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Lifeguard Training Class
Class Details:
This course uses American Red Cross instruction to provide entry-level lifeguard participants with the knowledge and skills to prevent, recognize and respond to aquatic emergencies and to provide care for breathing and cardiac emergencies, injuries and sudden illnesses until emergency medical services personnel take over. Participants must attend all classes in the session and will be assigned a lifeguarding manual, view videos and demonstrate their skills in the pool during classes. Please be aware there may be changes to the hours the classes are taught as to avoid conflicts in the pool area.
Prerequisites:
- Swim 300 meters continuously using front crawl and/or breaststroke with correct breathing.
- Minimum age of 15 years old.
- Tread in deep water continuously using only legs for 2 minutes.
- Swim 25 meters, retrieve a 10 pound object in 7 feet of water and return within 1:40 minutes.
- Participants must be present for class every day.
Learning Objectives:
During class participants will learn the following: understanding the value of behaving in a professional manner, learn how to identify behaviors of a swimmer, distressed swimmer and an active or passive drowning victim, understand the general procedures for an emergency occurring in the water or on land, understand the components of an emergency action plan and how to activate it, demonstrate how to perform equipmentbased rescues, learn how to provide first aid and how to care for breathing and cardiac emergencies, and learn how to recognize and care for possible head, neck or back injuries.
Where: Perry Park Center
Dates: March 18-19 & 25-26
Time: 8:00 a.m. - 4:00 p.m.
Fee: $160.00
Perryville Parks and Recreation Department Lifeguard Training Class
Participant's Name
Address
City/State/Zip
Phone
Age
Birthday
Email Address
Waiver
1/We the parent or legal guardian of the above named candidate for a position in American Red Cross Lifeguarding Program hereby gives my/our approval to their participation in any and all ARC activities. I/We assume all risks and hazards incidental to such participation in ARC activities and I/We do hereby waive, release, absolve, indemnify and agree to hold harmless the City of Perryville, Perryville Parks and Recreation along with the Perry Park Center, the organizers, sponsors, supervisors, participants and persons teaching my/our child, for any claim arising out of an injury to my/our child. Whether the result of negligence or for any other reason.
Parent/Guardian
Home Phone
Work Phone
Emergency Contact
Phone
Fee of $160.00 payable to "City of Perryville"
If the participant is successfully employed by the City of Perryville with the Perry Park Center Aquatics Department for three (3) months they will be reimbursed $80.00 for the cost of the class. Taking this class does not insure employment with the Perry Park Center Aquatics Department.
I hereby understand the above mentioned statement.
Print Name
Signature | 1,349 | 619 | {
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Cheltenham & Gloucester Branch
of The Western Front Association
Remembering one of Gloucestershire's Fallen
Private Valentine Arthur Bayliss Carter (10806)
2 nd Battalion, Grenadier Guards
Valentine Arthur Bayliss Carter was born in Painswick, Gloucestershire in June 1886, to Ashton John Carter, a stone mason, and his wife Elizabeth. By his early teens he had ceased use of the name Valentine and was known by his second name, Arthur.
After working for a period as a gardener, at eighteen he enlisted into the Grenadier Guards as a regular soldier for the minimum term of three years, leaving in 1906 to serve in Gloucestershire Constabulary, stationed at Cirencester, Winchcombe and Cheltenham. In 1912 Arthur married Annie Hagell of Middlesex and they had two children, Edwin and Kitchener.
of the Grenadier Guards, landing in France in November 1914 with a reinforcement draft for the 2 nd Battalion. In 1915 the battalion was in action during the Battle of Aubers and then in August 1915 it transferred to the newly formed 1 st Guards Brigade with which it took part in the Battle of Loos.
Arthur was still on the Army Reserve and on the outbreak of war was recalled to the 3 rd Battalion
On 3 October the battalion moved forward in support of the Coldstream Guards, taking over a section of the old British front line just south of the Hohenzollern Redoubt. Five days later the battalion captured a section of enemy trench in front of the redoubt, which was then subjected to repeated counter-attacks as the Germans tried to regain it. On 12 October, following a morning of intense shelling, what is described in the War
Private Valentine Arthur Bayliss Carter (10806)
2 nd Battalion, Grenadier Guards
Diary as 'a severe bombing attack' was launched on the trenches held by No 4 Company, of which Arthur was a member. Their main concern was whether their supply of Mills bombs would hold out, but they did and two enemy bomb stores were hit causing large explosions. The battalion threw nearly two thousand grenades during the battle and the Germans a similar number. The battalion War Diary records, 'No 4 Company bombers did very good work, their Mills bombs outranging those of the enemy' and by nightfall the German attacks faded away.
Arthur was killed by a German hand grenade during the repulse of the main German attack, being one of seventeen killed and sixty-one wounded. Another Gloucestershire police ofYicer, Private Albert Hull, was serving alongside Arthur and was wounded at the same time he was killed. Arthur is commemorated on Loos Memorial to the Missing. | 1,109 | 574 | {
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Unique Child
1.1 Keeping Safe
Health and Safety Accident & Incidents
Positive Relationships
Enabling Environment
3.3 The Learning Environment 3.4 The Wider Context
Statement
It is our responsibility to keep children safe whilst in our care.
* Our premises has been checked and meets the requirements of the Early Years Foundation Stage Framework. We review and practice our safety routines regularly.
* Haddenham Puddleducks Pre-school believes that the health and safety of all children is paramount. We have public liability insurance and the certificate is displayed in the foyer.
* We follow the guidelines of the Reporting Injuries, Diseases and Dangerous Occurrences Regulations (RIDDOR) for reporting accidents and incidents.
* As a registered provider, we are required to have designated people who have completed their first aid training. All our staff are trained to carry out first aid treatment (with parents permission) and our first aid box is clearly labelled and easily accessible. It is stored in the kitchen cupboard.
* We hold prior written permission from parents to enable us to carry out emergency medical treatment for their child if it is needed. (See individual child records)
Procedure
* We will ensure that our first aid training is kept up to date and only put items in our first aid box that are advised from the first aid trainer. The contents will be reviewed to ensure there are adequate resources for the size of our setting and that the products have not expired.
* While dealing with the accident, we will reassure the injured child and make sure the other children in our care are safe.
* We seek prior written consent from parents to seek emergency medical treatment.
* In the event of a serious accident or death of a child on the premises, we will ring 999 for an ambulance.
* If a member of the staff team has to accompany or take a child to hospital, we will ensure the emergency back up cover is implemented and ratios are not compromised.
* If it is a minor accident and we are able to manage it ourselves, then we will inform the parents immediately.
* If we accompany or take a child to hospital the managers will contact the parents and ask them to meet the staff member at the hospital.
* The health and safety officer Lauren Caldwell will report the accident to the environmental health department and follow the RIDDOR guidelines. (RIDDOR telephone 0845 300 9923 website www.riddor.gov.uk) and carry out a full risk assessment and implement any recommendations and actions found.
* We will report the accident to Ofsted in writing
Action
* Haddenham Puddleducks Pre-school will record all accidents and incidents on an accident form and parents will be asked to sign this at the end of the session. A copy of this report will be given to parents.
* Should a child have an existing injury not sustained at pre-school the parent will be asked to complete an Existing Injuries form.
This policy was adopted at a meeting after the AGM of Haddenham Puddleducks Pre-school held in February 2020
Signed on behalf of Haddenham Puddleducks Pre-school by ...................………………..........…………………
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JULY 2008—For the Cleveland area, June is the rainiest month of the year, averaging almost four inches of precipitation. Because large volumes of stormwater impact streams and sewers, residents may experience more frequent problems, such as flooding and stream-bank erosion.
There is work being done and steps you can take to alleviate some of these personal-property and community issues. The result might be fewer headaches, a reduction in flooding, and a cleaner environment.
WHAT'S BEING DONE
Stormwater management program planning
The Northeast Ohio Regional Sewer District is continuing its meetings with its 61 member communities, discussing the regional benefits of a stormwater management program coordinated by the Sewer District. This program would coordinate and integrate the efforts of numerous communities and environmental agencies to address stormwater problems and reap regional benefits.
Once all communities have provided input during this process, the Sewer District will use this data to refine its stormwater management program proposal. Much of the effort will include identifying the resources and services needed, before presenting a final recommendation to the Sewer District's Board of Trustees and member communities.
Local resources: www.neorsd.org/stormwater
WHAT YOU CAN DO
Rain barrels save water, money
By capturing the rainwater from rooftops of homes and garages, rain barrels reduce the volume and velocity of stormwater entering storm sewers and streams, and can provide a natural source of water for gardens or other residential needs.
environotes
environmental news
Northeast Ohio Regional Sewer District www.neorsd.org/environotes
A rain barrel can save a homeowner hundreds of gallons of water during peak summer months.
While many communities in the Cleveland area do not permit residents to disconnect their downspouts from the storm drain (property-owners should check with the local building department), a diverter system can capture rain water and route it back to the storm sewer when the barrel becomes too full.
Local resources: Nature Center at Shaker Lakes (216) 321-5935 | Cuyahoga Soil & Water Conservation District (216) 524-6580
Rain gardens beautify yards while filtering pollutants
As a low-maintenance landscaping alternative to traditional lawns, rain gardens also serve as a natural filter for stormwater runoff. They can be easy to create and can work virtually anywhere, especially around driveways or walks, in the corner of yards, or near roof-downspout discharges.
Local resources: Cuyahoga Soil & Water Conservation District (216) 524-6580 | Cleveland Museum of Natural History
Plant a tree, reduce pollution
Trees absorb large amounts of water, as well as water-polluting nitrates, phosphorus, and potassium, leading the Natural Resources Conservation Service and the Center for Watershed Protection to declare that trees are the best use of land for water storage, runoff and pollutant reduction, and wildlife-species diversity.
Planting native trees also supports the ecological integrity of the region.
Local resources: Cleveland Museum of Natural History [www.cmnh.org > Conservation > Landscaping with native plants]
The Northeast Ohio Regional Sewer District's Linda Mayer-Mack contributed to this story.
For more information, contact Communications & Community Relations at (216) 881-6600 | 1,512 | 663 | {
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CYCLOPEDIA
Making sense of commonly misunderstood cycling subjects
Knowhow
Technical
Shopping for children's bikes – where do I start?
B uy from a good bike shop! The kids' bikes you see in catalogue shops are heavier and use poorer-quality parts. While children will be thrilled by any new bike, enthusiasm will fade if it's not fun to ride.
A well-built, lightweight bike will still be in use several Christmases later. It can be handed down to a brother or sister, sold secondhand, or in some cases (notably Islabikes and Frog) part-exchanged. Over its lifetime, a quality bike will actually cost less per year.
Size and weight
Don't buy a bike for your child to grow into. For safety's sake, it has to fit. They must be able to get a foot down easily when sitting on the saddle – both feet for learners – and have clearance when standing over the top tube.
Children's bikes are sized primarily by wheel diameter. Common sizes are 12in, 14in, 16in, 20in, 24in, 26in, and roughly 27in (700C road or wider-tyred 650B). As a rule of thumb, which it's possible to break with careful frame design, your child's inside leg length should equal or exceed the nominal wheel diameter. To measure inside leg, first measure standing
Size matters
Bike sizing varies between brands, but use these figures as a start
| Age | Height (from) | Inside leg (from) | Wheels (max) | Cranks* | Gears |
|---|---|---|---|---|---|
| 2+ | 90cm | 30cm/12in | 12in | none (balance bike) | |
| 3+ | 95cm | 36cm/14in | 14in | ~100mm | 1 |
| 4+ | 105cm | 41cm/16in | 16in | ~105mm | 1 |
| 5+ | 115cm | 51cm/20in | 20in | ~115mm | 1-8 |
| 7+ | 130cm | 61cm/24in | 24in | ~130mm | 6-8 |
| 9+ | 140cm | 66cm/26in | 26in | ~140mm | 6-10 |
| 11+ | 150cm | 69cm/27in | 27in | ~150mm | 6-10 |
* +/– 10mm
66 cycleDECEMBER 2019/JANUARY 2020
Lightweight, properly
sized kids' bikes make
cycling much more fun
height, back to a wall, then subtract sitting height (back and backside to the wall).
Best brands
Frame dimensions vary between brands, so be guided by how your child looks sitting on and standing over the bike, not just wheel size. Children are seldom comfortable leaning forward much; look for a relatively upright, relaxed sitting position on the bike.
Weight is a huge deal, yet some children's bikes will be heavier than yours! A 23kg child on a 11.5kg bike is like a 70kg adult on a 35kg bike. Look for aluminium tubing or narrow diameter steel tubes.
Components
Components need scaling down too. Some aren't, especially cranks. Another rule of thumb: crank length should only be about 10% of height. Overlong cranks make pedalling awkward and require the bottom bracket to be higher, so it's harder to put feet down.
Brake levers must be in reach and easy to apply. Try with only your little finger or ring finger. Good-quality V-brakes with smaller, reach-adjustable levers are usually sufficient.
Be sceptical about suspension. Cheap, lookalike suspension adds weight and detracts from performance. Either buy a fully rigid bike or, for the committed mountain biker, a hardtail MTB with a plush, air-sprung fork that can be tuned for a low weight.
With gears too, less is often more. Avoid front derailleurs, which add weight and complexity. Singlespeed is ideal for starter bikes, then 1× gearing thereafter.
The benchmark children's bike manufacturer – for everything from balance bikes for tots, to allrounders for younger teens – is Islabikes (islabikes. co.uk). The somewhat premium price is fully justified. We've reviewed scores of children's bikes and Islabikes have always been better designed and specified.
Frog Bikes (frogbikes. co.uk) are also very good, and are stocked in stores around the country.
German manufacturer Puky (puky.de/en), pronounced 'pooky', leads the way when it comes to fully equipped utility bikes.
Of the mainstream brands, Pinnacle, Bobbin, Ridgeback, Whyte, and Cube all have nice models. But don't discount your local shop's brands, either.
Starter bikes
Two top kids' bikes are put to the test: cyclinguk.org/article/ bike-test-islabikescnoc-16-vs -frog-48 | 1,930 | 1,103 | {
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Class- Fifth
Sub- Science
Chapter –Bones and Muscles
Chapter test.-Choose the correct answer. You have to attempt yourself. Answer will provided tomorrow then you have to match your answer. And tell you score to your parents.
Q 1.Bones are made of
(a) Minerals and salts.
(b) Acids
and
(c) Living cell and minerals
(d) salt and water
Q 2 The jelly like material inside the long bones is known as
(a) plasma (b) bones marrow
(c) bone meal (d) bone sap.
Q. 3Ribcage protect the
(a) lungs and heart (b) brain (c) spinal cord (d) stomach and liver
Q 4 The longest bonesof the body.
(a)ulna
(b) radius (c) femur (d) stir up
Q 5 Our blood cell are prepared in the
(a) bone marrow (b) heart
(c) intestine
Q 6 The joints of skull are
(a) fixed
(b) movable
(c) gliding
(d) hinge
Q 7 The tissue that prevents the bones rubbing against each other is
(a) cartilage
(b) ligament
(c) tendon
(d) none of these
Q 8 The joint found in neck is
(a) gliding (b) hinge
(c) pivot
(d) ball and socket
Q9 Walls of stomach, intestine and alimentary canal have
(a) Smooth muscle (b) skeletal muscles (c) cardiac muscles (d) all of these
Q 10 Muscle work in pair by
(a) Contraction only (b) contraction and expansion (c) expansion only
(d) Neither contraction nor expansion.
Class V
Subject -Maths
Division
In a division sum
The number to be divided is called dividend
The number by which division is made is called the divisor
The number of times the divisor is contained in the dividend is called the quotient.
After subtracting the product of divisor and quotient from the dividend, we get the remainder.
bases
(d) liver
For example divide 125 by 8
________________
8) 1 2 5 ( 1 5
- 8
______
4 5 - 40
_______
5
_______
Divide and find the quotient and remainder in the note book
(a) 2468 ÷ 5 (b) 5479÷ 14 (c) 8829÷18 (d) 5679÷ 16 (e) 3588÷ 15 (f) 3459÷9
- 5th. Subject : English Grammar
Class
Adjectives.
Answers to the previous questions.
Circle the interrogative and emphatic adjectives, and under line the nouns that they modify.
1. WhichdressshallIwear?Interrogativeadjectivefornoundress.
3. Whosebookisthis?Interrogativeadjectivefornounbook.
2. Theclassteacherismyownsister.Emphaticadjectivefornounsister.
4. Thepoliceman'sownhousewasrobbed.Emphaticadjectivefornounhouse.
5. Canyousay,whatdishyouhaveeaten?Interrogativeadjectivefornoundish.
Today's Topic,
Circletheinterrogativeandemphaticadjectives,andunderlinethenounsthattheym odify.
1. Shespokerudelyandspoiltherownchancesofwinningthedebate.
3. Whose letter was delivered on our address?
2. This is the very dish I had ordered last time.
4. This is the very place where Gandhiji was born.
5. Whatgiftshallwegivegrandmotheronherbirthday?
Class- 5 th
Subject –Hindi
Write and learn in fair notebook.
Subject – Computer Write down full form in fair notebook.
RAM, ROM, CPU, HTTP
Class-5 th Subject- GK
1. Which is the biggest sea animal?
Answer: Blue Whale
2. Who is the founder of Microsoft?
Answer: Bill Gates
3. Who discovered Penicillin?
Answer: Alexander Flemming
4. Who was popularly known as Netaji?
Answer: Subhash Chandra Bose
5. Which country does the company Sony belong to?
Answer: Japan.
6. What is scientific study of birds called?
Answer: Ornithology
7. Who is the author of the book – Broken Wing?
Answer: Sarojini Naidu
8. Which is the largest desert in the world?
Answer: Sahara desert
9. In which direction does the sun rise?
Answer: The east
10. Kuchipudi is the famous dance of which state?
Answer: Andhra Pradesh
H.W. – Learn all these questions and write in your notebook. | 2,024 | 1,041 | {
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(Review) Begin by considering Graph 1 (top left).
1 What is the shortest path from s to t? How long is it?
2 What algorithm would you use to find it?
Now consider Graph 2 (top right). It looks just like Graph 1 except that each edge is labelled with a weight.
3 What do you think the “length” of a path means in this graph?
4 According to your definition of length, what is the shortest path from s to t? How long is it?
5 Why wouldn’t your answer to Question 2 work here?
Now consider Graph 3 . Imagine that each edge is a pipe that only allows water through in the direction the arrow is pointing. The number on the edge indicates how many seconds it takes for water to flow from one end of the pipe to the other. Now imagine that we hook up an (infinite) source of water to vertex s and watch the water start flowing through the network of pipes. Of course, water always flows in all possible directions. For example, as soon as we hook up the water source to vertex s, water immediately begins flowing along all three pipes leaving from s.
6 What is the first vertex (besides s) the water reaches? At what time does this happen (counting in seconds from the moment we hook up the water to vertex s)?
7 What is the second vertex the water reaches? At what time does it happen?
© 2020 Brent A. Yorgey. This work is licensed under a Creative Commons Attribution 4 . 0 International License.
2
8 What is the third vertex the water reaches? At what time?
9 Suppose we changed the length of the pipe s → 7 from 15 to 20. How (if at all) would this change your answers to the previous questions?
10 Draw the situation after 32 seconds. (You may wish to draw di- rectly on the graph in the model; or you can make a separate copy.) Which vertices has the water reached? Which pipes are full?
11 After 32 seconds, which new vertex will the water reach next?
12 How does thinking about water flooding the graph help us solve the problem of finding shortest paths? Make a conjecture relating water in the graph to shortest paths between s and other vertices.
13 What similarities or differences do you see between BFS and Dijk- stra’s algorithm?
14 If you had a black box that could run Dijkstra’s algorithm, and someone gave you an unweighted , directed graph and asked for the shortest path between two vertices, what would you do?
15 How about vice versa? That is, imagine you have a black box that can run BFS, and someone gives you a directed graph with positive integer weights on the edges, and asks for the shortest path between two vertices. What should you do?
16 Does Dijkstra’s algorithm work if there are edges with negative weight? Explain why it works, or draw an example graph to illus- trate why it doesn’t.
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Algorithms: Kruskal's Algorithm
In the previous activity you learned about minimum spanning trees and experimented with several different algorithms for finding them. In today's activity we will focus on Kruskal's Algorithm and prove that it works correctly.
Model 1: Kruskal's Algorithm (12 mins)
Require: Undirected, weighted graphG= (V,E)
1
: T←
∅
2 : Sort E from smallest to biggest weight
3 : for each edge e ∈ E do
4 : if e does not make a cycle with other edges in T then
5 : Add e to T
1 Simulate Kruskal's Algorithm on the graph in Model 1 . What is the total weight of the resulting spanning tree?
2 The way the algorithm is written in Model 1 , one must iterate through every single edge in E. However, this is not always necessary. Can you think of a simple way to tell when we can stop the loop early?
▷ T holds the set of edges in the MST
3 Explain why even in the worst case, Θ(lg V) = Θ(lg E) in any graph.
4 In the above algorithm, how long does line 2 take? Simplify your answer using the observation from the previous question.
5 Can you think of a way to implement line 4 ? How long would it take?
2
Model 2: The Cut Property (20 mins)
Definition 1. A cut in a graph G = (V, E) is a partition of the vertices V into two sets S and T, that is, every vertex is in either S or T but not both. We say that an edge e crosses the cut (S, T) if one vertex of e is in S and the other is in T.
Theorem 2 (Cut Property). Given a weighted, undirected graph G = (V, E), let S and T be any partition of V, and suppose e is some edge crossing the (S, T) cut, such that the weight of e is strictly smaller than the weight of any other edge crossing the (S, T) cut. Then every minimum spanning tree of G must include e.
Give three examples of cuts in the graph from Model
2
and iden- tify the smallest edge crossing each cut.
Let's prove the cut property.
Proof. Let G be a weighted, undirected graph G = (V, E), let S and T be an arbitrary partition of V into two sets, and suppose e = (x, y) is the smallest-weight edge with one endpoint in S and one in T. We wish to show that . We will prove the contrapositive. Suppose M is a spanning tree of
G which does not contain the edge e. Since M is a it contains a
© 2020 Brent A. Yorgey. This work is licensed under a Creative Commons Attribution 4 . 0 International License.
6
unique between any two . So consider the unique in M between . It must cross the cut at least once since ; suppose it crosses at e ′ = (x ′ , y ′ ), with x ′ ∈ X and y ′ ∈ Y. We know that the weight of e is smaller than the weight of e ′ , since . Now take M and replace with ; the result is still because , but it has a smaller total because . So, we have shown that any spanning tree M which does not contain the edge e can be made into a , which means that M is not a .
Hint
The cut property can be used to directly show the correctness of several MST algorithms. Let’s prove the correctness of Kruskal’s Algorithm; the proofs for the other algorithms are similar.
Theorem 3 . Kruskal’s Algorithm is correct.
Proof. Suppose at some step the algorithm picks the edge e = (x, y). Let X be the set of vertices connected to x by edges which have been picked so far (not including e), and let Y be all other vertices. x ∈ X by definition. We know that y / ∈ X since if it was, e would
make a but then Kruskal’s Algorithm wouldn’t . e therefore crosses the cut ( X , Y ) . No other edges which have been
picked previously cross the cut, since.
Thereforeemust be the smallest
because.
Therefore by the Cut Property e must be in any MST and Kruskal’s Algorithm is correct to pick it.
: draw a picture! | 1,572 | 938 | {
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| Title | | | |
|---|---|---|---|
| | | 1 | |
| | Level | | Credits |
Guidance information
1. This Unit Standard belongs to a package of standards that forms the Literacy and Numeracy co-requisite to the New Zealand Certificate of Achievement (NCEA) in English language. Together with [the Reading Standard] and [Writing Standard], it assesses the foundational literacy and numeracy skills that enable learners to engage in further learning, life, and work.
2. For the purposes of this Unit Standard, foundational numeracy refers to the ability to access, use, interpret, and communicate mathematical and statistical information and ideas that enables learners to access further learning, develop important life skills, and engage in employment and in their communities. In Aotearoa New Zealand, this includes an understanding of how to participate in a bicultural society.
3. This Unit Standard corresponds to the Process Ideas and Significant Learning in the Numeracy Learning Matrix. It should be read in conjunction with Unpacking Numeracy and at least one of the relevant frameworks below:
* The New Zealand Curriculum – upper Level 4, lower Level 5
* Curriculum Progress Tools, which comprise the Learning Progressions Framework (LPF) and Progress and Consistency Tool (PaCT)
- Mathematics: The scale descriptors in the range 750 to 850
* The Learning Progressions for Adult Numeracy – upper Step 5
* The Programme for the International Assessment of Adult Competencies (PIAAC) – upper Level 2, lower Level 3
4. This standard has been designed so that it can be assessed using a digital adaptive tool if one should be developed. In the interim, students will be assessed through a Common Assessment Task that is delivered by NZQA.
5. This standard has been designed so that it can be assessed using a digital adaptive tool if one should be developed. In the interim, students will be assessed through a Common Assessment Task that is delivered by NZQA.
6. Learners will demonstrate their competency through assessment tasks that sample combinations of the three Process Ideas (expressed below as Outcomes) and seven Content Ideas as identified in the Numeracy Learning Matrix, which are the following:
i. Fluently and flexibly solve problems that require operations on numbers, understanding the relative size of those numbers, and making sense of the answer in context.
ii. Recognise and work with mathematical relationships.
iii. Understand and use the spatial properties and representations of objects.
iv. Understand and use systems to locate and navigate.
v. Use numbers and units to measure and express attributes of objects and events as quantities, to a degree of precision appropriate to the context.
vi. Understand and reason with statistics and data.
vii. Use probability to interpret situations that involve elements of chance.
6. A calculator from the NZQA Approved Calculator List may be used during the assessment.
7. Definitions
A meaningful situation is a situation that is relevant to the candidate's learning, everyday life, participatory citizenship, and work.
Outcomes and performance criteria
Outcome 1
Formulate situations using mathematics and statistics.
Performance criteria
1.1 Select an appropriate operation, representation, variable, and/or method to meet the mathematical and/or statistical demands of situations.
Outcome 2
Employ mathematics and statistics to address the numeracy demands of a range of meaningful situations.
Performance criteria
2.1 Select and use mathematical and/or statistical procedures that are appropriate to the situation.
Outcome 3
Interpret the reasonableness of the mathematical and statistical responses.
Performance criteria
3.1 Interpret the reasonableness of the outcomes and/or approaches in relation to the situation. | 1,705 | 767 | {
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What Is EPCRA
The Emergency Planning and Community Right to Know Act (EPCRA) is a federal requirement for facilities that store hazardous materials to report the quantities of those materials. The reports are then used by emergency management officials and emergency responders for developing response plans.
History
In 1984, a chemical release from a pesticide plant in Bhopal, India killed over 3,000 people. This incident showed the need for emergency planning in the event of an accidental chemical release.
In 1986, Congress created EPCRA to improve local emergency planning for accidental chemical releases and provide the public and local governments with information concerning potential chemical hazards present in their communities.
About WEM
WEM coordinates with local, tribal, state and federal agencies, as well as volunteer and private sector partners. We support 72 Wisconsin counties and bring emergency management services to the state's 5.7 million citizens.
Wisconsin Emergency Management
2400 Wright St Madison, WI 53707-7865
Phone: 608.242.3232
Fax: 608.242.3247
https://dma.wi.gov/dma/wem www.facebook.com/readywisconsin https://twitter.com/readywisconsin
EPCRA
Emergency Planning and Community Right-to-Know Act
Information for Emergency Responders
Know the Hazards
Local response agencies are almost always the first emergency personnel on the scene of a hazardous material emergency.
When responding to a potential hazardous materials incident, responders need accurate, up-todate information related to the kinds of hazardous chemicals stored in their communities.
This information allows for proper tactical decision making, reducing exposure to responders, the public and the environment.
Why It Matters…
Columbus Chemical, Columbus,
WI. Firefighters refrained from using water on the fire. More than 150 people were evacuated from the area. First responders were able to make decisions that saved lives and protected surrounding property because they knew what was stored in the facility.
Patrick Cudahy Plant, Cudahy,
WI. Emergency crews closely watched the large quantity of Anhydrous Ammonia stored within the facility. The plant worked with its Local Emergency Planning Committee (LEPC) to develop an emergency response plan which was available to first responders as they arrived on scene.
The Wisconsin Hazmat Online Planning and Reporting System (WHOPRS) is a tool that is available to emergency responders to access information on substances stored at facilities that are subject to the EPCRA requirements.
How to use WHOPRS
Find out what hazards are in your community by contacting your LEPC (Local Emergency Planning Committee) via your county or tribal emergency management director to request access to WHOPRS.
Training is available on the system through Wisconsin Emergency Management.
Knowing the hazards in your community is the first step toward a safe and effective emergency response.
For more information or assistance, visit the WEM website at https://dma.wi.gov/dma/wem and click on the Preparedness & EPCRA link.
Detailed information on the program, and contact information for EPCRA program staff can be found on the website. | 1,503 | 636 | {
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Hello dear children, my name is Lucy, I am from a small village and I will explain you the ways how people try to keep the air clean. I have to tell you I was surprised maybe as you will be, when I found out that air pollution was really serious issue in rural areas as well as in cities. In cities, it is easy to understand because there are many sources of pollution. Guess what mainly pollutes the air in the villages? It is mainly because people use coal and wood which they burn in old furnaces. The worst impact was measured in the villages, where they heat intensively with brown coal. Sometimes, they even burn waste which is really really bad.
Due to the impact of air pollution on human health and nature, government or local authorities can pass strict legislation in which they can define specific rules that must be followed by everyone who is responsible for air pollution. There are special regulations for factories, cars and for individual boilers, which are introduced in various countries according to the needs.
Cars have emission limits. They are determined by the EURO standard. In factories, usually the amount of pollutants is measured by placing gauges on chimneys.
When it comes to the boilers used at homes nowadays the municipal police can simply check if someone is burning illegal fuels. In many places different restrictions are introduced for boilers, stoves and fireplaces: for example, the ban on burning poor quality coal and humid wood and the use of old and high-emission stoves.
In some cities, the local government introduces a complete ban on burning solid fuels! Everybody who pollutes the air needs to stick to the levels set for him by the government. If s/he is not respecting the law, s/he might pay a fine or even go to the prison if he is polluting too much. Every factory owner has to pay a year fee for pollution. This fee goes to state and district in which factory or power station is placed. Part of this money is used for environment protection.
Well, government has many options how to keep the air environment clean. One of the solutions is subsidizing public transportation, putting bans on the presence of automobiles in the city center or creation of cycling routes in the city. In this way, people will be motivated not to use cars so often but walk, cycle or use public transportation instead. Nevertheless, the main solution is to stop using fossil fuels and switch to alternative energy sources. Authorities can support the poorest citizens in the process of heating system replacement and thermal renovation of houses.
So, these were the solutions for air protection. Now, I think you know everything you need about this topic, isn't it cool? Good luck with your studies!
Lucy | 1,031 | 543 | {
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Circular Motion Worksheet II
(Additional notes about some of the problem can be found on the page following.)
1. A 1000 kg car is going around a flat curve with a radius 30 meters. If the coefficient of friction between the car's tires and the road is 0.5, what is the maximum speed at which the car can make the turn? 12 m/s
2. Suppose that the coefficient of friction between a typical tire and a particular highway surface is 0.75. What should the minimum radius be for flat curves on this highway if the speed limit is 55 miles per hour? 270 ft
3. A remote controlled car moves around a curve at a velocity of 1.5 m/s and a centripetal acceleration of 3.6 m/s
2
. What is the radius of the curve? 0.63 m
4. A string that is 0.65 m long exerts a centripetal force of 11.6 N on a 0.10 kg yo-yo that is whirling on the end of the string. What is the velocity of the yo-yo? 8.7 m/s
5. An athlete whirls a 7.00 kg hammer tied to the end of a 1.3 m chain in horizontal chain. The hammer makes one complete revolution in 1.0 s.
(A) What is the centripetal acceleration of the hammer? 51 m/s 2
(B) What is the tension in the chain? 360 N
6. What is the ideal, or critical, speed (the speed for which no friction is required between the car's tires and the surface) for a car on a curve that has a radius of 50 meters and a banking angle of 15 o ? 11 m/s
7. Talladega Motor Speedway in Alabama has turns with radii of 1100 ft that are banked at extreme angles. If a car going 100.0 mph could negotiate the turns at Talladega without any friction between the tires and the pavement, at what angle would the turns have to be banked? (By the way, during races, cars have gone through the turns at about twice that speed.) 33 o
8. A carnival ride has a 2.0 m radius and rotates 1.1 times per second. When the floor drops out, riders are held up by friction.
(A) What is the velocity of the rider? 14 m/s
(B) What coefficient of friction is needed to keep the rides from slipping? 0.10
Additional Notes Regarding Circular Motion
We've considered calculating centripetal acceleration using the tangential velocity, but what about using its angular velocity? You know that angular velocity is basically how many revolutions per time. Well, a revolution is just the circumference of the circular path ( ), and isn't the time for one revolution the period (T)? So, you can calculate angular velocity by using .
Now, plug that formula for velocity into the formula we've been using for centripetal acceleration (ac = vT 2/r), and F=ma, and you get a great new formula for centripetal force: .
And last, but not least, we've talked about friction providing the centripetal force necessary to keep a car moving in a circular path, but what if the curve that the car is rounding is banked? By that, I mean, what if the curve isn't flat? Think about it, they often aren't, and that's on purpose!
For this one, let me spare you the details and just tell you that when the road isn't flat, you have to consider the angle of the "bank," and not only the horizontal component of the force of friction, but also the horizontal component of the weight of the car. See – that's why they do the banked thing on purpose; even if there is no friction or reduced friction, given the right speed, a car could still make a curve since the horizontal component of the weight of the car provides a centripetal force that keeps the car on its circular path.
Bottom line, you can calculate the maximum speed (ideal or critical speed) that a car could successfully round the curve without any friction between the tires and the road. | 1,502 | 887 | {
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Physical Computing with micro:bit Course Resources
The way students complete lessons in this course looks a bit different than the standard CodeHS courses. The various modules of each lesson are broken down and explained below.
Course Flow
a. Introduction Video & Video Quiz
Each lesson begins with an introductory video and quiz as in many of the CodeHS courses you've seen. This video will introduce any computer programming topics students will be using throughout the lesson, but will not introduce or explain any of the commands they will be using to build their programs. This content will be covered in other ways later in the lesson.
b. Examples
Students will be given an example program that they will copy and paste into the MakeCode editor (more info about MakeCode in pt f below). There are many ways the example programs can be expanded in the lesson plan for each lesson. (Note: All lesson plans for this course are free even if you are on the Free plan! They can all be accessed at codehs.com/microbit_lesson_plans.)
c. Pseudocode Exercises
Students will write pseudocode that will complete a certain task to get familiar and comfortable with the concept of planning programs before developing them. In some cases, you can expand these exercises by having students translate their pseudocode into a working program. You can find more information on this in the lesson plans.
d. Exploration Document
The Exploration is where students will investigate the new commands for the lesson. They will hypothesize about and test various commands to see how they can be used in future programs.
e. Follow-up Video
This video will detail exactly how each command used in the Exploration works and the main concepts students should take away from the Exploration before moving on to the exercises. If you are teaching this course in a physical setting, you may want to go over this content with your students as a group instead of having them watch the video. Slide decks for all videos can be found in the lesson plans.
f. Exercises & Grading
Students will be provided with instructions for each exercise on CodeHS. They will develop and test programs using a simulator found at makecode.microbit.org and will be able to download their
programs to their physical devices. Once they have a working program, they will copy and paste their code back into the CodeHS exercise where it will be saved and can be graded.
Student code cannot be run directly in the CodeHS editor and, because of this, no autograders exist in the course. To run the program before giving it a grade, you will need to paste the program back into the MakeCode editor. To help make grading a bit easier, use the problem guides that detail FAQs and common issues students may run into when solving each exercise. ( Note: All problem guides for this course are free even if you are on the Free plan! They can all be accessed at codehs.com/microbit_problem_guides .)
Additional Resources
| Resource | Description |
|---|---|
| Materials List | Students will need to run programs on micro:bit devices throughout the course and will need certain materials available to create circuits. Note: If you are teaching this course virtually, it may not be feasible to make physical components available to all students. Much of the course can be completed as is written using the online simulator, with the exception of some parts of lesson 2.5, the Inchworm challenge in lesson 3.1, lesson 3.2, and, depending on student choices, lesson 3.3 and 3.4. |
| Reference Sheet | In addition to the DOCs tab, a micro:bit reference sheet has been created that may be helpful for some students. Printing out a few of these for the classroom or a set for your students might help them as commands are added to their repertoire. |
| Lesson Plans | The first 5 lesson plans can be viewed on the CodeHS site with a free account. To view lesson plans for the rest of the course, visit this google drive folder. |
| Exploration Documents | Student documents are included in the course as google docs which students will need to make a copy of if they are completing them virtually. For access to all student and teacher documents in one place, visit this google drive folder. If you’d like, you can also make these documents available to your students on another platform. |
| Handouts | The first 5 lesson’s handouts can be viewed on the CodeHS site with a free account. To view handouts for the rest of the course, visit this google drive folder. |
| Problem Guides | The first 5 lesson’s problem guides can be viewed on the CodeHS site with a free account. To view lesson plans for the rest of the course, visit this google drive folder. | | 1,886 | 1,007 | {
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Cardiac Conditions Handout
How the heart works
Activity restrictions
The heart is a strong muscular pump that collects oxygen-poor blood and pumps it to the lungs to get oxygen. The heart then pumps blood out to the organs, tissues and cells of the body, delivering oxygen and nutrients to every cell and removing carbon dioxide and waste products made by cells. The heart pumps blood to the lungs and body by a sequence of organized contractions of the four chambers.
Cardiac conditions
A congenital ("existing at birth") heart defect happens when the heart or the blood vessels near the heart don't develop normally before birth. Many congenital heart defects slow down or block the blood flow in the heart or in the blood vessels near the heart.
Arrhythmias are abnormal beats. They may be completely harmless or life-threatening. Arrhythmias may be related to a congenital heart defect or may occur after surgery. Arrhythmias may cause the heart rate to be too slow (bradycardia), too fast (tachycardia) or the heart rhythm to be irregular.
Although rare, cardiac conditions in childhood may occur from infections which is called acquired.
Treatment
Treatments for cardiac conditions may include medication, surgery (e.g., Fontan, heart transplant) or implantation of a pacemaker or defibrillator.
Most children with cardiac conditions can participate in physical activities without restrictions. However, some children may not be able to participate in competitive sports where there is strenuous training and prolonged physical exertions (e.g., football, hockey, wrestling, soccer, basketball). If you are unsure about the child's ability to participate in a specific activity, it is recommended to discuss it with her/her parent/guardian.
Congestive heart failure
Congestive heart failure (CHF) results when the heart is unable to pump an adequate amount of blood to meet the needs of the body. CHF does not mean that the heart will stop or that a heart attack will happen. It can take several days or weeks to develop.
Signs of congestive heart failure
* Sweating during quiet time
* Shortness of breath
* Persistently rapid/labored breathing
* Rapid heart rate or irregular heart rate
* Nasal flaring
* Chest pain
* Blueness on or around the mouth, eyes, ears, and/or finger tips
* Inability to stop coughing
* Listlessness (tired and unwilling to do normal activities)
* Skin becomes increasingly pale or blue
* Suddenly tired
Responding to congestive heart failure
1. Have the child rest.
2. If symptoms do not improve, contact the parent/guardian.
3. If symptoms do not improve and you are unable to reach parent/guardian or emergency contact within 5-10 minutes, activate 911/EMS.
4. Place the child on the floor in recovery position (lying on left side).
5. Keep the airway open. Loosen any tight restrictive clothing.
6. Stay with the child until EMS personnel arrive.
7. Inform EMS that the child has a cardiac condition.*
If the child has noisy gurgled breathing (which may be caused by fluid build-up in the lungs) call 911/EMS and notify the parent/guardian.
Infective endocarditis
Infective endocarditis (IE) is an infection caused by bacteria that enters the bloodstream and can lead to permanent damage to the heart. If 911/EMS is called, ensure EMS personnel are aware that the child has a cardiac condition.
Sudden cardiac arrest
If a child has a cardiac condition, they may be at risk for cardiac arrest. Most cardiac arrests occur when the heart's electrical system malfunctions, producing an abnormal rhythm. Cardiac arrest may be reversed if CPR is performed and an artificial external defibrillator (AED) is used to restore a normal heart rhythm. It is highly recommended that community program personnel trained in the use of CPR and AED are available when a child with a cardiac condition attends the community program.
If the child becomes unconscious
1. Call 911/EMS.
2. Implement CPR and the use of an automated external defibrillator (AED), if available.
3. Notify the parent/guardian.
4. Inform EMS that the child has a cardiac condition. | 1,819 | 890 | {
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June, 2020
Dear Manor School Families,
We had a challenging year of learning and we would love to see our students continue to grow over the summer months! Please consider participating in our MANOR SCHOOL SUMMER CHALLENGE!
Starting on July 1 st and continuing through August 31 st , we'd love to see how many activities you can complete. The attached calendar offers the learning challenges or activities for each day.
Here is how it works:
2) Complete the activity.
1) Check the calendar each day.
3) Have a parent initial in the small box of the calendar for each completed activity.
5) Return your calendar to your new classroom teacher on the first day of school.
4) Count the number of days you participated and write the amount in the Grand Total Box.
*Please feel free to substitute any daily activity with an iReady Day*
At our Fall Welcome Back/Code of Conduct Assembly, we will acknowledge our Gold, Silver, and Bronze certificate winners.
Gold Certificate: Read 50-62 Days
Silver Certificate: Read 40-49 Days
Bronze Certificate: Read 30-39 Days
Have a happy, healthy, and safe summer!
Yours in Manor Pride, Mrs. Emmerich & Mrs. Kakalos
Keyboarding
Dance Mat helps children learn where all the letters are on the keyboard. In the first level, little typists familiarize themselves with the "home row" keys. In the final level, Claudette the Cat shows you how to add the letters X and Z, make capital letters with the "shift" key, and type the apostrophe, slash and period. Find it on: BBC.com
Here are some websites that you can try to help you improve your typing skills! Dance Mat Typing
Keyboard Climber 2
Oh no! There's a monkey stuck at the bottom of a cave! In this game, children can help the monkey by jumping up rock platforms, which they can do by recognizing the letters that pop up on the screen. This game is perfect for younger children new to the alphabet because there's no timer, allowing the player to move at their own pace. Find it on: typing.com
Key Seeker
Key Seeker is a game designed specifically for kindergarteners learning the alphabet. The objective is to identify the letter on the screen, then press the correct letter on the keyboard to match it. If your child gets stuck, you can help them by sounding things out together. Find it on: keyseeker.parkfieldprimary.com
Alpha Munchies
Alpha Munchies is perfect for students learning the alphabet, but it is also great for older children wanting to speed up their typing. Find it on: abcya.com
Microsof t Office 365
In Seaford, we use Microsoft Office to present our work. This summer, get to know these useful digital tools.
Powerpoint
Sway
Try out this presentation program that allows you to make slides with exciting transitions. Do you want to have a sleepover this summer? Try making a persuasive Powerpoint for your parents instead of just asking them!
Did you read a book this school year or summer that you think your friends would enjoy? Use this storytelling program to create an exciting presentation to give them a glimpse of the book!
Microsoft Word
Our Summer Reading Challenge suggests that you write about your favorite character from a book on July 16 th , why don't you try using this word processing program to type your response and print it out? | 1,355 | 723 | {
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Well Definitions
What You Need to Know
Are you looking to purchase your first water well system? Don't let the technical terminology scare you.
Testing
The following definitions will help you better understand water well systems. It is important that you know as much as you can about your water well system so you can ensure that it is always providing quality water.
Construction
Well logs are documents containing vital information about the history of the well and the ground surrounding it. Contractors file well logs with state departments upon completion of all wells, but well owners should have a copy too.
Well screens are filtering devices at the bottom of the casing. They allow water to move through the well, while keeping out most gravel and sand.
Well casing is the tubular structure placed in the drilled hole to maintain the well opening. The casing also confines the ground water to its zone underground and prevents contaminants from mixing with the water.
Grouting is a cement-like fluid injected into the hole to protect the well casing. It helps prevent corrosion and infiltration of contaminants.
Yield is the amount of water produced by a well. The quantity of water can be expressed in rates of gallons per minute, per hour, and per day. A low yield is a decrease in the amount of water produced.
On top of the casing will be a well cap, which should fit snugly so debris, insects, or small animals can't find their way into the well system.
Maintenance
When a water well fails to produce the amount of water that it did when it was installed, a contractor can often "rehabilitate" the well. Well rehabilitation is based on several factors, including the ground that the well is drilled in, the well's construction, and the problem causing the decreased flow.
Well testing will ensure that the well is running properly and will check for contaminants that can impede the well from operating at peak capacity. It is recommended that you have your well tested by a professional contractor once a year.
Low flow is often caused by a drop in the water table, plugged holes along the well's casing, and/or incrustations on the well screens.
Copyright ©2003 National Ground Water Association www.NGWA.org www.wellowner.org
The most common problem associated with ground water is hard water, which is caused when there is an abundance of calcium or magnesium. Hard water causes no health problems but can cause soap curds to form on pipes and plumbing fixtures. A water softener usually solves the problem.
A "rusty" taste in water is a result of iron in ground water.
A pH test can determine if mineral deposits or corrosion are a problem due to hydrogen. Literally standing for "potential of hydrogen," the test measures the intensity of the water's acidity and alkalinity.
It also can stain pipes and clothing. There are several meth-
—the addition of oxygen to the wate—can aid in ods of treatment, including installing a water softener.
the precipitation of iron, which removes it from the water
Aeration as well.
Silica comes from the weathering of silicate minerals in the ground. Large amounts can cause scaling in pipes.
A rotten egg smell is often associated with sulfur in water. Sulfides also can cause corrosion to plumbing and darken water. Chlorination, a reverse osmosis system, or a negative ion-exchanger are effective in combating sulfur, while aeration is effective against hydrogen sulfide gas.
Most nitrogen in ground water comes from the atmosphere. However, nitrogen compounds also can reach ground water through fertilizers, manure, sewage, and landfills. The most common forms in ground water are ammonia, nitrate, and nitrite. Nitrates can be especially toxic to children under six months of age. However, there are a variety of treatment methods, including reverse osmosis systems with a water softener.
Where can I get more information?
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Future Oxford
ONE-WEEK WASTE AUDIT
Knowing what's in your trash is the first step to preventing and reducing waste. This form is designed track waste by everyone in the household to get a snapshot of how much you throw out in a typical week.
How to use: 1. Check items that apply to your household and then count or estimate the quantity of this type of item. If you recycle or compost, only include what goes into your garbage. 2. Consider if this type of item is one you can prevent (for instance, buying food items in bulk instead of single-serving containers), reuse or recycle in the future (answer yes or no). 3. Use blank rows below to add specific items not listed. 4. Not sure if an item can be recycled? See Wasteline "What Goes Where" 5. If you are able to weigh your garbage bags, you can compare how much garbage your household produces in a week to the national average shown at the end of this form.
FROM:
TO: I
COMPLETED BY:
I
I
I
| | | WASTE TYPE | # ITEMS | PREVENT? | REUSE? | RECYCLE? | TOTAL |
|---|---|---|---|---|---|---|---|
| | METALS | | | | | | |
| | GLASS | | | | | | |
| | TEXTILES | | | | | | |
| | | ORGANIC WASTE | # ITEMS | PREVENT? | REUSE? | RECYCLE? | TOTAL |
| | FOOD WASTE | | | | | | |
| | YARD WASTE | | | | | | |
| | PET WASTE | | | | | | |
| | | PLASTICS | # ITEMS | PREVENT? | REUSE? | RECYCLE? | TOTAL |
| | #1 TO #5 PLASTICS | | | | | | |
| | POLYSTYRENE #6 | | | | | | |
| | FOOD CLING WRAP | | | | | | |
| | PLASTIC BAGS/ BAGGIES | | | | | | |
| | UNIDENTIFIED PLASTICS | | | | | | |
| | | PAPERS | # ITEMS | PREVENT? | REUSE? | RECYCLE? | TOTAL |
|---|---|---|---|---|---|---|---|
| | PAPER (PRINTER, CARD- BOARD, NEWSPAPER) | | | | | | |
| | CONTAINERS (EGG CARTONS, BOX BOARD) | | | | | | |
| | SOILED/MIXED (PAPER TOWELS, PLASTIC- COATED) | | | | | | |
| | | OTHER WASTE | # ITEMS | PREVENT? | REUSE? | RECYCLE? | TOTAL |
AUDITING YOUR WASTE
What do you notice about your waste?
What was the quantity of your trash this week?
Average household waste in
Canada: 8.55 kg/ household/
week
What category had the most items?
Show your family the results.
Can you come up with ideas together to reduce the amount
of these specific items?
For more information
Future Oxford email@example.com | www.futureoxford.ca
Updated: October 2020
METHOD 1: WEIGHT
METHOD 2: ESTIMATED BAGS
X REGULAR-SIZE (approx. 74 L) GARBAGE BAGS
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Cups, Pints, Quarts, and Gallons
Volume means how much space something takes.
A sandcastle takes a certain amount of space. A bottle of water takes space. A book takes space. But how much?
In this lesson you will learn how we measure the volume of water (or other liquids).
You will need
water in a bucket or other big container
a quart jar
a few food containers
a pint jar
a drinking glass
a coffee cup
a 1-cup measuring cup
2. Pour out water from your full quart jar back into the pint jar until the pint jar is full.
Is your quart jar now half full? (It should be.)
How much water is left in the quart jar? ______ pint.
3. Find out how many times you need to fill the one-cup measuring cup with water and pour it into the pint jar until the pint jar is full. ______ times.
One pint is ______ cups.
4. Find out how many times you need to fill the one-cup measuring cup with water and pour it into the quart jar until the quart jar is full. _______ times.
One quart is ______ cups.
5. Find out if a coffee cup measures MORE or LESS than the a 1-cup measuring cup—or exactly 1 cup. Do the same with a drinking glass.
1. Fill the pint jar with water. Pour it all into the quart jar. Then fill the pint jar again and pour it into the quart jar. Is it now full (or close to full)?
It should be. It takes ______ pints of water to fill 1 quart jar.
60
Math Mammoth Measuring 1 (Blue Series)
6. Find three different empty food containers. Measure water into them, and find out how many whole cups of water you can fit into them. If you can still fit a little more, write YES.
| | how many whole cups |
|---|---|
| Container 1 | |
| Container 2 | |
| Container 3 | |
www.mathmammoth.com
7. At the next supper or breakfast time, do a little experiment. Before eating, measure exactly one cup of the food you are going to eat and then put it on your plate. Will it fill you up? Is it too much or too little food?
This section is optional and is beyond the Common Core Standards.
8. Fill in numbers on the blank lines. You will get help from your work on the previous page.
9. Circle the amount that holds more liquid volume. Circle both if they hold the same amount.
10. Fill in with the words cup, pint, or quart.
a. Mary drank 2 ____________s of tea at the party.
b. Mom bought 1 _____________ of yogurt for the four children.
c. Ron was quite thirsty and so he drank a whole _______________ of water.
d. The large pitcher can hold 2 ________________s of juice.
Container 1
Container 2
Container 3
A quart is abbreviated with “qt”.
A pint is abbreviated with “pt”.
A cup is abbreviated with “C”.
5 qt means 5 quarts.
3 pt means 3 pints.
2 C means 2 cups.
a. 1 qt = _____ pt
b. 1 qt = _____ C
c. 1 pt = _____ C
a.
OR
b.
OR
c.
OR
d.
OR
e.
OR
f.
OR
Sample worksheet from
61
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Biography
Maria Molodykh
Maria Molodykh belongs to a generation of artists whose career started in the 1990's when young people in Russia turned to new tendencies in art, overthrowing the academic canons. Maria on the contrary stayed loyal to the classical traditions developing the realistic art of the Petersburg Academy.
Maria was born in St. Petersburg. She was brought up in the family of well-known painters: her grandfather Yuri Skorikov, an Honorary artist of Russia, was a professor of painting at the Academy of Arts, parents Elizaveta Skorikova and Stanislav Molodykh worked with success in different genres.
Since her early years, Maria has demonstrated an outstanding talent for art. She graduated from the I. E. Repin Institute of Painting, Sculpture and Architecture (the Academy of Fine Arts) in 1998. Being a student of prof. Oleg Eremeyev, rector of the Academy, she was a great sport and participated in the annual international exhibitions, became a member of the Artist's Union of Russia.
Later she travelled a lot to paint on plain air in different light conditions and worked out a series of Californian, French, Spanish and Dutch landscapes. Most vividly her art was displayed on the oneman shows in San Francisco (1998, 2000). Marias pictures were chosen for a number of exhibitions and auctions of modern Russian realistic art in Europe. They were recognized by a public and acquired by the state museums and private collectors in Russia and abroad.
The artist travels much in Russia, studying the variety of folk types and the way of life in different parts of the country. She is interested in painting the countryside life, portraits of common people, collecting the material for the large program picture like her diploma work " Wedding in province"(175x250, 1998).
The artist enjoys the surrounding nature and always depicts its beauty. A man in her paintings is an integral part of nature and the background plays an important role in her portraits. They provoked a strong interest of art critics, who marked "a surprising purity and delicacy of colouring". The children's images look so natural and that charm of a cosy home emanates from them. Maria's paintings display an innocent and happy world of a child in a subtle and sincere manner. Thus, the artist emphasizes the significance of heartfelt relations in a family.
Maria Molodykh continues the traditions of Russian realistic painting, enriching them with the almost Impressionists' manner and her own bright perception. Whatever she paints - complicated thematic pictures, landscape or still life - her works expose purity and sublimates the Russian heart. | 1,069 | 539 | {
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SYLLABUS
7th Grade World History
INSTRUCTIONAL GOALS
Course Description:
Students will learn about Medieval Times to Today
Essential Learning Outcomes: At the end of this course, you will
- Know information that relates to cultures from medieval times to today.
- Be able to show on maps where each culture originated.
- Understand diversity among world cultures from medieval time to today.
NEEDS AND RESOURCES
Required Background:
To successfully complete this course, you must
- Know Greek and Roman civilizations (need to meet with 6th grade teachers).
- be able to comprehend subject matter that deals with social issues/world history
- Understand that different things are happening around the globe at the same time
Required Materials
To successfully complete this course, you will need
- Medieval Times to Today
- Paper, pencil, colored pencils
- Access to computer lab
COURSE SCHEDULE
Qtr. 1-Byzantine Empire, Middle East Culture, Africa
Qtr. 2-The Americas, Asia
Qtr. 3-Asia, Europe Middle Ages, Renaissance and Reformation
Qtr. 4-Explorers, Powerful Monarchs, French Revolution
POLICIES AND PROCEDURES
General Rules:
- Students will be in their seats and ready to work when the bell rings
- Students will use the proper heading on all papers
- Students will use the pass in the back of their agendas to leave class
- Mutual respect for all
- If you have something to say, please raise your hand
PRJH Non-Negotiable Expectations for Classroom Success
PRJH STUDENTS ARE EXPECTED TO DO THE FOLLOWING:
1. Students will be in their seat ready to work when the bell rings.
- Students are given 2 tardies per quarter without penalty.
- A student's third tardy results in 3 days of lunch detention.
- Each subsequent tardy results in an additional day of lunch detention.
2. The proper heading will be present on all papers.
- First and last name
- Period
- Assignment name
- Date
3. Students must use their agenda to leave class.
4. Students will be:
- Safe
- Kind
- Respectful
- Responsible
Grading Policies:
We don't accept late assignments and must have 75% finished in order to get a grade for the assignment.
Grading Scale:
A=90-100% B=80-89% C=70-79% D=60-69% F=59% and below
CONTACT INFORMATION
Mr. Landry and Mr. Keinert 208-448-1118 email@example.com firstname.lastname@example.org
………………………………………………………………………………………………………………
Please sign and return the bottom portion. Cut at the dotted line.
Student Signature: _____________________________________ Date: ______
Parent Signature: _____________________________________ Date: ______ | 1,353 | 599 | {
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Game Design Studio
Video Transcript
[00:14]
Susan Rivers, Executive Director, iThrive Games: There's a growing body of scientific evidence that the social and emotional skills that our young children and our teens have are critical for life success, for thriving as adults.
[00:25]
Gabrielle Rappolt-Schlichtmann, Executive Director, EdTogether: We know that emotion is the driver in learning and in life. It's the thing on which we base all of our relationships, how we orient to the world.
[00:37]
Susan Rivers: We wanted to create an opportunity for teens to develop their social and emotional skills in a fun and meaningful way, and also tap into some other critical skills that are useful for them to develop, like STEM skills.
[00:51]
Gabrielle Rappolt-Schlichtmann: In Game Design Studio, we're really working to fully engage teens in playing games, analyzing games, and making games.
[00:59]
Susan Rivers: One of the challenges with all of the amazing STEM programming that's happening is it goes right to the computer programming without really thinking about or having empathy for the player of the game. In Game Design Studio, we are working with teens to develop empathy for their players, take the perspective of the player of the game, and evaluate what are the emotions that the game is creating in the player.
[01:25]
Gabrielle Rappolt-Schlichtmann: So we had students engage in playing well-known games like Sorry!, explore their own feeling states, and then think about the game mechanics––the way the game was designed––and then think about how they might change those mechanics to change the player feeling experience. And then they did that.
[01:42]
Nahkira, teen participant: I put what I thought, how I felt, into the game, and I knew that players would feel the same way I felt since I designed the game.
[01:52]
Alex, teen participant: Game Design's definitely given me confidence in what I think I can do, but it also helped me think about how I could build off of other people's ideas in order to reach one progressive goal.
[02:06]
Donata Martin, Executive Director, Boys & Girls Club: This program has really helped them to be able to talk about who they are, express themselves. And being able to do that will only help them in life.
[02:17]
Jon Blodgett, Teen Center Director, Boys & Girls Club: Other teens are asking about Game Design, that means their peers are telling them positive things. So, through word of mouth, the program is cool because they say it's cool.
[02:28]
Alex: There's a lot of things that are just incredible about it. Game Design helped me to understand myself more and how I felt, and how I thought my friends would feel and if we could work together to find a solution to the games.
[2:44]
Susan Rivers: What we want to do is take the voices that we're hearing and the experiences that we're learning about and amplify those voices and those experiences into the games that we're creating, thereby making those games available to thousands and thousands of more teens across the nation and maybe even across the globe. | 1,221 | 681 | {
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Mechanisms: Nucleophiles, Electrophiles,
and Leaving Groups
Learning Outcomes
1. Understand the connectivity between energy and reactivity
2. Since chemical equations are chemical sentences, read mechanisms as annotated chemical sentences
3. Identify a nucleophile and an electrophile
4. Predict which nucleophile is stronger from a set and predict which electrophile is more electrophilic from a set
5. Identify a leaving group and identify which leaving group is the best leaving group from a given set
Curved Arrows
A Nucleophile is an Electron Source and an Electrophile is an Electron Sink
Nucleophile (Nu - ): A reactant that provides a pair of electrons to form a new covalent bond.
Electrophile (E + ): A reactant that accepts an electron pair to form a new covalent bond.
Nucleophiles Donate High-Energy Electrons
Electron Lone Pairs Are Nucleophiles
Trends in Nuclephilicity: Charge
Food for Thought
Consider the following two questions.
1. What is a base?
2. What makes one base stronger than another (this is the concept of basicity)
Bases
Higher-energy electrons are more reactive electrons. More reactive electrons are more basic.
Electrons are higher in energy when:
1. They associate with less electronegative atoms
2. They are localized (confined to a small volume)
A Lone Pair on a Less Electronegative Atom is More Basic
Trends in Nuclephilicity: Basicity
Trends in Nuclephilicity: Accessibility
More accessible lone pairs are more nucleophilic.
Problem 1
Is ammonia or the amide ion a stronger nucleophile? Explain.
Electrophiles Have an Electropositive Atom
Problem 2
Identify the electrophilic atom in each of the following structures.
Problem 3
Which molecule is more electrophilic? Explain.
Problem 4
Identify the most electrophilic atom in the following molecule.
Leaving Groups
Leaving Group: An atom or group of atoms that breaks away from the rest of the molecule, taking with it the electron pair which used to be the bond between the leaving group and the rest of the molecule.
Good leaving groups will distribute negative charge well (i.e. they are relatively stable after leaving)
Leaving Group Examples
Better Leaving Groups are More Stable Species
Better Leaving Groups are More Stable Species
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AIRSPACE INFRINGEMENTS AWARENESS COURSE
Course Description
The course is a 4¾-hour classroom session and consists of a multimedia PowerPoint presentation, group activities and exercises. The session is designed to encourage pilots to think about why pilots infringe airspace, how to use threat and error management to avoid infringing airspace, and the consequences of airspace infringements.
What does the course involve?
Course Content
The course is an interactive educational session during which the attendees are encouraged to ask questions and to participate fully in the group activities. There is no test involved in the course, therefore pilots are not assessed and so cannot fail but are expected to participate and contribute positively to the course.
What is the content of the course?
The course has been designed to enable pilots to explore why they have infringed airspace and develop a personal strategy to avoid infringing airspace in the future. At the end of the course, pilots should be able to:
- Examine the types of airspace in UK and recognise the restrictions that they impose
- Identify the consequences of airspace infringements
- Understand the causes of Airspace Infringements together with their underlying human factors
- Use Threat and Error Management Techniques to avoid Airspace Infringements
- Recognise weaknesses in pre-flight planning and in-flight techniques that can lead to airspace infringements
- Demonstrate knowledge of appropriate techniques to avoid infringing airspace
- Develop a Personal Airspace Infringement Prevention Strategy
Who presents the course?
The course is given by two experienced presenters, both of whom will have a flight safety background either as a flying instructor or flight safety tutor.
1. Introduction
Aim of the course and scope of the day
2. The Consequences of Infringements
The effects of an infringements on others, i.e. people, businesses and the environment
A controller's perspective of airspace infringement
3. The Causes of Infringements
Statistical Introduction
Examples
Key factors derived from the analysis of infringement data
Lack of Airspace Knowledge
Human Factors
5. Preventing Infringements
Threat and Error Management
Effective Pre-flight Planning including a practical exercise
Navigational technique - fly-on-track
Weather assessment
Managing distraction
Use of Listening Squawks and electronic conspicuity
6. Development of a Personal Strategy for preventing Airspace Infringements
5. Quiz
7. Course Summary and Evaluation
What is involved in attending an Airspace Infringements Awareness Course?
Participants must attend on time with their Aircrew Licences and complete the course in a 'satisfactory' way. Satisfactory completion of an Airspace Infringements Awareness Course means:
- Attending for the full duration of the course (around 5½ hours - this includes a morning refreshment break of 15 minutes and a lunch break of 30 minutes);
- Displaying a positive attitude to avoiding airspace infringements and completing a Personal Airspace Infringement Avoidance Strategy;
- Participating in group discussions to the best of the pilot's ability;
- Paying attention to the information that is being provided.
If pilots fail to complete the course in a satisfactory way further action on their infringement will revert to the CAA. Not completing the course in a 'satisfactory' way could include but is not exclusive to:
- Arriving late
- Leaving before the presenter has notified the audience that the workshop is complete;
- Not showing a willingness to participate in a positive way;
- Disrupting the course and/or being rude to other members of the group or the trainer. | 1,655 | 732 | {
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Bright Idea: Light Bulbs From Plastic Bottles, Water and Bleach
Simone Orendain
Sheila Royeras admires the soda bottle solar bulbs that were installed in her home in Manila, Philippines. The bulbs are made out of a soda bottle, purified water and some bleach.
This is the VOA Special English Technology Report.
Nearly a billion and a half people, mainly in Asia and Africa, were living without electricity in two thousand nine. That latest count from the International Energy Agency was an improvement. In Asia, three out of four people in developing countries had electricity in rural areas. So did almost everyone in cities. But in Africa the rate was less than seventy percent in cities, and just one-fourth of the people in rural areas.
There are many efforts to find low-cost ways to light homes. One idea is a "water bulb." This system has recently been used to brighten more than one hundred homes in the Korogocho settlement in Nairobi, Kenya. These included the home of Madina Muhsin's family.
MADINA MUHSIN: "I'm very happy. I can see the light. Before it was all dark, dark, dark. Now I am happy -- I am very happy."
Members of the youth group Koch Hope installed the water bulb. First, they filled a two-liter plastic bottle with water and a little bleach. Next, they cut a hole in the metal roof. They pressed the bottle halfway into the hole. Then they used silicone caulk to seal around it to prevent rain from coming in.
In no time, the home was lit with about fifty to sixty watts' worth of light. The combination of water and bleach refracts light from the sun and a full moon. The bleach keeps the water clear.
Madina Muhsin, like many of her neighbors, was spending a lot on kerosene to light her home. Now, she says she will save almost half of her weekly income. Her son Abbas can now read a book at home in the middle of the day.
Veronica Wanjiru and her two children also have a water bulb in their home. She says her older son had to repeat a grade in school because he could not get his homework done when their home was dark.
VERONICA WANJIRU (in Swahili with translation): "I've seen a big difference, especially with my children's education. If they're given homework, they can finish it on time. And they don't have to wait for me to come and light the candle or go outside and do their studies outside so that they can finish their homework."
In the Philippines, a nonprofit group called My Shelter Foundation has used a similar low-cost lighting solution in thousands of homes. The project is called "A Liter of Light." The head of the group, Illac Diaz, says the idea is better than candles and kerosene, and offers a great new use for old plastic soda bottles.
ILLAC DIAZ: "It's safer. It's healthier. It's brighter, and the funny thing is the light bulb actually comes from the place you'd least expect it, which is the trash bin. So it's the cheapest light bulb in the world."
And that's the VOA Special English Technology Report. You can watch a video about the water bulb at voaspecialenglish.com. I'm Steve Ember.
___
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Seawall Park Ad Hoc Committee December 12, 2016 Meeting
ENVISIONING
Questions to Lead Discussion
Dream—Big Picture:
Picture yourself at the Seawall Park of the future.
1. Describe what it would look like. What would you see?
2. How would it make you feel?
3. Who would we see at this park?
4. What are all the things that people would be doing?
5. Describe the park at different times of the day and/or in different seasons – morning, afternoon, evening, night?
6. Pretend you are a first-time visitor to Langley, visiting the Seawall Park of the future for the first time. How would this future park make you feel about Langley?
The Future—The Details:
Access:
1. How would people access the Seawall Park of the future? What would this access look like and be like?
2. How would people know about or find the Seawall Park of the future? Signs, maps, events, word-of-mouth, etc.?
Aesthetics:
1. Is there a theme, or themes, to the Seawall Park of the future? If so, how would you describe the theme(s)?
2. What features of the park communicate the theme? How would these features do that?
3. How would the park of the future make you feel?
Amenities:
1. Describe the services and amenities the park of the future would offer for both residents and visitors?
2. Describe how the services and amenities in this future park reflect the values and what the residents of Langley care about.
Final Question, Wrap-Up:
Has our discussion today addressed the stakeholder groups, issues, challenges and problems we identified at the meeting of 11/14/16?
Seawall Park Stakeholder Groups
- Seniors
- Disabled
- Children, Teenagers
- Swimmers, Water Users
-
Artists, Musicians
- Neighbors, Neighboring Property Owners
- Dog Owners
- Historians, Teachers
- Environmentalists
- Landscaping and Garden Enthusiasts
- Langley City Management and Law Enforcement
- Langley Citizen Advisory Boards
- Business Owners (First Street, Main Street Association, Chamber of Commerce)
- Tourists, Visitors
- Whale Center
Issues, Challenges, Problems - identified at the 11/14/16 meeting
The following existing issues, challenges and problems with Seawall Park were identified by the Committee at the 11/14/16 meeting. The discussion was divided into Aesthetics, Access and Amenities.
| | ISSUE | | PROBLEM |
|---|---|---|---|
| | AESTHETICS | | |
| Landscaping | | Invasive plants, landscape not maintained, plantings not child-friendly | |
| Furniture | | Worn out, poorly located, unattractive | |
| Access, road | | Poor access to water, park and water access not visible from First Street, unsafe, ugly | |
| Railing | | Old, tired | |
| Signage | | Signage not prominent, not visible, doesn’t welcome and encourage park use | |
| | ACCESS | | |
| Signage | | Lack of wayfinding, directive signs, no interpretive signage, no map | |
| Anthes access | | Too steep | |
| ADA access | | Lacking | |
| Pathway through park | | Lack of pathway leading users through the linear park | |
| Handrails on steps to water | |
|---|---|
| | AMENITIES |
| Toilets, Changing Rooms | |
| Tables, benches | |
| Barbecues | |
| Garbage cans | |
| Activities for various ages, e.g. exercise stations, telescope, music-making features, etc. | |
| Educational/informative plaques | |
| Pier | |
| Native American elements | |
| Theme, unifying concept | | | 1,644 | 876 | {
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Links to the Australian Curriculum
| LIFE EDUCATION CONTENT DESCRIPTIONS | AUSTRALIAN CURRICULUM LEARNING AREA: HEALTH & PHYSICAL EDUCATION | LINKS TO OTHER LEARNING AREAS |
|---|---|---|
| • Describe safe and respectful behaviours when using communication technology | YEAR 5 Personal social and community health Being healthy, safe and active ACPPS054 | English Literacy ACELY1796 |
| • Identify strategies for keeping personal information safe online • Describe safe and respectful behaviours when using communication technology | YEAR 5 Personal social and community health Being healthy, safe and active ACPPS054 | English Literacy ACELY1796 |
| • Identify responsible, self-protective and assertive techniques to respond to unsafe or disrespectful online and offline situations • Demonstrate strategies to deal with both face to face and online bullying • Demonstrate strategies and skills for supporting others who are bullied | YEAR 5 Personal social and community health Being healthy, safe and active ACPPS054 Communicating and interacting for health and wellbeing ACPPS055 Being healthy, safe and active ACPPS054 | English Literacy ACELY1796 |
bCyberwise – Developed by Life Education in partnership with McAfee, the world's largest dedicated security technology company © 2014
Links to the Australian Curriculum
| POST VISIT LESSON | LIFE EDUCATION CONTENT DESCRIPTIONS | AUSTRALIAN CURRICULUM LEARNING AREA: HEALTH & PHYSICAL EDUCATION | LINKS TO OTHER LEARNING AREAS |
|---|---|---|---|
| Traffic lights | • Identify strategies for keeping personal information safe online | YEAR 5 Personal social and community health Being healthy, safe and active ACPPS054 | English Literacy ACELY1796 |
| Communication | • Describe the characteristics of positive interpersonal relationships • Accepts that positive interactions with others can enhance their wellbeing, self-respect and relationships with others | YEAR 5 Personal social and community health Communicating and interacting for health and wellbeing ACPPS055 | English Literacy ACELY1796 |
| Crack the code | • Describe the characteristics of positive interpersonal relationships | YEAR 5 Personal social and community health Communicating and interacting for health and wellbeing ACPPS054 | English Literacy ACELY1796 |
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Sun Safety at School
As the health and wellbeing of our school community is of great importance we are once again asking that you complete the attached Sun Safety at School form and return it to school as soon as possible. Skin cancer is the most common form of cancer in the country. As sunburn and almost all skin cancer is caused by the sun, it is possible to prevent this happening. The school believes that by encouraging sun safe behaviour at school and teaching children about the risks of sunlight, we can prevent them burning and contribute towards preventing skin cancer.
The school would like your help and support in this matter. We will be encouraging children to avoid sunburn and overexposure to the sun by:
- Seeking the shade, particularly during the middle of the day
-
- Wearing suitable hats
Wearing clothing that protects the skin, particularly for outdoor activities and school trips
- Using a high factor sunscreen (SPF 15+)
As a school we will:
- Minimize the risks by limiting the amount of time that pupils are required to spend exposed to the sun.
- Consider the timing of events; the sun's harmful rays are most intense between midday and early afternoon.
- When it is very hot, keep children out of the sun altogether.
- Make use of all available shade provided by buildings, trees etc.
Some children are at greater risk of sunburn than others. Fair skinned, freckled children who burn easily are most at risk from overexposure to the sun and need to take great care when out in the sun. Brown skinned children have a much lower risk of sunburn but still need to take care and protect themselves in stronger sunlight. Black skinned children hardly ever burn and have a very low risk of skin cancer. Those with brown or black skin do not normally need to use sunscreen in the UK but should avoid overexposure to the sun to prevent dehydration and overheating. Teachers and support staff on outdoor duties or in charge of school outings will remind those most at risk of burning to cover up in the sun and use sunscreen.
You can help by encouraging your child to bring, and wear, a hat at school, particularly on sports days and school excursions. Also by encouraging your child to wear longer sleeved shirts and longer shorts when outdoors. The school will remind parents of the sun safety policy from time to time, particularly around the start of the summer term, sports days, and outings.
Sunscreens provide added protection and may be useful when other measures are not available.
Dermatologists recommend that a sunscreen with a sun protection factor (SPF) of 15 or about will provide children in this country with adequate protection. This school encourages parents to provide sunscreen for this purpose. The rules/procedures for the use of sunscreens at school are attached. I would ask that you complete the attached form so that the school has a record of your support for the sun safety policy and your wishes with regard to sunscreen use by your children. Please note that the school does not permit the use of aerosol sprays.
Children can dehydrate very quickly when exposed to the sun's rays and as such we have water available in every classroom.
PLEASE NOTE, WE WILL ONLY BE ASKING FOR YOUR PERMISSION ONCE DURING YOUR CHILD'S STAY AT ALL SAINTS'. IF FOR ANY REASON CIRCUMSTANCES CHANGE AND YOU NEED TO AMEND THIS CONSENT THEN PLEASE NOTIFY THE SCHOOL OFFICE AS SOON AS POSSIBLE.
Parental Consent Form for the Application/Use of Sunscreens
The school wishes to encourage pupils to protect themselves from the sun. One way of doing this is to use sunscreen at the appropriate time. You are asked to sign this form to show that you have received the letter about the school's approach to sun safety and support the school's policy.
Not all children are at equal risk of sunburn. If your child is at risk and you wish him/her to use a sunscreen at school, please indicate this below. You are asked to provide a labeled sunscreen.
The school policy states that whenever possible teachers will supervise the application of sunscreen. Sometimes it may be necessary for teachers or support staff to help children apply the sunscreen. Please indicate below whether you are happy for approved teaching, support staff, and parent/adult helpers to do this.
PUPIL DETAILS
Surname:
Forename:
Address:
Sex:
DOB:
Class/Form:
Please Tick
I have read and support the school's sun safety policy
I will provide my children with a non-aerosol sunscreen produce for use at school and on school outings in accordance with the school's procedures.
If my child needs assistance with the application of sunscreen I give permission for a member of staff to help with the application.
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Understanding Attention-Deficit/Hyperactivity Disorder
Almost all children have times when their behavior veers out of control. They may speed about in constant motion, make noise nonstop, refuse to wait their turn, and crash into everything around them. At other times they may drift as if in a daydream, failing to pay attention or finish what they start.
However, for some children, these kinds of behaviors are more than an occasional problem. Children with attention deficit hyperactivity disorder (ADD/ADHD), have behavior problems that are so frequent and severe that they interfere with their ability to live normal lives.
These children often have trouble getting along with siblings and other children at school, at home and in other settings. Those who have trouble paying attention usually have trouble learning. An impulsive nature may put them in actual physical danger. Because children with ADHD have difficulty controlling this behavior, they may be labeled "bad kids" or "space cadets."
ADHD is a condition of the brain that makes it difficult for children to control their behavior. It is one of the most common chronic conditions of childhood. It affects 4 percent to 12 percent of school-aged children. About three times more boys than girls are diagnosed with ADHD.
Left untreated, more severe forms of ADHD can lead to serious, lifelong problems such as poor grades in school, run-ins with the law, failed relationships, and the inability to keep a job.
But effective treatment is available. If your child has ADHD, your pediatrician can offer a long-term treatment plan to help your child lead a happy and healthy life. As a parent, you have a very important role in this treatment.
The diagnosis of ADD/ADHD usually requires symptoms in more than one setting, and is usually not diagnosed until the child becomes school-aged. There are objective measures that your pediatrician will use to assess not only your child's risk for ADD/ADHD, but also to assess for common co-morbidities that can be associated with ADHD, such as anxiety, depression, oppositional defiant disorder, and conduct disorder.
There are generally 2 approaches to treating ADD/ADHD – behavioral therapy and medication. Behavioral therapy is teaching your child to modify their behavior, and to learn the organizational skills that they will need for the rest of their life. Medication helps to fix the chemical imbalance in the brain, and usually improves focus, attention, and the ability to concentrate while decreasing impulsive and hyperactive behaviors.
If you have any concerns that your child might have ADD or ADHD behaviors, please schedule a consult with your pediatrician as soon as possible to address your concerns. Please do not wait until your child is failing every class or until your child has been labeled by their teacher as being "difficult" or "a behavior problem".
Modified 2010 by Dr. Amanda Dropic from the American Academy of Pediatrics | 1,212 | 584 | {
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CONFINED SPACE ENTRY
TOOLBOX / TAILGATE TALK
A. What's a confined space?
* A confined space is an enclosed or partially enclosed area that is big enough for a worker to enter.
* It is not designed for someone to work in regularly, but workers may need to enter the confined space for tasks such as inspection, cleaning, maintenance, and repair.
* Many confined spaces have small openings, which can make entry and exit difficult and can complicate rescue procedures.
* Some examples of confined spaces: tanks, boilers, silos, pipelines, sewers, storage bins, pits, sumps, manholes, water reservoirs etc.
B. Why are confined spaces deadly?
Entering a confined space without proper precautions could result in serious injuries or even in death. Why? Here are some examples:
* NOT ENOUGH OXYGEN
If there is not enough oxygen in the air, you could die. If you enter a space without enough
* TOXIC GASES
The space might contain a toxic gas. Work such as welding or painting inside the confined space might release deadly substances into the air. Toxic gases might enter the space from piping or another opening.
* EXPLOSION
You can't smell or see some explosive gases so you might not know they are in the air. A spark or other ignition source might result in an explosion. Many dusts and chemicals can also explode.
* BEING TRAPPED, CRUSHED, OR BURIED
Loose or unstable materials might fall on you and trap or bury you. A liquid, a hazardous gas, or steam might flow into the space. You might get caught in a piece
of equipment that starts moving.
Date:
Presenter:
Confined spaces can be deadly spaces. Whenever possible, avoid entering these spaces.
If any material is accidentally spilled into a manhole, use a sucker truck or a piece of equipment that will allow you to clean up the debris from the outside.
C. How can workers be protected?
A company's confined space entry procedures should describe what needs to be done before workers can safely enter and work in a confined space. Supervisors and workers must follow the procedures to make sure work is performed safely.
1. Make sure a Hazard Assessment has been done. A qualified person must identify the hazards and provide written procedures to eliminate or control the hazards.
2. Plan ahead. Plan for a safe entry and have an emergency rescue plan.
3. Test the air. Check that there is enough oxygen and that other substances such as carbon monoxide, hydrogen sulfide and combustible gas, are at safe levels.
4. Ventilate the space. Bring in enough fresh air so that the air you are breathing inside is safe to breathe.
5. Follow CSE procedure. Before you enter a confined space, you must complete specific training. Do not put your head into a confined space without training.
6. Use the right equipment. Make sure you have the equipment you need to get in and out safely and to work safely in the space.
7. Adopt an effective CSE permit system and use safety precautions. Do not enter until all the safety precautions are in place and you have been authorized to enter.
Questions to Generate Discussion
* Give an example of a confined space on your job site.
* What kind of training do you need before entering a confined space?
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Heritage Minute: Wilder Penfield
What it's about:
* Neurosurgeon who founded the Montreal Neurological Institute in 1935, he was born and educated in the U.S. and England, came to Canada in 1928.
* Developed the "Montreal Procedure" for treating epilepsy (by identifying where there was scar tissue in the brain), he built very close/trusting relationships with his patients in order to allow this to work, because they were awake when he performed brain surgery.
* In the process, mapped a lot of brain functions (the seat of memory and the sensory and motor cortices), and seriously studied deja-vu.
* Companion of the Order of Canada in 1967, after his medical career he was dedicated to the support of university education.
What it's trying to say about Canadian identity (pick two, add one)
* Canadians are innovative and their contributions to the advancement of medicine are really important.
* Canadian hospitals are safe, innovative places where people can get excellent medical care.
* All Canadians, even poor ones, receive good medical care (i.e., ground-breaking brain surgery).
* Canadian doctors really care about their patients, and provide excellent care, including humane treatment, even in the 1930s for diseases of the mind.
*
______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
What's missing from this (pick two, add one
)
* There were inequalities in the provision of healthcare in 1935, and they still exist (Indigenous Canadians, rural Canadians, Canadians living in poverty…).
* Penfield isn't "really" Canadian – geniuses might WORK in Canada, but the schools aren't good enough to train them – this is part of Penfield's later advocacy for better university education.
* The approach to this treatment is really risky – "I'm going to poke around in your brain and see what happens, hoping that I'll eventually be able to burn out the part of your brain causing seizures" – in a context where a failure could kill his patient, but isn't likely to cause the doctor any real harm – could he be exploiting his patients?
* The universal healthcare system doesn't exist until the 1940s – in the 1930s, hospitals are either private or run by the Catholic church – so not "everyone" got care, and the woman portrayed could get brain surgery, but not help controlling how many kids she had.
*
______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
Please cite as: Kulpa, A. (2019). Heritage minute assignment. University of Alberta.
How are your statements about Canadian identity linked to telling a single, coherent story?
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Kindergarten English Language Arts
For the first five days of TeleSchool, choose and complete one activity per day.
Reading (Informational)
Select an informational book to read at your independent reading level. After your second read, answer the following questions:
Writing
1. What is the main topic of the book?
You have been studying different consonant digraphs (two letters that spell one sound) the last few weeks including sh, ch, th, and now ck. Read the poem, Stuck in the Mud, once. Then reread it and underline all of the words with the digraph ck.
2. Retell the key details of the book to a friend.
Phonics and Writing
1. What do you notice about these words?
3. Write 3-5 of your own ck words using what you have learned about this consonant digraph?
You are quite an amazing writer with interesting ideas on how to make the world a better place. Use this knowledge to write a persuasive piece on one solution you have to a problem you see at home, school, or in your community. You have the choice to select the type of writing (e.g. a poem, letter, booklet) you will do, but make sure to follow the steps below and in the anchor chart:
2. Think about ways to solve this problem.
1. See a problem.
3. Write a lot! (Remember you have lots to say and share!)
4. Decide who you will share the piece with.
3/2020
2. Is there a pattern that each follows?
4. Create your own poem or song using your ck words.
Kindergarten English Language Arts
Reading (Oral Language & Partnership Work)
Reading (Fictional)
Select a book from your home or library to read with a partner. Choose different ways to read the book together with your partner located on the anchor chart.
* What was your least favorite way to partner read? Why?
* What ways of partner reading did you try?
Select a fictional book to read at your independent reading level. As you read, stop at different parts of the text that make you think extra hard. Use the symbols in the chart to show how you are thinking/feeling in those parts of the book. Then share your thinking/feelings with a friend or caretaker.
Phonics and Writing
The mystery of the Magic/Silent E has been solved by some wonderful students. They have identified where the Magic/Silent E can be found and how to use it in their own reading and writing. Read their findings located on the anchor chart.Then, create a collage of words and pictures that follow the Magic/Silent E rule.
* What was your favorite way to partner read? Why?
Independent Reading (Your Choice!)
Select a book of your choice and independently read for 20 minutes. Share your review of the book with a friend or caretaker.
♥ = Interesting
? = Question
= Surprising!
Writing
* Tell your principal if you would rather have more digital days OR if you prefer to go to school
Write a letter to your principal telling him/her why we should or should not have more digital learning days.
* Include some reasons to support your opinion (I think this because…)
* Write as long and strong as you can
* Be convincing! (Get your principal to listen to you 😊😊)
3/2020
Phonics
You have learned so many sight/snap words this year! Go on a hunt and find sight/snap words in books or magazines. Then with a partner, try to put these words in categories or groups. See how many types of groups you can create with your partner.
Kindergarten Math
For the first five days of TeleSchool, choose and complete one activity per day.
Look inside a grocery store flyer. Cut out the numbers 1-20 and paste them in order on a sheet of pager.
Count the number of cans in your cabinet. Sort them into groups.
How many red, blue, orange, and green things can you find in your kitchen? Write down the numbers.
Red_____________________
Blue___________________
Orange_________________
Green___________________
Fill five cups with different amounts of water. Put them in order from the smallest amount to the largest. Shuffle the cups and see if you can order them from largest to smallest.
3/2020
Play the game I SPY with shapes (ex., I spy something that is round and has 2 hands; or I spy something that has 4 legs and is a rectangle).
See how many places you can find triangles today. List all the places you found triangles.
Draw a picture of your home. Use a square for the house, a circle for the sun, and a triangle for the roof.
Go around your house and count the windows and doors. Are there more windows or doors?
Windows____________
Doors_______________
Count the number of letters in each person's name in your family. Who has the most?
Example: Shaylyn ( 7 letters) | 1,829 | 1,038 | {
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Fairy Tales and Tall Tales vocabulary words list #1
These words will be tested ____________________________.
6 sentences will be fill in the blank and you will choose two words to create two different sentences.
1. displeases- to cause someone to feel unhappy or annoyed example: It displeases the baseball players when their game is cancelled due to rain.
2. hesitated- to stop briefly before doing something example: The dog hesitated before going outside in the rain.
3. curious- having a desire to learn more about something example: The puppy was curious about the new fallen snow.
4. inspect- to look carefully at something example: Sam's dad asked the mechanic to inspect his car for problems before his long trip.
5. fortune-great wealth or riches example: Part of the king's fortune included castles, jewels, and very fine horses.
6. merchant- someone who buys and sells goods example: The merchant had his own market to sell his goods.
Fairy Tales and Tall Tales vocabulary words list #2
These words will be tested ____________________________.
6 sentences will be fill in the blank and you will choose two words to create two different sentences.
1. constant- happening all the time, over a long period of time example: The constant noise in the lunchroom was too loud to hear over.
2. determined- with a strong feeling you decide you are going to do something example: Maddie was determined to learn to ride her bike.
3. admiration -a feeling of deep respect and liking example: Lily had a great admiration for her younger sister, who always tried her best.
4. frontier- the unsettled part of the American West example: Lewis and Clark explored the frontier with a skilled group of woodsman.
5. tame- not wild
example: The cowboy needed to tame his wild horse.
6. persuaded- caused to do something by asking, convincing, or arguing example: The kids persuaded their parents to get pizza for dinner.
Fairy Tales and Tall Tales vocabulary words list #3
These words will be tested ____________________________.
5 sentences will be fill in the blank and you will choose two words to create two different sentences
1. feats – achievements or deeds that require courage or strength example: The acrobat landed gracefully on the mat after the last of her amazing feats.
2. challenge- a difficult task or problem example: The math problem was a challenge, but the students were happy when they accomplished it.
3. legendary- well-known; famous example: Lewis and Clark blazed a legendary trail across the Louisiana Territory.
4.passengers- people traveling from one place to another in a car, bus, or train. example: The passengers got onto the bus at the bus stop.
5. mounted- to get on or climb up
example: The cowboy mounted his horse. | 1,094 | 576 | {
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A concrete example: more eco-friendly options
Concrete is the mainstay of the building industry. Made from cement (a binder), aggregates (gravel and sand) and water, it's well known that it has high embodied energy from the process of kiln firing the binder and mining of the aggregates. It has been estimated that the CO2 emissions from one tonne of structural concrete can be up to around 180 kg, or around 410 kg per cubic metre, although the current figure given by The Concrete Centre in the UK puts it around 100 kg/tonne; it will vary depending on the location of manufacture.
More eco-friendly versions replace part of the cement binder with waste materials such as blast furnace slag (waste from iron production) and fly-ash (waste from coal-fired power generation), while aggregates can be replaced with crushed recycled concrete.
One eco-friendly option available now is geopolymer concrete, which removes all Portland cement from the mix, replacing it with a geopolymer to activate fly-ash and slag as the binder.
A geopolymer is a polymer (long chain molecule) which is based on silicon rather than carbon, so it is basically a mineral-based polymer.
The amount of cement that is replaced by more eco-friendly materials varies depending on the concrete product and the manufacturer, with some manufacturers replacing virtually all of the cement and aggregates with eco-friendly alternatives. Examples of more environmentally friendly concretes include Wagners EFC (earth friendly concrete, see www.wagnerscft. com.au/products/efc) which reduces the greenhouse emissions of the cement portion of the concrete by 80% to 90% compared to standard concrete.
Independent Cement & Lime (www. independentcement.com.au) make their Ecoblend concrete, which contains a minimum of 30% cement replacement materials in the form of slag and fly-ash. This blend reduces CO2 emissions of the cement by around 29%, as well as having other advantages such as reduced heavy metal content and water use.
Taking a different approach is Eco-Cement from TecEco, which contains magnesium oxide (also called magnesia) as a binder
ReNew Issue 132
72
instead of Portland cement. Compared to Portland cement, magnesium oxide requires less energy to manufacture, and it absorbs CO2 as it hardens, locking up carbon.
Magnesium oxide-based concretes have other advantages, including higher strength than regular concrete and the ability to be made into pervious (porous) concrete simply by leaving out the fines (small particles such as sand).
Interestingly, magnesium oxide-based concretes were actually in widespread use before Portland cement was developed in 1824. Blending magnesium oxide mixes was something of an artform and continued up until the mid twentieth century. However, by the late nineteenth century Portland cement based concretes had become the dominant form of concrete, despite the negative attributes of lower strength, hydrophilic properties and the health issues associated with its use (powdered cement can cause illness and even lung cancer).
improving some of the material's qualities, compared to regular concrete.
But what about the aggregates in concrete? These include crushed rock and sand, both of which are mined, often at considerable environmental cost.
As mentioned, some eco-concretes replace these materials with recycled materials such as crushed concrete. An example of this is MetroMix's GREEN RCC, developed in conjunction with Fairfield City Council, where the coarse and fine aggregate is 20 mm recycled crushed concrete instead of gravel and sand.
Another approach to reducing the environmental footprint of concrete is the use of additives to reduce the need for Portland cement. Boral's Envisia product (see www. boral.com.au/envisia) uses Boral's cement activator called ZEP to achieve a Portland cement reduction of up to 65%, while
There are other ways that concrete can be strengthened while displacing some of the usual aggregates. This includes adding fibre materials such as fibreglass, or the use of sawdust as an aggregate, such as with Timbercrete (www.timbercrete.com.au), where the use of timber wastes from sawmills offsets the use of other aggregates, reducing the environmental footprint of the concrete by locking up carbon, while making a lighter and better insulating material.
Lastly, another concrete-like material is Hempcrete, which is made from a mixture of hemp hurd (the inner part of the stalks), lime and water. Hempcrete hardens by absorbing CO2, locking up carbon while forming a (nonstructural) vapour permeable infill material.
o Magnesium oxide based concretes not only capture CO2 while hardening, they can be made into interesting materials such as this pervious concrete from TecEco, designed to reduce run-off from hard surfaces.
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List of English Vocabulary Words
* Denunciation: public condemnation of someone or something / informing against someone
* Dormant: Having normal physical functions suspended or slowed down for a period of time; in or as if in a deep sleep
* Elucidate: To make clear
* Fastidious: Careful in all details, meticulous, very difficult to please
* Formidable: Overwhelming, alarming, dreadful
* Forsake: To abandon
* Fraught: causing or affected by anxiety or stress, filled with something undesirable
* Gauche: Tactless
* Haughty: Proud
* Hovered: Remain in one place in the air
* Impasse: A situation in which no progress is possible
* Incorrigible: Not able to be changed or reformed
* Inextricable: Cannot be taken out, irredeemable
* Knotty: Puzzling
* Ligature: Something that is used to bind
* Macabre: Horrible
* Modalities: A Specific mode in which something is expressed or is experienced something exists
* Nullify: Make void
* Ostensible: Apparent
* Oust: To eject
* Overt: In the open
* Pacify: To calm
* Palatial: Like a palace
* Penance: Punishment inflicted on oneself for expressing repentance for any wrongdoing of one's own
* Pretence: An attempt to make something that is not the case appears true
* Query: Question
* Queue: Line
* Quiet: Making no noise
* Quintessential: Representing the most perfect or typical example of a quality or class
* Quip: Witty remark
* Radical: Extreme
* Rampage: Violence
* Rapid: Having great speed
* Rapport: Harmony
* Recalcitrant: Obstinately defiant of authority, difficult to manage
* Reliant: having or showing dependence on something
* Robust: Sturdy in construction (in case of objects); strong and rich in flavor and smell (in case of wine or food)
* Rogue: A dishonest or unprincipled person.
* Sanguine: Optimistic or positive, especially in an apparently bad situation
* Startling: very surprising, astonishing or remarkable
* Stationary: Unchanging
* Stealth: Secret
* Unravelled: investigated or solved and explained something complicated and difficult / undo twisted or knotted or woven threads
* Uproarious: Noisy
*
Urbane: Courteous
* Urgent: Required immediately
* Wretchedness: Extreme misery or unhappiness
* Wrought: Worked into shape by artistry or effort, fashioned, formed
* Wry: Twisted
* Zany: Silly, crazy
* Zenith: Peak
* Zombie: A frightening person | 1,164 | 587 | {
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What is new to Second Grade:
Determine whether a group of objects is odd or even (2.OA.3)
Estimate lengths using units of inches, feet, centimeters and meters (2.MD.3)
Compare two measurements of the same object using different sized units (2.MD.2)
Use addition and subtraction within 100 to solve word problems involving lengths (2.MD.5)
Represent whole numbers as lengths from zero on a number line diagram and represent whole number sums
and differences within 100 on a number line (2.MD.6)
Partition a rectangle into rows and columns of same-sized squares and count to find the total number of them
(2.G.2)
What is no longer taught in Second Grade:
**Addition and Subtraction Algorithm
Multiplication and Division Facts
Division Concepts
Recognizing, naming, and comparing unit fractions
Decimal notation for dollar and cents
Duration of time (11:00 am to 4:00pm)
Put shapes together and take them apart to form other shapes
Range and Mode
Patterns
Mathematical Practice Standards: Second Graders will:
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
Mathematics Department – Draft – Spring 2014
Second Grade Math
Critical Areas of Focus
In Grade 2, instructional time should focus on four critical areas: (1) extending understanding of base-ten notation; (2) building fluency with addition and subtraction; (3) using standard units of measure; and (4) describing and analyzing shapes.
1. Students extend their understanding of the base-ten system. This includes ideas of counting in fives, tens, and multiples of hundreds, tens, and ones, as well as number relationships involving these units, including comparing. Students understand multi-digit numbers (up to 1000) written in base-ten notation, recognizing that the digits in each place represent amounts of thousands, hundreds, tens, or ones (e.g., 853 is 8 hundreds + 5 tens + 3 ones).
2. Students use their understanding of addition to develop fluency with addition and subtraction within 100. They solve problems within 1000 by applying their understanding of models for addition and subtraction, and they develop, discuss, and use efficient, accurate, and generalizable methods to compute sums and differences of whole numbers in base-ten notation, using their understanding of place value and the properties of operations. They select and accurately apply methods that are appropriate for the context and the numbers involved to mentally calculate sums and differences for numbers with only tens or only hundreds.
3. Students recognize the need for standard units of measure (centimeter and inch) and they use rulers and other measurement tools with the understanding that linear measure involves an iteration of units. They recognize that the smaller the unit, the more iterations they need to cover a given length.
4. Students describe and analyze shapes by examining their sides and angles. Students investigate, describe, and reason about decomposing and combining shapes to make other shapes. Through building, drawing, and analyzing two- and three-dimensional shapes, students develop a foundation for understanding area, volume, congruence, similarity, and symmetry in later grades.
San Diego Unified
Mathematics Department – Draft – Spring 2014 | 1,571 | 733 | {
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ST.CHAD'S C.E.(C) PRIMARY SCHOOL
Presentation POLICY "Building Together for a better future"
Aims and objectives:
- To create a clear and consistent set of guidelines for the presentation of children's work.
- To establish high expectations and pride in presentation of work.
- To enable children to recognise work that is presented to a high standard.
- To motivate each individual to present their work in the best possible way.
Planning and Provision:
It is important to have a consistent approach to presentation throughout all subjects in the curriculum. St Chad's presentation policy is as follows:-
- From Year 2 upwards, the worded date is written on the right hand side of the page (starting approx. half way across the page) in English books- Monday 8 th September, 2015.
- In all other books, the date is written numerically- 8/9/14 or 8.9.14
- A blank line is left between the date and the title line.
- The title is centered.
- The date and title are underlined with a ruler.
- Pupils miss a line after the title before starting to write, next to the margin.
- Handwriting should be written neatly on the lines, where appropriate.
- Question numbers are written in the margin.
- Erasers are used sparingly. Where possible, incorrect work is visible so that errors or misconceptions can be identified.
- Diagrams are drawn in pencil.
- Black ink is used when writing in pen.
- Handwriting pens will be given to children in Key stage 2. This is phased in when the children are ready to use them. Children should only use school pens in their exercise books.
- Cursive handwriting is used, where appropriate.
- Children are encouraged at all times to write in their neatest joined handwriting and to take pride in their work.
- Pencil cases should be kept in children's individual trays throughout the day (and not on desks) and only used when permission is given by the teacher, for specific projects.
- Felt tips are not permitted in exercise books.
- A list of all exercise books (colour, size, lines, squares, order numbers) used is kept in the main office.
- All classrooms should display the cursive script poster.
Presentation in Mathematics
- All maths work is recorded in pencil.
- Question numbers are identified with a bracket eg 5) leaving a space between question number and any further work.
- All lines and diagrams are drawn in pencil, using a ruler where appropriate.
Role of the Teacher:
Teachers are the most important role model for presentation and high expectations.
- All handwriting which is on display for the children – on the interactive whiteboard, books, flip charts, display – will be cursive joined, legible, consistently formed and neat, when appropriate.
- All children's work is marked using the agreed marking policy.
- When sticking work/labels/headings in books, ensure they are straight and cut neatly to size.
- If a child is away absent, staff ensure that their exercise book is marked with 'absent' and the date recorded.
Equal Opportunities:
Left-handedness does not automatically equate with problems, but it helps to remember that left-handed children have different needs from right-handers.
It is important that left-handed children can see what they are writing. They should sit where elbows do not bump right-handers and where they are not in their own shadow.
Resources:
This policy should be read in connection with the school's 'Marking Policy' and 'Handwriting Policy'.
Monitoring and evaluation:
The Senior Leadership Team will collect examples of children's work on a termly basis to ensure that the policy is being implemented consistently. This ensures that the policy leads to good practice in facilitating effective feedback, learning and teaching.
Approved: Summer 18
Review:
Summer 2019 | 1,548 | 789 | {
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Doon Watch Nature Series for Dehradun Live Hindustan Times by Sanjay Sondhi
Published on 17 June 2009
The Q-P bird!
The rustling in the undergrowth attracted my attention. Lantana bushes lined the road and from the midst of these thickets I could hear something scrabbling on the ground. Bird or mammal, I wondered. I was not carrying my binoculars, so I ended up on my knees, peering into the bushes. I caught a glimpse of brownish bird which, to my frustration, hopped further into the undergrowth. Silence ensued, and for the next few minutes I heard nothing from the Lantana. Having a big brown face leering at you when you are busy feeding wasn't possibly the best introduction to the bird in question. Can you imagine sitting at the table eating, while a big brown creature leers at you!
A few more minutes of patience (and less leering!) and out popped a really pretty bird. Larger than a myna, the brown bird had a long down-curved yellow bill. With a whitish bib down its front, a beautiful rust colour decorated its cheeks and flanks. The petite bird was the Rusty-cheeked Scimitar Babbler Pomatorhinus erythrogenys, a babbler belonging to the
Timaliidae family of birds. The bird gets its name from its long down-curved scimitar-shaped bill. The scimitar babbler sat on the branches of the bushes only a few feet from me. Peering at me curiously, it tilted its head this way and that. The bird seemed to be asking me-why are you sitting on your knees looking at me. Are you proposing to me? If so, you are too late-I am already hooked up for the summer!
Photograph caption: Rusty-cheeked Scimitar Babbler peering at the author
Struggling with the disappointment of being spurned by a mere bird (a female, as I found out later on), I stayed still on my haunches and continued to observe the bird. The scimitar babbler flew back onto the ground, and resumed feeding. With its long bill, the bird flicked over large leaves and twigs, searching for insects. The busy bird's incessant search for insects in the leaf litter caused a loud rustling sound, which had attracted my attention in the first place.
Even as I watched,from a distance, another bird called. "Q-P" (qewpee), went the fluty call. I knew this to be the male's call. And the bird I was watching, the female, responded with "quip"! For the next few minutes, the birds conducted a melodious duet, with the Q-P's calls of the male, being responded to immediately with a "quip" by the female. The calls-"Q-P" & "quip", though uttered by different birds, were completely synchronized, and sounded like one bird. The "very much in love" couple proceeded to perform their own version of Bollywood's "song 'n dance-prance around the tree" routine perfectly!
The Rusty-cheeked Scimitar Babbler is actually quite a common bird in Dehradun and can be seen at nullahs and in bushes and scrub, at the edge of forests. However, given its surreptitious behaviour, it is more likely to be heard, than seen. So the next time you take a walk in your area, listen out for the fluty duet of these pretty birds.
Sanjay Sondhi is a Dehradun based naturalist. Feedback on this column is welcome at firstname.lastname@example.org
© Sanjay Sondhi
Making a difference: Reduce noise pollution-reduce the use of your car horn (only then will you hear the bird's calling!) | 1,248 | 812 | {
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Using plants as dyes
Before there was Rit Dye, plants and other items were used to make dyes so fabric could be colored from the white of cotton. Natural fabrics such cottons, silk, wool, and linens are the best to use. Synthetic blends don't take dyes well.
These plants have natural dyes in them:
Orange: carrots, gold lichen, onion skins
Brown: dandelion roots, oak bark, walnut hulls, tea, coffee, acorns
Pink: Berries, cherries, red and pink roses, avocado skins and seeds (really!!)
Blue: indigo, red cabbage, elderberries, red mulberries, blueberries, purple grapes, dogwood bark
Red-brown: pomegranates, beets, bamboo, hibiscus (reddish color flowers), bloodroot
Grey-black: Blackberries, walnut hulls, iris root
Red-purple: red sumac berries, basil leaves, daylilies, pokeweed berried, huckleberries
Green: artichokes, sorrel roots, spinach, peppermint leaves, snapdragons, lilac, grass, nettles, plantain, peach leaves
Yellow: bay leaves, marigolds, sunflower petals, St. John's Wort, dandelion flowers paprika, turmeric, celery leaves, lilac twigs, Queen Anne's Lace roots, mahonia roots, barberry roots, yellowroot roots, yellow dock roots.
Make sure all plant material is MATURE, FRESH and not dried. Chop the plant material as small as possible. In some cases, like the yellow dock roots, you may have to smash with a hammer. If the plant is at its peak but you won't need for a while, you can prepare, label, date and freeze it until needed.
Now to begin with our dying process:
Before you start your dye, process wash your fabric but do not dry as it is best to start with wet fabric. First you will prepare the "fixative" to help your fabric absorb the natural dyes easier.
Prepare you fixative as follows:
Berries: Dissolve ½ cup salt in 8 cups cold water
Other plant material: Blend 1-part white vinegar to 4 parts cold water
Place your damp fabric, yarn, etc. in the fixative solution for an hour then rinse with cool water. Now it's time to start the actual dying process:
1. Cover your countertop with something to protect it from accidentally getting stained and wear gloves to protect your hands.
2. Place the plant material or berries in a large non-reactive pot (like stainless steel or glass). Dye could stain some pots and spoons.
3. Fill the pot with twice as much water as plant material.
4. Simmer for an hour or so, until you get a nice dark color
5. Strain out the plant material and return the liquid to the pot.
6. Carefully place the fabric in dye bath and bring to a slow boil; simmer for an hour or so, stirring once in a while.
7. Check your fabric, remembering it will be lighter when it dries. After an hour you should have a nice color, but darker hues can be achieved by allowing your fabric to sit longer, even
overnight. Turn off the pot after an hour to allow the fabric to sit in the warm water as long as needed.
8. When the color you want has been achieved, remove from pot and rinse in cold water. Some color run should be expected as the excess dye is washed out.
9. Dry as usual.
This is one of the ways our ancestors achieved the different colors in fabrics in their day. You ought to try it to see what you get. Do it on sheets, pillowcases, towels and even undies,
If you have any horticultural/gardening questions, our Hot Line is open Tuesday and Thursday 10AM – 2PM at 409 882-7010 or we can contact thru our website https://txmg.org/orange or our Facebook page Orange County Texas Master Gardeners.
Our monthly meetings are open to the public, held the second Thursday of each month at the Orange County EXPO Center, 11475 FM 1442, Orangefield at 6PM with a potluck supper, followed by the business meeting at 6:30OPM and a speaker on horticultural subjects every month or so.
Our Annual Bloomin' Crazy Plant Fair will be Saturday, March 14, 8AM – 1PM at Cormier Park, 8235 FM 1442, Orangefield. Check our website and Facebook for more information. We will start our annual Master Gardener Certification class on April 2 and are taking applications now. For more information can be found on both our website and Facebook page on any of the above. | 1,703 | 1,008 | {
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Types of Surveillance
-Static observer
-Static in vehicle
-Mobile in vehicle
-Covert – as located in a building
Knowing What To Look For
Vehicle(s): Is it strategically placed, is it out of character for the neighbourhood?
Mobile: Are you being followed from set points by regular vehicles or regular occupants?
Frequency: How often have you seen the same vehicle / occupants / individual?
Surveillance Indicators
Regularity – Are they (or the vehicle) there regularly and in recent past?
Recurrence – Are the same person(s) being seen repeatedly? Either on foot, static or in differing / same vehicles?
Body Language – Does the body language raise your awareness?
Role – Is the role they are acting out (workmen / painters etc) match the scene?
Location / Area – Have they selected a choke point / narrow route point to ensure good observation?
Surveillance Detection
Time - Surveillance is detected over time. Driving 50 mph for 10 miles on a straight road does not allow the participant to detect surveillance.
Environment - In order to "draw" out a surveillance team. The "Target" must change environments; shopping, industrial, recreational, residential, etc. A change in environment must be logical, create a reason for changing areas.
Distance - The key of using distance in conjunction with time is multiple sightings over time and distance. The distance can vary and may be driven by time available for planning and the area of operation.
Student Book Surveillance Detection Tips Rev 0122
Direction - Changes in direction will force the surveillance to commit and does not allow them to anticipate your route. Remember, the surveillance team will usually know the area better than you.
Route Planning - When designing the route, remember it must be believable, it should flow. The surveillance team will believe that you are doing errands or doing area familiarization. When designing travel routes, motorcade routes - the team must consider using multiple routes and plans to avoid setting a predictable routine.
Choke points – These may be used to draw out surveillance when confirming status. Caution - the use of a choke point is risky. Bridges, tunnels, one way streets are avenues that allow you to channel.
Surveillance and confirm your status.- Choke points should be avoided when you have confirmed your status as free of surveillance.
Reverses - Natural areas or actions along the route that allows a face to face with the surveillance.
U-turns - are an excellent choice of a reverse. The U-turn could be in location where the local traffic permits turns and in areas where the route logically dictates a reverse
Probes - Routes used to find surveillance. If intelligence or past sightings indicate possible surveillance in an area, probe (Surveillance Detection Routes (SDR's) can be used to 'flush" out the surveillance.
The Route - An effective SDR will have a start point, timed segments, stops and an end point. The route should not follow a general direction, i.e. north or south. A route will change directions at logical turns.
Stops - Stops should be logical, credible and vary in duration. Well thought out stops will force the surveillance to react and provides an opportunity to gather information about the team. Descriptions of team members, vehicles, license plates, etc
Turns - Non-alerting turns must be incorporated into the route in order to force the surveillance to react. The turns must be logical - continue to tell the story. When incorporating turns, think about right hand turns. Right hand turns will allow you to get a look at vehicles behind you and not be alerting.
Student Book Surveillance Detection Tips Rev 0122 | 1,591 | 751 | {
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Positive Parenting Tips for Healthy Child Development
Toddlers (1-2 years of age)
Developmental Milestones
Skills such as taking a first step, smiling for the first time, and waving "bye-bye" are called developmental milestones. Developmental milestones are things most children can do by a certain age. Children reach milestones in how they play, learn, speak, behave, and move (like crawling, walking, or jumping).
During the second year, toddlers are moving around more, and are aware of themselves and their surroundings. Their desire to explore new objects and people also is increasing. During this stage, toddlers will show greater independence; begin to show defiant behavior; recognize themselves in pictures or a mirror; and imitate the behavior of others, especially adults and older children. Toddlers also should be able to recognize the names of familiar people and objects, form simple phrases and sentences, and follow simple instructions and directions.
For more details on developmental milestones, warning signs of possible developmental delays, and information on how to help your child's development, visit the "Learn the Signs. Act Early." campaign website. http://www.cdc.gov/ncbddd/actearly/index.html
Positive Parenting Tips
Following are some things you, as a parent, can do to help your toddler during this time:
- Read to your toddler daily.
- Ask her to find objects for you or name body parts and objects.
- Play matching games with your toddler, like shape sorting and simple puzzles.
- Encourage him to explore and try new things.
- Help to develop your toddler's language by talking with her and adding to words she starts. For example, if your toddler says "baba", you can respond, "Yes, you are right―that is a bottle."
- Encourage your child's growing independence by letting him help with dressing himself and feeding himself.
- Respond to wanted behaviors more than you punish unwanted behaviors (use only very brief time outs). Always tell or show your child what she should do instead.
- Encourage your toddler's curiosity and ability to recognize common objects by taking field trips together to the park or going on a bus ride.
Child Safety First
Because your child is moving around more, he will come across more dangers as well. Dangerous situations can happen quickly, so keep a close eye on your child. Here are a few tips to help keep your growing toddler safe:
- Do NOT leave your toddler near or around water (for example, bathtubs, pools, ponds, lakes, whirlpools, or the ocean) without someone watching her. Fence off backyard pools. Drowning is the leading cause of injury and death among this age group.
- Block off stairs with a small gate or fence. Lock doors to dangerous places such as the garage or basement.
- Ensure that your home is toddler proof by placing plug covers on all unused electrical outlets.
- Keep kitchen appliances, irons, and heaters out of reach of your toddler. Turn pot handles toward the back of the stove.
- Keep sharp objects such as scissors, knives, and pens in a safe place.
- Lock up medicines, household cleaners, and poisons.
- Do NOT leave your toddler alone in any vehicle (that means a car, truck, or van) even for a few moments.
- Store any guns in a safe place out of his reach.
- Keep your child's car seat rear-facing as long as possible. According to the National Highway Traffic Safety Administration, it's the best way to keep her safe. Your child should remain in a rear-facing car seat until she reaches the top height or weight limit allowed by the car seat's manufacturer. Once your child outgrows the rear-facing car seat, she is ready to travel in a forward-facing car seat with a harness.
Healthy Bodies
- Give your child water and plain milk instead of sugary drinks. After the first year, when your nursing toddler is eating more and different solid foods, breast milk is still an ideal addition to his diet.
- Your toddler might become a very picky and erratic eater. Toddlers need less food because they don't grow as fast. It's best not to battle with him over this. Offer a selection of healthy foods and let him choose what she wants. Keep trying new foods; it might take time for him to learn to like them.
- Limit screen time. For children younger than 2 years of age, the AAP recommends that it's best if toddlers not watch any screen media.
- Your toddler will seem to be moving continually—running, kicking, climbing, or jumping. Let him be active—he's developing his coordination and becoming strong.
A pdf of this document for reprinting is available free of charge from http://www.cdc.gov/ncbddd/childdevelopment/positiveparenting/toddlers.html
Additional Information:
http://www.cdc.gov/childdevelopment
1-800-CDC-INFO (800-232-4636) http://www.cdc.gov/info | 1,964 | 1,020 | {
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How to Identify Audiences
Related topics:
* How to customize your message
* How to choose social media
FOR YOUR CAUSE
This worksheet is a complementary guide to help you put into practice the advice found in our "How to Identify Audiences for Your Cause" video. Each 3-minute video is packed with information and is designed to be watched multiple times—even while you are completing this worksheet.
WHAT Narrow down who is most important to reach with your message.
30 minutes
WHO IS INVOLVED
TIME REQUIRED
We suggest brainstorming responses as a team.
Alternatively, you can start this process alone, and then refine with a larger group.
Prioritizing the specific types or groups of people you are trying to reach can go a long way in making your communications more effective. The process of identifying audiences is a step that often gets skipped in the rush to get your messages out. The reality is that you are not trying to reach everyone with every message.
This worksheet walks you through three steps to build a persona for each of your priority audiences to help ensure your messages are relevant and motivating.
1. List the groups of people you want to engage
2. Choose your top three groups and write down descriptive characteristics
3. Use the descriptions to create a "persona" or representative person for each key audience group
Additional Tip: Add a picture to complete the persona. You can then hang up your personas at your desk and look to these resources when working on a new newsletter or request—making sure that you are speaking in a way that is most relevant to their personal interests and priorities.
Here is an example:
Key Audience #1: Online Donors
Persona Name: Raymond
Lifestyle: He's single, 24, and lives in Queens. He is currently temping. He has a charismatic personality—loves to talk to new people and has hundreds of followers on Twitter. He likes salsa dancing. He dislikes corporate greed and pessimists. He spends his free time outdoors.
For more help, contact Cause Communications at email@example.com or visit CauseCommunications.org/tools to see other Bite-Size Courses.
Made possible through the support of the Annenberg Foundation, the Ahmanson Foundation, Dwight Stuart Youth Fund, and the Joseph Drown Foundation.
How to Identify
Audiences
FOR YOUR CAUSE
You want to break down the diverse audience you aim to reach into several distinct groups. Advertisers call this market segmentation. Complete the following steps to help characterize each of your most important audiences and make it easier to customize your communications for each.
1. List the groups of people you want to engage:
A. Spend five minutes jotting down the types of people you want to be talking to on behalf of your cause.
B. Next, take 10 minutes to write down those with whom your cause interacts in an average week. Write down everyone— individuals, groups, or types of people.
C. Finally, organize your names into categories or groups of people (e.g., funders, donors, supporters, clients, board members).
How to Identify
Audiences
FOR YOUR CAUSE
2. Choose your top three groups and write down descriptive characteristics:
Prioritize the categories you created in Step 1. Choose the top three for this activity and brainstorm more detailed characteristics that describe who they are (e.g., average age, income level, level of philanthropic engagement, communications preferences, and familiarity with social media).
Key Audience #1:
Characteristics:
Key Audience #2:
Characteristics:
Key Audience #3:
Characteristics:
How to Identify
Audiences
FOR YOUR CAUSE
3. Use the description to create a "persona" or representative person for each key audience group:
Invent a person you can speak to directly when developing your materials and messages. Refer to the example on page 1 for ideas.
Key Audience #1
Persona Name:
Lifestyle:
Likes/Dislikes:
Key Audience #2
Persona Name:
Lifestyle:
Likes/Dislikes:
Key Audience #3
Persona Name:
Lifestyle:
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Is Butter Back?
February 25, 2015 Ashley Bailey, MS, RD, LDN
For years, saturated fat has been blamed for high cholesterol levels and heart attacks. This overemphasis on reducing fat intake led many people to start substituting high carbohydrate, high sugar, processed foods for fats— bye, bye eggs, hello fat-free cookies!
The shift to more sugar and refined carbohydrates has caused more problems than good. According to a study published in JAMA last year, people with the highest sugar intake had a 400% increase in their risk of heart attacks compared to those with the lowest intakes of sugar. Theoretically, that means ONE 20 ounce soda increases your risk of having a heart attack by about 30%.
The Facts on Fats
Not all fats are bad. According to research, eating less saturated fat doesn't actually lower a person's risk for heart disease. However, that doesn't mean go crazy with the butter, sorry Julia Child!
Instead of focusing on cutting out fats all together, it's best to look at the type of fat you consume:
All Rights Reserved.
Is Butter REALLY Back?
It depends! If you have significantly reduced or eliminated sugar and processed, white carbohydrate foods from your eating plan and replaced them with fresh, whole foods, then small amounts of organic, grass-fed butter or ghee (clarified butter) are okay. If your diet is still SAD (the Standard American Diet), containing excess sugar and fried or processed foods, then butter is not ready for prime time in your eating plan.
- Focus on foods, not nutrients. Try to consume minimally processed, whole foods instead of focusing on increasing or decreasing single nutrients. The closer food is to its natural form, the better!
- Don't replace fat with sugar and refined carbs. As Walter Willett said, "exchanging a hot buttered cheesesteak for a half-dozen donuts does not help your heart."
- Quality matters. As often as possible, opt for organic, grass-fed meats, dairy products and butter and choose oils that are minimally refined, non-GMO and cold processed.
- Eat MORE: fruits, vegetables, nuts, seeds, whole grains, beans, legumes, and lean proteins.
- Eat LESS: processed meats and processed snacks that are "low in fat" but high in sugar.
Resources:
http://drhyman.com/blog/2014/02/07/eggs-dont-cause-heart-attacks-sugar/#close http://www.hsph.harvard.edu/magazine-features/is-butter-really-back/
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Doon Watch Nature Series for Dehradun Live Hindustan Times by Sanjay Sondhi
Published on 24 December 2010
The "Ber" Story
I was strolling down the narrow path surrounded by thorny scrub and grass, at the outskirts of Dehradun. As I walked, I was talking to Anchal, my wife, over my shoulder. After a few minutes of jabbering, I realised I was talking to myself! I looked back and Anchal was nowhere to be seen. Searching for her, I realised that she had moved off the track, and was standing behind a small bush, off the path.
Not only had she left me to my own devices, she was standing at the bush and devouring its fruit. Striding up to her, I found her gorging on ber . Ber , Zizyphus jujuba, is a well known wild fruit that grows throughout India. As I approached the bush, Anchal said-go find your own bush, this one is mine! This disgruntled soul looked for his own fruiting tree and sure, enough, found another ber bush, only a few meters away. The ber bush (sometimes its a tree) fiercely protects its fruit. Its got long, pointed thorns that love to embed themselves in your skin, as you try and reach out for just that one juicy, ripe drupe!
Having plucked a handful of ber , I tasted one. Yuck! It was bitter. Abandoning my fruit collection, I moved back to where Anchal was. She was enjoying the ber . It turns out, her bush had really sweet and tasty fruit, while the one I had selected had awful fruit. Its unfair-why do girls have all the fun! And the sweet fruit! My experiences with wild ber have always been memorable. On many forest walks, ripe ber have provided for a tasty meal in the forest. Best of all, I love rolling the fruit's seed in my mouth after eating its flesh-it is sour, yet has a pleasant taste, which lingers in your mouth.
Around us, the bulbuls were in a frenzy. We were eating all their fruit! The chattering birds tried to shoo us away! Go eat your own food, they seemed to say. The fruit eating birds contribute to the dispersal of seeds of the plant. If they can do so, why can't I? So, as a good naturalist, I threw seeds of ber as I walked; some of them would hopefully grow into new shoots next year.
A family of butterflies called the pierrots lay their eggs on this plant, and their caterpillars feed on the ber plant's leaves. Knowing this, I have tried to grow ber in the garden using saplings, but have been unsuccessful. It is likely that throwing some seeds might bring some more success. Bulbuls-I need your help; spread some ber seeds in my garden!
Feedback on this column is welcome at email@example.com
Making a difference: This column has now completed more than two yearssomething I had never imagined when I had started! The main reason for this is the encouragement I get from all kinds of people. Just the other day, I was in my son's school, and one of the girls came up to me and said-I like to read all your articles! Another student, my son informs me, cuts out these articles to read. By reading about nature, thinking about what you can to to make the earth a better place-YOU are making a difference; keep it up!
Photograph caption: The Ber Fruit
© Sanjay Sondhi | 1,089 | 749 | {
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West Plano Pediatrics
6300 W. Parker Rd #426, Plano, TX 75093 (972) 608-0774
Twelve Month Check-up Advice
Next Visit
: Fifteen Months
Diet-- At 12 months, your baby should be eating a good variety of table foods that you prepare for the rest of your family. He will probably need frequent small meals and snacks to keep up with his increased activity at this age. Many 1 yr. olds will not sit still long enough to eat very much at one sitting. Don't worry--when he's hungry, he will eat.
Now that your baby is eating table foods, it is a good idea to reevaluate your family's diet. Make sure that everyone is eating plenty of fruits, vegetables, and grains. Your baby can start drinking whole cow's milk now instead of formula. 16-18 oz of milk a day should be plenty.
Keep cutting his food into small pieces and avoid any foods that he may choke on--peanuts, popcorn, whole hot-dogs, grapes, hard candy, etc. Let your baby feed herself as much as possible. He may try to use a spoon, but probably is not very good at it yet.
Weaning from the Bottle-- We recommend that you wean your baby to a cup in the next few months, if you haven't already. Some babies become attached to the bottle as a security or transitional object and this makes it difficult to wean to a cup. If your baby needs a bottle to fall asleep, he may have problems with baby bottle caries, a serious dental problem. If you give your baby milk (or juice) or breastfeed at bedtime, you must clean his teeth before he goes to sleep.
Don't let your baby walk or crawl around with a bottle. Set limits on the places your baby can eat or drink--for instance, only at the table or in the kitchen. This will keep your baby safe from choking while he walks around and will keep him from drinking so much milk and juice that he doesn't want to eat. Your baby also needs both of his hands to explore his world, and having a bottle in one of them will limit their progress.
Start weaning your baby by replacing one mealtime bottle with milk in a "sippy-cup". As your baby learns to accept the cup at mealtimes, replace more bottles with a cup, saving the bedtime water bottle for last. The bedtime bottle is often the most difficult to give up. If you have an established bedtime routine, it may make it easier. You might try adding a small snack right before brushing his teeth to substitute for the bottle. Don't be surprised if he objects and cries for a few nights, but don't give up!
Calcium— Some babies will refuse to drink milk from a cup initially when weaning from the bottle. Try not to worry too much, but do offer other foods that are high in calcium. Children 1-10 years old require 800-1200 mg per day. A detailed handout may be found on the website. Here are a few food sources of calcium:
Development-- The milestones your baby will be reaching soon will help teach him independence. As he crawls or cruises around the room, he is no longer just an observer, he is an active participant. He will probably get into and explore everything, and he will delight in throwing objects and food to see where they go. As a parent, you should provide a safe environment for him to explore and encourage him as he develops new skills. Give your baby plenty of simple toys to play with. Most 1yr.-olds enjoy push- or pull-toys, shape sorters, plastic dishes, and books with pictures. You should let him know that there are limits, but don't expect him to remember too many rules at this age.
His language is developing now, too. Most 12-month-olds say Mama or Dada specifically, and may have 1-3 other words. You will notice, however, that your baby is communicating by pointing and gesturing. He may come when he is called or even follow simple commands. You can help your baby's language develop by talking to your baby and by reading simple books for 15-20 minutes each day.
Some babies are learning to walk alone by their first birthday, but don't be surprised if your baby isn't. On average, babies begin to walk by about 15 months, and there is a wide range of normal. The age at which your baby walks is more a reflection of his personality than anything else, but if you are concerned, let us know.
Shoes-- When you buy shoes for your baby, keep in mind that they are really just to protect his feet. A soft, flexible sole will make it easier for him to walk with shoes on. Let him walk barefoot whenever possible.
Safety-- As your baby becomes a toddler, he will enjoy climbing, running, and looking for things that disappear. Be sure that chairs are away from countertops and that the upper cabinets have safety latches. If he can climb out of his crib, move to a bed. Be sure that access to streets and pools are blocked. Medications and cosmetics should not be kept in a purse or drawer that he can get into. Your child will think of more ways to get into trouble than you would ever imagine, so be aware of safety issues at all times. | 1,800 | 1,145 | {
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5. SINIF İNGİLİZCE TESTİ - 3
1. Read the dialogue and answer the question.
Hi! My name is Esra. I am 10 years old. I live in Eskişehir with my parents. I get up at half past eight. And I have breakfast with my parents. I go to school by bus. My father , Ali , goes to work by train. But my mother , Canan, goes by car. I have lunch at school.
After school, I arrive my home at four o'clock and play basketball in the garden. In the evening, we eat dinner and watch Tv together . Before I go to bed, I read a book.
According to passage above, there is NO information about Esra's - - - -
A) family
B) daily routinues
C) friends
D) hobbies
2. Read the text and answer the question.
I get up early at seven a.m. in the morning.Then, I wash my face and hands at half past seven. I have a breakfast at eight o'clock. I attend the music class twice a week at half past twelve. And I go to gym twice a week at two o'clock.
Which of the following time DON'T say in my daily routine ?
A) B) C) D)
5. SINIF İNGİLİZCE TESTİ - 3
3. Read the conversation between Ayşe and Yüksel and complete the sentence.
Ayşe: - - - - do you have breakfast ?
Yüksel: I have breakfast at nine o'clock in the morning .
Which of the following complete the sentence ?
A) When
B) Why
C) Where
D) What time
Hello, I'm Ali and this is my daily routine.
According to Ali's daily routine,which of the following is NOT correct?
A) Ali wakes up early in the morning.
B) Ali has a shower in the morning.
C) Ali goes to school by bus.
D) Ali plays with his friends after school
5.
6.
5. SINIF İNGİLİZCE TESTİ - 3
Look at Kate's daily routine and choose the FALSE one.
A) Kate does sports.
B) Kate goes to school.
C) Kate studies her lessons.
D) Kate sleeps at night.
Hello I'm Sally. I'm a student at 5th grade. Every day, I get up and wash my face. I have breakfast. I get dressed and get on the school bus. I have lunch at the school canteen. I come back at home. Then, I do my homework and study my lessons. I have dinner and I go to bed.
According to Sally's daily routine, which of the following is NOT correct?
A) B)
C) D)
7.
5. SINIF İNGİLİZCE TESTİ - 3
According to the information given which option is CORRECT?
A) Hopscoth
B) Chinese whispers
C) Dodge ball
D) Blind man's buff
8. Read the dialogues and answer questions.
John: What are your hobbies?
Marry: I like origami and collecting stamps.
John: Do you play checkers, Marry?
Marry: No, I don't like checkers but I like playing chess.
John: Do you like playing hopscoth?
Marry: Yes, I like hopscoth.
According to the dialogue, which games isn't mentioned?
A) Hopscoth
B) Origami
C) Collecting stamps
D) Camping
5. SINIF İNGİLİZCE TESTİ - 3
9.
checkers
Origami
Camping
Hopscoth
Peter
Mare
Terry
Carl
According to the chart, which one is CORRECT?
A) Mare likes hopscoth.
B) Peter likes checkers and hopscoth.
C) Both Terry and Carl don't like origami.
D) Terry doesn't like checkers.
Read the text and answer the questions below. 10.
Hi! I'm Marry. I am from England. I play checker's with my brother at home. My brother and I like checkers. I like take game, too. I also play Chinese whisper with my friends but I don't like playing table tennis. I enjoy hiking. I love nature.
Which question DOES NOT have an answer in the table?
A) What nationality is Marry?
B) Can she play marbles?
C) Does Marry like tag game?
D) Does his brother like checkers?
YAYIN KURULU
BAHAR DEMIR Mesut Yılmaz İlkokulu
Gülçin CUMART Ziya Gökalp Anadolu Lisesi
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Grange Community Junior School E–Safety Newsletter
www.grange.hants.sch.uk
February 2023
Broadband set up
Have you set up appropriate settings on your broadband/Wi-Fi? Most broadband providers include parental controls for free as part of their broadband package, which means that any device that connects to your Wi-Fi will be protected by any controls you set up. Find out how to set yours up here:
Sky: https://www.sky.com/help/articles/sky-broadband-buddy -start
BT: https://www.bt.com/help/security/ho w-to-keep-yourfamily-safe-onlinewith-bt-parental-controls-an
Talk Talk: https://community.talktalk.co.uk/t5/K eeping-yourFamily-Safe/bd-p/kfshub
Virgin: https://www.virginmedia.com/broad band/parentalcontrol
Remember, children may have devices that use mobile data, so they won't always be connected to your wifi. Ensure you set up parental controls on these devices too.
Test Your Internet Filter
SWGfL have created a tool to test your filtering to give you an indication that your broadband is blocking certain categories. Access it here: http://testfiltering.com/
This years safer internet day is taking place on Tuesday 7th February . The theme for this year is 'Want to talk about it?' with the aim for children to talk about online conversations. It is never too early or too late to start conversations about safety online.
Internet matters have many different resources to support parents on talking to their children about how to stay safe online.
https://www.internetmatters.org/safer-internet-day/
https://www.internetmatters.org/wp-content/ uploads/2023/01/Internet-Matters-Create-Environment-forKids-to-Talk-Jan-2023-2.pdf
How old is your child online?
Has your child (or you on their behalf) signed up to access social media/or a game online but have said that they are older than they are so they can have an account? For example, did your 8 year old join TikTok and put their age as 13 or did you create their account and put your own age? If so, please read some of the implications outlined below that you should think about.
If TikTok thinks your child is 13 when they join but they are in fact 8, then by the time your child reaches 13, the app will think they are 18. This puts your child at risk of viewing content that is not age appropriate and may mean your child will view adverts aimed at adults. In addition, now the app thinks your child is an adult, they will have access to all functionalities (whereas some apps place restrictions on access to under 18s for example to direct messaging)
Age ratings
Parent Zone provide some advice on age ratings and why they matter in this blog:
https://parentzone.org.uk/article/age-ratings
Criminals continue to find new and devious ways to attempt to hijack our online transactions and harvest our private information. Check out the NOS guide for advice on beefing up your household's cyber resilience. Click on the image to access the link. | 1,335 | 661 | {
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Our mission
Our mission is to promote the French Language and its cultures, in our beautiful city of Oxford, by providing the best quality of teaching, for all ages and abilities, and organise cultural events which encourage enjoyment of the French language and French-speaking cultures.
Give your pupils the chance to open their minds up to a foreign culture and improve their French! The AF d'Oxford is proud to offer various fun activities suitable for pupils of all ages.
Workshops examples
Workshops are limited to 12 pupils at a time at our premises and to 30 pupils at a time at your school. Prices depend on the activities chosen. Travel expenses to be added.
Here are a few of the themes we have offered in the past:
Primary school workshops:
Kirikou and the African animals: Learn the names of African animals and how to describe them with Kirikou, a character from a popular animation movie based on a popular African tale.
Valentine's Day: Learn how to say "heart" + "hugs" in the international language of love, write a short poem to a special someone for Valentine's Day, all in French.
Christmas in French: This French Christmas-themed workshop has truffle-making, games to improve vocabulary and traditional songs.
Secondary school workshops:
French Quest workshop: Learn about medieval fortresses, knights and kings in the middle-ages. Make up you own quest, all in French!
La BD française (French comics): Comics are a great way to learn any language. Meet favourite French & Belgian characters from famous BDs and create your own!
Bastille Day: Why is the French National Day called Bastille Day? Discover the origins of the national holiday with videos & paintings. Work on symbols and invent your own national holiday!
Visiting Paris au passé composé: Is there a better way to learn the passé composé than by "visiting" Paris? With help from the singer Zaz, we will visit Parisian monuments and landmarks.
Secondary school & 6 th form workshops:
Cheese tasting: Challenge your taste buds in this smelly but popular workshop, with activities that will help extend the vocabulary around food. Only offered at our premises. Includes extra cheese fees.
Les grands acteurs: With this hands-on and dynamic workshop, your students will practice French with fun theatre activities. By performing stories or giving a fake award acceptance speech, this workshop is sure to get your students speaking!
Pronunciation clinic: Polish your French pronunciation through fun and creative activities such as games, tongue twisters and audio exercises, with a special emphasis on hard-to-pronounce consonants and vowels.
6 th form workshops:
French cinema: Discuss French cinema and movie trailers, learn to discern different films genres and work at writing a review.
La chanson française: An excellent opportunity to review the vocabulary around social and ecological issues in a creative way. Sharpen your pupils' listening skills and discover three French artists, including the popular Angèle in this musical workshop.
Subjunctive clinic: Tame the subjunctive with written and spoken exercises and games, in a relaxed environment! Il faut que ce soit agréable !
French gastronomy: Do you have aspiring "petits chefs" in your class? This workshop is perfect to learn the vocabulary around food, your "petits chefs" will also discover famous French pâtissiers and participate in a "pâtisserie" quiz!
Les gilets jaunes: Learn all about this French social movement and its consequences. Make up your own slogans for a safe protest march!
Yoga workshop in French (Primary and secondary school & 6th form): Relax and practice your French with this sporty workshop, perfect for energetic children! Not available at the moment.
… just to name a few!
We can also create a new workshop specifically for you. Contact us at email@example.com or at 07 393 984 888 | 1,645 | 800 | {
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Head of Department
Mr M Cox
Exam Board
AQA
Number of timetabled periods per fortnight:
7
Equivalent number of GCSEs awarded:
1
Exam Board website
Geography
School website
HBHS Geography Dept.
Assessment
Examination (100%) 3 papers
GCSE Geography
Course description
Our Geography GCSE course will excite your mind, challenge your perceptions and provide you with access to a rapidly changing world. Consider these questions…
* What is a tropical storm? Why do some countries experience such extreme weather? Why do these storms cause so much destruction?
* Why are earthquakes so dangerous when they occur? How do people who live in high risk zones adapt to cope with them?
* What hazards do we face here in the UK? What are the impacts on people of events such as flooding?
* More than 350,000 babies are born each day… is there going to be enough food and water for everyone in the future?
* Migration is a very topical issue in the news – what is everyone talking about? What types of migration are there?
* Why have some countries become so rich in the last 50 years whilst some are trapped in endless poverty?
Are you interested in the answers? You will be able to answer these questions and many others that are just as interesting by opting to study GCSE Geography! You will travel the world from the classroom and explore many interesting places, current topical issues and have fun along the way!
There is also a field trip element to the course, which takes place outside of school.
What topics might I study?
Natural hazards - Earthquake events - Extreme weather events - Global climate change - Rivers and coasts - Tropical rainforests - Hot deserts - Urban environments - Slums of Lagos - Regeneration of East London - Global development levels - The development of Nigeria - UK economy and employment
- The challenge of managing food, water and energy resources - Fieldwork Geographical, map and maths skills
Geography is popular because you learn about your real world – everything has something to do with geography!
Geography is a highly regarded qualification that can be used in a variety of jobs journalism, media, tourism, business, transport, travel, armed forces, veterinary, teaching, pilot, police force, environmental management, engineering, town planning, etc.
In geography you will develop transferrable skills such as data collection, decision making, researching, analysing, ICT skills and report writing. As such, there is a strong maths and written English element to the course. | 1,113 | 520 | {
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Build a Rain Garden in 10 Steps
Materials
- Shovel & pick
- Moisture‐loving naƟve plants
- Ruler, sƟck or wood scrap
- Pencil or marker
- Shredded hard wood mulch
- DecoraƟve rock
- Compost, sand or gravel
Step 1: Call before you dig. Contact local uƟliƟes (WAPA, Vitelco, Cable, VIWMA) to have them mark locaƟons of underground wires, cables or pipes.
Step 2: Pick a locaƟon. A rain garden should be at least 10 feet from foundaƟons and fence posts, and 25 feet from sepƟc system drain fields and well heads.
Step 3: Measure drainage rate. Dig a hole about the size of a large coffee can. Insert a ruler or sƟck into the hole. Fill the hole with water from a hose or bucket and mark the water level on the ruler. Wait four hours, then measure & mark the water level again. To determine the daily percolaƟon, mulƟply the amount of water (in inches) that has drained in four hours by six. (____ inches every 4 hours x 6 = _____ inches every 24 hours)
Your rain garden should empty within 24 hours, so if you can drain 6 inches in that much Ɵme, dig 6 inches down. If the water in your test hole doesn't drain well, consider different placement, or add gravel, compost, or sand (see Step 7).
Step 4: Determine the garden's depth. It should be no more than 6—12 inches deeper than the surrounding soil, but you can place it in the boƩom of a larger landscape depression or slope.
Step 5: Outline the garden locaƟon. Use string and wooden stakes or a garden hose to mark the general placement. Think about the land's slope and where heavy rain may come in and flow out; don't orient the garden so that overflow runs into your foundaƟon or sepƟc system.
Build a Rain Garden in 10 Steps (cont.)
Step 6: Dig in. The depression should be within your marked outline and to the depth you determined in the previous steps. Note: The most common cause of failure of a rain garden is soil compacƟon. It is essenƟal to avoid compacƟon of soils during all phases of construcƟon.
Step 7: Check the drainage rate again. Fill the depression with water, then measure the infiltraƟon rate as in Step 3. If the drainage is poor, remove 3—4 more inches of soil and Ɵll in some sand, gravel or compost to a depth of 1 foot, then check drainage again.
Step 8: Add vegetaƟon. Put naƟve or naturalized plants that can tolerate "wet feet" in the lowest places. Lightly cover with addiƟonal soil if necessary, but don't fill the depression completely.
Step 9: Mulch to keep the weeds out. You may also want to install decoraƟve rock at the points where rain water enters the rain garden and where overflow from heavy storms exits the garden to prevent erosion.
Step 10: Water. UnƟl the plants are established—especially during the dry season—it is beneficial to water to 1 inch at least once a week. If there's regular overflow from the depression, you may wish to enlarge it or build a series of rain gardens with connecƟng drainage notches.
Maintenance. Regular maintenance is required to keep your rain garden looking good and funcƟoning well. Periodically weed and prune dead vegetaƟon and plants that are too big. Rake mulch periodically and replenish mulch yearly.
U.S. Department of Agriculture
Natural Resources Conservation Service
St. Croix Field Office
4401 Estate Sion Farm, Suite 2
Christiansted, VI 00820
Phone: 340-692-9662 x3
Www.pr.nrcs.usda.gov
The U.S. Department of Agriculture (USDA) prohibits discrimination in all its programs and activities on the basis of race, color, national origin, age, disability, and where applicable, sex, marital status, familial status, parental status, religion, sexual orientation, genetic information, political beliefs, reprisal, or because all or a part of an individual's income is derived from any public assistance program. (Not all prohibited bases apply to all programs.) Persons with disabilities who require alternative means for communication of program information (Braille, large print, audiotape, etc.) should contact USDA's TARGET Center at (202) 720‐2600 (voice and TDD). To file a complaint of discrimination write to USDA, Director, Office of Civil Rights, 1400 Independence Avenue, S.W., Washington, D.C. 20250‐9410 or call (800) 795‐3272 (voice) or (202) 720‐6382 (TDD). USDA is an equal opportunity provider and employer. | 1,920 | 1,144 | {
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Curiosity Guide #501 Polymers
Accompanies Curious Crew, Season 5, Episode 1 (#501)
Disappearing Water
Investigation #1
Description
Challenge your friends to keep their eyes on the water!
Materials
3 Styrofoam cups
3 clear cups
Pitcher of distilled water
Measuring Cup
Sodium Polyacrylate
Procedure #1: Prepare
1) When you are alone, pour about 1 tablespoon of Sodium Polyacrylate into the bottom of a Styrofoam cup.
2) Pour about ¼ cup of distilled water into the cup.
3) Check that the Sodium Polyacrylate soaks up all the water.
4) Adjust the amounts of Sodium Polyacrylate and water if necessary. Measure out the adjusted amounts in the following activity to astonish your friends.
Procedure #2: Amaze your friends
1) Secretly sprinkle the correct amount of Sodium Polyacrylate in the bottom of one of the Styrofoam cups.
2) Gather your friends.
3) Place the three foam cups in front of you. Demonstrate that you will challenge the friends to the shell game to track where the water is.
4) Pour the correct amount of water into one of the empty foam cups. Move the cups around and ask your friends where the water is.
5) When your friends guess, show that their answer is correct. Then pour the water into the second foam cup and do the game again.
6) On the third time, pour the water into the cup with the powder.
7) Demonstrate turning over each cup to show that nothing falls out.
8) Stack the cups inside of one another with the full cup on top.
9) Ask the question, "What happened to the water?"
10)Demonstrate the game again with the clear cups, so your friends can see the physical change.
My Results
Explanation
Sodium Polyacrylate is a polymer that can hold a lot of water. If we could magnify the powder, we would see long chains of molecules. When the water is added, the Sodium Polyacrylate draws the water into the center of each of the molecules. The water will continue to absorb into the powder until there is an equal concentration of liquid both inside and outside the polymer. The result is a bonded gel that doesn't fall out of the cup when the cup is turned over. The water seems to have vanished! If you scoop the gel out of the cup, you can feel its interesting texture and notice that the gel is cool to the touch. This is a physical reaction. If you spread out and leave the gel, the water will eventually evaporate out of it. Then the gel could be used again. However, if you add salt to the gel, a chemical reaction causes the gel to liquefy and separate the ingredients.
Parents and Educators: use #CuriousCrew #CuriosityGuide to share what your Curious Crew learned!
Curious Crew is a production of Michigan State University. Learn more at WKAR.org. © MSU Board of Trustees. All rights reserved. | 1,102 | 654 | {
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Safe preparation of food
] Good hygiene (cleanliness) is important to avoid diarrhoea and other illnesses.
] Use clean utensils and store foods in a clean place.
] Cook meat, fish and eggs until they are well done.
] Wash vegetables, cook immediately for a short time and eat immediately to preserve nutrients.
] Wash raw fruits and vegetables before eating.
] Wash your hands with soap and water before preparing foods and after using the toilet and washing baby's bottom.
Other important tips
] Rest more during the last 3 months of pregnancy and the first months after delivery.
] To prevent malaria, sleep under an insecticide-treated mosquito net.
] Take anti-malarial tablets as prescribed.
] Take de-worming tablets to treat worms and help prevent anaemia.
] Do not use alcohol, narcotics or tobacco products.
Nutrition and HIV care
] Know your HIV status.
] To know your HIV status you must take a test.
] If you are HIV-infected, consult your health care provider on your care and treatment, and on how best to feed your baby.
] If you are HIV-infected, you need extra food to give you extra energy.
] Protect yourself and your baby from HIV and other sexually transmitted infections during pregnancy and while you are breastfeeding by practicing safe sex.
] Use condoms consistently and correctly. Consult a family planning counsellor.
This brochure was adapted and updated for UNICEF New York from material developed by University Research Co., LLC in Tanzania, Kenya, Malawi, and recently in Uganda under the NuLife Program: USAID Cooperative Agreement 717-A-00-08-00006-00. February 2010.
Nutrition
During Pregnancy and Breastfeeding
What do you need to know?
] During your pregnancy, eat 3 meals each day plus one extra small meal or "snack" (food taken in between main meals).
] During breastfeeding, eat 3 meals each day plus two extra small meals or "snacks".
] Eat different types of local available foods each day.
] No special food is required to produce breast milk.
] Adolescent mothers need more food, extra care and more rest.
Plan a 4 - Star Diet HHHH
Staples: grains such as maize, wheat, rice, millet and sorghum, and roots and tubers such as cassava and potatoes
H
1 star
Legumes such as beans, lentils, peas, groundnuts, and seeds such as sesame
HH
2 stars
Vitamin A-rich fruits and vegetables such as mango, papaya, passion fruit, oranges, dark-green leaves, carrots, yellow sweet potato and pumpkin and other fruits and vegetables such as banana, pineapple, avocado, watermelon, tomatoes, eggplant and cabbage 3 stars HHH
Animal-source foods including foods such as meat, chicken, fish, liver and eggs and dairy products 4 stars HHHH
Oil and fat such as oil seeds, margarine, ghee and butter improve the absorption of some vitamins and provide extra energy.
Protect Your Health
Pregnant and breastfeeding women need to:
] Attend antenatal care at least 4 times during pregnancy starting as early as possible.
] Drink whenever you are thirsty.
] Avoid taking tea or coffee with meals and limit the amount of coffee you drink during pregnancy.
What supplements do you need?
] You need iron and folic acid tablets during pregnancy and for at least 3 months after your baby's birth.
] Take iron tablets with meals to increase absorption.
] Always use iodised salt to prevent learning disabilities, delayed development, and poor physical growth in the baby; and goitre in the mother.
] Take vitamin A supplements immediately after birth or within 6 weeks after delivery to ensure that your baby receives the vitamin A in your breast milk. | 1,577 | 779 | {
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Caulerpa longifolia
C. Agardh
Techniques needed and plant shape
Classification
Phylum: Chlorophyta; Order: Bryopsidales; Family: Caulerpaceae
*Descriptive name
Features
Variations
Special requirements
Occurrences
Usual Habitat
Similar Species
feather caulerpa; § long-filament caulerpa
1. plant dark green, 150-500mm tall
2. upright branches rarely branching several times arise from a coarse, naked runner
3. ultimate-branches (ramuli) linear, curved upwards, usually in 5 rows along the upright branches
1. there may be 4-6 rows of ramuli on the upright branches
2. a slenderer.form, crispate, has shorter more incurved ramuli irregularly arranged along the upright branches.
1. view thin ultimate branches (ramuli) up to 15mm long and about 0.5mm thick
2. ramuli are separated by about the width of a ramulus, but this is difficult to see as they are crowded together
3. to identify the 2 forms, find whether the ramuli are in regular rows (f. longifolia), or irregularly arranged (f. crispata)
1.
f. longifolia is found from near the Head of the Bight to Victoria and Tasman
2. f. crispata: is found from near Perth to Victoria and Tasmania
on rough water coasts, in rock pools, to 40m deep superficially like Caulerpa cliftonii, but the ramuli in that species are branched up to 5 times
Part I, pages 260-263
Description in the Benthic Flora
Details of Anatomy
A preserved, (bleached) specimen of Caulerpa longifolia f. longifolia (A11047), from Robe S. Australia.
1. near the tips of branches, showing the long ramuli in distinct rows.
2. near the base of an axis.
* Descriptive names are inventions to aid identification, and are not commonly used name used in Edgar, G.
§
Australian Marine Life, 2nd Ed.
(2008)
"Algae Revealed" R N Baldock, S Australian State Herbarium, August 2005, addition and code change December 2008
tubular
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4 Frames
Belonging and
Contributing
Demonstrating Literacy and Mathematics Behaviour
Problem Solving and Innovating
Kindergarten Learning Calendar May 25 – May 28
Tuesday
Optional Read Aloud: Chicka Chicka Boom Boom by Bill Martin Jr.
Learning Opportunities
This or That is a talking game where players choose which of two items they prefer. To play, choose someone in your home to play with. Read the two words and choose which you prefer. Tell your play partner why you chose that answer.
Rabbit or Giraffe
Let's Talk About It! Using the picture provided, share a story about what is happening in this picture with someone in your home. Use the following questions to add supporting details to your story: What/Who do you see? What happened before this picture was taken? What do you think will happen next? Writing extension: On a piece of paper, label and/or write a sentence to represent your story.
Comparing Heights
Find any two objects in your home. Put the objects beside each other and make some observations. Which item is shorter? How do you know this? Which item is taller? How do you know this? Using your hands measure the two items. How many hands tall are they? Can you find 2 different objects and measure?
Water Challenge
Fill up a container, tub or sink with water. You will need two bowls or containers the same size (one for you and one for someone else). Find items you could use for scooping (e.g., measuring cup, small bowl, ladle, spoon). You might want to have a towel nearby to dry up any spilt water! Challenge someone in your home to fill the bowl using the scooping items. First, use your hands to cup the water and put it in the bowl. Who was able to fill the container first? How many scoops did it take to fill the bowl? Would you do anything different the next time? Play again using the different scooping items.
SelfRegulation and Well-Being
Balance Beam
Create a line on the floor with tape, chalk or string (or anything else you have). Inside or outside with a grownup. Pretend you are an animal that is looking for food on a tree. While balancing on your line bend and pretend to pick up food. Can you make it easier or harder by changing the direction or shape of your line? If you live near a forest and see fallen down tree, you could walk on it from one end to the other (safely and with a grown up!). | 873 | 527 | {
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Simple Steps to Survive a Fire
When fire strikes, seconds count. A pre-arranged and practiced home escape plan can help your family get out alive.
Plan ahead and stay alive!
Follow these Simple steps to survive a fire:
1. Install and Maintain Multiple Smoke Alarms: These early warning devices help ensure a safe escape. Test smoke alarms every week. Unless your smoke alarm has a 10-year battery, replace batteries at least once a year. If the smoke alarms sounds, get out fast and stay out.
2. Draw an Escape Plan of Your Home: Whether you live in a house, apartment or mobile home, make an escape plan. Include all doors, windows, hallways and stairways. Indicate two exits from every room. Alternate exits are needed in case primary exits are blocked by smoke or fire. Select a safe meeting place outside your home and mark it on the plans.
3. Practice the Plan with the Entire Family: First, walk through the plan with everyone to be certain all exits are easily opened and safe to use. Assign someone to help young children, the disabled and the elderly. Hold practice drills at least twice a year. Practice during the day and at night to prepare everyone for different fire situations.
Indicate all doors, windows, bedrooms, walls, stairways and hallways.
Designate at least two exits from each room. Make special provisions for those on the second or higher floors.
Specify a meeting place outside the home where family members can gather once everyone is evacuated.
4. Get Out and Stay Out: If you smell smoke, see fire or hear the smoke alarm, follow your escape plan. Get low to avoid breathing toxic gases, smoke and hot air. Test for danger before proceeding. Feel the door with the back of your hand. If the door is hot, don't open it. Use your second way out. If unable to escape, hang a sheet or piece of clothing out the window to signal for help. If the door is cool, follow your escape plan closing all doors behind you. Never use elevators during a fire. Never go back into a building for any reason.
5. Go to a Safe Meeting Place: Once outside, everyone should immediately go to the designated meeting place.
Get out! Stay out!
6. Call for Help: When your family is gathered at the meeting place, send one person to use a neighbor's home phone to call firefighters. Everyone else should remain together until the fire department arrives. When calling for help, stay calm! Speak slowly and clearly. Give your name and complete address. Stay on the line until the operator tells you to hang up. Escape first – then call the fire department.
April 11, 2017
Simple Steps to Survive a Fire
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Passive heating and cooling
Passive heating and cooling techniques have been in use for centuries. They employ inexpensive techniques that substantially reduce heating and cooling costs, while reducing your carbon footprint. Ridge vents work in tandem with eave vents and/ or windows to either trap the sun's warmth during the heating season or create cool air flow during the cooling season. A Solar Chimney can be used as both a heating and cooling system, drawing air out of a room convectively through a chimney. Incorporating a Trombe Wall into a structure captures the energy of the sun during daylight hours and slowly releases it after the sun goes down.
Ridge Vents, Eave Vents & Windows
During the heating season, all ridge vents, eave vents and windows are closed. The operation of the vents can be automated to close once a desired temperature is reached. 1
Low-E glass assists in harnessing the sun's energy creating solar heat gain and warming the space. 2
By opening the doors to an attached building, the excess heat can be transferred into the main living space, lowering overall heating costs. 3
During cooling season, the ridge vents are opened after sunset, creating an escape for warm air. 4
As the warm air rises, cool, fresh air is drawn from windows or operable eave vents, lowering the cooling costs for that structure. 5
To prevent cool air from escaping the main living space, the doors are closed to the attached structure during the day, but can be opened during the night or early morning to take advantage of the cool, fresh air in the structure. 6
Solar Chimney: Heating
A chimney is constructed of an energyabsorbing material, such as brick or concrete. The south side of the chimney is painted black to optimize the absortion of the sun's rays, increasing the air temperature inside the top of the chimney. 1
The outside vent of the chimney is closed while the upper, inside vent is opened to the room. 2
Through convection, the ambient air in the room is drawn into the chimney. 3
As the air rises in the chimney, it is warmed from the heat absorbed by the sun, and recirculated into the room. 4
Solar Chimney: Cooling
A chimney is constructed of an energyabsorbing material, such as brick or stone. The south side of the chimney is painted black to optimize the absortion of the sun's rays, increasing the air temperature inside the top of the chimney. 1
The outside vent of the chimney is opened to let air escape. 2
Cooler, outside air is drawn either from windows or eave vents, that can be automatically controlled when the temperature reaches a designated point. 3
Through convection, the ambient air in the room is drawn into the chimney. 4
The warm air escapes out the chimney. 5
For especially hot climates, an underground pipe can be installed that draws warm, outside air. Heat is exchanged through the cooler ground as the air travels through the pipe and into the room. 6
Trombe Wall: Daytime & Nighttime Heating
A Trombe Wall is best situated on the southern side of a structure and constructed of an energyabsorbant material such as brick or concrete. It should be painted black to best absorb heat and incorporate upper and lower vents. On the exterior, a glazed wall should be built just inches from the masonry wall, creating a thermal buffer. 1
To create the highest efficiency thermal buffer, Low-E glass should be used to allow the energy of the sun to enter the space, but not escape. 2
For daytime heating, both vents are in the opened position. Through convection, the ambient air in the room is drawn through the lower vents and into the thermal buffer where it is warmed as it rises to the upper vent and back into the living space. 3
For nighttime heating, the vents are closed to prevent warm air from escaping the living space. The energy captured by the masonry wall during the daytime is slowly released into the room through radiant heat. 4 | 1,402 | 847 | {
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MUSIC CURRICULUM
'Music gives soul to the universe, wings to the mind and life to everything.' Plato
Music: Intent
At our school, we believe that music is an integral part of a child's development, and we are committed to providing all our pupils with a high quality music curriculum.
We understand that involvement in music increases engagement in learning, improves self-esteem and gives pupils a sense of achievement. It also has powerful social benefits, providing a way to connect with others, changing the way we think, feel and act.
Alongside our music lessons, all our pupils have the opportunity to extend their musical skills and interests through extracurricular activities, such as choir and orchestra. We also ensure that they have regular exposure to live music performed by professional musicians at prestigious venues.
We want every child to leave Nascot Wood Junior School with a lifelong enjoyment of music and to be inspired to continue to engage with music throughout their education and beyond.
What do we want the children to know?
What are the skills we teach?
Implementation
Music is an important part of our school culture, and its value is widely recognised.
The music curriculum helps children develop their listening skills, through their aural perception and their understanding of what it means to critically listen to a piece.
Children also taught to understand the importance of the history of music and its development.
Annual attendance at the school's carol service teaches the children about taking part in a religious service, which links to the work that we do in promoting British Values and the children's understanding of context.
We have a high percentage of children who have instrumental lessons taught by a specialist, and delivered in school by the Hertfordshire Music Service.
A number of children also have instrumental lessons out of school. The children benefit from these lessons by developing an understanding of the importance of practise, developing their coordination and performance skills.
We benefit from having a specialist music coordinator who is a music graduate, and provides high quality CPD to our Class Teachers. Music is taught discreetly in class and differentiated so that all children, including those with SEND, can access and benefit from it.
Enrichment experiences linked to the year group curriculum
Here are some of the musical experiences that we have arranged across the key stage, which are designed to be relevant to and enhance the children's experience in the classroom.
Impact
[x] Our children are confident and have the ability to perform to an audience
[x] Our children are respectful of other people's talent and have highly developed or developing listening skills
[x] KS2 results are consistently above national and Hertfordshire measures
[x] The school is consistently graded as outstanding by our Hertfordshire Improvement Partner
[x] Anecdotal evidence suggests that our past pupils do well at GCSE and A level, and are highly valued by secondary colleagues
[x] There is a large percentage of children each year who gain places at high performing secondary schools, both in the state and private sector
We evaluate the impact of what we teach by…
[x] Carefully monitoring and reporting on the progress and attainment of individual children and groups of children, and ensuring that staff have access to this information to inform their planning
[x] Identifying gaps between disadvantaged children and other children, and ways to address gaps if they occur
[x] Regularly consulting with children
[x] Working in partnership with parents
This process of evaluation results in a continuous and relentless striving for marginal gains improvement. | 1,525 | 703 | {
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Hill West Primary School Progressive Learning Journey for French
Y
e
a
r
4
Hill West Primary School Progressive Learning Journey for French
Knowledge
Speaking and Listening
I can recall and use the French language taught in Year 3.
I can remember and say:
- Numbers 10 ‐ 31
- Parts of the body
- Adjectives (size)
- Animals
- Family members
- Hobbies
- Opinions
- Weather
- Clothes
I can use the verbs avoir (to have) & être (to be) in the 1 st and 3rd person singular.
I can use ne and pas to make these verbs negative.
I know and appreciate
- How Remembrance Day is commemorated in France
- How Easter is celebrated in France
- I know all of the Year 3 phonemes eu, I, r, un, in, s/ci, qu, oi, ge/j, ch, an/en/on, ou, z, é/er, o/au/eau, u, ç, k) and remember the pronunciation rule
- I can listen and repeat French phonemes.
- I can say simple French sentences from memory with accurate pronunciation.
- I can read a French poem out loud with the correct pronunciation.
- I can ask and answer questions with a partner.
- I can make up and perform a simple role play.
- I can ask someone to repeat something or explain it.
- I can join in with songs and stories e.g. "La tête, les épaules, les genoux, les pieds." "Le petit chaperon rouge."
Reading and Writing
- I can read Year 4 core language words and phrases aloud and pronounce them with increasing accuracy.
- I can follow a short familiar text, listening and reading at the same time.
- I can use my French phonetic knowledge to spell some core language words correctly.
- I can write sentences using the Year 4 core language with increasingly accurate spelling.
- I can write a short paragraph using a model.
Hill West Primary School Progressive Learning Journey for French
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Name
Date
Mark 16:19–20
Mark 16:19–20 tells how the Apostles went out into the world to preach the Good News after Jesus ascended into heaven.
Directions: Locate Mark 16:19–20 in the Bible and read it silently. On the sign below, write one place where God is calling you to serve him and other people. (It can be either a geographical location or a specific part of the community where you now live.) On the lines below the signpost, write how you will minister to other people in that place. Then color and draw decorations on the signpost.
37
www.findinggod.com
Grade 5 • Unit 2 • Session 7
LuVo/iStockphoto.com
Exploring Sign Language
American Sign Language is a language that uses hand movements to express words. Sign language allows a person to communicate by using gestures.
Directions: Taking turns with a partner, use sign language to make the sentences.
We are friends.
I love God.
I want peace.
Can you guess the meaning of this sentence? Write the sentence on the line.
www.findinggod.com
Grade 5 • Unit 2 • Session 7
Yoshi Miyake
Session 7 Assessment
A. Circle the word or phrase that best completes each sentence.
1. Jesus Christ touches our lives when we (receive give) the sacraments.
2. We receive new life in Christ in the Sacrament of (Holy Orders Baptism).
3. The Holy Spirit strengthens our life of faith in (Confirmation the Gospels).
4. Chrism is oil mixed with (perfume water) and is used to anoint a person's head.
5. The signs of (Confirmation the Eucharist) are the bread and wine we receive.
6. Original Sin is taken away in the Sacrament of (Baptism Matrimony).
7. The signs of (Reconciliation Baptism) are water, oil, a candle, and a white garment.
8. A person celebrates the Sacraments of Confirmation and Baptism only (once in a lifetime once a year).
9. The process for an adult to become a (Church member believer in Jesus) is the Rite of Christian Initiation of Adults.
10. In the Sacrament of Penance and Reconciliation, we celebrate God's (forgiveness wisdom).
11. In the Sacrament of the Anointing of the Sick, we unite our suffering with the suffering of (other people Jesus).
12. In the Sacrament of Holy Orders, men are (ordained assigned) as bishops, priests, or deacons.
13. The Sacraments of Confirmation, the Anointing of the Sick, and Holy Orders all employ the sign of the laying on of (hands water).
14. In the Sacrament of (Confirmation Matrimony), a baptized man and woman are joined as a sign of unity between Jesus and his Church.
15. In the sacraments, we recognize that God the Father is the (receiver source) of all blessings.
SESSION
ASSESSMENT
Session 7
www.findinggod.com
Grade 5 • Unit 2 • Session 7
Name
Date
Session 7 Assessment
Session 7
B. Summarize the story of Jairus's daughter. What do we learn about our mission from Jesus' actions in the story?
C. Choose one of the seven sacraments and explain what it means and what signs are associated with it. What do we learn about God through this sacrament?
41
www.findinggod.com
SESSION
ASSESSMENT
Session 7
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Essential nutrients and herbal ingredients promoting peacefulness and restorative sleep
Sleep quality has a great influence on well-being, on physical and on mental performances during daytime. Especially in periods of stress, difficulties falling asleep may negatively affect productivity at work, which in turn may result in even more stress.
In order to improve sleep quality and decrease sleeping latency, i.e. the time it takes to fall asleep, it is primordial to break out this vicious circle and to reach a state of inner peace of mind.
It is well-known that a varied diet providing vitamins, minerals and trace elements in the right amounts largely contributes to a balanced mental and emotional health as well as to restorative sleep.
The nutrients that contribute to normal energy-yielding metabolism such as Vitamins B1, B6 and Niacin are essential for the correct function of the nervous system. Magnesium and Calcium are important since they participate in the transmission of nerve impulses. Magnesium is also known for its relaxing properties both on muscles, hence its positive effect on cramps and on the psyche.
Melissa and Lavender are the ideal companions of a deep and restorative sleep: these two herbs have been used traditionally to promote sleep in a safe way thanks to their natural, non-addictive calming and anxiolytic properties. Doppelherz® system Relax and Sleep combines brain-active vitamins and minerals with best sleep-promoting herbs in a tablet that uses the DEPOT technology: nutrients are embedded in a time-release matrix. Progressive dissolution of the tablet in the intestine releases the nutrients at a rate the organism can better deal with.
Take one tablet Doppelherz® system Relax and Sleep daily in periods of stress or whenever falling asleep has become more difficult, in order to find inner peace, reduce sleep latency and promote restorative sleep.
One tablet contains:
400 mg Magnesium, 120 mg Calcium, 100 mg Melissa leaves extract, 5 mg Lavender oil, 1.1 mg Vitamin B1, 1.4 mg Vitamin B6, 16 mg Niacin, 5 µg Vitamin D3.
Recommendations:
Take one tablet daily in the evening with enough liquid. Do not chew. Do not exceed the stated recommended daily dosage! Food supplements should not be used as a substitute for a varied diet. The product should be stored out of the reach of children.
Not suitable for children.
Do not store above 25 °C.
Energetic value:
1 tablet corresponds to 2 kcal/7 kJ.
GmbH & Co. KG
Germany
D-24914 Flensburg www.doppelherz.com | 1,096 | 535 | {
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Build-a-cell activity: Background!
What are cells?
* Cells are the building blocks of your body- they form every part of you!
* There's an estimated 37 trillion cells in the average human body!
* Cells are basically teeny tiny sacs of liquid, (imagine tiny see-through water balloons) containing lots of different parts.
* In the same way that your organs (e.g. heart, lungs and brain) help you to breathe and live, cells have their own tiny versions of organs called 'organelles'.
* Each cell part (organelle) has it's own job to do, so that a cell can stay alive and carry out the important jobs to keep you alive!
The main cell parts (organelles):
Plasma membrane (one per cell) (Plas-ma-mem-brain)
Nucleus and nuclear envelope (most cell types have just one) (Noo-clee-us)
Mitochondria (multiple in one cell) (Mite-o-con-dree-a)
Ribosomes (millions per cell) (Ri-bo-soam-s)
Endoplasmic Reticulum (ER) (long structure) (En-dough-plas-mick-ret-ic-u-lum)
Golgi (looks like piles of pitta bread) (Gol-gee)
Centrioles (2 per cell) (Sen-tree-oles)
This is the outer part of a cell (like the outer balloon part of a water balloon). It contains lots of different molecules- fats, lipids and carbohydrates!
The nucleus holds the instructions that tell a cell what to do, the instructions are written in the form of a chemical called DNA (DeoxyriboNucleic Acid), so the nucleus is like a mission control centre! The outer wall of this control centre is called the nuclear envelope!
These are the 'powerhouses' of the cell- they provide the fuel/energy (power) that a cell needs to function!
These are protein-making machines, proteins provide the cell with a lot of its structure and the machinery to stay alive.
This maze-like structure helps to add more cool features onto proteins coming from the ribosomes, while helping to transport proteins to where they need to go next!
This is similar to the ER, it adds more features (like fancy sugary parts) to proteins coming from the ER and packages them to go to the plasma membrane or to be released from the cell!
These are two tiny cylinder-shaped structures in the cell. There is a bigger 'mother' and smaller 'daughter' centriole. They help cells to 'divide'. Cell division is when a cell forms two new cells, reproducing itself.
Build-a-cell activity!
Cell-building materials you will need:
* Scissors
* Sticky dots, glue or Sellotape to stick your cell parts down!
* Coloured pens or pencils for drawing and labelling cell parts.
* Paper plate (if you don't have one, you can use a normal plate to trace around on white plain paper and cut out a plate-shaped circular piece of paper.
* Coloured paper or card (it doesn't really matter which colours, but it might be good to keep each part of the cell the same colour!)
* Pipe cleaners, if you don't have these you can draw on the shapes instead. Or you can use straws, roll up some paper into long tubes, or use old hairbands or elastic bandswhatever works best!
Once you've got the materials, you can try building a cell something like the one I made below, and if you're on paper, try labelling the different parts!
Alternative activities:
Jingle cells, Jingle cells…Why not make smaller versions of cells and hang them on the Christmas tree?
Cell cookies… Grab some icing and baking decorations, you can make plain cookies and add yummy cell parts on top!
1) Fun fact about my work as a scientist: my research looks at cells of the immune system
The immune system is a group of special cells, that travel around your body through your blood, with the important job of killing any harmful germs like bacteria and viruses that can enter your body and cause you to fall ill!
You may have spotted a bonus cell part here…
Vacuole: this acts as a kind of storage box inside the cell where nutrients and cell waste can be kept!
2) Fun fact about my work as a scientist: my research studies how the immune system interacts with cancer cells
A normal cell turns into a cancer cell when the set of instructions (DNA) inside the normal healthy cell is damaged by things like toxic chemicals from cigarette smoke, or UV light from the sun. These cancer cells divide (reproduce themselves) too quickly, and without control, which can form solid lumps of cancer cells in the body called 'tumours'. These tumours can damage organs, so I'm studying how we can kill off cancer cells using the immune system as a cancer-killing weapon!
Excellent examples from past cell-builders! | 1,825 | 1,025 | {
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Ugandan Animals:A Zoology Lesson By NETwork Against Malaria
Materials included:
Power point
Video
Worksheet/Quiz
Answer Key
Uganda is a beautiful country with diverse species. The presentation opens by illustrating that one of the greatest ways to protect endangered species and a country's natural resource is to protect the people of the country. Then it shows a picture and gives fun facts about many animals that call Uganda home. Contained within the presentation is a video that shows more animal species. Finally, students can complete a worksheet which can be checked using the given answer key.
Ugandan Animal Worksheet/Quiz
Name____________________________________
Class _________________ Date______________
Class _________________ Date______________
1. All the animals you just learned about were from
_______________.
A. Kenya
B. Egypt
C. North Korea
D. Uganda
2. Which of the following animals is the fastest?
A. Impala
B. Cheetah
C. African Leopard
D. Chimpanzee
3. Crocodiles can live _____ years.
A. 4
B. 20
C. 45
D. 87
4. What would a scavenger eat?
A. A tall tree
B. A dead zebra
C. A running African cape
D. A blooming flower
5. African capes live in large groups called _________.
A. flocks
B. prides
C. herds
D. packs
6. What animal is a symbol of Uganda?
A. Crested Crane
B. Olive Baboon
C. African Elephant
D. African Cape
7. What animal's hooves allowed them to live on both land and water?
A. Sitatunga
B. African Cape
C. Ugandan Kob
D. Grant's Zebra
8. *Bonus* What was your favorite Ugandan animal and why?
Ugandan Animal Worksheet/Quiz
Name____________________________________
Class _________________ Date______________
Class _________________ Date______________
1. All the animals you just learned about were from
_______________.
A. Kenya
B. Egypt
C. North Korea
D. Uganda
2. Which of the following animals is the fastest? A. Impala
B. Cheetah
C. African Leopard
D. Chimpanzee
3. Crocodiles can live _____
years.
A. 4
B. 20
C. 45
D. 87
4. What would a scavenger eat?
A. A tall tree
B. A dead zebra
C. A running African cape
D. A blooming flower
5. African capes live in large groups called _________.
A. flocks
B. prides
C. herds
D. packs
6. What animal is a symbol of Uganda?
A. Crested Crane
B. Olive Baboon
C. African Elephant
D. African Cape
7. What animal's hooves allowed them to live on both land and water?
A. Sitatunga
B. African Cape
C. Ugandan Kob
D. Grant's Zebra
8. *Bonus* What was your favorite Ugandan animal and why?
Answers will vary | 1,383 | 696 | {
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Element 1: Sensing Love
Listen to Maureen Mungai or read the instructions below.
Introduction
Sit quietly with me and close your eyes. Gently touch the back of your own hand. Turn it over and touch your wrist and palm. What do you feel? Is your skin different in some places than others?
The back of your hand protects you from the sun, but the front is smooth and soft. Did you feel it?
Your skin is like a house for your body -- for all its bones and organs. It protects and never leaves your body.
Think about love. The people who love you want very much to protect you. Sometimes even when they are not there, you can almost feel their arms around you, like skin. Do you also want to protect and embrace them?
Your skin does not go away if it gets bruised. Love does not leave when we hurt. We keep loving one another as our love gently heals one another.
We spell love L-O-V-E. The "E" is silent.
Love rhymes with glove. It fits us as closely as a layer of cloth upon our hand—a second skin.
The term "thick skin," means we don't stop loving someone just because we feel hurt. I know of a certain turtle with thick skin. We will hear a folktale about him today.
You will meet two storytellers, the author Charles McNair and his wife, the Colombian doctor Adela Castro. As you listen to the story, think about the fact that love also means forgiveness.
See It, Say It, Shape It
Write the word.
Draw a glove around the word, with the thumb raised on the letter "L."
To congratulate a classmate or family member for showing love, clasp one hand around the other like a glove. You can teach this sign language to a baby brother or sister.
Say the word. Which letter is silent?
Do you know other words spelled similarly? On scratch paper, make a list of words that rhyme with love (words that end with a "uv" sound). These words may have different spellings but have similar sounds.
Now think of words that end in silent "e." These words end in the same letter, but most do not rhyme.
Here is a starter list or words that end in silent "e." Underline the words below that also rhyme with love.
Extra Challenge
With your classmates or siblings, create a poem or song about love using some words that rhyme with love and some words that end in silent "e."
Tuck the poem into a paper heart and give it to a friend or family member.
Synchronize It
Sing the letters L-O-V-E on five different notes. Create your own rhythm. | 884 | 555 | {
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Cicely Tyson
Community School of Performing and Fine Arts Medical Department
Donelda Iyizoba, RN School Nurse
November 2020 Newsletter
Happy Thanksgiving!
Let's be grateful and share blessings this Thanksgiving even though it will be more of a puzzle than usual this year. It will be about whether to request COVID-19 tests, how guests can help with food outside of the host family's kitchen and most importantly, how to observe the tradition of Thanksgiving while also observing health regulations and staying safe. For many of us, instead of celebrating with relatives, this Thanksgiving will be spent with our immediate family members whether it is in person or virtually.
NOVEMBER IS NATIONAL DIABETES and NATIONAL EPILEPSY AWARENESS MONTH
Diabetes is a chronic disease that occurs when the pancreas is no longer able to make insulin, or when the body cannot make good use of the insulin it produces. Not being able to produce insulin or use it effectively leads to elevated glucose levels in the blood (known as hyperglycemia). Over the long-term high glucose levels are associated with damage to the body and failure of various organs and tissues. There are three main types of diabetes – Type 1, Type 2 and Gestational.
* Type 1 can develop at any age, but occurs most frequently in children and adolescents. When you have type 1 diabetes, your body produces very little or no insulin, which means that you need daily insulin injections to maintain blood glucose, levels under control.
* Type 2 is more common in adults. When you have type 2 diabetes your body does not make good use of the insulin that it produces. The cornerstone of type 2 diabetes treatments is healthy lifestyle, including increased physical activity and healthy diet. However, over time most people with type 2 diabetes will require oral drugs and/or insulin to keep their blood glucose levels under control.
* Gestational (GDM) is a type of diabetes that consists of high blood glucose during pregnancy and is associated with complications to both mother and child.
https://www.idf.org/aboutdiabetes/what-is-diabetes.html
Research is now being done on Type 4 diabetes, which describes agerelated insulin resistance that occurs in lean, elderly people.
https://www.salk.edu/news/salk-news/faq-on-type-4-diabetes/
Epilepsy is a central nervous system (neurological) disorder in which brain activity becomes abnormal, causing seizures or periods of unusual behavior, sensations, and sometimes loss of awareness. Anyone can develop epilepsy.
Seizure symptoms can vary widely. Some people with epilepsy simply stares blankly for a few seconds during a seizure, while others repeatedly twitch their arms or legs. Having a single seizure doesn't mean you have epilepsy. At least two unprovoked seizures are generally required for an epilepsy diagnosis.
Treatment with medications or sometimes surgery can control seizures for the majority of people with epilepsy. Some people require lifelong treatment to control seizures, but for others, the seizures eventually go away. Some children with epilepsy may outgrow the condition with age.
https://www.mayoclinic.org/diseasesconditions/epilepsy/symptoms-causes/syc-20350093
Symptoms Of Epilepsy
Because epilepsy is caused by abnormal activity in the brain, seizures can affect any process your brain coordinates. Seizure signs and symptoms may include:
* Temporary confusion
* A staring spell
* Uncontrollable jerking movements of the arms and legs
* Loss of consciousness or awareness
* Psychic symptoms such as fear, anxiety or deja vu
Symptoms vary depending on the type of seizure. In most cases, a person with epilepsy will tend to have the same type of seizure each time, so the symptoms will be similar from episode to episode. Seizures that appear to result from abnormal activity in just one area of your brain are called focal (partial) seizures. Seizures that appear to involve all areas of the brain are called generalized seizures. Seek immediate medical help if any of the following occurs:
* If seizure is experienced for the first time
* The seizure lasts more than five minutes.
* Breathing or consciousness doesn't return after the seizure stops.
* A second seizure follows immediately.
* You have a high fever.
* You're experiencing heat exhaustion.
* You're pregnant.
* You have diabetes.
* You've injured yourself during the seizure. | 2,003 | 898 | {
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SCHOOL NUTRITION PROGRAM
1. Your School Nutrition Program must offer a variety of colorful vegetables each week. There are specific amounts of dark green, red/ orange, and starchy vegetables that must be offered to all students. Beans are required to make a weekly appearance as well. Vegetables a plenty!
2. Your School Nutrition Program offers almost exclusively whole grain products. In almost all cases, pizza crust, French toast sticks, pancakes, waffles, breadsticks, and pasta are made with whole grains.
3. Your School Nutrition Program purchases as much locally grown fruits and vegetables as possible. For example, many districts purchase apples, lettuce, and potatoes locally when available. Many schools are also starting to grow their own vegetables.
4. Students who eat school meals have the opportunity to get at least 4 of their "5-a-day" at school. Your School Nutrition Program offers a wide variety of fruits and vegetables. In many cases, students can have unlimited quantities of fruits and vegetables.
5. When menu planning, the School Nutrition Program follows very specific guidelines. They must meet calorie, sodium, and fat standards, and offer a variety of food from all 5 food groups.
6. Your School Nutrition Program has to keep track of everything—what days each student ate lunch, what the menu was, how much food was purchased, how it was served, what the temperature of the meal was, how each student's lunch got paid for—and be able to provide it up to 3 years later.
7. Your School Nutrition Program operates under strict federal and state guidelines. Cafeterias have a state review every 3 years to ensure their program's meals meet nutrition standards and have annual health inspections.
continued
146
Table of Contents
Engage
1
Environment
Assess
2
Strategies
3
Implement
Survey
4
Complete
Celebrate
5
Resources
8. Your School Nutrition Program has to be self-supported. They have their own budget, separate from the school. From this budget, they have to pay salaries, benefits, buy food, purchase and repair equipment, as well as buy paper and other non-food supplies.
9. Research conducted by the Robert Wood Johnson Foundation found that the nutritional quality of school meals has been increasing steadily since 2006-2007.
10. Students receiving free and reduced lunch are kept confidential and are not identified in the lunch line. Students can apply for free and reduced meals any time during the year. Applying for free/reduced lunch actually benefits the school district as a whole by increasing funding from many sources in different departments. Many sources of funds require that a particular participation percentage level be met.
147
Table of Contents
Engage
1
Environment
Assess
2
Strategies
3
Implement
Survey
4
Complete
Celebrate
5
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STRATEGY 1: Limit Unhealthy Choices for Snacks and Celebrations; Provide Healthy Choices
how to implement
Ask students and families to limit unhealthy choices for snacks:
* Provide students with the Ideas for Healthy Snacks handout.
* Send home Healthy Snack Ideas – Letter to Families.
!
Here are many ideas for how to limit unhealthy choices and provide healthy ones. Pick and choose the ones that work best for your school!
Bolded items mean there is a supporting handout in this section!
HEALTHY CHOICES
include water, fruits, vegetables, whole grain foods, protein sources such as eggs, beans, dairy, fish, and poultry, and healthy fats such as nuts, seeds, and avocados.
UNHEALTHY CHOICES
include foods and drinks high in sugar and/or salt such as soda, candy, cookies, cake, and chips.
* Provide students with the Snacks to Fuel Your Brain handout.
Limit unhealthy choices for celebrations:
* Use the Ideas for Non-Food Celebrations handout.
* Use the Ideas for Healthy Foods for Celebrations handout.
Ask students and families to limit unhealthy choices for celebrations:
* Send home the Healthy Party Sign-Up Sheet.
* Send home Healthy Foods for Celebrations – Letter to Families.
Involve students in activities that promote healthy eating:
* Hold a 5-2-1-0 Poster Contest.
* Start a garden at your school; review Tried and True Advice for Starting a Garden.
* Conduct Taste Tests.
* Encourage students to decorate bulletin boards with healthy eating messaging.
* Use 5-A-Day Bracelets.
* Eliminate unhealthy fundraisers by using the Cash without Calories! Healthy Fundraising Ideas handout.
* Advocate for healthier sports teams at your school using the Sports and Snacks handout.
* Sell healthy choices at school event concession stands.
Help students learn how to make healthy food choices using the handouts below:
* Understanding Food Labels
* Eat at Least Five Fruits and Vegetables a Day
* Breakfast is Best
* Pick a Better Fast Food Option
* What's a Healthy Portion?
Set a program policy that limits unhealthy choices for snacks and celebrations:
* Refer to the Guide for Success packet in the 'Step 2' tab for help with this.
38
Table of Contents
Engage
1
Environment
Assess
2
Strategies
3
Implement
Survey
4
Complete
Celebrate
5
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ARMY PUBLIC SCHOOL, AHMEDABAD CANTT- 2020-21
Worksheet-1
Class - VII
Subject - ENGLISH
SECTION A – READING
1. Read the following passage carefully.
The giraffe is the tallest of all living land animals. A male can go up to 18 feet and a female upto 15 feet. Such height enables them to escape the competition for ground level grass that exists among other leaf-eaters. It also gives him a long range of vision. He takes the warning of the approaching enemy early.
Giraffes eat a variety of leaves, but acacia leaves are their favourite diet. In spring when many trees are not in leaf, they spend 80 per cent of the day eating. In summer, when trees are in full leaf, they need only 15 per cent. The rest of the time is spent in resting and quarrelling.
A giraffe's long neck is made up like that of man and most other mammals, of only seven vertebrae. The bones are attached to one another with ball and socket joints. These make the neck flexible. It can run at 50 km per hour.
Rising from a lying position is a problem for such a large animal. So it usually keeps standing even while it sleeps.
To reach water with such a long neck and legs, a giraffe spreads its front legs wide apart. Then it lowers its neck to drink. This awkward position makes it easy for the lion to attack it.
1.1. On the basis of your reading of the above passage fill in the blanks with suitable words:
1
A giraffe is the (a) ………….. of all land animals. The height of a (b) …………… giraffe can go up to 18 feet. The (c) …………. of a female giraffe can be up to 15 feet. With this height it doesn't have to (d) …………… with other animals for leaves. This enables it to see its (e) …………… from a long distance. It, however, creates problem in reaching (f) ………….. in tanks.
1.2. Find words from the above passage that mean opposite to the following:
(a) dead
(b) detached
(c) stiff
(d) hind.
Month - APRIL
SECTION B – WRITING AND GRAMMAR
2. Write an interesting story based on the given picture. Also give a suitable title to it.
3. Identify the kinds of the sentences given below:
a. Supriya works at a supermarket.
b. Where have you been since morning?
c. Take this paper with you.
d. How disgusting!
e. Give me a piece of paper.
f. What are you doing there?
4. Circle the subject and underline the predicate in the following sentences:
a. The pretty girl was wearing a blue frock.
3
b. My younger brother serves in the army.
c. The man and his wife were working in their garden.
d. My mother and my aunt are trained classical dancers.
e. You don't have to wait for me.
f. We will no longer tolerate this.
SECTION C – LITERATURE
5. Read the given extract and answer the questions that follow:
He wore a question mark for tail, An overcoat of gray, He sat up straight to eat a nut.
a. Who is 'He' here?
b. What is he doing?
c. What is compared with gray overcoat?
d. Name the poem and the poet.
6. Answer the following questions:
a. Why was the king advised to listen to his soldiers?
b. Why did the king refuse to give reward to anyone?
c. How did the king prepare himself before meeting the hermit? Why?
d. Describe the hermit in one or two sentences.
e. 'Here comes someone running'. Who has been referred to in this sentence? | 1,362 | 807 | {
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Growth Mindset
What is a Growth Mindset?
Growth mindset is a belief that intelligence and skill can be grown or developed with lots of determination, effort and a focus on learning from mistakes. The opposite of a growth mindset is what researchers call a fixed mindset and people with a fixed mindset believe that intelligence, skills and talent are something you are born with, that is predetermined.
Understanding Growth Mindset
For many years, people believed that intelligence was fixed and could not change very much after the age of about 8 years old. Through research, scientist called neurologist now know that the brain is constantly changing as learning takes place. This is called brain plasticity, meaning the brain is malleable and changes as new learning takes place.
Understanding that the brain changes and actually grows is very important to learning. In her book, Mindset: The New Psychology of Success, Carol S. Dweck, Ph.D. writes about her findings from over thirty years of research on achievement and success. What she found is that how one thinks about things like intelligence and talent is very important to reaching one's potential.
Dweck discovered that people with a growth mindset see learning new things as a challenge and they are willing to work hard with focus and effort. Growth mindset people come to realize that learning is naturally hard and that making mistakes is a normal part of learning. They are not handicapped with a fear of what people will think of them if they have trouble with something at first and they struggle and make mistakes.
Connection to Soccer
Learning to play soccer involves a lot of practice. Even the most basic skills like dribbling, passing and juggling require hours and hours of practice to begin to develop the skills necessary to play the game of soccer well. Think about it for a minute, do you think it's an advantage to begin to learn and practice soccer skills with a growth mindset or a fixed mindset?
Of course a growth mindset is going to help players develop skills more rapidly because they are actually learning from their mistakes. Players with a growth mindset understand that learning new skills takes time, and so they are a little more patient and are prepared to persevere, which just means they are going to try hard even when they are experiencing failure.
How to Develop a Growth Mindset
Developing a growth mindset requires the understanding of the plasticity of the brain (science) and the belief that with hard work you too can learn new things and develop new skills.
Watch this animated video that explains the plasticity in the brain and how the brain grows and becomes stronger by taking on challenges https://www.youtube.com/watch?v=g7FdMi03CzI
Here are some things to recognize and to focus on as you work to develop more of a growth mindset:
- Developing a growth mindset is a process that happens over time, not overnight.
- Recognize fixed mindset thinking (we all have fixed mindsets with certain things) and growth mindset thinking. Make a T chart to with 2 columns - fixed mindset on one side of the line and growth mindset on the other side. What can you do to change fixed mindset into growth mindset?
- Add yet, to fixed mindset thinking. For example, "I can't solve this math problem, yet". https://www.youtube.com/watch?v=86yEfy-z9og
For Parents and Coaches
Another key finding in Dweck's research is that how parents (and coaches) praise children play a big role in which mindset they will develop. When children are praised for being smart or for being natural athletes, then they tend to have a fixed mindset, believing they have some special innate talent. If, however, they are praised for the amount of effort they gave on a test or in a soccer match, then they are more motivated to try hard because this is within their control.
Parents and coaches should take about a week to pay close attention to their comments to their children/players when it comes to their learning goals and mistakes. Think about these questions:
- What do you say when your child/player tell you he/she isn't good at something?
- What do you say when your child/player has done well on a test or in a game?
- What do your child/player say when he/she has made a mistake?
List of Do's and Don'ts:
- Do praise the process he/she used
- Do praise the effort he/she gave
- Don't say you're smart or you're so talented https://www.mindsetkit.org/topics/praise-process-not-person/dos-donts-of-praise
Excellent Resource
https://www.mindsetkit.org/
http://www.mindsetworks.com/
Source: Carol S. Dweck, Mindset: The New Psychology of Success (New York: Ballantine Books, 2008) | 1,802 | 979 | {
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Lesson #1: 2008 Beijing Summer Olympics Opening Ceremony
Scope: One Class Lesson spanning 90 Minute Time Period
Rationale For Lesson: This lesson will provide students the chance to explore the cultural elements present in the opening ceremonies of the 2008 Chinese Olympics game.
Essential Question: How does a country choose to honor its cultural legacy as a host nation during the Olympics?
Students Will Be Able To:
- Identify the cultural symbols present during the opening ceremonies by completing a graphic organizer.
- Examine one symbol from the ceremony by completing a jigsaw activity.
State Standards Addressed
- Describe the cultural and scientific legacies of African, Greek, Roman, Chinese, Arab and European civilizations.
- Give examples of contacts among different cultures that led to the changes in belief systems, art, science, technology, language or systems of government.
- Describe the growth of cities and the establishment of trade routes in Asia, Africa and Europe; the products and inventions that traveled along these routes (e.g., spices, textiles, paper, precious metals and new crops); and the role of merchants.
- Establish guidelines, rules and time lines for group work.
- Reflect on the performance of a classroom group in which one has participated including the contribution of each member in reaching group goals.
- Describe the essential characteristics of the systems of government found in city-states, kingdoms and empires from ancient times through the Middle Ages.
Lesson Scope:
Opening Activity: (15 minutes) Students write answers to the following questions then discuss them and the following quote.
"If you're not first, you're last." –Ricky Bobby
1)
Do you agree with the quote?
2) Is winning everything in sports?
3) What is the difference between a good and a bad winner?
Gold: From which country did the Olympics originate?
Building Historical Context:(20 minutes)
Introduce the history of the Olympics by watching the BrainPop video followed by the completion of the activity sheet, which will build student understanding of the Olympics legacy.
http://www.brainpop.com/health/personalhealth/olympics/
http://www.brainpop.com/health/personalhealth/olympics/activity/
Beijing Opening Ceremony Breakdown: (45 minutes)
http://www.youtube.com/watch?v=YcqZfQ1f3J0
Students will watch the opening ceremonies and then form groups in which they will become experts on one of the following categories. After becoming "experts," they will then break into expert groups where they will teach one another about their cultural legacy by completing a graphic organizer.
1) Chinese Printing Legacy
2) Chinese Musical Legacy
3) Chinese Fashion Legacy
4) Chinese Dance Legacy
Final Student Share Out: (10 minutes)
In conclusion, we will whip around the room, hearing from each student
who will offer one take away from the day's lesson.
Further Reading
Olympic Dreams: China and Sports, 1895-2008 by Xu Guoqi.
Five Rings over Korea: The Secret Negotiations Behind the 1988 Olympic Games in Seoul by Richard W. Pound.
Beijing's Games: What the Olympics Mean to China by Susan Brownell. | 1,459 | 645 | {
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Notes on the Białowieża Forest
Upon entering the strictly protected area of the Bialowieza National Park, you are told that you are entering a forest which still looks like European forests of thousands of years ago. The Bialowieza forest covers just 1500km 2 , of which 900km 2 is on the Belarussian side of the border, where the interpretation of conservation does not always conform to conventional 'Western' thinking.
Of the 600m 2 of the Bialowieza forest which lies inside Poland's borders, just 17% (c. 100 km 2 ) is under the strict protection of the National Park. The remainder (some 500 km 2) is owned and managed by the Polish Forestry Commission. Within the National Park there are 1200 trees of with a girth greater than 450cm and in the remaining 500km2 of the forest there are a further 1200 such trees. Poland has, in total, 33000 trees which qualify as monuments of nature. The Bialowieza forest thus far boasts an additional 22000 trees which do not get registered, since the whole forest is protected
The Forestry Commission has a quota to cut down 1million cubic metres of timber over a ten year period. Loggers are cutting into virgin forest and many of the trees they are taking for timber were not planted by man. There is an opportunity to extend the size of the National Park, perhaps by a large percentage, but there is strong opposition. This opposition comes from the hunting community (which has senior representatives in each of the major Polish political parties) and from the local community, which focuses rather on short term interests than the long-term conservation picture. High profile visits – such as that by King Juan Carlos of Spain in 2004 – do not help. He visited Bialowieza to shoot bison, despite the official ban on bison hunting. The European Bison is the largest European mammal and hovers on the edge of extinction. Bialowieza is home to the vast majority of all remaining European bison, which are estimated to number just several hundred. We are unlikely to see bison as they are normally seen at dawn!
Europe no longer has forests of the scale seen several hundred years ago; neither does it have forests the size found in other continents. This is all the more reason why it is imperative to protect what little we still have and enlarge it while we can, so that Bialowieza doesn't suffer a European version of the fate of the Amazon. The hunted bison, boar and red deer will soon be forgotten by all except those who shot them. On the other hand we have a golden opportunity to leave a lasting legacy for Poland and Europe by preserving this unique area. Bialowieza is Poland's only natural UNESCO World Heritage site.
http://bpn.com.pl/
and http://whc.unesco.org/en/list/33 | 1,105 | 607 | {
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Vol.3, No. 17 September 2015
Literacy How-To: Teaching Dual Language Learners
Dual Language Learners (DLLs)
US Office of Health & Human Services (OHS) Definition
Children who are Dual Language Learners acquire two or more languages simultaneously, and learn a second language while continuing to develop their first language. The term "dual language learners" encompasses other terms frequently used, such as Limited English Proficient (LEP), bilingual, English language learners (ELL), English learners, and children who speak a Language Other Than English (LOTE).
Teachers need to attend to both English oral language proficiency and word reading as these are the strongest predictors of English reading comprehension (Gottardo & Mueller, 2009).
DLL students can catch up with their monolingual peers by second grade in the areas of phonemic awareness and phonics.
For young children, invented spelling is a window to how they are perceiving nonnative English sounds.
Children learning English follow a predictable path to acquiring English syntax and morphemes (i.e., verb endings). Generally speaking, children learning English as an additional language will follow a similar path. The child's first language will determine some of the individual differences. Each language has a unique sound (i.e., phonemic) system.
The most important determiner of text comprehension in DLLs who can decode is often the amount of vocabulary a student knows. Therefore, it is important for the teacher to examine the text before the student reads it, in order to choose specific vocabulary vital for understanding the text—especially in science, math, social studies, or language arts content (August, Carlo, Dressler & Snow, 2005).
When teaching comprehension skills, don't assume that all children come with the same knowledge of story structure. When teaching narrative text structure, teachers should keep in mind that the storytelling form differs from culture to culture.
Writing instruction may require more work at the academic sentence level. Contextually embedded grammar instruction is effective for DLLs, especially if teachers understand and can contrast the differences between the two languages.
Fluency alone does not predict reading comprehension for DLLs. Appropriate fluency along with developed oral language comprehension is necessary to predict reading comprehension in DLLs (Crosson & Lesaux, 2010).
To learn more, explore the Dual Language Learners (DLLs) and Research sections under each component of the Literacy How Reading Wheel. Toggle between components (e.g., phonics and spelling) by clicking on the terms within the wheel or above the definition to the right.
Important Considerations
Bilingualism should be considered an important resource for the student's education.
Each DLL is an individual. Teachers should be sure to determine the student's native language, when they began learning English, and the language of previous instruction.
Any assessment for possible special education placement must be done by a bilingual assessor trained in second language acquistion. CSDE has provided a list of
translation services (English Language Learners and Special Education: A Resource Handbook).
Dyslexia manifests differently in different languages. For languages with simple sound-symbol relationships, reading difficulties may lie more with fluency than with decoding. Dyslexia in English, which has a more complex sound-symbol relationship, is often characterized by difficulties with decoding and spelling (Serrano & Defior, 2008).
www.literacyhow.com
203-239-7323
Send us an Email
Our Mission is to EMPOWER TEACHERS to ensure that every child learns to read by third grade.
100 Broadway 2nd Floor | North Haven, CT 06473 US | 1,706 | 742 | {
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Purpose
From September 2014 the government introduced a new national curriculum for all state maintained primary schools.
This booklet provides information for parents and carers on the end of year expectations for children in our school in line with the requirements of the new national curriculum.
We have identified these expectations as being the minimum requirements your child must meet in order to ensure continued progress throughout the following year.
All the objectives will be worked on throughout the school year and will be the focus of direct teaching.
Any extra support you can provide in helping your child(ren) to achieve these minimum expectations is greatly valued.
If you have any queries regarding the content of this booklet or want support in knowing how best to help your child please speak to your child's class teacher.
Elmhurst School
End of Year Expectations
Year Three
Reading
- Comment on the way characters relate to one another.
- Know which words are essential in a sentence to retain meaning.
- Draw inferences such as inferring characters' feelings, thoughts and motives from their actions.
- Recognise how commas are used to give more meaning.
- Recognise inverted commas.
- Recognise: plurals, pronouns and how used, collective nouns, adverbs.
- Explain the difference that the precise choice of adjectives and verbs make.
Writing
- Use conjunctions (e.g. when, so, before, after, while, because).
- Use adverbs (e.g. then, next, soon).
- Use prepositions (e.g. before, after, during, in, because of).
- Experiment with adjectives to create impact.
- Correctly use verbs in 1st, 2nd and 3rd person.
- Use perfect form of verbs to mark relationships of time and cause.
- Use inverted commas to punctuate direct speech.
- Group ideas into basic paragraphs.
- Write under headings and subheadlining.
Mathematics
- Compare & order numbers up to 1000.
- Read & write all numbers to 1000 in digits and words.
- Find 10 or 100 more/less than a given number.
- Recall and use multiplication and division facts for 3, 4, 8 tables.
- Count from 0 in multiples of 4, 8, 50 and 100.
- Recognise place value of any 3digit number.
- Add and subtract: number with up to 3-digits using written columnar method.
- Add and subtract: 3-digit numbers and ones, 3-digit numbers and tens, 3-digit numbers and hundreds.
- Estimate and use inverse to check.
- Multiply: 2-digit by 1-digit.
- Count up/down in tenths.
- Compare and order fractions with same denominator.
- Add and subtract fractions with same denominator with whole.
- Tell time using 12 and 24 hour clocks; and using Roman numerals. | 1,154 | 589 | {
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In our family, we...
Cross out ones that don't apply
Respect each other even while playing Monopoly
Ask before we take the last piece of food
Are honest with each other all the time
Greet each other at the beginning of each day
Respect our kaumātua
Don't swear at each other
Are willing to talk about anything
Don't snitch to the po'po' if we are planning an international art heist
Listen well
Celebrate our culture
Tell whoever made the meatloaf that the meatloaf is the best meatloaf ever
Quote Napoleon Dynamite (the movie) years after it was popular
Stand up when visitors leave
Believe that online connection can never replace real life connection
Eat at the table - unless it's a picnic because it's too high to reach when sitting on a blanket
Comfort and support each other when things go badly
Refer to older people by using Mr or Mrs
Claim that vegemite/marmite is better
Honour 'shot gun' calls
Offer to help with the dishes even if we don't want to help with the dishes
Pray before meals but not necessarily breakfast, unless it's a special breakfast
Will never kick our sister/brother out of the family group chat parentingplace.nz
Embrace Te Reo Māori
Have each other's backs
In our family, we...
Cross out ones that don't apply
Walk visitors to the gate when they leave
Attempt to give more than oneword answers when describing how our day was
Celebrate birthdays and special occasions regularly (or more specifically, annually)
Stick up for each other
Forgive each other
Talk to each other face-to-face, not through technology, when we're in the same room
Tag each other in funny memes
Settle arguments without physical or verbal attacks
Cheer each other on, especially at public sports events
Fist bump babies and high-five dogs
Care the right amount for animals and our environment
Let mum or dad know when we're leaving the house or going to bed (either-or, not both)
Apologise for how we contributed to things
Take our shoes off at the door, even if someone says it doesn't matter
Do/don't leave the dishes to drip dry
Say hi to our neighbours apart from
(that guy is creepy)
Also wear clean socks everyday due to the last thing*
*See above' to make it really clear
Attempt to share everything, except contagious illnesses
Stand up when visitors arrive
Empty the dishwasher if we said we would empty the dishwasher
Surrender our charger to the person with the lowest battery
Don't share toothbrushes
Claim that Kevin Costner is the best actor ever because we know it makes dad happy parentingplace.nz
In our family, we...
Cross out ones that don't apply
Know that being the oldest doesn't always make you right - it just makes you taller
Sing the Māori part of the national anthem at the same volume as the English part
Sing - loud, in public
Use our skills to help each other and other people
Make sure that our home is a place of warmth, where others feel welcome
Refer to vacuuming as 'hoovering'
Sometimes pretend mum isn't home when she is because she's too tired for visitors
Make eye contact with the person who is being telephoned to gauge whether they want to take the call or not
Say we don't like Australians, but we know it's just a joke and some of them are okay parentingplace.nz | 1,271 | 738 | {
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INSPIRATIONS
Parker's Journey
Parker Brown, a 5-year-old Katy boy with hydrocephalus who loves cars and blowing bubbles, shows others that living with a disease can't stop him from enjoying life
Written by Lana Timbs Select photography by Christi Hartwell
T The path of life is different for every family, with unique plans for everyone. A big part of the Brown family plan was revealed over five years ago, when Dave and Leah Brown found out they were going to be the parents of a very special little boy.
At Leah's 20-week ultrasound, where doctors commonly check the anatomy of the growing baby inside the mom, it showed that Parker had an excess of fluid in his brain, a condition called congenital hydrocephalus. The fluid surrounding Parker's brain was not allowing his brain to grow as a normal one would, and was causing great damage. Fluid was pushing his brain to the outside of his skull, making the brain appear almost non-existent.
Parker Mason Brown was born at 36 weeks on September 16, 2011 via C-section. Two days after his birth, Parker had his first brain surgery, where the doctors removed two pounds of fluid, and inserted a brain shunt. A shunt is a device with tubing that allows the cerebrospinal fluid from the brain to flow out through a tube down to the abdomen where the fluid is absorbed back into the body. Parker's first shunt was placed at the back of his skull, near his neck area.
Parker was at Texas Children's Hospital in the care of the NICU for 16 days following his birth. "Saying that now, it sounds very short, only 16 days, but when you are going through all of that, those days feel like a lifetime," says Leah. Leah and Dave learned how to feed baby Parker through the use of a feeding tube enabling them to bring him home.
Visit KatyMagazine.com for Katy jobs, events, news, and more.
Getting Through as a Family
A side effect of hydrocephalus is epilepsy, and at 3 months old, Parker began having seizures. His seizures, controlled with a daily medication, usually occur now when he outgrows his dosage. "You learn to deal with it and how to handle it," says Leah, as this is just part of her everyday life.
At 6 months, his brain shunt failed. Shunt failure is very common, and Parker had a second brain surgery to receive a new one placed near the front, right side of his head. When Leah discusses the shunt and the procedure, little Parker will reach to the top of his head and feel for it. He doesn't mind if others see and touch it; he's even proud to show off the scars on his neck and abdomen.
Living Life
Currently, Parker attends a PPCD (preschool program for children with disabilities) in Katy. He has a daily routine and seems to love school. Leah and Dave want Parker to be around other children his age because he rarely is and interacts mostly with adults. When asked what his favorite part of school is, Parker says, "riding the school bus," which makes sense, as Parker is infatuated with cars and garages. He loves to go for rides around the neighborhood, and different neighbors will swing by to take him for a ride. Parker says shyly, "My favorite car is a Corolla." He loves them so much that a Corolla even made his Christmas list!
Parker works with physical therapists to build up his weaker muscles, on applied behavior therapy for life skills, and occupational therapy for motor skills. Parker is about the size of his little sister Emery who is 2 years old. Leah says that Emery and Parker are starting to interact some, and Emery has a sense that Parker is not typical. She often lends him a hand with things; for example, when they are playing with bubbles. Parker has a tremor with his arm and hand so sometimes it is hard for him to hold the bubble wand, so Emery will help her brother out.
The Most Loving Boy
Sweet and cuddly definitely describe Parker. He loves to touch, feel, and be loved on. Leah recalls a time when they were out shopping, waiting to check out, and Parker reached out and started rubbing on another shopper's behind. "It is quite embarrassing. People look at us as if we are crazy because my son is rubbing on them. They don't realize that he doesn't know not to do that to strangers," says Leah.
In the words of Leah, "Parker is truly one-of-a-kind, no one in the world is like him." She means that literally, as no one in the world has the same amount or type of brain damage as Parker. KM
LANA TIMBS is an Aggie and mother of two who loves spending time with family and friends.
Parker developed congenital
hydrocephalus while in utero and was in
the Texas Children's NICU for 16 days
The Brown family
loves spending time
together at the park
READ MORE about Parker and his journey at www.facebook.com/parkermasonbrown/.
To advertise, call 281-579-9840 or email firstname.lastname@example.org
KATY MAGAZINE FEB/MAR 2017 • 105 | 1,831 | 1,102 | {
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7 weeks pregnant: Key points
Pregnancy week 7 is a time when baby's organs develop rapidly and mums are like to experience pregnancy symptoms like morning sickness.
Changes for mum
- A thick layer of mucous which blocks the entrance to your womb develops this week. It's called the cervical plug and protects your baby from foreign substances throughout the pregnancy.
- Pregnancy hormones are hard at work and most women experience pregnancy symptoms as a result of the hormonal changes.
- Morning sickness is the most common pregnancy symptom. It's unpleasant but unless very severe it's nothing to worry about.
- It's also common to feel tired or emotional at this stage of pregnancy.
- You may notice your breasts changing and they may be sore or tender this week.
Changes for baby
- Baby grows rapidly this week- it doubles in length and by the end of week 7 is about as tall as the width of a paper clip.
- Baby's internal organs, facial features and body develop rapidly this week.
- Baby's body takes a more distinctly human form and the head grows larger to accommodate baby's rapidly growing brain and the arms and legs begin to lengthen.
- Facial features including the eyes, ears, nose and forehead become distinct this week
- The nervous system continues to develop and muscles and nerves which regulate movement of the face and some internal organs form.
- Organs of urogenital system including the kidneys, bladder and urethra begin to take shape.
- The lungs and other organs involved in breathing continue to grow.
- Your baby has a heartbeat and the heart divides to form four separate chambers this week, whereas previously it was just a single chamber.
- The glands which produce hormones begin to grow this week. The first one to develop is called the thyroid gland and produces hormones involved in digesting food.
- The tongue, intestine and other organs for eating and digesting food begin to form or continue growing.
- The vertebrae and arm bones begin to form.
- The umbilical cord which attaches baby to your body via the placenta forms.
Doctor appointments and health information
- Antenatal care is important for a healthy pregnancy- if you have not yet seen your doctor for antenatal care, do so this week.
- If you experience morning sickness which prevents you from eating enough or keeping food down, talk to your doctor.
- Stay healthy by eating a balanced diet, exercising regularly and avoiding medicines and recreational drugs (including tobacco and alcohol) which can harm your baby.
- The doctor can tell the age of your baby on a pregnancy ultrasound by measuring it's length.
For more information, visit http://www.parenthub.com.au/pregnancy/pregnancyweek-by-week/7-weeks-pregnant/ | 1,169 | 557 | {
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What is Influenza?
How is Influenza spread?
What are the main symptoms of Influenza?
Is there treatment for Influenza?
Is there a vaccine for Influenza?
How severe is the disease?
What can I do to protect myself and my family?
Caribbean Public Health Agency
INFLUENZA (FLU)
A contagious respiratory illness caused mainly by two types of influenza viruses: influenza A and influenza B. It's not the same as the common cold but can be caught year round causing mild to severe illness.
A person infected with influenza may release tiny droplets containing the virus into the air when sneezing, coughing and talking. You may become infected if these droplets land on your nose, mouth or eyes.
Infection may also occur if you touch any of these body parts after touching objects contaminated by infected droplets. Potentially contaminated objects include doorknobs, phones, television remotes or someone's hands.
Those most vulnerable to becoming severely ill from influenza include the elderly, pregnant women and persons with chronic diseases.
Main symptoms include:
* fever of 38⁰C (100.4F) or above
* tiredness and weakness
* general aches and pains
* headache
* dry, chesty cough
Persons should get adequate rest at home and drink plenty of water to avoid dehydration. Paracetamol or ibuprofen can be used to reduce fever and to relieve aches if necessary.
Persons should seek a physician if:
* symptoms get worse over time or haven't improved after a week
* age 65 years or over
* pregnant
* chest pain, shortness of breath or difficulty breathing develops
* one has a chronic medical condition such as diabetes, heart or kidney disease
Antiviral treatment may be useful if started within 48 hours of symptoms beginning following discussion with a physician.
An influenza vaccine is available and vulnerable persons should get vaccinated every year since the viruses that cause influenza change every year.
Most people recover within 1-2 weeks without requiring medical treatment. However, in the very young, the elderly and persons with other serious medical conditions, infection can lead to severe complications of the underlying condition, pneumonia and death.
Good hygiene can help prevent you from catching influenza or spreading it to others.
* Practice proper handwashing with soap and water for at least 20 seconds
* Regularly clean and disinfect frequently touched surfaces such as computer keyboards, telephones and door handles to get rid of germs
* Cover mouth and nose with tissue or sleeve of shirt when coughing or sneezing. Do not cover with hands
* Avoid touching of eyes, nose and mouth with dirty hands
* Avoid contact with others by staying home if sick
CARPHA HEAD OFFICE | 1,202 | 572 | {
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CANADIANS IN THE FIRST WORLD WAR
Dave Obee
firstname.lastname@example.org
Context is important in family history research, and when it comes to military matters, it would be foolish to ignore the big picture. Your soldier was not acting alone; he was part of a battalion, and an army, and an international undertaking. To adequately tell his story you need to consider every possible aspect of his time in the army. The idea of adding context is never more important than when dealing with a war veteran.
Several important sources of information are found on the Internet.
* Attestation reports. These are the most basic summaries of the enlisted men, and are usually just two pages. They are on the Library and Archives Canada website, and are indexed. You can download the images to add to your files.
* Complete files. These are also on the Library and Archives website, and have been the subject of a major digitization project. Staff members are working through boxes of files and adding the images to the LAC website. There are about 640,000 files, and about 550,000 of them have been digitized so far.
The size of the file will depend on the person, the time he served, and injuries or other noteworthy events. The file will have the most important dates and places, including transfers to and from areas and battalions, as well as medical and dental information. The file will tell you what the soldier was paid, and whether he assigned all or part of his pay to a relative. It will probably include some post-war details, such as medical treatment and an address. Don't be discouraged if you find that the file has a lot of duplication; there will a lot of good information to keep you busy.
* War diaries. These include detail on the movement of troops, and sometimes casualties. They are also on the Library and Archives Canada website.
* Memorials. These are found on several sites, including the Commonwealth War Graves Commission. Go to CanGenealogy.com/military.html for a comprehensive summary.
* Newspapers. Information available might include mobilization details, itineraries, and personal information such as relatives, addresses and employment. You will usually find more coverage at the start of the war than at the end.
* Letters. Check the Canadian Letters and Images Project, a website based at Vancouver Island University in Nanaimo. Letters don't have to be from your family members to help increase your appreciation of what a soldier went through.
* Passenger lists. These show the return of soldiers to Canada. Look in the soldier's file for the date of departure and possibly the name of the ship.
Not everything is on the Internet. Be sure to check all sources.
* Books. These include guidebooks and histories. Watch for books on specific battalions. These might be available at university libraries or used book shops. An easy way to find out what is available is to check university catalogues and book sites such as abebooks.com. And don't forget to download a copy of the history of the Canadian Expeditionary Force, available from the federal government's web site.
* Maps. They will give you a better idea of specific battle sites.
If you can, visit Europe to get a better sense of what happened.
* Cemeteries. See where relatives are buried. There are hundreds of them, and the Commonwealth War Graves Commission is the best source of information.
* Memorials and monuments. The two most important for Canadians are at Vimy Ridge, near Arras, France, and at Vancouver Corner, northeast of Ypres, Belgium. There are, however, many more throughout the areas of conflict.
* Battlefields. People gave their lives fighting for certain points of land. When you stand on those spots, you will gain an appreciation that is not available in any book.
* Museums and archives. In every battle area, local people have dedicated themselves to researching the war, and ensuring that the sacrifices of the soldiers are not forgotten. These people can help you understand what happened.
More than the war itself:
* The soldiers spent all of that time overseas. What did they do there, besides fight in the war? What happened back home in Canada?
* Family matters. Many soldiers returned with English wives. Others were already married, and left their families in Canada while they went to war. How did those families cope? How did the war affect the wives and the children?
* Lasting impact. The fighting would have affected soldiers physically and psychologically. How did the war change their lives? | 1,769 | 924 | {
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Name: ____________________________________
Date: ____________
Per: _______
Ahearn
Mission To Mars
Mars Facts:
http://mars.nasa.gov/allaboutmars/facts/
Distance From Sun:
Orbiting Speed:
Length of Day:
Length of Year:
Diameter:
Tilt of Axis:
Atmosphere Composition:
Temperature:
Number of Moons:
Distance from the Earth:
What % less gravity is there on Mars?
If you weighed 100lbs on Earth How much would you weigh on Mars?
Go To: https://www.nasa.gov/content/nasas-‐journey-‐to-‐mars
1. When does NASA want to send people to Mars? ________________ Where else does NASA want to put people? ____________________ by when? _________________
2. How long have robotic explorers been studying Mars? _________________________________
3. Where do astronauts work on technologies that will help in the Mars mission? ____________________________________________________
Go To:
http://geology.com/stories/13/rocks-‐on-‐mars/
4. What feature is shown in picture one of Mars that is the same on Earth? _______________________________________________________________________
5. Where was the second picture taken and what rock type is shown? ____________________________________________________________________________
6. Where was the third picture taken and what rock type is shown? _______________________________________________________________________________
Go To:
http://mars.nasa.gov/participate/funzone/
Click on Explore Mars Map
7. Find the Lunae Planum:
Diameter:
Latitude:
Longitude:
8. Find Olympus Mons
Diameter:
Latitude:
Longitude:
9. Find the Terra Sabaea
Diameter:
Latitude:
Longitude:
Go To:
http://mars.nasa.gov/programmissions/missions/log/
10. What was the first mission to Mars? ___________________Year? ____________ Country? ____________ Success? _______________
11. What was the first successful mission to Mars? __________________ Year? ______________ Country? _________________
Go To:
http://mars.nasa.gov/programmissions/missions/future/mars2020/
12. Read the future Mars mission and in 4 bullets summarize the article:
Go To:
http://mars.nasa.gov/programmissions/missions/past/viking/
13. What was the first mission to land on Mars? _____________________________________ Year? ____________________________
14. Where did the first mission land? _____________________________________________________________________________________
15. Viking 1 did 3 experiments to look for life on Mars, what was discovered?
Go To:
http://mars.nasa.gov/programmissions/missions/past/viking/
13. What was the first mission to land on Mars? _____________________________________ Year? ____________________________
14. Where did the first mission land? _____________________________________________________________________________________
15. Viking 1 did 3 experiments to look for life on Mars, what was discovered?
Go To:
http://www.amnh.org/explore/science-‐bulletins/astro/documentaries/geologists-‐on-‐mars/why-‐go-‐to-‐mars
16. Summarize why people should go to Mars: | 1,994 | 1,589 | {
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PHYSICS 281 EXPERIMENT 5 RCTime Constants
Print this page to start your lab report (1 copy)
No data page.
OBJECT:
To study the RC circuits and the method of measuring the time constants. To learn the plotting and data analysis of the processes involving logarithmic functions.
APPARATUS:
Capacitor (about 24 µF), two resistors (about 1 MΩ and 1 kΩ), DC power supply, double throw switch, computer and voltage sensor.
THEORY:
A useful device for storing charge and energy is the capacitor, which consists of a pair of parallel conducting sheets, closely spaced but insulated from each other. The magnitude of the charge on either conductor is proportional to the voltage across the two conductors. The ratio of the charge to the voltage is called the capacitance:
Capacitors have many uses ranging from storage of energy and charge, electronic tuning, filtering of high frequencies, constructing delay lines, oscillation tanks, pulse shaping, voltage doubling. AC coupling and so on.
As shown in Figure 1, the capacitor C charged to a voltage Vo will start to discharge through the resistor R as soon as the switch is turned on.
According to Kirchhoff's loop rule, the sum of the potential differences for a complete loop is zero:
Since I = dQ/dt, we have a differential equation of the first order:
with the initial condition that Qo = C Vo . The solution to Eq.(3) is
and
where τ = RC is called the time constant. It is the time for the voltage across the capacitor to reduce to 1/e (0.368) of its original value. After 3 time constants, only 5% of voltage is left. The voltage is practically zero after 10 time constants.
It can be shown in a like fashion that for a charging circuit of Fig. 2, the voltage across the capacitor is given by
Fig. 3 shows the exponential curves of the discharging and the charging circuits.
3
PROCEDURE:
1. Construct a circuit shown below.
Figure
4
2. Set up the computer system and open the appropriate program to run "RC Circuits". Set the voltage axis to 5 V and the time axis to 60 seconds. You can always change the range such that the exponential decay curve fills up the whole screen.
3. Turn on the power supply and set at about 4 V. Switch to the power supply to charge the capacitor. Since the charging resistor r has small resistance (about a few kΩ). It should take only a split of a second to charge up the capacitor to the full voltage of the power supply.
4. Then simultaneously switch the capacitor to the discharging resistor and click the "Start" or "collect" button to start collecting data. An exponential curve should show the remaining voltage across the capacitor. When the voltage is less than 10% or so, click "Stop" button.
5. Fit the curve to a natural exponential function of Equation (5). Find the decay constant τ from the results of the curve fitting. Calculate the resistance. The capacitance can be read from the capacitor.
6. Get a hard copy of the plot and the curve fitting data. Include it as a part of your data analysis.
7. The resistance obtained in step 5 is actually the combined resistance of the resistor R and the input impedance of the sampling circuit of the voltage sensor, which is usually quite high. You can measure the input impedance by measuring the RC constant. To do this, simply disconnect the resistor R and repeat steps 3 to 6. Since the R is not there, you need only to switch the capacitor to the power supply to charge up, then open the switch and click "Start" or "Collect".
DATA ANALYSIS:
1.How do you estimate the error in resistance ?
Reminder: Check you math, check the units, check your graph, do not forget to follow the format for your lab report (see syllabus). | 1,591 | 845 | {
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40TH ANNIVERSARY
Chailey Common is one of the largest heathland commons in the South of England, covering 450 acres and was designated as a Local Nature Reserve in 1966. It has also been made a Site of Special Scientific Interest (SSSI) for its heathland plants and diverse insect and bird communities.
More recently the value of heathland has been recognised by the Government which has highlighted ambitious targets for heathland management and re-creation in the UK Biodiversity Action Plan – a result of the Rio Earth Summit in 1992.
Chailey Common was recorded in the Domesday Book of 1086 and was used over a long period of time by local people for cutting wood and bracken for fuel and grazing lifestock. The decline of communal use has threatened the heathland by allowing bracken, birch and gorse to take over, smothering the heather and grass.
CONSER VAT I O N
Conserving lowland heathlands is important not just because they are rare but because they support many rare species of plants and wildlife.
The heather and gorse provide a habitat for many birds, including the Stonechat, and butterflies such as the Silver Studded Blue. Many unusual plants like the Heath Spotted Orchid and Bog Asphodel depend on heathland soil.
Chailey Common gives a lot of enjoyment to walkers, riders and dog owners. The sense of open space, freedom and natural habitat make it a popular Nature Reserve for both young and old alike.
RECRE AT I O N
* W A L K I N G
Chailey Common is open access land, but to minimise disturbance to wildlife it is better to keep to the footpaths. Leaflets on self-guided walks around the Common are available from East Sussex County Council, telephone 01273 482670.
*HORSE RIDING
Horse riders are welcome to ride on the commons but are requested to consider the safety of other users. Please keep to the higher, dryer paths during wet weather to avoid excessive damage to the paths.
*DOG WALKERS
Please ensure that your dog is always under control. Keep your dog on a lead when there are animals grazing as they are easily frightened and can be injured, especially at calving or lambing time.
LANDSCAPE
One of the major threats to heathland is lack of management. Heathland plants cannot survive in heavy shade, so invading birch, bracken and gorse need to be removed.
Heathland's unique wildlife needs vegetation of different ages as well as bare ground. These conditions can be created by managing heathland in a cycle – controlled winter cutting or burning and grazing which suppresses scrub growth.
The management of the Reserve actively aims to re-create and conserve the heathland through scrub clearance, mowing and grazing. Sheep were re-introduced 15 years ago to help in this management, and the wildlife is carefully monitored and protected.
A HEBRIDEAN SHEEP BROWSING SCRUB
TO GET MORE INVO LV E D
ENROL AS A VO LU N TA R Y R A N G E R
The Reserve is managed by Chailey Common Local Nature Reserve Management Committee. To enrol as a voluntary ranger contact ESCC, County Hall, St Anne's Crescent, Lewes BN7 1UE tel: 01273 482670
JOIN THE CHAILEY COMMONS SOCIETY
Caring, conserving and studying the heathland habitat. Indoor meetings during the winter with an annnual report and regular newsletter. For further information and a membership form, contact: William Coleman 01444 831098 or email firstname.lastname@example.org
This document can be made available in large print, audio tape, disk or in another language upon request. Please contact us on 01273 484141 or email email@example.com
DESIGNED AND PRODUCED BY LEWES DISTRICT COUNCIL JULY 2006 COVER PHOTOGRAPHS BY TOM REYNOLDS (TOP) AND ALEX TAIT (BOTTOM)
COBWEB ON GORSE
R
C
_
M
C
CHAILEY COMMON MAP | 1,775 | 933 | {
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IMPACT BIBLE STUDY DISCUSSION QUESTIONS
II SAMUEL 21:1-14, 23:1 – 24:25
Day 1 – Read II Samuel 21:1-14, 23:1 – 24:25. These verses complete our study of the appendix to II Samuel Chapters 21-24.
1. What part of the lecture on II Samuel 20:1-26, 22:1-51 was most significant to you?
Day 2 – Review II Samuel 21:1-14. (II Samuel 21:15-22 was in Lesson 18)
2. In Ezekiel 14:21, God states four ways He sends judgments on Israel. What are they?
3. For what sin was this famine upon Israel? Read Joshua 9:3-20 for a better understanding of this.
4. What did the Gibeonites require as an appeasement?
5. Why did David spare Mephibosheth?
6. Who now received an honorable burial in the family tomb?
7. What indicated God's day of judgment was satisfied?
Day 3 – Review II Samuel 23:1-39. Read also I Chronicles 11:10-47. (II Samuel 23:13-17 was also included in Lesson 16)
8. Which verse and phrase shows that David took no credit for superior talent or abilities in the writing of his psalms?
9. Verses 3-7 are considered by scholars to be prophetic. Give the phrases which you think might signify (KJV):
a. David's kingdom
b. Christ, the Messiah
c. Judgment of wicked or evil men
10. What title was given to the men listed in these verses? See verse 8.
11. Who were the three that were especially singled out and what did each do?
12. a. What was Abishai's deed?
b. What title was he given?
c. What was Benaiah's position?
13. How many men were listed in all? (II Samuel 23:39)
14. David was very proud of his men. Each is noted with his outstanding deeds. God keeps an account of each person's deeds during his lifetime in one of two different books. What do you find in these Scriptures concerning these two books?
a. Malachi 3:16-18
b. Luke 10:20
c. Revelation 20:11-15
d. Revelation 21:22-27
How does a person's name get into the Lamb's Book of Life? See John 11:25-26.
Day 4 – Review II Samuel 24:1-17. Read also I Chronicles 21:1-17.
15. Compare 24:1 and I Chronicles 21:1. According to I Chronicles 21:1, who was the "he" in II Samuel 24:1 that moved David to number Israel?
16. a. Why did David do the numbering according to verse 2?
b. What sin was David entertaining?
c. Do you think God allowed this to happen in order to reveal David's secret sin to himself?
Have you ever known any Christian worker who boasted of his number of converts? Who gives the increase? See I Corinthians 3:6.
17. Who did the numbering?
18. How long did it take?
19. As soon as the census was reported, what happened to David?
20. What were David's three choices? (Translations will vary in the amount of time specified.)
21. What was David's decision?
22. Because David did not keep close to God, his whole nation suffered during this plague. Can you think of any time when your whole family may have "suffered" because you failed to keep close to God? Please share.
23. Which verse and phrase shows that David truly cared for his people?
Day 5 – Review II Samuel 24:18-25. Read also I Chronicles 21:18-28.
24. What did the prophet Gad instruct David to do?
25. What reason did David give Araunah (or Ornan) for wanting his property?
26. What price did Araunah ask of David? See I Chronicles 21:23.
27. Was David willing to accept this? Read I Chronicles 21-24b. David's words express the feelings of all who have known God's grace and mercy. Put these feelings into your own words.
28. a. The threshing floor was on Mt. Moriah. What other event took place on this spot? See Genesis 22:2, 9.
b. What great event was to take place on this spot future to this time? See II Chronicles 3:1.
29. This lesson completes our study of II Samuel. What was most significant to this period of David's life? | 1,778 | 1,042 | {
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Child Nutrition Corner - Food Inspires
Our November/ December promotion is titled "Let's Get Rye-led up about RYE."
Nine Things You May Not Know About Rye, The World's Most Underrated Grain
Rye has long been the underdog grain, associated with the "lower class" and relegated to the status of "acquired taste." But not everywhere. There are countries – Russia, Poland, all of Scandinavia – that have long embraced rye, serving their coarse black breads proudly. Learn more about this hearty winter grain with these fun facts.
1. It's grass!
Rye is part of the Poaceae or Graminae family (a.k.a "true grasses"). It's related to wheat and barley but was long considered a weed in barley and wheat fields.
2. It's huge in Russia.
The former Soviet Union had long been the biggest producer and consumer of rye and now the Russian Federation holds those titles. Canada grows more rye than the U.S.
3. Rye can help you eat less.
Because it's such a carb-rich grain, it can help make you feel full, even more so than eating wheat products, which in theory means you might eat less. In theory.
4. It can be eaten by man and animals
Rye most often gets processed into flour for bread or fed to livestock. Most rye breads are a mix of rye and wheat flours, while Scandinavian-style black bread is made of pure rye flour.
5. Oh yeah, you can eat the berries whole, too.
Whole rye berries can be boiled as a hearty alternative to a hot oatmeal breakfast or sprouted and sprinkled into salads. The berries are sweet and nutty, with that unmistakably rye flavor.
6. Rye is healthy.
It's a good source of soluble fiber, vitamin E, calcium, iron, and potassium, and has been linked to a reduced risk of cardiovascular disease, colon cancer, breast cancer and diabetes. Because rye is harder to refine than wheat, it retains more of its nutrients.
7. It was once known as the "poverty grain."
Because it's a robust grain that grows well in poor soils, it acquired this moniker. The fact that it was often harvested and eaten by impoverished communities surely reinforced this stereotype.
8. Rye is lower in gluten than wheat.
It can still be problematic for those with celiac disease, but rye is significantly lower in gluten than wheat.
9. Rye is good for the environment.
It's been used as a winter cover crop, especially in organic farming, for generations. Because it has deep roots, rye is able to capture nutrients, enhance soil health, prevent soil erosion, and reduce weeds without the use of herbicides.
You can always check out our menus for our featured foods! We plan to try our hand at rye bread in our bakery--watch for it.
Source: https://www.foodrepublic.com/2013/03/01/10-things-you-didnt-know-about-ryethe-worlds-most-underrated-grain/
Roxann Roushar Director of Child Nutrition | 1,180 | 647 | {
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Animation
RV Investigator – towing scientific equipment (general)
[YouTube] ref: http://youtu.be/cvJEi_e8Vxo
Transcript
[Music plays and plankton appear on screen with text: Marine National Facility]
[Camera pans over a school of southern bluefin tuna]
[Image changes to show an animation of a the RV Investigator]
[Text appears: RV INVESTIGATOR Towed Equipment]
[Camera pans over the length of the ship and text appears: Scientific instruments can be towed behind Investigator and controlled by scientists onboard via a fibre optic cable.]
[Camera zooms in on a towed camera as it slowly rotates. Text appears: Towed cameras record images up to 6 kilometres below the ocean's surface.]
[Image changes to show a Triaxus slowly rotating then zooms out to show the Triaxus on the deck of the ship. Text appears: The TRIAXUS can operate down to 350 m below the ocean's surface.]
[Image changes to show a Triaxus being lowered into the ocean from the stern and then being towed behind the boat]
[Image changes to show the Triaxus being towed under water. A vertical arrow pointing downwards appears on the left side of the screen with 350 m at the base. Text appears: The electronic sensors on the TRIAXUS measure:
Temperature. Oxygen levels. Conductivity, the amount of salt present in the water. Fluorescence, the quantity of chlorophyll in the phytoplankton, which fluoresces more during the day, compared to night.]
[Images move through a temperature graph, an oxygen graph, a salinity graph and a fluorescence graph in the background with the towed Triaxus in the foreground]
[Image changes to show phytoplankton and zooms in on the phytoplankton from various angles. Text appears: Sensors measure the light available to phytoplankton for photosynthesis. Phytoplankton is critical to ocean health. The data from the TRIAXUS is used to work out where species live eat and breed. ]
[Image changes to show the towed Triaxus with a black background spotlighting on the ocean floor. Camera zooms in on the spotlighted area showing fish and marine life. Text appears: Biologists use the data from towed cameras to identify and track the movement of species.]
[Camera pans over the ocean floor. Text appears: Marine geologists use cameras to better understand geological features in the sea floor and to find mineral resources. Footnote appears: Submarine Ring of Fire 2004 Exploration, NOAA Vents Program]
[CSIRO logo appears with text: Big ideas start here www.csiro.au]
MNF: http://www.marine.csiro.au/nationalfacility/
Investigator blog: Investigator@CSIRO | 1,177 | 582 | {
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Tech talk: Unpacking and assembling the puzzle pieces of a COVID vaccine - SCRIPT
Blurb: One of the scientific breakthroughs that came with the COVID-19 pandemic was the introduction of new vaccine technology, like those used in the Pfizer jabs. A new vaccine plant in Cape Town will now make similar vaccines on local soil, but making these specialised shots often requires some hands-on help.
* There's a new vaccine plant in Cape Town, funded by billionnaire Patrick Soon-Shiong. By 2025, the facility plans to make a billion doses of COVID vaccine each year.
* Soon-Shiong will donate R3-billion to South Africa to fund the 'tech transfer' that will be necessary to make new technology such as mRNA on local soil.
* Think of technology transfer like you're assembling furniture. It includes all the tools, pieces and instructions you'll need to get the job done.
Byline: Dylan Bush, Adele Sulcas, Linda Pretorius & Aisha Abdool Karim
Making a vaccine isn't a straightforward process — and it has gotten more complicated over time.
The COVID-19 pandemic has brought with it brand new vaccine technology, like those used in the Pfizer and Moderna jabs.
Vaccines like Pfizer and Moderna use pieces of genetic material called mRNA to instruct your body to produce proteins that can fight a particular virus.
Making an mRNA virus is complex. That's why countries rely on something called "technology transfer".
What is tech transfer?
Making a vaccine is like having to assemble a piece of furniture on your own.
Building a stable table or chair means having all the right tools, pieces and instructions.
Similarly, making a safe jab requires knowing the recipe, ingredients and tools.
In addition to having the right tools and instructions, companies that make vaccines require training on how to put all of those things together.
For instance, they need help with which safety protocols to follow and how to develop checklists to test the quality of the final product.
Teaching manufacturers all the steps of how to reproduce a COVID vaccine saves them the time of having to figure it out themselves.
Tech transfer provides production facilities with a "build-a-vaccine" info pack to get them up and running.
How long does making a vaccine take?
When Big Pharma is ready to play ball when it comes to tech transfer, the manufacturing process can go from years to months.
But there's a lot of money in medicine and companies like Pfizer and Moderna are making bank on their COVID vaccines.
Manufacturers such as BioNTech were able to make the Pfizer jab in six months thanks to tech transfer.
Shrouding the manufacturing process in secrecy helps pharmaceutical companies retain control over the product.
Local manufacturers need to reverse engineer a vaccine through trial and error if they don't have help from the pharmaceutical companies.
And if the developers of jabs don't waive the patents on their vaccines, those who try to copy it can get sued.
Why SA has to crack the recipe for a vaccine
Making the ingredients of a vaccine public isn't enough information to help you produce the jab. You still need to know how to put all the ingredients together.
Patents protect manufacturers against other companies trying to steal or copy their inventions.
Moderna has said it won't enforce its vaccine patent during the pandemic — but it doesn't mean that making the jab is now a simple copy and paste.
Patents normally withhold key pieces of information and only provide a loose skeleton of how to make a vaccine.
That's where tech transfer comes in — which Moderna has refused to do.
Technology transfer fills in the rest of the gaps of making the vaccine that are not included in the patent.
Without manufacturers sharing the finer details of the process, it is up to local facilities to try and figure it out on their own.
Afrigen Biologics is trying to crack Moderna's recipe, instructions, tools and know-how.
Once they're done, they will train other companies in Africa on how to produce the jab as part of a World Health Organisation project.
There are long-term benefits for companies coming on board to help build local manufacturing capacity.
Vaccine tech transfer in Africa will help allow the continent to build its expertise and facilities for future epidemics aside from COVID. | 1,777 | 860 | {
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If you look closely at the background patterns in these paintings, you will note that each painting has the same 14 'tiles' rearranged differently. What allows these tiles to be rearranged in an almost-endless number of ways is that they rely on unique mathematical properties of the Golden Ratio, ø.
Definition of Golden Ratio:
In Mathematics, two quantities are in the Golden Ratio if their Ratio is the same as the Ratio of their sum to the larger of the two quantities.
With two quantities, a and b, a > b > 0, the Golden Ratio, ø = 𝑎 𝑏 when 𝑎 𝑏 = 𝑎+𝑏 𝑎
The Golden Ratio is frequently found in patterns in nature, such as spiral arrangements in shells and plants.
ø is an irrational number with a value of 1+√5 2 = 1.6180339887....
While the Golden Ratio (see Wikipedia) itself is often mentioned in art (e.g. Leonardo Da Vinci used it to compose his paintings), architecture (the Greeks used it to design their buildings), and nature (mathematical basis for naturally occurring patterns), less well-known is the fact ø has some fascinating mathematical properties.
For example starting with ø = 1+ 1 ø (see above), we can derive:
- (Multiply both sides by ø) ø 2 = ø + 1
- (Multiply both sides again by ø) ø 3 = ø 2 + ø
Using such derivations, we see that a Geometric Series based on ø, (that is, a series where every element is obtained by multiplying the previous element by ø)
also happens to be a Fibonacci Series, in which the sum of any two consecutive terms generates the next term.
A property that then emerges from this Geometric Fibonacci series is that sums of many different terms in the series can equal the sums of many other terms in the series. E.g.:
The Swiss architect Le Corbusier, in a quest to design easilyreconfigurable modular buildings, realized that a set of ø-series based tiles, i.e. tiles whose sides were members of the ø series, would allow for combinations with large numbers of permutations and combinations for any given fixed space.
These paintings incorporate, in their backgrounds, tiling patterns created using TWO INTERLACED ø-series, one series of which is formed by taking the arithmetic mean of consecutive terms of the other – that is the elements of one series, lie halfway between the elements of the other series, which increases the number of possible ways in which the elements may be combined to add up to other combinations of elements.
All the paintings have the exact same 14 tiles in the background. Every edge of every tile relates to every other edge in the painting by multiples of golden ratios.
If the Golden Ratio is truly a natural number wired into nature, these tiling patterns should feel naturally aesthetic.
The juxtaposition of a whimsical, form on top of the more rigid geometric pattern hopefully creates an anachronism that draws the viewer in to look at the image again and again. | 1,226 | 635 | {
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COMIC BOOKS
Overview
Comic books are a great way for reluctant and unconfident writers to tell a story. It can simply be images, or can include very small amounts of writing. This session will explore a few very different ways to tell an image-based story. It is a great way to help slowly build writing confidence and stamina in manageable steps.
Intro
With a comic children can tell a story through pictures. Children can add some little captions to help the reader know what's happening and some speech bubbles to make the characters talk. Make creating image-based stories a regular activity for reluctant or unconfident writers so that children can build up the amount of writing they include as they are ready. As an extra challenge (once children are ready) they can put together sentences describing their pictures as a very short written story.
What you need
* (Optional) some example comics to look at
* Resources to create the images (depending on the type of comic you may need paper and pencils, or a camera, printer and/or computer.
What to do
Step 1 (Optional): Look at some example comics
Step 2: Plan a comic using the ideas and examples
Step 3: Draw out/put together comic and any written additions
Step 1(Optional): Look at some example comics
Look at some comic stories like in The Beano or a Marvel comic. Use some of those characters to tell your own version of a story. If you don't have physical comics, you can find some examples online. One place you can look is The Beano archives: https://www.beano.com/categories/archive-comic-strips
Notice how the illustrator shows what is happening through each picture. Discuss any words they use to help tell the story.
\
Step 2: Plan a comic
Children plan ideas for their comic strip. There are different ways to tell a story through images.
Here are some ideas:
* Draw a traditional comic strip like The Beano. Children can use story ideas and characters from comic strips they have read if they are struggling to come up with their own ideas.
* Take photos to use as the pictures. These can be of places, people (with their permission), or objects.
* Make scenes with Lego. Take a photo, print it, then add a caption to it. Alternatively just create it on a computer.
* Go out on a walk or day trip and children take photos as you go. They then make the pictures into a comic strip telling the story of the trip. They can always add some made-up extras – did a giant bird swoop out of the tree and carry off their brother?
* Look at photos you have of family and friends. Children choose some they think they could use as part of a story. They put the photos in an order and add captions to them to tell a story. They could add in images from the internet if they need extras to make their story work. Some plot ideas:
o Is your dad secretly an alien come to do tests on planet earth?
o Is your dog a secret agent?
o Did that statue you're stood next to in a photograph come to life and take you on an adventure?
Step 3: Put together a comic strip
Children can now put together their comic strip by drawing it out of printing off pictures. They could do it all on a computer if they prefer.
Writing for a purpose is a great motivator. Suggest making the comic as a gift for someone or as a project to make your family photo album more interesting!
Challenge: Add some writing
It's easy to add small amounts of writing to the images. Children can add short captions or speech bubbles to their pictures or photos to help tell the story. These can just be a word or two. They can also add sound effect words (onomatopoeia) such as bang and crash. This will help build their writing confidence and stamina.
Extra writing challenge: Short written story
When children feel ready, they can write a short sentence or two that describes each photo. They do this for each picture then put all the sentences together as a very short story. See if it makes sense when they read it without the pictures. You can always break this down into separate sessions if that is more manageable. Write a sentence for an image in each session. You could also scribe some or all of it for them. | 1,526 | 890 | {
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European Road Safety Charter
Call for Good Practices - to enter the selection for the:
Excellence in Road Safety Awards 2017
Deadline to submit nominations: March 31st , 2017
Submit to email@example.com
SECTION 1: INFORMATION ABOUT YOUR ORGANIZATION
SECTION 2: DESCRIPTION OF THE INITIATIVE
Innovative character
Issues that are addressed with the initiative
Activities developped
Parents/adoults are an age group in Slovenia that is usually not directly involved in road safety activities. Usually road safety topics and problematics are intruduced to them only through media campaings or activites that their children are involved in.
Red Light for the Parents is a project that »speaks« directly to the target group and involves a personal experience/story of parents who lost their child in a car crash that helps parents understand that road safety is not to be taken to lightly…
Parents have years of experiences in traffic as drivers, cyclists, pedestrians etc. But usually they don't "upgrade" their knowledge and often overestimate their abilities. They don't stay up to date with developments and innovations regarding road or vehicle safety or traffic rules. Because they have had the driving license for years and every year cover thousands of kilometers they think that the possibility they are involved in a crash is very small.
They don't think about road safety, it is part of an everyday routine and they go through traffic like on autopilot.
They try to teach their children the basic rules and principles but often don't follow them themselves.
That is why it is important to draw attention to their role as active road traffic participants and role model for their children.
With the program we want to raise awareness about the gap between what we know and what is right and how we actually behave when we are involved in road traffic. Through discussion and presentation we encourage parents to rethink about their active role as a good example for their children.
Our target groups are parents of children attending kindergartens, primary or secondary schools and teachers, educators and other professionals who work in education programs. The program is organized as a lecture in schools, kindergartens and other institutions and lasts approximately 60 minutes (shorter or longer version is possible). The number of participants is not limited (the more, the better), but usually 40 – 100 people are included in an individual lecture.
A moderator (road safety expert and a parent) leads and directs the discussion with the purpose to intensify and further elaborate specific
stereotypical behavior, encourage participants to give their opinions, share experiences and provides information, rules, best practices and advices regarding road safety. The lecture is supported by PowerPoint Presentation, presentation of preventive videos, statistics…) The moderator is specially trained by experts of psychology, pedagogics, road safety, forensic toxicology and others.
Themes and stereotypes, which are discussed in the context of the event:
- Road safety and innovations in road-transport system
- Speed, safety distance, reaction time
- Alcohol, phone, attention and road safety
- Security mechanisms (seatbelt, helmet, child safety seats)...
In the second part of the lecture the moderator is joined by parents who lost their child in road crash and they share their story, struggles, suffering and battle in legal procedures with participants. A clear message: "It can happen to anyone, so we cannot be indifferent to education and safety of our children!" makes many participants reconsider if their influence on children is really a positive one…
The program also includes a questionnaire for the participants. The questionnaire is two sided – first part consists of questions about parent's behavior, habits and their opinion regarding road safety and the second part of their assessment of the program. An evaluation of individual lecture is based on that questionnaire, review of organizers (school, kindergartens…), moderator's report and participant's reactions, opinions that they share with moderator and parents after the lecture.
Genesis
Parents have the most important role in the lives of their children and adolescents. Parents are their children's first role model – children develop their behavior, attitude, values and gain their knowledge through observation and imitation, especially of their parents. We usually say "Children see, children do!"- everywhere, every time. Even in road safety.
That is why it is very important that we include parents in educational and preventive activities, offer them new information, share with them good practices and try to influence them to become a good role model for their children. | 1,989 | 910 | {
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Read & Write for Chrome – Text to Speech
Introduction
Text to speech or speech synthesis converts written text into a computerized voice. This may be a useful tool for students who may have excellent comprehension but whose reading abilities are lacking.
Learning Objectives
Completion of this tutorial will give you experience with the following:
* Have text read out loud on a web page using Read & Write for Chrome
This tutorial assumes:
* that you are using the Google Chrome browser on a Windows, Mac or Chromebook computer and NOT a tablet.
* that you have installed the Read & Write extension for Chrome. For a tutorial on installing Read & Write click here.
* that you have access to the premium features. Click here to find out how.
* that you are connected to the internet.
Case Study
Francine is a student who has poor reading abilities but whose comprehension skills are high. She is able to understand information if it is read out loud to her. Using Read & Write for Chrome, Francine is able to have any document and/or web page read aloud. She is able to follow along if she wants using the dual coloured highlighting.
Text to Speech using Read & Write for Chrome
Navigate to a web page using the Google Chrome web browser.
1 Ensure that the Read & Write Chrome extension is running. If the extension is active, a purple icon will appear in the top right hand corner of the Chrome window (1).
Click on the icon to activate the Read & Write toolbar (2).
2 Highlight the text to be read (1). Click on the read icon (2).
3 The text will be highlighted (1) with the passage in yellow and the word that is currently being read in blue. Click the pause button (2) to pause reading and click the stop button (3) to stop reading.
4
A secondary mode of reading can be accessed through the Hover Speech tool located on the tool bar (1). When the feature is activated, there will be a blue line underneath the tool. Simply hover the mouse cursor to a body of text and Read & Write will convert it into speech. The text will be highlighted with the passage in yellow (2) and the word that is currently being read in blue (3).
5
The speech synthesizer can be configured by clicking the settings (1) on the tool bar. Once open, ensure that the speech tab is selected (2). There are a variety of voices that can used (3), speed settings (4) and the synthesizer can be configured to read continuously (5). | 1,019 | 524 | {
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Tree of heaven
Ailanthus altissima
Family
Simaroubaceae (quassia)
Also known as
Ailanthus glandulosa, Chinese sumac, stinking shumac
Where is it originally from?
China
What does it look like?
Deciduous tree with smooth, grey, pale-striped bark, and leaves made up of 11-25 alternating hairless leaflets (7-17cm long x 3-7.5 cm wide) with bluish green undersides and 1-3 coarse teeth near their bases. Clusters of yellow-green flowers (2.5-4 mm long petals, Dec-Jan) are followed by seeds enclosed in pink to tan papery, twisted and winged sheaths. Bark is grey, pale-striped and smooth. All parts of the tree have a strong smell that can be described as similar to peanuts or cashews.
Are there any similar species?
Rhus typhina (staghorn sumac) has hairy branchlets and petioles, and flowers from October to November, producing hairy fruit.
Why is it weedy?
Grows rapidly and forms dense thickets of suckering shoots.
How does it spread?
Produces suckering shoots from an aggressive root system, as well as large amounts of seed.
What damage does it do?
Out-competes native species for sunlight and space, and produces a toxin in its bark and leaves that accumulates in the soil to prevent other plant species establishing near it. The root system is capable of damaging drains.
Which habitats is it likely to invade?
High light areas with poor soil (such as clay), spreading along roadsides and waste places from gardens or plantations.
What can I do to get rid of it?
2. Basal bark application (late winter or early spring-summer): spray or paint 30cm wide band around trunk using triclopyr 600EC (50ml/L).
1. Hand pull seedlings and small plants (all year round): remove all roots and fragments, as these can regrow, and dispose of at a refuse transfer station.
3. Swab stump (spring-summer): cut down and paint freshly cut stump with triclopyr 600EC (50ml/L).
Photo: Carolyn Lewis
4. Spray (spring-summer): glyphosate (100ml/10L + penetrant) or metsulfuron-methyl 600g/kg (5g/10L) or triclopyr 600EC (60ml/10L + penetrant).
What can I do to stop it coming back?
Followup monitoring required and treatment when needed. Establishing a thick cover of native trees to shade out and prevent establishment of seedlings. | 1,018 | 564 | {
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First Name: _____________________ Last Name: _______________________________ Grade: _________
Teacher: _______________________ Parent's email: _____________________________________________
Happy Halloween!
Welcome to the Math Challenge #3. This set of Math Challenge problems are all about things at Halloween (trick-ortreating, costumes parties, carving pumpkins and haunted houses). Many of the problems can be solved by drawing a picture/diagram/model and/or using logical reasoning.
If you are new to any of the problem solving strategies, check out our complete overview of elementary problem solving strategies at https://www.mathinaction.org/problem-solving-strategies.html.
Kinder & First Grade: solve at least 3 problems.
Second & Third Grade: solve at least 7 problems.
Fourth Grade and above: solve at least 12 problems.
Answer
1. While trick-or-treating, Mia got 6 candies. Joel got 3 candies, and Dan got 2 more candies than Joel. How many candies did they get altogether?
2. Eliza has a sheet of halloween stickers (below). Which sticker does she have the most of?
3. Laura wants to make her own Halloween costume. She will put a total of 12 flowers on her skirt. If there are already 3 flowers on it, how many more flowers does she need to put on her skirt?
4. The store has 15 pumpkins left to sell. Ella's family is getting 3 pumpkins and Mike's family is buying 4 pumpkins to carve. How many pumpkins are left at the store?
5. What is the sum of the numbers hiding under the bats?
Page | 1
2022-2023 Math Challenge
6. An adult skeleton has 206 bones. There are 27 bones in each hand and 26 bones in each foot. How many bones are not in the hands and feet?
7. Which of the three numbers below can you multiply together to get 24?
8. Each Halloween object in the puzzle below is worth a different value from 1 to 4. Use the row totals to work out the value of each object.
9. There are ghosts in the haunted house. There are more than the number of days in October. There are less than the product of 7 and 5. The number of ghosts is an odd number. How many ghosts are in the haunted house?
10. What is the sum of the mixed numbers under the two pumpkins?
11. Each year, for trick or treating in your town, there are twice as many houses as the year before. This year there are only 8 houses. In how many years will there be over 1,000 houses?
12. Each Halloween object in the puzzle below is worth a different value of any number from 1 to 7. Use the row totals to find the value of each object.
= 11
= 8 = 6 = 8
=
=
=
=
5
3
8
2
4
= 24 = 26 = 20 = 23
=
=
=
=
Page | 2
2022-2023 Math Challenge
13. Nate couldn't remember exactly how many cupcakes Hema and Vicky made for the Halloween party, but he did remember that altogether, Hema, Vicky and he had made 156 cupcakes. He also remembered that he and Hema had made 110 cupcakes and he and Vicky had made 94 cupcakes. How many did each person make?
Nate =
Hema =
Vicky =
14. Each Halloween object in the puzzle below is worth a different value of any number from 0 to 9. Use the clues to find the value of each object.
15. Meera brought her sister to four streets for Halloween. Each street had an average of 26 houses. Two of the streets had 28 houses and one of the streets had 21 houses. How many houses were on the fourth street?
16. For the skeleton dance, Gamora needed to make a playlist of songs. Each song was about three and a quarter minute long. He needed a playlist that lasted four hours and thirty minutes. How many songs does he need?
17. You just put on your new Halloween costume. You and your friends are going trick or treating. At the first house you get 5 pieces of candy, at the second house, you get 10, and at the third house, you get 15. The pattern continues for all 12 houses on your street that you visit. If you eat 2 pieces of candy between each house, how many would you have after visiting all 12 houses?
18. Each year, I trick or treat on a rectangular block in my town. The length of one side of the block is two times the length of the other side. If the perimeter of the entire block is 564 yards, how long is each side?
16 = ×
÷ = – = 4
+ =
= ÷
+ = ×
× = 56
= = = = =
= = = = =
Solution is available on November 4, 2022
Page | 3
www.mathinaction.org
Student Registration for Fall 2022 Math Challenge Tournament opens on October 17, 2022.
2022-2023 Math Challenge | 2,009 | 1,098 | {
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Let's Talk About . . .
Ask your students what worries Chu about school. Are these the same or different worries that they had before they came to school? Encourage them to support their answers with details from the story and their lives. Common Core State Standards (Reading): RL.K.1., RL.1.1., RL.2.1., RL.3.1.
What can your students learn about the interests of the characters, both children and parents, from the story's illustrations? Help them study the illustrations to identify answers from the characters' actions, their clothes, and their expressions. Common Core State Standards (Reading): RL.K.7., RL.1.7., RL.2.7., RL.3.7.
Pick a few titles, like Chu's Day, as well as other stories about the first day of school. Then lead a discussion on the similarities and differences between those stories and Chu's First Day of School. Some potential topics to focus on: characters' adventures, experiences, and feelings, as well as the stories' settings, plots, and, if appropriate, themes. Common Core State Standards (Reading): RL.K.9., RL.1.9., RL.2.9., RL.3.9.
Guide your students in a discussion about Chu's classmates. What does each like to do? How can your students tell? Ask if they think any of these classmates will become friends with Chu. Do your students think he might try some of the activities his classmates mention? Why or why not? Common Core State Standards (Reading): RL.K.1., RL.1.1., RL.2.1., RL.3.1.
Ask your class to describe Chu's school using evidence from both the words and the pictures. What do they like best about Chu's school, and why? The teacher? The toys in the classroom? The other students? Common Core State Standards (Reading): RL.K.7., RL.1.7., RL.2.7., RL.3.7.
When Chu's new classmates explain what they love to do, how does Chu seem to feel? Ask your students why they think he stays silent. If your students have trouble discovering answers, remind them of his anxieties earlier in the story. Also, guide them to look at the expressions on his face. Common Core State Standards (Reading): RL.K.3., RL.1.3., RL.2.3., RL.3.3.
Help your class examine the two two-page spreads with no text after Chu's big sneeze. How do the other students respond to Chu's huge "Aaachoooooo"? How does this make Chu feel? Is he still anxious or not? Why? Common Core State Standards (Reading): RL.K.7., RL.1.7., RL.2.7., RL.3.7.
Prompt a discussion by asking students if they think this story has central lessons or morals. What might readers learn from Chu's adventure? How might it help them with their own fears? Common Core State Standards (Reading): RL.K.2., RL.1.2., RL.2.2., RL.3.2.
Common Core State Standards (Speaking and Listening) that discussions might also address: SL.K.1a-b., SL.1.1a-c., SL.2.1a-c., SL.3.1a-d., SL.K.6., SL.1.6., SL.2.6., SL.3.6.
Permission to reproduce and distribute this page has been granted by the copyright holder, HarperCollins Publishers. All rights reserved. Illustrations © 2014 by Adam Rex. | 1,367 | 770 | {
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Barry Lawrence Ruderman Antique Maps Inc.
7407 La Jolla Boulevard La Jolla, CA 92037
(858) 551-8500
www.raremaps.com email@example.com
Carte Générale Des Etats-Unis de l'Amerique Septentrionale Divisée en ses 17 Provinces.
Stock#: 73348rd
Map Maker: La Rochefoucault-Liancourt
Date:
1799
Place:
Paris
Color:
Uncolored
Condition: VG
Size:
18 x 15.5 inches
Price:
$675.00
Description:
(West Florida Controversy) The United States Divided into 17 Provinces and "Land Claimed by the United States"
Fine late 18th Century map of the United States of America, published in Paris in 1787.
The map extends south to include part of East and West Florida, which were then still controlled by Spain. The western boundary of Georgia extends to the Mississippi River. A thin strip of land extending westward between Georgia and Tennessee is called United States Territory. This region originally belonged to South Carolina but was ceded back to the United States in 1787.
Further south a wide strip of land between Georgia and West Florida is Land claimed by the United States referring to the disputed region between the United States and Spain known as the West Florida Controversy (see below).
The map includes an early appearance of Kentucky (formed in 1792) and Tennessee (1796). The large, mostly blank Maine is here labeled Main, with a massive North Western Terrirory to the north of Kentucky, embracing Ohio, Indiana, Illinois, Wisconsin and Michigan.
West Florida Controversy
Drawer Ref: United States 3
Barry Lawrence Ruderman Antique Maps Inc.
7407 La Jolla Boulevard La Jolla, CA 92037
(858) 551-8500 firstname.lastname@example.org www.raremaps.com
Carte Générale Des Etats-Unis de l'Amerique Septentrionale Divisée en ses 17 Provinces.
Prior to the American Revolutionary War, East and West Florida were British possessions. When Spain entered the American Revolutionary War on the side of France, it was not allied with the Thirteen Colonies. Bernardo de Gálvez, governor of Spanish Louisiana, led a military campaign along the Gulf Coast, capturing Baton Rouge and Natchez from the British in 1779, Mobile in 1780, and Pensacola in 1781.
In the 1783 Treaty of Paris, which ended the war, the British agreed to a boundary between the United States and West Florida at 31° north latitude between the Mississippi and Apalachicola Rivers. However, the separate Anglo-Spanish agreement, which ceded both Florida provinces back to Spain, did not specify a northern boundary for Florida, and the Spanish government assumed that the boundary was the same as in the 1763 agreement by which they had first given their territory in Florida to Britain. This sparked the first West Florida Controversy. Spain claimed the expanded 1764 boundary, while the United States claimed that the boundary was at the 31° parallel. Negotiations in 1785–1786 between John Jay and Don Diego de Gardoqui failed to reach a satisfactory conclusion. The border was finally resolved in 1795 by the Treaty of San Lorenzo, in which Spain recognized the 31° parallel as the boundary.
Spain continued to maintain East and West Florida as separate colonies. When Spain acquired West Florida in 1783, the eastern British boundary was the Apalachicola River, but Spain in 1785 moved it eastward to the Suwannee River. The purpose was to transfer the military post at San Marcos (now St. Mark's) and the district of Apalachee from East Florida to West Florida.
In the secret Treaty of San Ildefonso of 1800, Spain agreed to return Louisiana to France; however, the boundaries were not explicitly specified. After France sold the Louisiana Purchase to the United States in 1803, another boundary dispute erupted. The United States laid claim to the territory from the Perdido River to the Mississippi River, which the Americans believed had been a part of the old province of Louisiana when the French had agreed to cede it to Spain in 1762. The Spanish insisted that they had administered that portion as the province of West Florida and that it was not part of the territory restored to France by Charles IV in 1802, as France had never given West Florida to Spain.
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How to Learn to Identify Native Plants
I am sometimes asked, "How do you learn to identify plants?" I suspect that it is like learning anything else, there is certainly more than one way to do it. What worked for me might not work for you.
But before we talk about how to learn the names of plants, we might ask why learning the names of plants is important. The plant would be the same whether we gave it a name or not, but having a name gives us something to associate everything else we know about the plant. Think of it like the name of a folder, either on your computer or on the tab of the old manila folders you keep in a file cabinet. The name on the tab allows you to know where to put all the information you have about that plant.
You could of course make up your own name for plants, but then you couldn't talk to other people or find information in books about the plants under your made-up name.
Learning plant names has to start by learning how to distinguish the differences among different plants, and that requires you to learn what characteristics to look for. For laymen, the characteristics one uses are different for trees, grasses and forbs.
My friend Bill Lindemann, in discussing how to learn to identify birds, talks about looking for the important characteristics such as relative size, shape, bill, color, markings, etc., and identifying plants is the same process.
For trees, one looks at the type of leaf, the arrangement of leaves, the shape of the leaf, the type of margin (edge) of the leaf. For some trees, other clues are important, like bark, leaf size, texture, fruit, etc. For grasses, the most used characteristics are the size, shape, and arrangement of the seed head. For forbs, one most often looks at the color, size, shape, and arrangement of the blooms, but also with attention to the leaves. Most books for plant identification have sections that discuss these characteristics and the names used to describe them.
Unfortunately, most books which describe plant characteristics have the plants listed by family. If you are just beginning to learn plant names, and you don't know the name, you certainly won't know the family it is in, so finding your plant in a book can be tedious. It is kind of like the schoolboy complaining if he doesn't know how to spell a word, he can't look it up in the dictionary.
There are keys published in some books which allow you to go through a series of questions about the plant you are interested in (e.g. Are the leaves arranged on the stems alternately or oppositely? Do the leaves have smooth margins or toothed ones?). But keys to grasses and even forbs can be difficult to use.
On my web site, www.hillcountrynaturalist.org, on the HC Ecology page, there is a key to help you identify the 50 or so of the most common woody plants in the Hill Country, as well as a slide show with pictures for each of the key entries in order. There is also a slide show of the common native grasses. There are photos of many tree leaves on the Photos page.
For people just starting to learn our native plants, I would recommend the following books: "Trees, Shrubs, and Vines of the Texas Hill Country", by Jan Wrede, "Grasses of the Texas Hill Country", by Brian and Shirley Loflin, and "Wildflowers of the Texas Hill Country", by Marshall Enquist. The advantage of these three books over the many other good books on these topics is that each of these books lists only those plants that grow in the Hill Country, so you don't have to leaf through pages of pine trees or swamp flowers looking for your plant.
Learning to identify our native plants is not an easy task, but it can be a fun one, something you can do whenever and wherever you are. You start with what you already know (I'll bet you can identify a cedar, a live oak, a cypress, a mesquite, a bluebonnet, a Mexican hat, etc., so you don't really start from scratch. The more you learn, the more fun it is and the more you begin to appreciate our beautiful Hill Country. Good luck.
Just a reminder, I will be at Riverside Nature Center from 10 to 12 every Friday, so people can come with questions, concerns, etc. about our native environment.
Until next time…
Jim Stanley is a Texas Master Naturalist and the author of the books "Hill Country Ecology," "Hill Country Landowner's Guide" and "A Beginner's Handbook for Rural Texas Landowners." He can be reached at firstname.lastname@example.org. Previous columns can be seen at www.hillcountrynaturalist.org . | 1,611 | 998 | {
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The Candle Lab
In this activity you will determine the energy content of various combustable substances in calories per gram.
Materials (per group)
balance combustable substances ring stand
empty aluminum soft-drink can with cross-wire supports thermometer/Lab Quest tap water ring
Procedure
1. Mass the candle
2. Mass the can.
3. Put 100 ml of water into the can.
4. Mass the can and the water.
5. Hang the can on the ring stand.
6. Place a thermometer in the can.
7. Record the temperature of the cold water.
8. Place the item under the center of the can as shown in the diagram on this page. Adjust the height of the ring so that the bottom of the can is about two centimeters above where the flame will be.
9. Light the flame
10. After the temperature has raised about 10 - 15 degrees, extinguish the flame and record the temperature.
11. Record the mass of the item again.
10. Complete the data table below
11. Repeat for the other two items.
GRAPH EACH TRIAL on the SAME
graph. Hit RECORD before lighting the flame.
Raw Data
Conclusion Questions and Calculations
1. Change in heat of the water (q = m Cp ∆T) 3 calculations….one for each substance.
2. Change in heat of substance in Calories per Gram (Calories/grams burned) 3 calculations…..
Enter the NUMBERS IN THE GOOGLE DOC SPREADSHEET.
Chemical Heat Lab Conclusion Questions
Parafin
Butane
Ethanol C2H5OH
C25H52
C4H10
3. Record the class average calories/gram for each substance.
candle ____________
butane ______________
ethanol ______________
4. Which substance released the most calories per gram?
Do questions 5 - 7 for each substance. Use the class averages.
5. Calculate the heat released in calories/mole. 3 calculations……
6. Calculate the heat released in joules per mole. (1 calorie = 4.18 Joules) 3 calculations……
7. Calculate the heat released in KJ per mole.
3 calculations……
8. Write chemical equations for all THREE reactions. The products are carbon dioxide and water. 3 equations.
9. Does the number of calories absorbed by the water represent all of the heat released by the candle? Explain your answer.
10. What is the definition of Heat of Combustion? | 1,084 | 527 | {
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Parent's Guide (Children's Church and Sunday School Alternative)
Session: The Shipwreck
Bible Passage: Acts 27:13-44; 28:11-16
Main Point: God protected Paul in the shipwreck so he could stand before Caesar.
Before the lesson starts…
Younger Kids's Activity page
Invite your kids to complete the "Shipwreck Word Search" on the activity page. Kids will find and circle the words hidden in the grid of letters.
Say • The words you found all had to do with ships or sailing, just like our story today. We will hear about Paul on the way to Rome. While sailing to Rome, a large storm tossed Paul's boat! That sounds really scary. Do you think Paul was scared? We'll find out more in our story.
Older Kid's Activity page
Invite your kids to complete "Survival at Sea" on the activity page. Kids should use the clues to fill in the blanks and discover what Paul faced in today's Bible story.
Say • Paul faced suffering and trials as he shared the good news about Jesus. He was arrested and put in prison. People tried to kill him.
Do you think a shipwreck could stop Paul? Would that be the final straw? We will find out in today's Bible story.
Introduction
Ask you kids to share about a time they made someone else a promise. Did they keep the promise? Why or why not?
Say • We are going to learn today how Paul was in another difficult situation, but he trusted God to rescue him. God always keeps His promises.
Session starter
Meant to protect
Challenge kids to think of and share things that protect them in various situations. (Examples: sunscreen in the sun, helmet on bike, and so on) List their ideas on a chalkboard, dry erase board, or paper.
Say • You all shared some great examples of things that are meant to protect you from harm; but I have a question: Will sunscreen protect you from a shark bite? These things are helpful in some situations, but they can't protect you from everything.
In the Bible story we will hear today, Paul needed protection during a storm. Nothing he or the sailors on the boat could do would keep them safe. We'll find out what happened when Paul was shipwrecked.
Transition to teach the story
Recap
Say • The Bible tells us the story of how God rescues sinners through His Son, Jesus. In the New Testament, we find the story of
Paul, a believer who helped spread the gospel—the good news about Jesus. We've heard some incredible stories about how Paul boldly shared Jesus. A couple weeks ago, we heard about the Jewish people's plan to stop Paul. They wanted to kill Paul, but Paul was arrested. When Paul was arrested, God protected him so he could preach about Jesus.
Last week, we learned about Paul before rulers. Paul preached about Jesus to governors and kings, just as God had chosen him to do. He was all set to go to Rome to see Caesar.
Today we are right here [point to today's story on the timeline] where Paul's story really gets stormy. Today's story is called "The Shipwreck." Uh-oh. It sounds like Paul's trip to Rome wasn't exactly a piece of cake.
Tell the Bible story
Open your Bible to Acts 27:13-44; 28:11-16 and read it aloud together. Then watch the bible story video "The Shipwreck" which can be found on our website at www.calerabaptist.org/thisweek
Say • God had appeared to Paul in prison and told him he would go to Rome to tell people about Jesus. But Paul spent a couple of years in prison before he finally got on a ship to go to Rome. Many prisoners were aboard the ship, along with some soldiers who looked after them. An angel appeared to Paul at night and said Paul would make it to Rome and all of the people on the ship would survive.
God protected Paul in the shipwreck so he could stand before Caesar. When the ship wrecked near the island of Malta, no one on the ship was hurt.
Paul finally got to Rome, and he was allowed to live in a house. A soldier stayed there to guard Paul, but people were allowed to visit him. Some of Paul's visitors heard the gospel and believed in Jesus.
God worked everything out for His plan. God still works today, giving believers strength and courage through the Holy Spirit so that people all over the world will hear the gospel and believe. When should we tell others about Jesus? We should always tell others about Jesus even when it is difficult.
Christ connection
Say • Paul trusted God to keep His promise to rescue them from the storm. He encouraged the sailors to trust and obey God, too. God called Paul to trust Him in a tough situation. God also wants us to trust His Son, Jesus, who died to rescue us from sin and death, and to tell others this good news.
Key passage
Read together Philippians 1:20-21.
Leader • In our Bible story, Paul's life was in danger once again. He faced a storm and a shipwreck, but he stood strong in his faith in the Lord. He believed God's promise to protect him. God always keeps His promises.
Digging Deeper and Prayer
What does this story teach me about God or the gospel?
What does the story teach me about myself?
Are there any commands in this story to obey? How are they for God's glory and my good?
Are there any promises in this story to remember? How do they help me trust and love God?
How does this story help me to live on mission better?
Pray together as a family - encourage your kids to pray | 2,032 | 1,222 | {
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High Touch High Tech ®
Science Experiences That Come To You
Make a Sundial
Ingredients & Supplies:
* Stick
*
* Small rocks
Chalk
* watch or clock
* 1 cup of playdough (optional)
Instructions:
What time is it? 8:00, 11:30, 2:15? How do you know? The clock, of course! What if you didn't have a watch or clock to tell you the exact time of day? Before people had watches and clocks to tell time, they used the Sun. We know that the Sun rises in the East and sets in the West. Depending on where the Sun is in the sky you can determine the time of day.
People made sundials to keep track of time. Sundials can be made with many different types of objects, but the most simple is with rocks. We have rocks all around us so this activity will be easy!
First, you need to collect at least 12 small rocks. These will be like the numbers on a clock. If you have some playdough, form it into a ball. Now find a skinny stick that you can put into the playdough. Make sure the stick is pointing straight up.
Find a sunny spot with a flat surface. This could be your lawn or sidewalk. (Make sure this is a spot that won't be in anyone's way because you'll want to leave it out for a couple of days!)
Place your playdough down with the stick pointing up. This will be the center of your sundial. Do you see the shadow that the stick casts? The shadow is pointing in one direction. Place your rock at the end of the shadow. This rock indicates the time of day. Look at your watch. What time is it? Try writing the time on your rock.
Great job setting up your sundial! Leave the playdough, stick and rock exactly where it is. Now you can go play, but make sure to come back to see your sundial in 20-30 minutes. You will notice that the shadow has moved! This
High Touch High Tech ®
Science Experiences That Come To You
means the Sun is in a different place and the cast shadow indicates a different time. Place another rock at the end of this shadow.
Keep track of your sundial for the next couple of days. Every time you come look, place another rock on the ground. By the end of your activity, you'll have a finished sundial!
The Science Behind It:
Sundials use a shadow to indicate the time of day. The object that casts the shadow is called a gnomon. This could be a thin rod, pointed metal, or even a stick.
Archaeologists have found Ancient Egyptian sundials as far back as 3500 B.C.! The first sundials were made from sticks. The gnomons were constructed from rocks and stones to form obelisks and pillars.
Ancient Romans also used sundials to measure the passage of time. Sundials were introduced to Rome in 250 B.C. A Sundial was built in the Roman Forum, the centralized meeting place. The wealthy began building sundials at their homes, and it became a status symbol.
The sundial enabled the Romans to divide the day into 12 hours to better mark time and meetings. The day was divided into ante meridiem (before midday) and post meridiem (after midday.) These divisions are now known as a.m. and p.m.
The "clock time" that is measured by watches does not precisely match the "solar year." "Solar time," which is measured by sundials, does not exactly match for 365 days. To fix this, Julius Caesar decided to add one day to the calendar every fourth year and "the Leap Year" was born.
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Post pictures, leave comments, and stay up-to-date with new programs, fun post-program experiments, current events & more! | 1,312 | 834 | {
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PROGRAM OUTLINE
When available, the Community Resource Officers and Patrol Officers will begin their patrol prior to the start of the school day. Patrol Officers will engage in preventive patrol along school bus routes, major walking routes, and surrounding areas of schools in the assigned sector.
Community Resource Officers and Patrol Officers will investigate any unusual or suspicious person, vehicle, or situation that they come across or any suspicious activity that has been reported to them.
The Community Resource Officers will work cooperatively with the Forest Hills Transportation Office to communicate with the bus drivers in reference to any suspicious activity that they may observe while picking up and dropping off children during the beginning and ending of each school day. Any suspicious activity reported will be immediately investigated.
The Community Resource Officers will check the safety of children that are walking alone or waiting by themselves for the bus. As we are maximizing our efforts in making Anderson Township a safer place for our children, we encourage parents and concerned citizens to act as L.O.O.K.-outs and report anything they see suspicious or unusual by calling 9-1-1 if an emergency, or the non-emergency number if it is not. The non-emergency number is 513-825-2280.
MAKE SURE YOUR NEIGHBORHOOD IS AS SAFE AS YOUR HOME.
HAVE your children check in with you at work or with a neighbor when they get home. Agree on rules for having friends over and going to someone else's house when no adult is present.
COVER THE BASICS ➙
CHECK your neighborhood for areas that threaten children's safety, like brush in wooded areas, overgrown shrubbery, abandoned buildings, bad lighting, vacant lots littered with debris, no sidewalks, or bike paths next to busy streets.
TELL your children to stay away from strangers who hang around playgrounds, public restrooms, and empty buildings.
AT HOME ALONE ➙
MAKE SURE they know how to work the door and window locks and that they use them when they are inside alone.
REHEARSE with children their full name, address, and phone number (including area code) and how to make emergency phone calls from home and public phones.
TEACH children that no one, not even someone they know, has the right to touch them in a way that makes them feel uncomfortable. Tell them they have the right to say "No" to an adult in this situation.
AT SCHOOL & PLAY ➙
ENCOURAGE your children to look out for other kids' safety and report anything they see that doesn't seem right.
MAKE SURE your kids can reach you by telephone at work. Post your work number, along with numbers for a neighbor, the police and fire departments, and the poison control center near all your home phones.
WORK OUT an escape plan in case of fire.
WALK the neighborhood with your children. Show them safe places they can go to in an emergency, like a neighbor's house or an open store.
TELL children never to accept gifts or rides from someone they don't know well.
ENCOURAGE your children to walk and play with friends, not alone, and to stay in well-lighted, open areas where others can see them.
TEACH your children to write down and report to you the license numbers of people who offer rides, loiter around playgrounds, or appear to follow them.
EXPLAIN to your children that a stranger is someone they don't know well. A stranger can be a man or woman, well-dressed or shabby, kind or threatening, pretty or ugly. If a stranger tries to follow them or grab them, they should run away, scream, and make lots of noise. Tell them to run to the nearest place where there are people and to shout "This person is trying to hurt me!" or "Stay away from me," instead of a simple "Help."
DON'T HANG a house key around your child's neck. It's a telltale sign that you won't be at home when they return from school. Put it inside a pocket or sock.
DO NOT WRITE
your child's name or address, etc. on the outside of their clothes, backpacks, or school items.
MAKE SURE your children are taking the safest route to school and friends' houses, one that avoids danger spots like alleys, new construction, and wooded areas. Test walk it together.
TEACH your children to walk confidently and stay alert to what's going on around them.
TELL your children never to open the door to a stranger when they are alone in the house or apartment.
CAUTION them about answering the phone and accidentally letting a stranger know they are alone. Kids can always say their parents are busy and take a message. | 1,816 | 953 | {
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End of the Season – Southwest Monsoon 2020' report
January 4, 2021
The 'End of the Season – Southwest Monsoon 2020' recently released gives a picture of the performance of Southwest monsoon across the country. For UPSC the data can be used as supplement information while writing answers.
In news: The National Weather Forecasting Centre of the India Meteorological Department (IMD), has come out with the 'End of the Season – Southwest Monsoon 2020'.
Placing it in syllabus: Geography
Dimensions
Key findings of the report 1.
Content:
The seasonal (June-September) rainfall over the country as a whole was 109% of its Long Period Average (LPA) in 2020.
Long Period Average (LPA) is the average rainfall recorded during the months from June to September, calculated during the 50-year period between 1951 and 2001. It is kept as a benchmark while forecasting the quantitative rainfall for the monsoon season every year.
IMD maintains five rainfall distribution categories on an allIndia scale-
Normal or Near Normal: When per cent departure of actual rainfall is +/-10% of LPA, that is, between 96-104% of LPA
Below normal: When departure of actual rainfall is less than 10% of LPA, that is 90-96% of LPA
Above normal: When actual rainfall is 104-110% of LPA
Deficient: When departure of actual rainfall is less than 90% of LPA
Excess: When departure of actual rainfall is more than 110% of LPA
It was the third highest after 112% of LPA in 1994 and 110 % of LPA in 2019.
Seasonal rainfalls over Northwest India, Central India, South Peninsula and Northeast (NE) India were 84%, 115%, 130% and 106% of their respective LPA.
Out of 36 meteorological subdivisions,
Monthly rainfall over the country as a whole was 118% of LPA in June, 90% of LPA in July, 127% of LPA in August, and 104% of LPA in September.
Southwest monsoon current reached south Andaman Sea and Nicobar Islands on 17th May 2020 (5 days ahead of its normal date), but further advance was sluggish.
It set in over Kerala on 1st June, covering the entire country on 26th June 2020; 12 days before its normal date (8th July).
The formation of two low pressure areas in the month of September led to an active monsoon trough which delayed the withdrawal of monsoon.
The withdrawal of monsoon commenced on 28th September from some parts of west Rajasthan and Punjab, against its normal date of 17th September with the establishment of an anti- cyclonic circulation in the lower tropospheric levels over western parts of northwest India.
The Southwest Monsoon withdrew from the entire country on 28th October 2020.
During the season, one Severe Cyclonic Storm "NISARGA" formed during 1st to 4th June.
The year 2020 witnessed absence of monsoon depression during the season.
The forecast for monsoon onset over Kerala for this year was correct, which is the fifteenth consecutive correct forecast for the event (except for the year 2015) since issuing a forecast for the onset over Kerala started in 2005.
The forecasts for the rainfall over the country as whole during the season, forecasts for the seasonal rainfall over three broad homogeneous geographical regions (Central India, Northeast India and South Peninsula) and
forecast for August rainfall and for rainfall of second half of the monsoon season for the country as a whole were found to be underestimated with respect to the actual rainfall.
The forecasts for the rainfall for the country as whole during July and forecast for the seasonal rainfall for Northwest India were found to be overestimated as compared to the actual rainfall. | 1,664 | 882 | {
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Day
| Registration 8.55 – 9.05 | Assembly & Collective Worship 9.05 – 9.30 | 9.30 – 10.30 | | | Morning Play 10.30 – 10.45 | 10.45 – 11.45 | 11.45 – 12.30 | Lunch 12.30 – 1.25 | Registration 1.30 – 1.35 | 1.35 – 1.55 | | | 1.55 – 3.15 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| | | | Spellings | Literacy | | Maths | ICT | | | | Guided | Reading | Topic / PE |
| | | | given out | | | | | | | | | | |
| | | | & times | | | | | | | | | | |
| | | | tables | | | | | | | | | | |
| | | | chosen | | | | | | | | | | |
| | | Maths | | | | Literacy | Guided Reading | | | Year 4 Flutes Year 3 Recorders & PSHE | | | |
| | | Maths | | | | Literacy | Geography | | | | Guided | Reading | Topic & ICT |
| | | Maths | | | | Literacy | Guided Reading | | | | | | |
| | | Test – spellings and tables / Mental maths | | | | Literacy | Topic | | | | Guided | Reading | RE |
Guided reading is a rotation session in which children are in groups. Each group will read with myself once and Mrs Flawn once per week. During the other sessions they will have follow-up work and independent tasks to improve their reading skills.
Monday – Rev Jo Assembly
Tuesday – Mrs Crew Assembly
Wednesday – Assembly/Singing Practise – Mrs Crew/Mrs smith
Thursday – Reflection time – KS2 together
Friday – Celebration Assembly
3.15 –
3.30 | 1,027 | 553 | {
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Healthy Eating Activity: Label Reading Team Trivia
Materials:
* None
Instructions:
* Divide your guests into 2 teams.
* One correct answer= 1 point.
* Alternate asking each team the questions.
* Ask the teams to keep track of their points.
* See which team gets the highest score!
* If a team answers incorrectly, the other team can provide an answer and steal the point.
Questions:
1. On which of the following food items would you typically find a nutrition facts table?
a. Tea leaves
c. Cookies made at the grocery store
b. A box of crackers
d. A bag of apples
Nutrition facts tables are found on almost all prepackaged foods. They are not typically found on fresh fruit and vegetables, products that do not have many nutrients such as tea leaves or coffee beans, or foods that are prepared or processed at the grocery store.
2. True or false: The serving size on a nutrition facts table is always the same as a serving size from Canada's Food Guide? False. The serving size on a nutrition facts table will not necessarily be the same as a Canada's Food Guide serving size.
3. Which spread has more sugar per nutrition facts table serving size (1 tbsp): Peanut butter or honey?Honey. It has more sugar per nutrition facts table serving size than peanut butter (16 grams versus 1 gram).
4. What information is found directly below the serving size:
a. Information about fat
b. Amount of protein
c. Number of calories
d. Amount of cholesterol
5. Fill in the blank: Choose unsaturated fats often and saturated and trans fats often. more, less. Saturated fat and trans fat raises unhealthy LDL cholesterol but also lowers healthy HDL cholesterol.
6. What is the maximum amount of sodium that adults should consume per day?
a. 2 teaspoons
b. 1 tablespoon
c. 1 teaspoon
d. 2 tablespoons
Most adults eat far more than the maximum daily amount of sodium of 2300 mg (or 1 teaspoon!)
7. Fill in the blank: As a general rule of thumb, d aily value or less is considered to d aily value or more is considered to be “a lot” of be “a little” of a nutrient while a nutrient. 5%, 15%
8. Which cheese has more total fat per nutrition facts table serving size (30 g): Mozzarella or marble cheddar? Marble cheddar. It has more total fat per nutrition facts table serving size than mozzarella (10 grams versus 4 grams).
9. Fill in the blank: When we are comparing the nutrient information for two products, it is important for the nutrition facts serving size amount in grams or millilitres to be ______ . similar or the same
10. True or false: In the ingredients list, the ingredients are listed from least to greatest amount. FALSE. In the list, ingredients are always listed in descending order by weight; this means that the first ingredient in the list is present in the greatest amount.
11. We should get most of our energy from:
a. Fats
b. Proteins
c. Carbohydrates
Carbohydrates are the body's primary source of dietary energy.
12. True or False: The 5/15 Rule for % daily value applies to all of the nutrients in a nutrition facts table. TRUE.
13. Fill in the blank: It is for most prepackaged foods in Canada to have a nutrition facts table. mandatory or required | 1,401 | 723 | {
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A Weigh of Life
Class #1- Back to the Basics
Back to the Basics
* Risks and complications of Obesity
* MyPlate Guidelines
* Fruits/Vegetables
* Grains
* Protein
* Dairy
Why discussing this topic is important?
* Childhood obesity has more than doubled in children and quadrupled in adolescents in the past 30 years.
* In 2012- more than 1/3 of children and adolescents were overweight and obese
| Age | % of Obese Children in 1980 |
|---|---|
| 6-11 years old | 7% |
What is the rate in Hawaii?
* Only 24% of Adolescents ate fruits or drank 100% fruit juices more than 2 times per day
* Only 15% of Adolescents ate vegetables more than 3 times per day
* While 1/3 of adolescents watched television 3 or more hours per day on a school day
* Only 18% of Adolescents were physically active for 60 minutes per day.
* 1 out of 5 Adolescents drank a soda at least one time per day.
Childhood obesity has both immediate and long-term effects on health and well-being
Immediate Health Effects
Long Term Health Effects
High Cholesterol
High Blood Pressure
Prediabetes
Sleep Apnea
Bone and joint problems
Low SelfEsteem
Heart Disease
Type 2 Diabetes
Stroke
Osteoarthritis
Several types of Cancers
Hodgkin's Lymphoma
Is there a specific cause for overweight/obesity?
* Current evidence indicates that the origin of child overweight/obesity is multifactorial
* Lack of physical activity
* Unhealthy eating patterns
* Combination of the two above
* Genetics
* Prenatal Factors
* Environment
Prevention!!!
Let's try to develop Healthy Lifestyle Habits such as:
Healthy Eating
Physical Activity
My Plate Guidelines
What's on your Plate?
Before you eat- think about what and how much food goes on your plate.
Quick Tips
* Make Half of your Plate Fruits and Vegetables
* Make at least half of your grains whole
* Switch to skim or 1% milk
* Vary your protein food choices
Red Red Bell Pepper/Apple
Orange Oranges, Carrots
Purple or Blue Eggplant, Purple Cabbage
Make ½ your plate Fruits and Vegetables
WATCH OUT FOR ADDED CALORIES
Make Half your grains Whole
* What do grains include?
* Breads, Cereals, Rice, Pasta, Popcorn
* What is the difference between whole grain and refined grains?
* Whole grains contains the entire kernel- the bran, germ, and endosperm.
Look for "whole grain" in the ingredient list!
Look for more fiber 1019% of the Daily Value!
Examples of Whole grains include:
100% Whole Wheat Bread
Brown Rice
Whole Wheat Pasta
Quinoa
Nuts
Baked Fish
Grilled Chicken
Steak
Keep your Protein Lean
Cheese and Soymilk
Got your Dairy Today?
* Have more than one food group for breakfast
* Smoothie? Include fresh fruits with milk and yogurt.
* Eggs with Mixed Brown/Rice or Whole Wheat Toast
Breakfast Ideas
* Try to have all food groups at this meal!
* Turkey and Cheese Sandwich on Whole Wheat Bread with sliced apples and a 1% chocolate milk
* Hamburger with Whole Wheat bun, corn and fruit parfait for dessert.
Lunch Ideas
Dinner Ideas
Let's Rate your Plate!
MAHALO!
Start where you are. Use what you have. Do what you can.
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