energy. They need energy to move, to make sounds, to see and to hear. The young eagle uses energy to keep watch. When it sees danger, it needs energy to fly away.
Plants need energy too, but they do not eat like animals. Plants get their energy from sunlight.
Green plants make their own food. They use sunlight and ingredients from soil, water, and air to grow.
Different animals eat different kinds of food.
Food chains show where living things get their energy. All food chains start with the sun. Green plants make their own food using sunlight. Animals must eat plants or other animals to live and grow.
In this Hudson River food chain, arrows show where each living thing gets
energy. The sun gives energy to the plant. The insect gets energy by eating the plant. The fish eats the insect to get energy. Last, the bird eats the fish to get its energy.
1. Are you an herbivore, carnivore, or omnivore?
2. In this food chain, which animal is an herbivore?
3. How many carnivores are in this food chain?
4. If insects disappeared, what would happen to fish and birds?
Activity 1. Draw a food chain that shows where you get your food and energy. Don't forget to start with the sun!
Activity 2. Create a food chain with real links.
1. Choose four strips from the food chain links sheets. One of the strips should be the sun. Another should be a plant. The strips will be the links in your chain.
2. Arrange your strips in correct food chain order.
3. Glue or tape the two ends of the SUN strip together to make a circle. This is your first link.
4. To make the second link, pass one end of the next strip through the SUN link. Then glue or tape the ends of the second strip together, connecting two circles.
5. Pass the third strip through the second link. Glue or tape its ends together to make the third link.
6. In the same way, make the fourth link of your chain.
7. Display your food chain by hanging it in your classroom.
Food Chain Links
Food Chain Links
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CHICKEN LITTLE
Book by Steven Kellogg ©1985
Themes: Adventure, Critical Thinking,
Humor
Grade Level: K - 2
Running Time: 8 minutes
SUMMARY
When an acorn falls on Chicken Little's head, she convinces herself and her friends that the sky is falling. Unbeknownst to her, Foxy Loxy is getting ready to capture them for a tasty meal. He disguises himself as a police officer, outwits the birds, gathers them into his truck, and prepares to take them home for a poultry dinner. In the end however, Foxy Loxy is the captured one, and Chicken Little lives to tell the tale of the day the sky fell to her grandchicks.
OBJECTIVES
* Children will learn the importance of critical thinking.
* Children will appreciate a story of humor and adventure.
* Children will learn to follow a sequence of events as they enjoy the story.
BEFORE VIEWING ACTIVITIES
Explain to children that the story of Chicken Little involves a bird who chooses to act before thinking things through. Encourage children to describe situations they may have been involved in where they felt sad or upset about something before understanding all they could about
CHICKEN LITTLE
the situation. Ask:
* How did you feel later?
* What would you do the next time?
Share the book Chicken Little with children. Then ask:
* Why do you think Henny Penny and the others believed Chicken Little when she said the sky was falling?
* How did Foxy Loxy fool them and get them into the truck?
* What mistake did Foxy Loxy make?
* How do you think Foxy Loxy felt at the end of the story?
AFTER VIEWING ACTIVITIES
Let children have some fun dramatizing the story of Chicken Little. Help children use yellow construction paper to make beaks and wings for those children who will be the birds in the story. Cut out a strip of white teeth from white construction paper for the child who will be Foxy Loxy. Paint a large appliance box to represent the police van in the story. Use a doll carriage, cookbook, set of toy golf clubs, baton (for the bar bell) as props for the story. As children act out the story, encourage them to use facial expressions to demonstrate the surprise, worry, panic, etc. the characters are feeling.
Let children make up their own silly stories and tell them into a tape recorder. Once you have the stories on tape, supply paper and crayons children can use to draw the sequence of events as they
CALL 1-800-243-5020 TO ORDER THESE AND OTHER WESTON WOODS VIDEOS!
This guide may be photocopied for free distribution without restriction.
occurred in their stories. Staple the pages together to make wordless picture books. Later, play the recordings back for the whole class, allowing children to show the illustrations in their books as their classmates listen to their stories.
OTHER HUMOROUS VIDEOS AND FILMS AVAILABLE FROM WESTON WOODS INCLUDE:
* THE COW WHO FELL IN THE CANAL by Phyllis Krasilovsky, illus. by Peter Spier
*THE MOST WONDERFUL EGG IN
THE WORLDby Helme Heine
* WINGS: A TALE OF TWO CHICKENS
by James Marshall
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* Only buy fireworks marked BS EN 15947 or BS 7114.
* Don't drink alcohol if setting off fireworks.
* Keep fireworks in a closed box.
* Follow the instructions on each firework.
* Light at arm's length, using a taper.
* Stand well back.
* Never go near a firework that has been lit. Even if it hasn't gone off, it could still explode.
* Never put fireworks in your pocket or throw them.
* Always supervise children around fireworks.
* Light sparklers one at a time and wear gloves.
* Never give sparklers to a child under five.
* Keep pets indoors.
To find out how to stay safe call
0800 389 5525
© West Midlands Fire Service Marketing 2016 1617•087
Firework Safety
* West Midlands Fire Service recommends that you go to an organised display, it's the smart way to be safe. You'll see a lot more fireworks and it's a lot cheaper!
* But if you do decide to use fireworks at home, please follow the safety advice in this leaflet
* Ensure that you buy your fireworks from a reputable retail outlet. Buy them so you can take time to read the instructions before use. It's best not to presume you know what to do, especially if you are unfamiliar, with a particular firework. Fireworks are explosives and need to be handled with care
* Don't buy fireworks from anywhere you're not sure about, such as the back of a van or from a temporary, unlicensed market stall. If you see anyone doing this, you should inform the police by ringing 999
* There are different categories of fireworks. Members of the public can buy and set off fireworks that come under categories 1-3 or F1-3
* Make sure the fireworks you buy are suitable, for the place, where you are going to set them off
Category 1 or F1 refers to fireworks which pose a minimal hazard and this classification is usually given to indoor fireworks.
Category 2 or F2 items which are also known as garden fireworks require the smallest distance which is 5 metres if the firework is classified to British Standards EN 15.
(The safety distance for Category 2 diagram 5metres (approx. 16 feet)
Category 3 or F3 items which are also known as display fireworks require the greatest distance which is 25 metres for fireworks classified to British Standards EN 15.
(The safety distance for Category 3 diagram -
25metres (approx. 82 feet)
In case you are wondering, Category 4 fireworks are for professional use only. These are banned for sale to the public.
In the case of damaged or partially functioned consumer fireworks they are to be disposed of by soaking in water for 48 hours and then put with your domestic rubbish.
Remember, damage caused by fireworks to your property or neighbouring property is unlikely to be covered by your home or car insurance
Please turn overleaf for the Fireworks code
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USAT-7
Connect with Multiple Generations
Seek out a mentor from another generation:
Find inspiration from another generation:
According to a study completed by Search Institute, most teens have deep talents, interests and passions and want to use these "sparks" to make a difference in their communi ties and world. Unfortunately, many teens feel they lack the relationships and opportunities they need to help them develop their sparks. 1 The truth is there are adults in your life who want to connect with you and help you tap into your spark, but they may believe the stereotype that "teens don't want anything to do with adults." Reach out to adults in your life who are eager to help you develop your spark!
People of all ages have sparks and want to make a dif ference in our community and world. Explore USA TO DAY to find an inspirational story about someone from a generation other than your own who has made a posi tive contribution to the world. Once you have read the article, respond to the following questions:
1. What did you learn from the person in this story? What life lesson can you take away from the article?
2. Why is it important for you to connect with people from other generations? How can you benefit and how can they benefit from this connection?
Take a few moments to consider what you would want most in a mentor. In the space below, write the mentor character istics that are most important to you.
The most successful teens are those who have mentors and who mentor others. Not only can we learn from a mentor, we can learn from being a mentor to others. In the space below, brainstorm several ideas about how you could be a mentor to someone younger than yourself.
Learn from generational leaders: Search for some "spark lessons" from U.S. Senators who have cre ated TSA (Teen Service Announcement) videos for you on at15.com. Once you sign up as a member, go to the home page and click on "More Videos." View at least five of the U.S. Senator TSAs and write one "spark lesson" you learn from each U.S. Senator.
TSA 1:
TSA 2:
TSA 3:
TSA 4:
TSA 5:
Share your responses with a partner or a small group. Be sure to listen to the ideas of others!
1 "Teen Voice 2009: The Untapped Strengths of 15-Year-Olds. The Search Institute, Minneapolis: 2009.
© Copyright 2009 USA TODAY, a division of Gannett Co., Inc.
This lesson is based on the Sparks & Thriving research of Search Institute. Minneapolis, MN.
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Subject: Computing – Programming: Robot Algorithms Year: KS1 – Year B – Autumn
NC/PoS:
- Understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following precise and unambiguous instructions
- Create and debug simple programs
- Use logical reasoning to predict the behaviour of simple programs
Prior Learning (what pupils already know and can do)
Understanding giving and following instructions, using floor robots to create and debug programs, using Scratch Jnr to create a program using blocks.
End Points (what pupils MUST know and remember)
- To describe a series of instructions as a sequence
- To explain what happens when we change the order of instructions
- To use logical reasoning to predict the outcome of a program
- To explain that programming projects can have code and artwork
- To design an algorithm
- To create and debug a program that I have written
Key Vocabulary
Instruction, sequence, language, algorithm, program, trial, bee-bot/floor robot, route, prediction, map, digital art/artefact, decomposition, debug
Recommended Resources:
https://tinyurl.com/ks1-robotalgorithms
Session 1: Giving instructions
How do we give an instruction? What type of language is used? Why do instructions need to be clear and precise? How can we create a sequence of instructions to create an algorithm? How can our instructions be amended if they are not acted on clearly?
Vocabulary: instruction, sequence, language, algorithm
Session 2: Sequencing
Why do instructions need to be given in a particular order? Would the outcome be the same if the order was changed? Can we trial this using a floor robot? What if the floor robot was trying to get to a specific location, could there be multiple routes then resulting in a different sequence order? When given a sequence of instructions, can we predict what will happen? How can we make informed predictions?
Vocabulary: sequence, trial, floor robot/bee-bot, instruction, route, prediction
Session 3: Making maps
Can we design and create a map of our school/local area to use with our floor robots? What might we include on it? Can use digital art to create the map? Is your map suitable for the floor robot; are the paths/roads wide enough?
Vocabulary: map, floor robot/bee-bot, digital art/artefact, route
Session 4: Creating routes
Where will your floor robot start? What is the final destination of the floor robot? What steps need to be taken to get from point A to B? How can we write this down using code? Do we need to debug our programs? What is an extra stop was added to the route, how would our algorithm change? Could we use decomposition to chunk the task?
Medium Term Plan: Supporting Implementation of LTP/Progression Grid
Vocabulary: map, floor robot/bee-bot, digital art/artefact, route, code, algorithm, program, decomposition, debug
Future learning this content supports:
The content of this unit will support other units on creating and implementing programs.
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When travelling through the arid regions of Australia, Aboriginal people would move from waterhole to waterhole. The Butchulla people of Fraser Island have a story that tells how the water first got to the plains, and it is told for us here by Olga Miller.
How the water got to the plains
A Dreamtime story
Way, way back in the first time, when everything was new, there was a group of Aboriginal people living on a mountain. It was a lovely place, but everyone was worried. It had not rained for a long, long time and they were very short of water.
They had some wells but these, except for one, were empty. When it had rained before, the water had just run down the side of the mountain, into the sea, which was far, far away. Now, on the other side of the mountain, there were just some big, dry plains where nothing grew.
Weeri and Walawidbit were two greedy men. They decided to steal the last of the water for themselves and then run away.
In secret, they made a large water-carrier, which was called an eel-a-mun. When everyone was asleep, they stole the water from the last well and hurried off.
When the people woke up, there was no water for them. This was very bad, because there were little children and babies needing water and also the old people. And also, it was very hot.
The Elders called all the people together and it was then that they saw that two men were missing.
Looking around, they found the tracks of the two men. Quickly, the warriors followed these tracks, which led down the other side of the mountain to the big plains and they could see the men in the distance.
The water-carrier was very heavy and Weeri and Walawidbit were walking slowly. This was because they thought they were safe. However, when they saw the warriors coming they ran, too.
The best spearmen in the group ran to a cliff which jutted out and threw all the spears they had. One hit the eel-a-mun and dropped off. However, it did make a hole in the water-carrier. On and on across the plains ran the two men. They did not notice that the water was leaking out until the carrier was almost empty. This was why they had been able to run faster and by this time, the warriors had caught up.
Now, this was way back in the first time, when very strange things happened. So the warriors took the men back home and the Elders called a big meeting. It was decided that the two men had to be punished for stealing and also, for thinking of themselves first and not the community.
So the Wonmutta, the clever man, made some very strong magic and Weeree was changed into the very first emu. He went running down the mountain, out onto the plains, in shame. Walawidbit was changed into the very first blue-tongued lizard and he crawled away to hide in the rocks.
But, a wonderful thing had happened. Wherever the water had leaked onto the plains, there were now beautiful billabongs, or waterholes. There was grass and flowers and lovely water lilies and then there were shrubs and trees. And soon, the birds came and everyone was happy because there was enough water for everyone.
And that is how the water got to the plains.
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Abby Wegner Trevor Larson Danny Kneeland Dr. Lienig EDUC 450 22 November 2016
Standards being assessed:
* Minnesota State:
- 220.127.116.11.1 The United States is based on democratic values and principles that include liberty, individual rights, justice, equality, the rule of law, limited government, common good, popular sovereignty, majority rule and minority rights.
* Common Core:
- 6.W.1 Write arguments to support claims with clear reasons and relevant evidence
- 6.W.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate
- 6.SL.1 Engage effectively in a range of collaborative discussions with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly
- 6.SL.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation
- 6.RI.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text
Explanation Paper
- 6.W.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources
- 6.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research
Throughout the project students can be self motivated because they have the ability to make a project that suits their own interests. They are able to make a civilization that they would like to be in charge of or live in. Within the rubric, students are told what they need to do to achieve an "A." Students can then take responsibility for their project in regards to the grade they receive and how they chose to portray the information.
During the presentations, the teacher will be able to evaluate the student's understanding of democracy by achieving various learning targets. If seventy percent of the students do not meet the standards and objectives, the teacher will then know if they should reteach the content. By creating their own democracies they can understand how they operate in the real world. The results will be recorded to see if the student met the standard, while also being used for conferences between principals and parents.
The authenticity is found in this assessment through the students opportunity to take what they know about government and democracy and apply it to something that they created. Through utilizing the concepts of democracy, students are then able to discover how a democracy works and how it has developed over time. Students are also given the opportunity to use a higher order of thinking and critically evaluate the success of democracy. They can then apply this understanding to the civilization that they create.
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Talking to Plants
by Carol Barany
E arlier this year, 'The Washington Post' reported on a 2022 survey by trees.com. Responding to one of the survey's questions, 50% of 1,250 respondents reported that they talked to their plants and trees. When asked why, 65% of the talkers said they believe it helps plants grow
England's King Charles, a life-long and passionate gardener, has revealed in interviews that, "I just come and talk to the plants, really. Very important to talk to them; they respond". His fruits and vegetables were "a damned sight bigger because I instructed them to be."
In 2020, at a reception featuring pop star Katy Perry, an ambassador for one of his favorite charities, Charles asked her if she would sing to his plants. "You have my word, sir", was Perry's reply.
Maybe gardeners have always talked to their plants, but a German experimental psychologist may have been the first to formally propose in 1848 that plants respond to talk, attention, attitude, and affection. Those concepts have endured. Perhaps some of you readers remember the 1970 album, "Music to Grow Plants By".
Are plants really listening? In 2004, the Discovery Channel's science entertainment show 'Mythbusters' tried to find out. Negative speech was played in two greenhouses, while two greenhouses played positive speech. To test the effect of music, one greenhouse played classical while another played heavy metal. There was silence in a single greenhouse. After 60 days, the least growth occurred in the silent greenhouse. The greenhouses with music grew the most, especially the plants exposed to heavy metal. The plants in the greenhouses with speech — either positive or negative — grew faster than those with silence.
Featuring several' Mythbusters' episodes, including the one on talking to plants, the Denver Museum of Nature and Science opened a special exhibition in 2013. To make it more interactive, the Museum invited its Twitter followers to Tweet at a plant through the project's official website. More than 4,000 Tweets; some kind and nurturing, some angry and insulting, were turned into robotic speech and read to one indoor plant. A plant in another greenhouse got the silent treatment.
Whether they were called "stupid" and "ugly", or "champs" and "State Fair winners", it's all the same. Accounting for every other variable, the more social plant in the Denver study had greener, larger leaves and was 12.5 percent taller.
Is there something to this?
Until there is additional peer-reviewed, scientifically validated research, these investigations are at best considered "pseudoscience". The intriguing observations could spark more rigorous, university- based research. That's what it takes to confirm causeand-effect relationships like these. For example, any vibration, not just from speech or music, could be responsible for plant growth.
But please, don't let that stop you from talking to your plants, because it will make YOU feel better.
We all have days when we can't get enough of the garden. It often happens in early spring, after being cooped up in the house for months. Flitting from plant to plant like bumblebees, we coo, chirp, and lavish best wishes to all green things. Life IS a magnificent garden, at least for now.
Fast forward to mid-July. Returning home from a short vacation, I can't wait to see what's new in the garden. It's not what I expected. Silver maple seeds have germinated in garden beds by the bazillions. The roses demand, "dead-head me now." The faded blossoms of my daylilies hang from their stems like mushy socks, taunting me with their ugliness. What's more, several hibiscus are dangerously wilted. This means there's another glitch in the drip irrigation system, and if I don't fix it right away, the entire garden will be crispy by sundown.
By now, I'm muttering under my breath, wishing these darned plants weren't so needy. It gets worse. The dahlias grew so fast last week that they are leaning, top-heavy and about to topple, and must be tied once again to their stakes. And for crying out loud, a dahlia I nurtured from a cutting since early March had the nerve to up and die on me.
Avoiding any personal responsibility, I blame this mess on the plants themselves. I vent a scathing garden rant to any plant who may be listening. I feel better immediately.
Whether it's cooing affection, or threatening a trip to the compost pile, talking to plants is deeply satisfying. But until real science proves otherwise, I think plants could care less.
What is important is plunking the right plant in the right place. Given optimum water, light, soil, and weather, plants will thrive. And though they can't speak, plants send gardeners messages all the time, warning of potential trouble in paradise.
All we have to do is listen.
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English
By Panidnad
Choose the best meaning to the italic word.
1. Because there was so little precipitation this year, the crops dried up and died.
a. fertilizer
b. planting
2. Although I was unable to understand all of the details of the presentation, I did get the gist of it.
a. humor
b. main point
c. notes
d. information
3. At a special ceremony, the police chief gave the officer a commendation for bravery.
a. an award for an outstanding achievement
b. an object designed to bring good luck
c. complaint
d. trophy
4. One brother is an erudite professor; the other brother, however, has never shown any interest in books or learning.
b. well-educated
c. rain
d. synthesize
a. elderly
c. snobbish
d. illiterate
5. Night is the time when many animals forage, or search for food
a. go out at night
b. take a nap
c. explore
d. hibernate
6. The waiter was so brusque that we left only a small tip. He was impolite and impatient, and seemed annoyed whenever we asked for something.
a. appreciative
b. frightening looking
c. rude
d. knowledgeable and skilled
7. The store specializes in cutlery, such as forks and knives, that has unique designs.
a. spices and seasonings
b. plates, bowls, and cups
c. silverware; eating utensils
d. tool and device
8. My sister loathes broccoli, but she loves spinach.
a is fond of
b. eats eagerly
c. prepares and cooks
d. dislikes intensely
9. Expecting that his license would be renewed, the pilot was surprised when it was revoked instead.
a. extended
b. expanded
c. cancelled
d. resigned
10. Andy was a real avid baseball card collector. He inherited the desire to collect cards because his dad had a collection, too.
a. eager
b. careless
c. apart
d. fearful
11. Her Christmas bills added up. After the holidays, her extravagance was going to take several months to pay off
a. economy
b. praise
c. external
d. overspending
12. It was gratifying to see how she acted toward her grandmother because her grandmother was always generous to her.
a. pleasing
b. nervous
c. aggravating
d. verifying
13. The boy was caught stealing from the store. His larceny caught up with him when the owner showed him not only evidence but also a witness.
a. luggage
b. theft
c. illegal
d. honor
14. The ideas she presented to the class were clearly an untested theory because there had never been any research done on it.
a. magic
b. brutal
c. indictment
d. belief
15. His eternal light would shine on the people even after his death.
a. temporary
b. ethical
c. reformed
d. endless
16. He cut the paper precisely on the line, and it fit perfectly in the grooves of the picture frame.
a. exactly
b. embellish
c. outer
d. advance
17. The boy tried to justify his actions to his mother by explaining the reasons why he did and what he did.
a. depend
b. prove
c. strict
d. exaggerate
18. She did several backbends in a row to show how limber she was, so that she could be chosen for the match.
a. enthused
b. responsive
c. stiff
d. flexible
19. He climbed the mountain and stood looking over the tops of the trees on the mountain across from him. He was right on the precipice and could have fallen.
a. edge
b. outskirts
c. bottom
d. circulation
20. Our baseball team's pitcher has a few eccentric habits, such as throwing exactly thirteen warm-up pitches and never wearing socks.
a. normal
b. strange
c. courteous
d. aggressive
21. After the heavy rains, the stream became murky; in fact, the water was so cloudy that you couldn't see the bottom.
a. whitish
b. bottomless
c. clear
d. unclear
22. The debris on the stadium floor included numerous paper cups, ticket stubs, and cigarette butts.
a. products
b. stationery
c. trash
d. treasure
23. The coach takes every opportunity to censure his players, yet he ignores every opportunity to praise them.
a. approve of
b. criticize
c. choose
d. applaud
24. The newlyweds agreed to be very frugal in their shopping because they wanted to save enough money to buy a house.
a. economical
b. wasteful
c. interested
d. luxurious
25. Although Alex usually looks unkempt, he had a very neat appearance at his job interview.
a. orderly
b. handsome
c. messy
d. tidy
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You Can Never Be too Prepared for an Emergency
By Lindsay Ferlito
Nobody likes to think about the worst happening on their farm, but that doesn't mean you shouldn't take the time to prepare just in case. Whether it's a barn fire, a roof collapse, or a natural disaster, you need to have an emergency plan in place.
The National FARM Program requires you to post an emergency contact sheet somewhere visible and accessible on the farm. This sheet should include the farm's physical address, as well as names and phone numbers for the farm owner, a neighbor who can help, and other important personnel (like the herd veterinarian, milk coop handler/representative, and feed dealer). The FARM Program also has a Comprehensive Emergency Action Plan Guidance sheet which provides valuable info on how to prepare for an emergency.
Emergency preparedness plans should include:
- Maps of the farmstead including the location of all barns, houses, manure pits, as well as the location of hazardous materials and the water and gas shut off
- A list of all hazardous materials and chemicals on the farm and where they are located
- A copy of the emergency contact sheet
- Who is in charge for each type of emergency
- Copies of insurance plans or contact info for insurance companies
- A humane euthanasia plan in case animals need to be put down
- A few local farmer neighbors that could help move or house cattle if they need to leave the site
In addition to your written plan, to prepare for an emergency, your farm should also have:
- back-up power and fuel sources
- alarms (smoke and carbon monoxide) and fire extinguishers
- 2-3 days of water supply and feed for the animals
- the proper insurance for your buildings, equipment, and animals
- exits that are clearly marked in all buildings
To go one step further, you should invite your local fire departments and first responders to come out to your farm. Give them a tour, identify any possible hazards, and outline your emergency plan. Remember that a lot of first responders have never set foot on a farm or worked with large animals, so they may not know what to do with a bunch of loose cows during a disaster.
You can also take action to prevent certain emergencies from happening, including:
- properly train all employees on the emergency plan
- conduct regular fire and emergency drills
- regularly check all alarms and extinguishers to make sure they work
- repair structural damage to buildings (roofs, support beams, etc) in a timely manner
- remove heavy snow loads from rooves when necessary
- use LED lightbulbs or have covers to protect them
- no smoking in or near barns or feed storage
- don't use heaters or heat lamps in the barn, and if you do, watch them closely
- limit the use of extension cords
For more information or resources, contact your local first responders or check out the National Fire Protection Association website (www.nfpa.org/farms) and the National Farm website (http://www.nationaldairyfarm.com/resource-library).
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Eastcote House Gardens
Wildlife Images Trail
All the wildlife shown on the plaques can be seen in and around the Eastcote House Gardens, Long Meadow and the River Pinn and its backwater.
There are 10 plaques – see if you can find them all and make a
collection of
wildlife rubbings.
You will
need paper and pencils
or crayons to take the rubbings.
Begin the Wildlife Images Trail at the start of the boardwalk opposite the Dovecote to find the Great Spotted Woodpecker post. These birds
live in the park and Long Meadow: they can be heard drumming against dead branches to proclaim their territory and attract a mate.
Now walk left around the edge of the play area to find the Grey
Squirrel post. Grey squirrels scamper across the grass and up and
down trees gathering nuts and seeds to feed on.
Cross over to the river just below the dipping platform to find the Heron post. Sometimes herons can be seen in the river and backwater searching for fish and frogs.
Next comes the Bat post, which
is near the bridge. Bats fly at night, using sonar to track down moths to eat. They swoop over the water where many insects gather.
Walk across the Sheila Liberty Bridge, turn right and look for the Moth post near the large Celandine Route board.
There are many moths flying at night among the trees and over the grassland. Some, such as the Burnet moth, fly during the daytime.
Continue along the river bank: in the horse chestnut copse on your left, look for the Speckled Wood Butterfly post.
These butterflies love the dappled shade of the woodland
edge, and flutter between the trees. They are very common and widespread in the meadow.
Continue upstream, just before the backwater to find the Dragonfly post. Dragonflies and
their smaller damselfly cousins breed in the backwater and disperse around the meadow to hunt for smaller insects to eat.
Further upstream, you will find the Tadpole post. Frogs spawn in the backwater in late winter and early spring. Frogspawn soon hatches to produce tadpoles. The few tadpoles that avoid being eaten then become frogs and leave the backwater.
In the middle of the meadow, you will find the Oak Leaf post. The majestic solitary oak tree nearby is
one of several veteran trees growing in the park and in Long Meadow. Oaks support all sorts of other wildlife – look out for acorns in the autumn.
From the oak tree, walk towards the woody area in front of the
road to find the Cowslip post, the last post on the trail. Here a few cowslips grow in the meadow grassland: in spring their flowers are a delicate yellow colour.
We hope you enjoyed this Wildlife Images Trail. Please do not drop litter - take this leaflet home and recycle it.
Friends of Eastcote House Gardens March 2018
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Safety Message to Parents
School bus transportation is the safest form of land transportation. Statistics show it is at least 70 times safer than travelling to and from school by any other means.
However, we need your help in making it even safer. Please go over the safety messages below with your child. Make sure they understand these are very important and must be followed at all times.
Safe Practices to Teach Your child
Walk at least 10 feet ahead of the bus
- Be at the stop at least 5 minutes before the scheduled time.
- Never run after the bus. This is very dangerous and you will not be allowed to board. Make sure your child knows NEVER to run after the bus.
- Wait for the bus on the sidewalk, at least 10 feet, 5 big steps, away from the edge of the road.
- If you drop anything, do not pick it up. Tell the driver and ask for their help.
- Except when boarding, never go close to the bus. Stay at least 10 feet away – 5 big steps.
- Never go close to the front of the bus. The driver will not be able to see you.
If Your Child Has To Cross The Street - Safe Practices In The Morning
- Wait on the side of the road, at least 10 feet, 5 big steps, from the edge of the roadway.
- After the bus has stopped, look at the driver.
-
- If you are unsure about any moving vehicle, stay where you are and wait until that vehicle has completely stopped.
When the driver signals you to cross, walk to the edge of the roadway and look left, right and left again and if clear, walk directly across the street. Do not run.
If Your Child Has To Cross The Street - Safe Practices In The Afternoon
* When you exit the bus, walk 10 feet (5 big steps) directly away from the bus.
- Turn left and walk to at least 10 feet (5 big steps) ahead of the front of the bus. If the bus has a crossing gate, you should be beyond the end of the crossing gate.
- Look at the driver. When the driver signals you to cross, walk to the edge of the bumper and stop.
- Now, look left. right and left again. If all clear, look back at the driver.
- The driver will signal you to complete the crossing. Walk directly across and do not run.
Most school bus tragedies happen to children who cross the street. If your child has to cross the street, please make sure they follow these safe crossing procedures. Below are three tragedies where the parent's actions may have prevented them.
A parent watched their child cross the street every day, without stopping at the edge of the bumper. The parent did not enforce the correct crossing procedure. One day, a passing car hit their child.
A child was late and ran after the bus encouraged by the parent. They slipped under the rear wheels and were killed.
When the driver signaled the child to cross, the child ran across the street jumping into mom's arms. Mom did not take any action. One day, a passing car hit the child as they ran across the street.
Drawstrings on backpacks, jackets, sweatshirts and other clothing pose a danger to your child. These can get caught on bus handrails or doors. Remove all drawstrings or cut them off.
The School Bus Safety Company, 5611 Hudson Drive, Ste 100, Hudson, Ohio 44236
Tel 1 866 275 7272 www.schoolbussafetyco.com
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Some facts about LED lighting
A Light-Emitting-Diode, or LED, is a type of solid-state lighting that uses a semiconductor to convert electricity into light. Today's LED devices can be six-seven times more energy efficient than conventional incandescent lights and cut energy use by more than 80 percent.
Good-quality LED bulbs can have a useful life of 40,000 hours or more -meaning they can last more than 40 times longer than traditional light bulbs. That is a life of more than five years if run 24 hours a day, seven days a week.
Unlike incandescent bulbs -- which release 90 percent of their energy as heat -- LEDs use energy far more efficiently with little wasted heat.
From traffic lights and vehicle brake lights to TVs and display cases, LEDs are used in a wide range of applications because of their unique characteristics, which include compact size, ease of maintenance, resistance to breakage, and the ability to focus the light in a single direction instead of having it go every which way.
LEDs contain no mercury, and a recent Energy Department study determined that LEDs have a much smaller environmental impact than incandescent bulbs. They also have an edge over compact fluorescent lights (CFLs) that's expected to grow over the next few years as LED technology continues its steady improvement.
The first visible-spectrum LED was invented by Nick Holonyak, Jr., while working for GE in 1962. Since then, the technology has rapidly advanced and costs have dropped tremendously, making LEDs a viable lighting solution. Between 2011 and 2012, global sales of LED replacement bulbs increased by 22 percent while the cost of a 60-watt equivalent LED bulb fell by nearly 40 percent. By 2030, it's estimated that LEDs will account for 75 percent of all lighting sales.
In 2012, about 49 million LEDs were installed in the U.S. -- saving about $675 million in annual energy costs. Switching entirely to LED lights over the next two decades could save the U.S. $250 billion in energy costs, reduce electricity consumption for lighting by nearly 50 percent and avoid 1,800 million metric tons of carbon emissions.
LED's and Arts
Besides the above great advantages, LED devices are also scalable to great extends. From the very small (size of a pepper fleck) to a silver dollar, this offers an amazing flexibility of applications. In my work, I try sometimes to make the light source disappear so having a very small device is key. Some are so small that a magnifying glass is needed to differentiate them from dust.
Why don't I use commercially available LED bulbs?
Well, two things. First, there are no commercially available pre-assembled devices that will fit my sculptures , Second, what the industry that manufactures LED bulbs tell you is their products will last 40,000 hours but in effect they don't. Most of the bulbs last sometime less than an incandescent one ! So where are the 5 years of night and day longevity? It is simple and sad. If the LED bulbs where designed to last the lifespan of the LED components within, that would not help businesses make money, imagine replacing a bulb every 14 years or so… So what the industry has done is designed the bulbs to fail after a certain amount of time. It is called the Mean Time Between Failure (MTBF). Just about every appliance we use today is part of that. Ever wondered why we have to replace a fridge every 5 years when the ones built in the 50's are still working today…. MTBF is the answer.
What is my solution?
I use LED's to their near basic form (component level). It is essential in my work because not only provides flexibility of shape, brightness and color but I can also get the critically true LED component usable life. How I do that is by simply having the power supply that feed the LED's to be external, it goes bad, you unplug it and connect the new one in.. done. In a commercial LED bulb, what fails (remember the MTBF) is the internal miniaturized power supply and since there is no way to remove the bad one and replace it with a new one, we are throwing away LED components that are still good.
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Holy Family Catholic School
4th Grade Summer Reading 2023
Summer is a great time to kick back, relax, and enjoy fun in the sun! It is also a great time to dive into reading! For your summer reading assignment, you will read 2 books.
Required Reading: Tales of a Fourth Grade Nothing by Judy Blume
Our classroom activities the first few weeks of school will be based on this novel.
Choice Book:
Read one or more of the following list. Complete a project on your favorite book from this list, selecting from the project ideas that I have provided below. You will present your book to the class using your project. I am also attaching a rubric to let you know how I will grade your project. Make sure to include all of the story elements in your project- characters, setting, problem, events, solution.
Choice Book List
-Caddie Woodlawn by Carol Ryrie Brink
-The Cricket In Times Square by George Selden
-Sideways Stories from Wayside School by Louis Sachar
-The Green Ember by S.D. Smith
-Frindle by Andrew Clements
-The Lemonade War by Jacqueline Davies
-Little House on the Prairie by Laura Ingalls Wilder
-Farmer Boy by Laura Ingalls Wilder
-Stuart Little by E.B. White
-The Secret Garden by Frances Hodgson Burnett
Book Project Choices for Summer Reading 2023
1. Design a diorama depicting a scene from your story. On the outside of the box, write and display the title and author, characters/character traits, story events, problem and solution.
2. Make a collage using photographs, pictures and words from magazines, newspapers, or catalogs. Each item you include on your collage should be related to your story in some way. Be sure to include the title and author. Write a paragraph telling why you chose the pictures and words.
3. Make a "treasure box" out of a shoe box. On the outside of the box, make it look like a treasure box, complete with straps and buckle/clasp. On the inside, make or find at least five items related to your story. Put the items in the box, along with an index card description of each item and its importance in the story.
4. Video Book Talk- Design and produce a commercial to "sell" your book and hook readers. The video should be 3-5 minutes long. Review the book, explaining its strengths, and what type of reader would enjoy this book and why. Please include the story elements, but don't spoil the ending. You should write up your "script" to submit with your video.
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Family Portrait Collage
Materials
* Black matboard
* White matboard frame
* Decorative paper
* Foam stickers
* Glue stick
* Scissors
* Gel markers
Instructions
1. Every family is unique! Think about who you want to include in your family portrait. Siblings? Grown-ups? Pets? Friends?
2. Cut out pieces of the decorative paper and arrange them to represent the members of your family.
3. Once you have arranged your scene, use the glue stick to apply the figures to the black matboard.
4. Use the gel markers to add more details to your scene, such as the faces of your family members or details in the background.
5. Decorate the matboard frame with the foam stickers. Use the glue stick to attach the frame to your family portrait.
6. Show off your artwork to your family!
Image: Romare Bearden, The Family, 1975, intaglio print, Dallas Museum of Art, gift of Michael L. Rosenberg, © Romare Bearden Foundation / Licensed by VAGA, New York, New York, 1994.245.5 5.
Romare Bearden
The Family
1975
Intaglio print
Dallas Museum of Art, gift of Michael L. Rosenberg, 1994.245.5
Romare Bearden's The Family shows an African American family preparing dinner together around their kitchen table. The father wears denim overalls and sits in the middle of the table, slicing food. The fashionable mother, wearing an orange skirt and matching hat, stands by his side. Their two daughters help prepare the meal, standing to the left side of the table. The artwork is made up of a variety of colors, including shades of warm orange and yellow. There are so many different styles and textures in this dinner scene that it looks like the whole family could have had a hand in making it!
___
1. Family can mean different things to different people. Who do you consider to be part of your family? Does your family include pets? Does your family include your friends?
2. If you could make a big feast to share with your family, what kinds of food would you prepare?
3. No family is the same. What is something that makes your family special? Does your family have any unique traditions? What is something your family likes to do together?
4. Do you have any portraits of your family? Have you ever taken a family photo or drawn a picture of your family?
Family Portrait Collage
* Foam stickers
* Gel mark ers
Instructions
Sh ow off your artwork to your family!
5.
, 1975
___
ph oto or drawn a picture of your family?
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ANSWERS KEYS
PRUEBA DE ACCESO A CICLOS FORMATIVOS DE GRADO MEDIO JUNIO 2017
PROVA D'ACCÉS A CICLES FORMATIUS DE GRAU MITJÀ JUNY 2017
PARTE LINGÜÍSTICA: b) LENGUA INGLESA
Duración: 45 minutos
PART LINGÜÍSTICA: b) LLENGUA ANGLESA
Duració: 45 minuts
1. Answer the following questions. Write a complete sentence.
a) Who does Sara live with? She lives with her mum, her little brother and her dog.
( 0.4 points each= 2 points)
b) What is her brother's name? His name is Alfie.
d) Where does Sara go after school? She goes to a café.
c) How many bedrooms has the house? The house has got three bedrooms.
e) What sport does Sara play at the weekend? She plays hockey.
2. Are the following sentences true or false? Underline the correct option.
a) Jo and Steph aren't in the same class. FALSE
(0.4 points each = 2 points)
b) Mrs Jenkins gives them lots of homework. TRUE
d) Sara isn't good at roller-skating and she can't go very fast. FALSE
c) They can chat online in the café. TRUE
e) They go to a café before school. FALSE
3. Which word does not belong to the group? Example: tall / thin /fat / station
a) bank / museum / chicken / supermarket
(0.25 points each = 1 point)
b) trousers / kitchen / suit / jacket
d) garden / bathroom / belt / hall
c) wine / peach / cake / notebook
4. Put the words in the correct order.
(0.4 points each = 2 points)
Example: doctor / a / am / I --------- I am a doctor
a) green / Tom / has / jumper / a / got – Tom has got a green jumper.
c) on / lamp / table / there / a / the / was – There was a lamp on the table.
b) Louise / go / theatre / did / to / the ? - Did Louise go to the theatre?
d) play / James / guitar / the / can ? - Can James play the guitar?
e) salad / love / I / tomatoes / with – I love salad with tomatoes.
5.- Write a short text about you, your family, your job, your house, your favourite food, your daily routine and your hobbies. Write at least one sentence for each topic. You must write 8 sentences in total.
Student's own words.
(0.375 points each = 3 points)
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BORINGDON PRIMARY SCHOOL
COURTLAND CRESCENT, PLYMPTON, PLYMOUTH PL7 4HJ
Tel: 01752 330424 Email:
firstname.lastname@example.org
Headteacher: Mr J C SCALES BEd (Hons) NPQH
Dear Parents and Carers,
Wellbeing & Managing Home Schooling
Now it is time that I talk directly to you. You unintentionally have become a member of my teaching team; helping me and supporting teachers deliver education to your children by supporting us, so, to you all - How are you? Is home-schooling causing some additional stress in your household? These are very challenging times. We are here to help and can signpost to you to support if it is needed.
Home schooling can be a challenge, for parents as well as children. It's OK to take it slowly and be flexible. Happiness and wellbeing come first, and if that means changing the tasks we have set, or choosing not to do them at all some days, then that is okay with us – you know what you and your family can cope with.
What helps me is the phrase "run your own race". Don't compare yourself to other families or other schools. It's not good for your mental health and only causes undue stress and anxiety and unrealistic expectations that you can't manage and the school certainly can't. So BE KIND to yourself.
Home-Schooling Tips
- It's OK to stop for a while if your child is getting bored or feels upset and frustrated. Take a short break until they're in a better frame of mind.
- Look for triggers: do certain subjects upset them? Do they feel fed up at certain times of day? Spotting these issues can help you cope with them.
- Get creative: if there are other more interesting ways to answer the questions – quiz time, mind maps, art or drama, then do it!
- Set a timer so they can see an end to the task, or challenge them to get as much as they can done against the clock. When they're finished, let them have a break and do something fun.
-
Consider getting schoolwork done early in the day. Once it's done, you can all relax about it.
- Identify a set time of day when you will help children with lessons, and other times when they will have a good go at doing things by themselves.
- Introduce reward charts. Give incentives like extra screen time, choosing a game or doing something they love.
- Give plenty of praise and tell them how well they have done after every piece of work.
- Try and find a quiet place for them to work with as few distractions as possible.
- Be firm when you need to, but make it your choice – don't feel pressured by perceived school expectations.
- Help them with tricky tasks or subjects if you can. Listen to them and help them to find a solution, or phone a friend for help. You can make the decision on if a piece of set work is not right for your child (to take away the stress) just email to let your child's teacher know.
Even with lesson plans and a great routine, doing school work at home can still be a challenge. If your child is finding things difficult, talk to them about what the problem might be. They may also be struggling with their new routine and having to do school work at home. It can help to change the routine around.
Remember: You don't have to be perfect. Your child doesn't have to be perfect. Other families are not perfect. Teachers are not perfect. We will be ready to pick up and support your child's education on return.
BORINGDON PRIMARY SCHOOL
COURTLAND CRESCENT, PLYMPTON, PLYMOUTH PL7 4HJ
Tel: 01752 330424 Email: email@example.com
Headteacher: Mr J C SCALES BEd (Hons) NPQH
Please remember that you are doing your best and that is good enough; you know what works best for you and your family. Take care of yourselves and remember even on the tough days you are still doing an incredible job. Looking back at this time, children won't remember finishing that piece of Maths work, but they will remember how it made them feel and what the vibe in the house was like. And remember the advice for when things get tricky on a flight – put your own oxygen mask on first!
Yours sincerely,
Mr J Scales
Headteacher
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The basic objective of the programme is to acquaint learners with the:
1. importance of food in ensuring healthy living for individuals, family and the community
2. The nutrients contained in different items of food
3. The need of the human body in terms of various nutrients at different stages of life
4. Consequences of taking more/wrong types of food
5. How to make the best possible choice for meeting the nutritional needs of your family
6. Schemes of quality control, consumer rights etc.
CFN-2 Your Food and its Utilization
CFN - 1 You and your Food
CFN - 3 Economics of Food
The course focuses on:
• Foods and the nutrients contained in different items of foods,
• Food groups, nutrient composition and functionality,
• Food preparation, preservation methods for nourishing, attractive foods
• Convenience foods and how they save time and energy
Assessment Assignment and Term-end exam
Assessment
Assignment and Term-
end exam
Assessment
Assignment and Term-end exam
The course focuses on:
• What happens to food in our body and its effect on health
• The recommended nutrient needs of our body and how to meet these needs using the food guide
• Understanding the concept of normal nutrition, undernutrition and overnutrition
• Nutrient needs in different physiological states of life – pregnancy to aged • Importance of developing good food habits
The course focuses on:
1. Concept of food expenditure and food budgeting,
2. Food production – Governments effort in developing the agricultural sector, poultry, pisciculture programmes and dairy enterprise,
3. Consumer protection and education with special reference to food adulteration,
4. Food laws and standards for food safety, and
5. Various supplementary feeding programmes run by the Government for the vulnerable groups,
• Foods and the nutrients contained in different items of foods,
• Food groups, nutrient composition and functionality,
• Food preparation, preservation methods for nourishing, attractive foods
• Convenience foods and how they save time and energy
• What happens to food in our body and its effect on health
• The recommended nutrient needs of our body and how to meet these needs using the food guide
• Understanding the concept of normal nutrition, undernutrition and overnutrition
• Nutrient needs in different physiological states of life – pregnancy to aged • Importance of developing good food habits
1. Concept of food expenditure and food budgeting,
2. Food production – Governments effort in developing the agricultural sector, poultry, pisciculture programmes and dairy enterprise,
3. Consumer protection and education with special reference to food adulteration,
4. Food laws and standards for food safety, and
5. Various supplementary feeding programmes run by the Government for the vulnerable groups,
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Cranborne Middle School
Computing Acceptable Use Policies
September 2021
Pupil/Parent Acceptable Use Policy
The Internet will be used within school to support children's learning both formally (within taught lessons) and informally (outside taught lessons), at the discretion of a member of staff who will set guidelines and rules for its use. Pupils will be taught to be critical and discriminating in their use of Internet sites and to maintain a balance between the use of technology and other activities.
Pupils may have opportunities to communicate with others through blogs and publishing work to online galleries and classrooms. This will only take place in accordance with the school's policy and procedure. Responsible and considerate language will be used at all times in communicating with others.
Pupils will:
- only use the school ICT systems for those activities which they have been given permission to use and under the appropriate supervision of a member of staff.
- use the Internet within the school to support learning.
- be made aware of what cyber-bullying is and what to do if it happens.
- only use the user names and passwords they have been given.
- not attempt to search for, view, upload or download any material that is likely to be unsuitable in a school or is blocked by the schools filter.
- inform a member of staff if they have accidentally accessed inappropriate content.
- use responsible and considerate language in communicating with others.
be encouraged to maintain a balance between the use of ICT and other activities.
-
- be encouraged to discuss their use of the Internet and those sites that are age specific especially Social Network sites.
- only use mobile phones when directed by staff.
- be encouraged to talk with their parents or carers about the rules for the safe use of the Internet.
- be made aware that the school may investigate incidents that happen outside of school but could have an effect on the school.
Failure to comply with these rules will result in one or more of the following:
- A ban, temporary or permanent, on the use of the Internet at school.
- Communication with parents about the nature and breach of rules.
- Appropriate sanctions and restrictions placed on future access to school facilities.
Parents should:
- discuss e-safety issues with their children
- maintain responsible standards when using social media to discuss school issues
- inform the school if they think there is an e-safety issue related to the school
PTO
Pupil Acceptable Computer and Internet Use Policy
Technology is a great tool to find information and to communicate with others.
The School encourages its appropriate, effective and safe use.
All users of technology in the school must agree to certain rules and will only use the equipment and software as instructed.
My Responsibilities
I understand that I have rights and responsibilities in using ICT and will act responsibly when using technology, computers or the internet.
I will report any suspected misuse or problems to a teacher.
I will make sure there is permission to use any material that I find.
I will make sure that I maintain a healthy lifestyle by not spending too much time using technology.
Cyberbullying
I understand that the school will not accept bullying in any form.
I will be careful with all communications making sure that anything I write cannot be mistaken as bullying.
I understand that I should report any incidents of bullying.
Access to Internet Sites
I will not try to access sites that are blocked or that are unsuitable for use in school.
Communication – email, social networks, blog etc.
I will be careful in my communications making sure that nothing I write is offensive.
I will not write anything that could be seen as insulting to the school.
I will only post positive comments when using the school's blogging tools.
Mobile Phones
I will not use my mobile phone during school hours unless permission is given.
Sanctions
I understand that the school will monitor my use of computers and other technology.
I understand that the school may investigate incidents that happen outside school.
I understand that there are regulations in place when pupils use ICT and that there are sanctions if I do not follow the rules.
If you do not understand any part of this document, you should ask a member of staff for guidance. You should only sign the Parental Permission Form when you have read, understood and have explained the importance of these rules to your children.
The attached permissions form must be completed, signed and returned to the school for our records.
Use of the Internet may be withheld unless this has been done.
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Dumping Syndrome
People who have had surgery on their stomach or intestine may have some problems after eating. If you have some of the symptoms listed below, you may have dumping syndrome.
Early symptoms (as early as 30 minutes after eating) happen when food and fluid pass into the small intestine too fast. The symptoms may include:
* stomach pain or cramping
* nausea or vomiting
* diarrhea
* a faster heart beat
* feeling full or bloated
Late symptoms (usually 1 to 3 hours after eating) happen when there are changes in the amounts of insulin and sugar in your blood. Symptoms may also include:
* feeling like you have to lie down right away
* flushing or sweating
* feeling weak or dizzy
* a drop in blood pressure
* feeling nervous or shaky
Ideas to improve your symptoms
Eat 4 to 6 times every day
* Eat smaller meals. Eating large meals may worsen your symptoms.
* Spread your food evenly throughout the day.
* Eat slowly, chew food well, and relax during meals.
Do not drink liquids with meals or snacks
* Drink all liquids at least 30 minutes before or after you eat solid foods. Drink only a small amount at a time (½ cup or 125 mL). Sip the drink slowly as tolerated. Taking large sips or gulps may make your symptoms worse.
Limit foods high in sugar
* Reduce or avoid foods that have a lot of sugar in them.
* The back of this handout has a list of these foods under the Limit column.
Choose foods with fibre
Fibre can help slow the rate of food passing from your stomach to your small intestine, which may improve your symptoms.
* Choose a variety of fibre sources, including fruits, vegetables, bran, oatmeal, and whole grains.
* Too much fibre may cause problems for some people. Ask your dietitian for more information and if a fibre supplement is right for you.
Read the label
*
Read the
Nutrition
Facts table on food labels to choose foods that are lower in sugar and higher in fibre. Look at the serving size found at the top of the table. The amount of sugar and fibre listed is for this amount of food or drink.
You can also try this tip:
* Lie down for 20 to 30 minutes after eating. This may help slow the movement of food through your stomach and intestine.
* If you have heartburn, do not lie down—stay sitting up.
Food guide to improve your symptoms
Every person is different. A food that causes dumping syndrome in one person may not cause symptoms for someone else. Use the chart below to find foods that may make your symptoms worse.
Write down all of the foods you eat and drink, and your symptoms. This may help you to figure out which foods cause problems for you.
1. At first, avoid all foods listed in the Limit column.
2. Over time you may be able to tolerate foods that you could not tolerate right after surgery. Slowly add foods back one at a time, as you can tolerate them. When adding a food back to your diet, try a small portion at first.
3. Some people may have symptoms even after they have changed their diet. If your symptoms do not improve see your healthcare provider.
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D.A.V CENTENARY PUBLIC SCHOOL PASCHIM ENCLAVE, NEW DELHI -110087
HOLIDAYS HOMEWORK
CLASS:
PRE PRIMARY Roll No.
EVS
*Make mask or puppet of both National Animal and National Bird according to your Roll No.
*Make National Flag Size(6'*4'') of the countries according to your Roll No.
Kindly refer to the table given below
ENGLISH : Write Aa – Zz once daily in practice notebook.
*Making of vocabulary word game.
- Roll no. 1 to 7 : Vowel a
- Roll no. 8 to 14 : Vowel e
- Roll no. 15 to 21: Vowel i
- Roll no. 22 to 28: Vowel o
- Roll no. 29 to 36: Vowel u
STEPS:
- Below each flash card paste picture of related vocabulary word with its picture with the help of ribbon.
- Make Flash card of various Vowel words(4-5 words each) Example: a vowel words – at, an, ap, ag, ad ( Refer My English Book)
HINDI: Write k - na once daily in practice notebook.
Making of vyajana rlagaaDI (Vyanjan Train)
- Roll no.1-6 k - D
- Roll no7-12 ca -
- Roll no.19-24 t - na
- Roll no.13-18 T - Na
- Roll no.25-30 p - ma
- Roll no.31-36 ya - h
STEPS:
Take A-4 size colorful pastel sheets.
Make an attractive engine of the vyanjan train as depicted in the picture shown above.
Write vyajana on various sheet and paste the related picture.(2-3 pictures0
Draw or paste wheels on the bottom of the bogies.
MATHEMATICS:Write numerals 1 to 10 once daily in practice notebook.
- Making of a number game.
- Roll no. 1 to 13: What comes after?
- Roll no. 27 to 36:What comes between?
- Roll no. 14 to 26:What comes before?
STEPS:
Write different numbers on a pastel sheet.
Make flash cards depicting its answer.
Make pockets in front of those numbers to identify what comes after /before / between.
The child will be placing ( answer ) in that pocket.
A fun filled activity for building the concept.
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Find A First
5. John Neeley is the new assistant manager of the Phone Shop in Northland Mall. He receives a base yearly salary of $24,000 plus sales bonuses.
Compute his biweekly net pay using the following directions. Round all answers to the nearest cent.
Find B (two amounts):
1. Biweekly Gross Pay: ...... (A) Divide his salary by the number of biweekly pay periods in a 52 week year.
(B) Sales for the previous month were $53,432.96. He earns a 5% bonus on monthly sales above $40,000 and a 10% bonus on monthly sales above $50,000. His bonus for the previous month is divided equally between his two paychecks in the current month.
(C) Add A and B.
2. Withholding Taxes: ..... Multiply his biweekly gross pay by each of the withholding percentages.
Biweekly Gross Pay
$____________
Withholding:
Fed Income Tax (10.3%) $____________
State Income Tax (7.00%) $____________
Social Security (6.20%) $____________
Medicare (1.45%)
$____________
Health Insurance Premium $ 147.45
Payroll Savings
$ 50.00
Total
$____________
Biweekly Gross Pay
$____________
Minus Total Withholding - $____________
Biweekly Net Pay $____________
3. Total Withholding: ........ Add the total of the withholding amounts.
4. Biweekly Net Pay: .......... Subtract his total withholding from his biweekly gross pay.
Monthly Gross Income $____________
Withholding:
Fed Income Tax (13.7%) $____________
State Income Tax (5.25%) $____________
Social Security (12.40%) $____________
Medicare (2.90%)
$____________
Total
$____________
Monthly Gross Income $____________
Minus Total Withholding - $____________
Monthly Net Income $____________
6. Tyler Clark owns a small printing and copy shop. His income each month is the difference between his total revenue and his total expenses.
Compute his monthly net income using the following directions. Round all answers to the nearest cent.
1.Monthly Gross Pay: Subtract his total expenses from his total revenue. Total Revenue ................................... $15,578.22
Expenses: .................. $ 850.00
2,458.69
5,756.48
634.82
126.34
1,562.89
Total Expenses .................................. $______________
Gross Income: .................................... $______________
2. Withholding Taxes: ...... Multiply his gross pay by each of the withholding percentages.
3. Total Withholding: ........ Add the total of the withholding amounts.
4. Monthly Net Income: .... Subtract his total withholding from his monthly gross Income.
Name: Period:
Name: Period:
Name: Period:
Name: Period:
Date
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AP Biology - Summer Study Unit
Students entering AP Biology in the fall are expected to have a strong background in biology and chemistry. It is fundamental to success in AP Biology that students review materials prior to the beginning of school. The AP Biology course is framed around 4 Big Ideas, and we will be covering them in great detail over the course of this class.
* Big Idea 1 – The process of evolution drives the diversity and unity of life.
* Big Idea 2 – Biological systems utilize energy and molecular building blocks to grow, reproduce, and maintain homeostasis.
* Big Idea 3 – Living systems retrieve, transmit, and respond to information essential to life processes.
* Big Idea 4 - Biological systems interact, and these interactions possess complex properties.
All students will be given a test covering the content of this Summer Study Unit within the first three or four classes of school in September. This will be "Test 1." We are providing these materials in advance so that students may use them over the summer to prepare. Performance on Test 1 often predicts success in AP Biology.
This study packet includes a pdf version of a portion of the first edition of the Principles of Life . Chapters 1-3 are provided and review concepts from both Chemistry and Biology courses. Students should carefully read these chapters, and for Chapters 2 and 3, answer the questions in the side boxes labelled "Do You Understand Concept." Students should check their answers to these questions, a key is included in the study packet.
Students will need to complete the attached Graphing and Data Skills packet and bring this to class on Friday of the first week of school (9/7). It will be graded.
Students should choose one of the two primary articles that are included in the summer assignment (by Cuthill and Robinson or by Lutz et al.). Each article reports on a study that has more than one sub-experiment. After reading, students should write an experimental design paragraph (EDP) for one of the sub -experiments from their chosen article. The EDP should include, if applicable, the following items: null and experimental hypotheses, independent variable(s), levels/controls with units, number of trials, dependent variable(s) with units, constants with units/specs, and a statement of statistics used to analyze the data. Also include the relevant results and conclusions in the EDP. Bring this work to class on your first day of AP Biology. It will be graded.
Students should also watch the seven Bozeman videos that explain the "AP Biology Practices" (see the link below). These videos briefly cover each of the seven Science Practices included as part of the AP Biology curriculum. Questions on this content will be included on the first test.
Bozeman videos link: (http://www.bozemanscience.com/ap-biology)
Students should also read the "Survival Skills" document. It describes skills, practices and perspectives that will help students to succeed in the AP Biology course.
NOTE: While not required or essential, students may want to purchase an inexpensive used book to further explore content. The Campbell Biology book is very good.
Summer Checklist:
Read:
❏ Articles (2) - read both and choose 1 for EDP
❏ Survival skills
❏ Chapters 1-3 in POL
Watch:
❏ Seven Bozeman videos on AP Biology Practices
❏ May watch additional videos relating to chps. 1-3 content:
http://www.bozemanscience.com/042-biologoical-molecules http://www.bozemanscience.com/048-enyzmes
Bring to class first day:
❏ EDP including statement of statistics used, results and conclusion
❏ Completed Graphing and Data Skills Packet
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5 th Grade Math
ELG 5.OA.B Analyze patterns and relationships
Vertical Progression:
Students will demonstrate command of the ELG by:
- Generating number patterns using a given rule.
- Forming ordered pairs from number patterns.
- Graphing ordered pairs on a coordinate plane.
- Explaining and identifying the relationship between the numbers in a pattern.
Vocabulary:
- axis/axes
- coordinate plane
- coordinate system
- coordinates
- corresponding terms
- first quadrant
- ordered pairs
Sample Instructional/Assessment Tasks:
1) Standard(s): 5.OA.B.3
Source:
Illustrative Math https://www.illustrativemathematics.org/content-standards/5/OA/B/3/tasks/1895
Item Prompt: Sidewalk Patterns
Cora and Cecilia each use chalk to make their own number patterns on the sidewalk. They make each of their patterns 10 boxes long and line their patterns up so they are next to each other.
Cora puts 1 in her first box and decides that she will add 3 every time to get the next number.
Cecilia puts 0 in her first box and decides that she will add 9 every time to get the next number.
a. Complete each girl's sidewalk pattern.
b. How many times greater is Cecilia's number in the 5 th box than Cora's number in the 5 th box? What about the numbers in the 8 th box? The 10 th box?
c. What pattern do you notice in your answers for part b? Why do you think that pattern exists?
d. If Cora and Cecilia kept their sidewalk patterns going, what number will be in Cora's box when Cecilia's corresponding box shows 153?
5 th Grade Math
ELG 5.OA.B Analyze patterns and relationships
- origin
- vertical
- x-axis
- x-coordinate
- y-axis
- y-coordinate
Correct Answer:
a.
b.
c.
We can see that at the 5th, 8th and 10th boxes, Cecilia's number is always 3 times Cora's number. Cecilia's number will always be three times Cora's number, no matter which pair of corresponding boxes the girls stand on. Cora's box shows 0 and the multiples of 3. Cecilia's box shows 0 and the multiples of 9.
The image above shows us the 3 as a factor in each of Cora's terms in her path. It also shows the 9 as a factor in each of Cecilia's terms in her path, though 9 is being represented as 3 x 3. This allows us to see that Cora's factor of 3 is contained in each of Cecilia's terms, as well as one extra factor of 3. This is why Cecilia's term will always be three times Cora's corresponding term in her path.
d. If Cecilia's box shows 153, then Cora's corresponding box must have 51. We know that Cecilia's box will always show three times as much as Cora's corresponding box, so Cora's box must show 51.
5 th Grade Math ELG 5.OA.B Analyze patterns and relationships
5 th Grade Math
ELG 5.OA.B Analyze patterns and relationships
2) Standard(s): 5.OA.B.3
Source: http://www.insidemathematics.org/assets/common-core-math-tasks/hexagons%20in%20a%20row.pdf)
Item Prompt: Hexagons in a Row (Task 1)
1. Fill in the empty spaces in Joe's table of results.
2. How many toothpicks does Joe need to make 5 hexagons? Explain how you figured it out.
3. How many toothpicks does Joe need to make 12 hexagons? Explain how you figured it out.
4. Joe has 76 toothpicks. How many hexagons in a row can he make? Explain how you figured it out.
5 th Grade Math
ELG 5.OA.B Analyze patterns and relationships
Correct Answer:
Work Samples available in the link.
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