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10 practices for parents to help their child have a head start on the tennis court!
These simple exercises are easy ways to develop your child's concentration, coordination, movement and balance.
1. Ready position. Stand with feet shoulder width apart, knees slightly bent, (like a ready position or goalkeeping position). Drop the ball with one hand and catch with two hands at waist height. If you say bounce when the ball bounces and catch when you catch it helps your concentration.
Children are great at copying so make sure you don't start with bad habits!
2. Underarm - Overarm. Get your child to copy the throw you choose so they focus on watching your arm movements. This could be aimed at different targets for example into a bucket for underarm (close by), or overarm (further away) knocking down water bottles. Encourage a moment to take a deep breath and focus, before throwing to help with a better aim. (This represents the serve).
3. Throw & Catch. Stand 2 approx. metres apart and throw with one hand, underarm and catch with two hands. Ideally with one bounce, but it doesn't really matter to start with, as long as they can hold onto the ball to throw it back. (This represents a rally). For very young children you could sit on the floor with your legs open and roll the ball between you.
4. Move, Catch & Throw. As players develop their skills, put out markers a couple of metres apart for you and your child to try to roll the ball past each other. You can either stop it with your feet and kick it back, or you can both try throwing it past each other and have to catch it after one bounce before it goes past into the goal. This develops a sense of time and space as well as coordination. Encourage an underarm throw, then getting back into a ready position quickly.
5. Both hands to catch and throw. Try gently throwing the ball up with one hand to about head height and catching with the other and back again. If this is too difficult, throw with the NON dominant hand and catch with both hands, then pass back to the throwing hand. Using both hands is helpful for serving.
6. Balance on one leg. Try balancing on one leg for 5 seconds, then change legs. No wobbles! Turn this into a hop on one leg for 5 hops then change legs for 5 hops. This helps to build leg strength.
7. Side stepping. Fix a central point and facing each other 1 metre apart side step 3 steps one direction and recover 3 steps back. Take it in turns who chooses the direction of movement and try to stay facing each other.
8. Reaction test. Have 2 objects of different colours 3 metres apart, stand face to face in the centre between the objects and someone calls the colour and you have to touch the colour first and recover to the centre.
9. Racket skills. Balance a ball on the strings, can you roll the ball around the edge of the frame without it falling off and then reverse the direction? Always have the strongest hand at the bottom of the handle, using two hands is fine.
10.Racket catch. Use the racket like a hand to catch the ball on the strings after one bounce. Then throw the ball back from the racket strings. Use the other hand to help if necessary. | 1,097 | 692 | {
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Early Oyama School Days
Allan Claridge
June 24th 1996
Dear Pat,
A promised earlier, herewith a few memories of early Oyama school days.
I have not put these thoughts down in any particular order, but rather in random fashion so that any item can be used or discarded.
Hope the project goes well.
Allan Claridge
Early Oyama School Days.
The thoughts expressed here cover the period 1931-1938 which it should be borne in mind cover most of the years of the great depression and in some instances reflect that difficult time.
The school had twelve grades in three rooms during that time, with four grades in each of three rooms. Subjects were more basic than to-day but the fact that there were several grades in each room, didn't seem to distract greatly and in fact appeared to help when one got into the next grade. Some teachers were strict and did not allow much leeway, while others did not have the control that was necessary.
The books Treasure Island and Lady of the Lake were required literature items and a good teacher almost made the characters live and the learning worthwhile. The school was heated by wood furnace, using four foot long wood, and which the custodian was responsible for getting the heat going in the morning, one of the high school students kept it going during the day. I believe that a sum of two dollars a month was paid for this extra task.
The room housing the high school, also had a heater in that room, using coal in small quantities. There were no indoor toilets, but rather a shed like building containing those facilities with no running water. There was however a drinking fountain in the general area of the school where the hallways converged.
When King Edward abdicated, a local electrician (Elmer Crawford) loaned a radio to the school to hear the speech, because it was of historic significance.
The railroad tracks passed the school and the dozens of unemployed men who used to ride the tops of the boxcars from place to place became etched in your memory.
Aldred's store, located next to the school, sold many things, but of greatest interest was the amount of one cent candy available and if one was fortunate enough to have five cents (which wasn't often) that would buy a full sized chocolate bar or two bars of slightly smaller size.
The hobnailing of boots to make them last was accepted even though they weren't kind to the floors.
The clothes worn reflected the difficult financial times, but it didn't really matter.
Christmas concerts in the Community hall, followed much rehearsing and were always well attended.
Sports equipment was at an absolute minimum and a new bat or ball or football was to be looked after, because they were hard to acquire.
The enjoyment of sports was still there and soccer particularly brought a much prized trophy to the school.
There were no school busses and the method of getting to school was by walking, with the odd ride from a kind neighbour.
The strap was part of the school rules and for the most part was fairly applied.
A infraction of the rules severe enough to warrant strapping, could result in two strikes on each hand and a more severe problem might warrant five hits on each hand.
Kids generally were well behaved and did not live in dread of punishment.
Considering the economic problems of the times I think it was remarkable that the school in Oyama offered the opportunity it did and attracted teachers of the quality necessary. Teaching was not a well paid profession and the support staff and learning tools of to-day were not available.
Allan Claridge | 1,302 | 727 | {
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Got Lice?
Dr. Dan Grooms, MSU CVM
Reprinted from Cattle Call, 2009, Vol 14, Iss 1
Anyone that owns livestock has likely had to deal with lice at some point. For most livestock owners, lice control is part of their health management protocol. However, with "routine" often comes a lack of understanding how best to mange lice, especially as new technologies evolve.
little as 3 weeks, but may require more than a month under some conditions. Each female may lay 40 eggs during a 4-6-week period and survive as long as 10 weeks.
Let's review the basics about lice. The five species of cattle lice found in
North America include four that feed by sucking blood. These are the shortnosed cattle louse, longnosed cattle louse, little blue cattle louse, and the cattle tail louse. The fifth species, the cattle biting louse, feeds on skin tissue of cattle. Adult lice live on the surface of the hide under the hair coat. They lay eggs that are attached to the hair, often referred to as nits (Figure 1). The eggs require from 6–11, days to hatch. After hatching, immature lice are called nymphs. Nymphs reach adulthood in 12–21 days. Females begin producing eggs three days after becoming adults. A complete life cycle can occur in as
Lice are spread between cattle through close direct contact. Because of this, lice become more of a problem when cattle concentrations increase (i.e. in the winter when cattle spend more time indoors or when calves are weaned into feedlots). Heavy winter hair coats also shield lice from detrimental environmental conditions. Lice tend to be less of a problem in the summer because of thinner hair coats, increased exposure to sunshine and rain, and increased self-grooming. Cattle may also become infested from contaminated bedding, bunks, barn walls, or trucks.
Some lice and louse eggs drop off onto bedding or are rubbed off onto fences and feedbunks. Sucking lice die within a few hours when off the host; but biting lice may live for several days if not exposed to direct sunlight or cold weather. Facilities vacated by infested cattle should either be treated with insecticide or stand empty for 10 days
before being used by clean cattle. One other note: lice are essentially species specific, so spread between different species, including humans, is not an issue.
The physical discomfort from the feeding lice and the inflammatory reaction secondary to skin damage leads to pruritis (itchy skin). Just like us, cattle look to relieve this discomfort by scratching, thus leading to the common signs of lice which are scratching, patchy hair loss, and on occasion, skin damage (abrasions, scabs, bleeding, bruising). These signs lead to performance losses due to the energy exerted in scratching, energy lost due to inflammation, and less time spent eating. Moderate lice infestation has been documented to cause decrease weight gains in growing and finishing cattle by at least 0.12 pounds per day. Heavy infestation of lice can result in anemia leading to severe weight loss and even death. Additionally, the scratching activity often leads to damage to gates, fence, fence posts, and other physical structures.
Besides the clinical signs of infestation, lice are easy to detect by careful examination of the hair coat and skin. Eggs or nits can be found by observing the hairs and looking for characteristic white to whitish-grey nodules usually on the bottom half of the hair. In addition, adult lice are easy to observe as they range in size from 1/16 to 1/8 inch in size. The best places to look include the neck, withers, brisket, shoulders, midback, and tailhead.
There are a variety of effective insecticides for the control and treatment of lice (Table 1.). Products can be applied in a variety of ways including sprays, dips, dust bags, back rubs, injectables and pour-ons. Certain products have specific restrictions that need to be followed. Restrictions include class of cattle (some products cannot be used in dairy cattle), age and time of year, and harvest withdraw times. Some products work against internal parasites as well as lice. Some products also kill grubs, therefore must be timed to reduce risk of killing grubs as they migrate near the esophagus or spinal column. Producers are encouraged to always read and follow label directions carefully. It is very important to note that most insecticides do not kill the louse eggs. For this reason, a second treatment 2 or 3 weeks after the first is important to kill the newly-hatched lice before they can mature and lay eggs. General recommendations are to use a product or combination of products in the fall that control, not only lice, but also internal parasites and cattle grubs. For follow-up treatments in the winter, lice specific products can be used which are less expensive, but just as effective. Combine strategic insecticide application with sanitation and biosecurity and you "Got Lice" no more! | 2,011 | 1,100 | {
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Pupil Acceptable Use Agreement / E-Safety Rules
[x] I will only use ICT in school for school purposes.
[x] I will not tell other people my ICT passwords.
[x] I will only open/delete my own files.
[x] I will make sure that all ICT contact with other children and adults is responsible, polite and sensible.
[x] I will not deliberately look for, save or send anything that could be unpleasant or nasty. If I accidentally find anything like this I will tell my teacher immediately.
[x] I will not give out my own details such as my name, phone number or home address.
[x] I will be responsible for my behaviour when using ICT because I know that these rules are to keep me safe.
[x] I will support the school approach to online safety and not deliberately upload or add any images, video, sounds or text that could upset any member of the school community.
[x] I know that my use of ICT can be checked and that my parent/ carer contacted if a member of school staff is concerned about my e-safety.
St Robert's First School and Nursery
Morpeth
Oldgate
Northumberland
NE61 1QF
Dear Parent/ Carer
ICT, including the internet, email and mobile technologies, etc has become an important part of learning in our school. We expect all children to be safe and responsible when using any ICT. Please read and discuss these e-safety rules with your child and return this form so that we can activate your child's internet access. If you have any concerns or would like some explanation please contact Mr. Sutcliffe or Mrs Sykes.
Pupil's Agreement I have read and I understand the pupils e-safety agreement, and will follow the rules which are designed to keep both myself and the school safe.
Signed:
Date:
Parent's Consent I have read and understood the e-safety agreement and give permission for my son / daughter to access the Internet at school, and will encourage them to abide by these rules. Children will receive advice on e-safety at school, advice for parents is available at https://www.thinkuknow.co.uk/parents/ or by contacting the school. I understand that the school will take reasonable precautions to ensure pupils cannot access inappropriate materials. I will encourage my child to adopt safe use of the internet and digital technologies at home and will inform the school if I have concerns over my child's e-safety.
I will ensure that any pictures taken during school events that include other children will not be shared using social media.
Signed:
Date:
Please print name: | 1,015 | 527 | {
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It's all about the presentation –
How to grab audience's attention and leave long lasting impressions
In the last few decades presentations have become the leading sort of communication in business and science. Presentations have one purpose – to impart information and knowledge in a memorable fashion so that the audience will be persuaded and take positive actions as a result. This is a common aim, regardless of the presentation's nature and the target sector it is addressing, may it be corporate, financial, sales and marketing, training courses, education or conferences. It's essential for the presenter to attract and maintain the attention of the audience, to effectively present, to generate interest to encourage excitement and to captivate the participants.
Here are a couple of issues to consider:
Significance
Why do you present? Make sure that your topic (i.e. the key message) is significant for your audience and adapt the presentation to their needs. Significance creates passion and passion will attract attention.
Structure your presentation
It is important to support your audience with a well-structured presentation. This structure will help to make the presentation memorable and convincing. Use only 3 to 4 reasons to support your point (the key message) as they will not remember more anyway.
Don't overload the audience
Be careful not to overload your audience. It is simply not effective to speak the same words that are written on the slides. It's far better to show a picture or chart illustrating your point.
Keep it silly simple
Try to create your own style of presentation. Forget about common rules to design slides (remember the "7 lines per slide or less and 7 words per line or less" rule). It's more effective to reduce and minimize written information wherever possible. Use big fonts, making it easy to read even for those sitting in the back. Support that point with a high resolution photo (not a clipart) to create emotions.
Interact and you will engage
Creating content spontaneously and live will be a highlight of any presentation. Ideas and comments contributed by the audience can be integrated easily by the use of a Visualizer (with its annotation surface for instance). Interaction will lead to engagement resulting in action.
Tell a story and they will listen
A story gives the big picture and helps to digest and retain the information transmitted during the presentation. It also helps yourself thinking about the presentation – what is your story and why does it matter?
Don't forget the almighty attention span
We don't pay attention to boring things. You must come up with something emotionally relevant at least every ten minutes to regain audience's attention. Changing media for instance will help achieving that aim.
Seeing is believing
Props are powerful because they hit people between the eyes. With a Visualizer you can integrate these objects easily without compromising the quality of your presentation. Try to deliver a presentation rich in visuals. By the way, text displayed through presentation software is no visual aid…
Keep it real
Be yourself and be authentic. Rehearse until you feel confident delivering the content of your presentation. Try to find a memorable start and end, because these are the most important parts of your presentation. | 1,272 | 630 | {
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Travel 16.1
Get the message across
Language focus
introduction to basic functional travel language
Key vocabulary
travel: airport, bag, baggage, bus, delay, hotel, lost, money, police station, restaurant, shop, street, towel, train station
Skills focus
speaking: getting your meaning across; writing a dialogue
Level
elementary
Time
60 minutes
Preparation
one photocopy, cut up, for every group of 5 or 6 students; blank scrap paper for each student to use for drawing
Extra notes
This activity can be used with higher levels too to revise functional travel language.
Warm-up
1 Divide the board into two areas, A and B, and put students into two teams.
2 Invite one member of team A to come to the board, and give them a list of words to draw. (They are not allowed to speak, but they may also mime.) Words should be connected to the topic of travel and could include the following: aeroplane, boat, car, train, bus, taxi, suitcase, bag, rucksack, airport, train station, hotel, restaurant, map, beach, mountains, sunglasses, hat, towel.
3 Set a time limit of two minutes. The team members should guess the words being drawn and get a point for each word they guess within the time.
4 Then it is team B's turn to do the same.
Main activity
1 Put students into teams of fi ve or six and give each team a set of cards. Tell them that each card depicts a problem they may have when travelling abroad.
2 Students take it in turns to pick a card, look at the picture and communicate the message in the picture to their team. The team have to guess where they are and what the problem is. For the fi rst round the students can only use mime and drawing. They mustn't speak! The team must guess the situation and the problem in English only.
Answers
1 The airline has lost her bag.
3 She wants to know where the Museum of Modern Art is.
5 She is asking for a wake-up call.
7
He wants to know what time the train to Birmingham will leave.
2 He wants to know where he can fi nd the bus stops.
4 She is asking where she can fi nd a cash machine.
6 He has no cash and wants to know if he can pay by credit card.
8 He is reporting the theft of his rucksack, containing his wallet and passport.
3 When all the cards have been used up and the teams have guessed the situations and the problems for each card, put students into pairs and give each pair one card.
4 Now students are going to focus on one situation in pairs and write a short and simple dialogue for the situation. They can also use mime and drawing to support the language they have. Tell students that you don't expect them to have all the language they need to do this but encourage them to ask you for useful language chunks and vocabulary. Your role at this stage will be to feed in new language and to encourage students to be creative with the language and other resources they have. If your students are very low level, explain that vocabulary is much more important in order to communicate than grammar. Also point out that actions can be substituted for many words, so encourage students to use body language.
5 When the pairs have produced and practised their dialogues they could perform them for the class.
Follow-up
Ask your students to think about more situations when they may need to use English. Each student should draw (or write in L1) a situation. Use the cards for another team game in a following class.
When your students have had more practice with functional travel language, use the picture cards as prompts for role play in a later class.
✂
5 At the hotel
7 At the train station
2 At the airport
4 In the street
6 In a restaurant
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The Speak Logic Project is a nonprofit organization that exists to promote better communication. When two people are communicating together, they do have senses that enable them to understand each other. In terms of two people who are communicating together, the model is viewed in this form
communication
Person 1
Person 2
From the model above, communications flow from person 1 to person2 and from person 2 to person 1. Given that both persons do have senses that enable them to understand the underlined communication, in this case person 1 does have a sense that enables him/her to understand the communication from person 2 and person 2 also has a sense that enables him/her to understand the communication from person 1.
In term of communications that flow between both persons, it makes sense to look at that communication and what that communication is about. Let's assume that the two people identified from the diagram above are talking about a dog. In this case, the communication about the dog is what flows between the two persons. To better understand that, we can label that communication in the communication interface identified from the model above. In this case, we have the model below.
communication
about the dog
communication interface
Person 1
Person 2
From the diagram above, it shows that the communication about the dog is what flows from person 1 to person 2 and from person 2 to person 1. Given that both people do have senses to enable them to understand the communication about the dog, by taking the communication about the dog as a separate entity that is independent from both people, in this case we have something like that.
What is important here is that the communication about an entity is a separate entity from the people who are communication and the people who are communicating to have senses to enable them to understand that communication. Given that the people who are communicating do have senses to enable them to understand an underlined communication, there must be a logic related to their senses. While we say like that, it would have been better to say: there must be some principles that are related to their senses and the flow of the communication. Since principle, sense, and logic are related to some extents, so there is no problem here.
To facilitate the understanding of communication and to recognize the communication interface that exists between us, The Speak Logic Project exists to promote better communication. The Speak Logic Project is a nonprofit organization that exists to promote better communication with the learning and the understanding of the principle of communication. | 959 | 515 | {
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Teaching Children
Activities and Lesson Plans
Media Literacy: Grades 1 - 2
Media Literacy: Grades 1 - 2
Objective - To recognize violence on children's television programs - To identify alternatives to settling arguments in a violent . . .
Objective
To recognize violence on children's television programs
To identify alternatives to settling arguments in a violent manner
Activity
Ask the children to think of a favorite cartoon they've seen on television. Ask them to recall an episode in which the characters were involved in a conflict. How was the conflict resolved? Allow a few minutes for the children to share what they've seen on television or in the movies.
Discuss how arguments and conflicts on television programs are often resolved in a violent manner. Ask these questions about the violence they've seen on television or in the movies:
What happened on the show after the characters fought?
Did they seem truly hurt?
Did they appear shortly after the violence happened looking as if they were just fine?
If you got into a fight like the one you described in the cartoon, how do you think you would feel?
How does it really feel to be hit, kicked, or pushed?
Emphasize to the children that what they see on television is not always real -- if the fighting involved real people, they could get seriously hurt. Explain that some injuries that come from real violence never heal.
Choose one of the cartoons, shows, or movies shared in the discussion that many of the children seem familiar with. Ask volunteers to act out what happened on part of the show and "freeze" the action before the violence begins.
Discuss some other ways this conflict could be resolved without fighting. Brainstorm ideas as a group, and be sure to include these: talking it out, walking away, compromising, or trying to see the other person's side. Have the children continue the scene by choosing a nonviolent way to resolve the conflict.
Pass out a copy of McGruff's TV Violence Scorecard (PDF) for each child to take home. Explain that they should watch an episode of their favorite cartoon and color in one of the boxes each time they see violence. After the show is over, the children should count their boxes and color in the picture of McGruff that corresponds to the number of violent acts on the program.
Search
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Fact Sheet: Shigella
What is Shigella?
How is it spread?
Shigella is a highly contagious bacteria that causes the diarrheal disease, Shigellosis. The germ is found in an infected person's bowel movements or in contaminated food or water. This is one of the easiest germs to give to others because it only takes a VERY few bacteria to make you sick.
Signs and Symptoms
- Fever
- Stomach ache
- Diarrhea that may contain blood and mucus
- Constant pressure to have a bowel movement
- Vomiting
- Nausea
Symptoms usually start one to two days after infection with the bacteria and last for five to seven days. Some people may not show any symptoms.
If you are a food service worker, a health care worker, or a childcare worker, report your illness to your supervisor and do not work until your medical provider says it is OK to return to work.
Treatment
If you present with symptoms of Shigella, seek medical attention. Most people recover without treatment in 5-7 days. If your case is severe, your doctor may prescribe a medication that should be taken to completion. Do NOT stop taking the medicine, even if you feel better. If you or another family member is diagnosed with Shigella, then ALL members of the family should be checked for the disease by your doctor.
If you have Shigella, you should:
- Wash your hands after using the restroom
- Properly disinfect all surfaces of the bathroom
- Drink plenty of fluids
- DO NOT prepare food
Shigella is spread to others when infected people do not wash their hands after using the bathroom, or after changing the diaper of a child with this illness. The bacteria may be spread up to four weeks after illness. People without symptoms are able to transmit infections.
Preventative Measures
- Wash your hands with warm, soapy water
- Thoroughly cook all foods
o After using the bathroom
o Before food preparation
o Before eating
o After assisting a child with toileting
o After changing diapers
- Clean common areas including: door knobs, bathroom and kitchen faucets, toilet handles and counter tops
- Use a diluted bleach solution to disinfect surfaces; Shigella can survive for weeks on dry surfaces
- Avoid swallowing water from ponds, lakes, or untreated swimming pools.
- Ill persons should be symptom free, with formed stools, for at least 48 hours before returning to work, school or daycare.
- Do NOT let ill persons prepare food or beverages for others
If your child has Shigella
- Put disposable diapers in a plastic bag and place in a tightly closed, lined, garbage can
- Wash your hands and the child's hands after changing diapers, or using the bathroom
- Wash dirty sheets, clothes and cloth diapers in hot soapy water and dry in dryer
- Keep sick children away from others, follow the guidance of your local health department about returning your child to their school or childcare facility.
This fact sheet is for informational purposes and is not meant to be used for self-diagnosis or as a substitute for consultation with a health care professional. For more information about communicable disease, speak to your health care provider or call the Ingham County Health Department at (517)-887-4308.
Visit our website at http://hd.ingham.org
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Name ________________________________
Earth - Aurora
Saturn - Aurora
On November 8, 2000 the sun ejected a blast of plasma called a coronal mass ejection or CME. On November 12, the CME collided with Earth and produced a brilliant aurora detected from space by the IMAGE satellite. On December 8, the Hubble Space Telescope detected an aurora on Saturn. During the period from November to December, 2000, Earth, Jupiter and Saturn were almost lined-up with each other. Assuming that the three planets were located on a straight line drawn from the sun to Saturn, with distances from the sun of 150 million, 778 million and 1.43 billion kilometers respectively, answer the questions below:
1 – How many days did the disturbance take to reach Earth and Saturn?
2 – What was the average speed of the CME in its journey between the Sun and Earth in millions of km per hour?
3 – What was the average speed of the CME in its journey between Earth and Saturn in millions of km per hour?
4 – Did the CME accelerate or decelerate as it traveled from the Sun to Saturn?
5 – How long would the disturbance have taken to reach Jupiter as it passed Earth's orbit?
6 – On what date would you have expected to see aurora on Jupiter?
Teacher's Guide Interplanetary Shock Wave 4
On November 8, 2000 the sun ejected a blast of plasma called a coronal mass ejection or CME. On November 12, the CME collided with Earth and produced a brilliant aurora detected from space by the IMAGE satellite. On December 8, the Hubble Space telescope detected an aurora on Saturn. During the period from November to December, 2000, Earth, Jupiter and Saturn were almost lined-up with each other. Assuming that the three planets were located on a straight line drawn from the sun to Saturn, with distances from the sun of 150 million, 778 million and 1.43 billion kilometers respectively, answer the questions below:
1 – How many days did the disturbance take to reach Earth and Saturn?
Answer:
Earth = 4 days; Saturn = 30 days.
2 – What was the average speed of the CME in its journey between the Sun and Earth in millions of km per hour? Answer: Sun to Earth = 150 million km. Time = 4 days x 24 hrs = 96 hrs so Speed = 150 million km/96hr = 1.5 million km/hr.
3 – What was the average speed of the CME in its journey between Earth and Saturn in millions of km per hour? Answer: Distance = 1,430 – 150 = 1,280 million km. Time = 30 days x 24h = 720 hrs so Speed = 1,280 million km/720hrs = 1.8 million km/hr.
4 – Did the CME accelerate or decelerate as it traveled from the Sun to Saturn? Answer: The CME accelerated from 1.5 million km/hr to 1.8 million km/hr.
5 – How long would the disturbance have taken to reach Jupiter as it passed Earth's orbit? Answer: Jupiter is located 778 million km from the Sun or (778 – 150 = ) 628 million km from Earth. Because the CME is accelerating, it is important that students realize that it is more accurate to use the average speed of the CME between Earth and Saturn which is (1.8 + 1.5)/2 = 1.7 million km/hr. The travel time to Jupiter is then 628/1.7 = 369 hours.
6 – On what date would you have expected to see aurora on Jupiter? Answer: Add 369 hours ( ~ 15 days) to the date of arrival at Earth to get November 23. According to radio observations of Jupiter, the actual date of the aurora was November 20. Note: If we had used the Sun-Earth average speed of 1.5 million km/hr to get a travel time of 628/1.5 = 418 hours, the arrival date would have been November 29, which is 9 days later than the actual storm. This points out that the CME was accelerating after passing Earth, and its speed was between 1.5 and 1.8 million km/hr.
For more details about this interesting research, read the article by Renee Prange et al. "An Interplanetary Shock Traced by Planetary Auroral Storms from the Sun to Saturn" published in the journal Nature on November 4, 2004, vol. 432, p. 78. Also visit the Physics Web online article "Saturn gets a shock" at http://www.physicsweb.org/articles/news/8/11/2/1 | 1,976 | 1,023 | {
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Willow Farm Primary School
Policy
Phonics
Date of next review: Summer 2022
Signed:
Date:
Wendy Syalon
Nominated staff member responsible for policy:
At Willow Farm Primary School we believe that for all our children to become fluent readers and writers, phonics must be taught through a systematic and structured phonics programme.
We use the Little Wandle Letters and Sounds Revised to plan and provide daily engaging phonics lessons. In phonics, we teach children that the letters of the alphabet represent a different sound, that these can be used in a variety of combinations and are put together to make words. The children learn to recognise all of the different sounds and combinations that they might see when they are reading or writing. Our phonics teaching starts in Reception and follows a very specific sequence that allows our children to build on their previous phonic knowledge and master specific phonic strategies as they move through school. As a result, all our children are able to tackle any unfamiliar words that they might discover. At Willow farm we also model these strategies in shared reading and writing both inside and outside of the phonics lesson and across the curriculum. We have a strong focus on the development of language skills for our children because we know that speaking and listening are crucial skills for reading and writing in all subjects.
How we teach phonics
* In reception and Y1, children follow the progression within Little Wandle Letters and Sounds Revised programme. Phonics is taught daily and there is a review session on a Friday.
* Phonics starts in reception in week 2 to ensure the children make a strong start.
* By the end of reception, children will have been taught up to the end of phase 4.
* By the end of year 1, children will have been taught up to the end of phase 5.
* Reception lessons start at 10 minutes, with daily additional oral blending – increasing to 30 minutes as soon as possible.
* Y1 lessons are 30 minutes long.
* In Y2-Y3, phonic lessons are taught daily to children where appropriate – following the model of Little Wandle but plugging specific gaps identified through assessment.
* In Y2-Y6 there are planned phonic 'catch-up' sessions following a set model to address specific reading/writing gaps. These are short, sharp sessions lasting 10 minutes in length.
Reading practice sessions
* Children across reception and year 1 (and beyond if appropriate) apply their phonics knowledge by using a full matched decodable reader in a group reading practice sessions.
* In Reception these sessions are 15 minutes long and happen three times a week. There are approximately 6 children in a group. In year 1 these sessions are 15
minutes long and happen five times a week in a whole class group. In year 2 these reading sessions run three times a week in a whole class group with books that are not fully decodable but introduce children to text that is vocabulary rich and exposes them to more challenging texts. However, children in year 2 that have phonics missing will have keep up sessions where they will be using fully decodable books in their reading group.
* The sessions follow the model set out in Little Wandle Letters and Sounds Revised.
* The children then take the same book home the following week to ensure success is shared with the family.
* In reception these sessions start in week 4. Children who are not decoding, do a little blending lesson, following the model set out in Little Wandle Letters and Sound Revised.
How do we assess phonic knowledge?
* In reception and year 1, at the end of each week there is a review session which recaps the learning. There are also whole review weeks (pre-planned and bespoke review weeks to address gaps identified by the class teacher's ongoing formative assessment).
* Children identified in reception and Y1 as in danger of falling behind are immediately identified and daily 'keep up' sessions are put in place – sessions follow the Little Wandle Letters and Sounds Revised programme.
* In reception and year 1, the children are assessed at the end of every half term using the Little Wandle Letters and Sounds Revised assessment tracker.
* The children in Y1 sit the Phonics Screening Check in the summer term.
* Children who do not pass the Phonics Screening Check in Y1, will re-sit this in Y2.
* Children who are in Y2-Y6 and need 'catch up' sessions are assessed through teacher's ongoing formative assessment as well as half termly summative assessments. | 1,841 | 929 | {
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Down Dog Studio
Dog Training Techniques
Shaping
Shaping is when you break down a behavior into very small steps, and reward your dog for those small steps that move towards the desired end result.
With shaping, your dog is able to make progress at their own pace. Shaping does not always have to have a concrete end goal. You can also use it to work with your dog to develop new tricks. Shaping allows your dog to be creative and offer behaviors!
An example would be shaping your dog to sit in a box. We would set the box on the floor and be ready to click/mark any movement towards the box. Looking at or stepping towards the box earns a click! Then we would slowly raise our criteria for clicking - we might withhold the click until our dog touches the box with a nose or paw. Slowly working towards the dog putting a paw or 2 in the box!
Shaping is an advanced dog training technique that requires excellent timing and observational skills. If you do it incorrectly, your dog will get frustrated and confused. It's crucial that you reward tiny steps towards the end goal, and reward at frequent intervals, while giving your dog enough time to use their brain. Shaping sessions should be kept short. You will need to learn to understand your dog's body language so they are always excited to work, rather than frustrated.
Luring
Luring is when you guide your dog by holding a treat in front of their nose. The most effective way to use luring is to use the food lure to guide the dog into the desired position for the first few attempts, then transition to using the luring motion without a treat - you are turning it into a hand signal. Once your dog is following the hand signal then add a verbal cue.
Examples are using a treat lure to lure your dog into a sit or a down.
It's important to fade out the food lure as soon as you can, or the dog will only perform the behavior when they see a treat. As far as your dog is concerned the lure can be food in your hand or your hand in/on a pocket or your treat bag.
You need to empty your hands as soon as possible! If your dog is stuck only performing a behavior with a food lure you can start by putting treats in both hands. Prompt the behavior with the treat in the cueing hand. When the dog successfully completes the behavior, Click/mark! and treat from the other hand. This last part is important. Get your dog used to food coming from somewhere other than the lure hand. After several repetitions, you should be able to begin fading the lure.
Targeting
Targeting is similar to luring but you aren't using a treat to prompt the behavior. Instead you teach your dog to touch or follow a target of some sort with his nose or paw. Then you move that target to put your dog in a clickable position.
Capturing
Capturing is when you teach your dog to perform a natural behavior on cue. You simply wait for your dog to perform the behavior without any prompting or guidance from you, and click/treat and reward them immediately afterwards.
An example - your dog always stretches when they wake up from a nap. Be ready when they wake up and have a few treats on hand and wait. As soon as they stretch, click or use a verbal marker & then give them a treat.
When you consistently reward a behavior, your dog will perform it more often. When you notice your dog is doing the behavior in front of you to get the treat, you can add in a cue.
Capturing only works with behaviors that your dog does on their own. You can "capture" your dog when they sit, yawn, stretch, scratch, tilt their head, bark or sneeze. It's best to start with a super simple, common behavior. | 1,253 | 783 | {
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Total Maximum Daily Load Program
Texas Commission on Environmental Quality
GI-524
Assessing Water Quality in the Lower Leon Creek
Evaluating Water Quality to Protect Aquatic Life
In 2006, TCEQ assessment indicated that in portions of Lower Leon Creek, low dissolved oxygen concentrations were not optimal for aquatic life. Oxygen gas, which dissolves in water, is essential for the survival of aquatic life. While the amount of dissolved oxygen in water fluctuates naturally, various human activities can cause chronically low dissolved oxygen levels.
In response to these conditions, the TCEQ Total Maximum Daily Load (TMDL) Program examined the causes of low dissolved oxygen in the stream to update and add to the data available for evaluating the aquatic life use.
Learn more about water quality standards, monitoring, and TMDLs by reading Preserving and Improving Water Quality 1 , available on our website and in print.
Lower Leon Creek Watershed
Lower Leon Creek, Segment 1906, drains an area of 228 square miles and has a total continuous length of 57 miles. It originates as a spring-fed stream in the Edwards Plateau region of south central Texas. The creek runs from its headwaters in northern Bexar County to its confluence with the Medina River. The creek generally flows south and enters the main portion of the Kelly Air Force Base (AFB) from the northwest, near the intersection of Billy Mitchell Road and Westover Road.
Leon Creek drains a highly urbanized residential area and the Kelly and Lackland AFBs. Water quality in the creek is affected by industrial and municipal wastewater discharges and stormwater. The project watershed included the cities of San Antonio, Cross Mountain, Helotes, and Leon Valley.
Project Development
The University of Texas at San Antonio (UTSA), under contract with TCEQ, collected dissolved oxygen data to update and add to the data sets available for evaluating the aquatic life use in Lower Leon Creek. Data were collected between September 2013 and September 2014.
Samples were taken at several stations in portions of the stream segment that had few or older data sets.
1 https://www.tceq.texas.gov/publications/gi/gi-351
Segment 1906 has six assessment units (AUs). Only four of the AUs were sampled during this project.
* AU_01 – Lower three miles of the segment, from the confluence with Medina River to 4,000 feet west of Applewhite Road.
* AU_03 – From the confluence with Indian Creek to Highway 353.
* AU_05 – From two miles upstream of Highway 353 to Highway 90.
* AU_06 – From Highway 90 to 100 meters upstream of State Highway 16.
Public Participation
TCEQ staff informed stakeholders about this project by coordinating with the San Antonio River Authority's (SARA) Basin Steering Committee. SARA is the Clean Rivers Program partner for the San Antonio basin.
For More Information
Visit the project webpage at:
www.tceq.texas.gov/waterquality/tmdl/84lowerleonoxygen
E-mail us at email@example.com or call us at 512-239-6682.
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WORLD BOOK DAY 2021
Year 6: The Rabbits by John Marsden and Shaun Tan
Research Project- The Real Rabbits
The Great Bookish Bake Off
As we have discovered, this book is not really about rabbits- it is about the invasion and takeover of Australia by the British in the late eighteenth century. Captain Cook first landed in Australia in 1770 and then the first fleet of British soldiers and prisoners (the rabbits) arrived in1788 and the lives of the Aboriginal Australian people (the kangaroos) changed forever. Research and create an information page or a presentation about these events. There is lots of information online- this link will get you started.
https://kids.britannica.com/kids/article/ColonialAustralia/629432#:~:text=Colonization%20in%20Australia%20began%20with,in%20Tasmania%20beginning%20in%201803.&text=The%20first%20s ettlement%20in%20what,was%20the%20Swan%20River%20Colony.
Australian animals
From the koala to the kangaroo, Australian animals are fascinating! Create a fact file about a variety of Australian animals or pick your favourite one and inform me all about that creature. Be sure to include pictures too! https://www.kids-world-travel-guide.com/animals-in-australia.html https://www.youtube.com/watch?v=TkCq54_ho-A
Bake or decorate a cake or cupcakes with rabbit or Australian animal decorations or create a cake with a design that links to your very favourite books. There are some ideas below.
Origami Rabbits
As you know, I love a bit of paper craft. Follow the link below to find links to various different paper craft ideas, including the origami rabbits to the left. Please take photos as I would love to see what you create!
https://www.youtube.com/results?search_q uery=rabbit+craft
Choose different activities to enjoy alongside our chosen World book day text: The Rabbits. The Rabbits is one of my personal favourite picture books of all time; from the rich, mysterious pictures to the dark, sometimes heart-breaking story. We started this before lockdown so this is the perfect chance for us to complete it.
Aboriginal Art Work
I am a huge fan of Aboriginal art work. Before the British invasion, Aboriginal Australians had no writing system so their only non-verbal communication was through painting and drawing. Have a look at the aboriginal art work to the right, as well as on google, and decide on a picture you would like to recreate using any art equipment you have. Or for those of you feeling adventurous, you may wish to create your very own original Aboriginal style art work.
Map of Australia
Australia is a fantastically diverse country and it's geography is exciting and varied. Using the map outline on tapestry and online maps, complete a map of Australia BUT make it exciting! Include pictures of animals, features, and even people. Use the example on the left (which is also on tapestry) to give you ideas.
The best boat
I love this activity and it usually comes out once a year at least. You need to design a boat that can carry the greatest amount of cargo without sinking. The boats of the first fleet not only had to carry the prisoners and soldiers; they had to bring food, water, animals and all sorts. Once you have created your boat, test it in the bath or sink and use items you have around the house as cargo. See how much it can take before sinking!
Watercolours
The pictures in the rabbits are simply sumptuous. Pick your favourite page, sketch it out and then add watercolours. Use the watercolour video below for tips and techniques. https://www.youtube.com /watch?v=3kojEoKgrTY
Creative Writing
I know from previous years that many children end up very unhappy and dissatisfied with the ending of this book- so now is your chance to change it! I would like you to write a story, or create your own picture book, that is a sequel to the rabbits. You can either research historically what happened or just go with what you want to happen!
Design and Create
Create a shoebox setting of any scene from the Rabbits! The Rabbits is set in gorgeous Australia so there is an opportunity to go wild here. I am a huge fan of shoebox settings so cannot wait to see what you produce. I have included some examples below.
Newspaper/News report
We have not had the opportunity to do much newspaper work in year 6 so this is a perfect opportunity. I want you to write a newspaper or film a news report, reporting the event of the rabbits invading the Kangaroos' land. It could be done from the perspective of the rabbits or the kangaroos. I think you could make this really fun and exciting! Please send me any videos or newspaper reports. | 1,872 | 1,032 | {
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Fir Class Autumn Term
Looking forward
Our topic this term will be… All About Me!
After our initial introduction to our Reception class, we will start to discuss our own families and consider what it means to be a family along with the similarities and differences between families. We will also be learning about looking after ourselves as the children really enjoy taking on the role of doctors and nurses in their play. We have a home corner and we will be setting up a doctors role play area in the classroom which the children will enjoy using on a daily basis. We will also consider our body systems and what we can do to stay healthy. The children will be reading stories such as Funnybones, Zog and the flying doctors to support their interests in the body. We are also going to be singing lots of songs such as 'Heads, shoulders, knees and toes' and 'Miss Polly had a dolly'. The last few weeks of term will be spent focusing on Magic, make believe and the Christmas period. We will have lots of fun activities to get into the festive spirit! We are hoping to read stories such as Zog, Stick man and the Christmas story.
You can help your child to succeed by doing the following:
*Daily reading TO your child—enjoying a book together
*Regular reading practise with your child (remember to discuss the text and ask questions)
*Activities which promote number recognition, counting and shape.
* Supporting your child in becoming more independent in dressing and in their own personal self-care.
PE Kit: Reception children will need to come dressed in their PE kit on a Wednesday. Please ensure that your child has appropriate wear for indoor and outdoor PE lessons. Could we please ask that all PE kit is labelled.
Outdoor Learning: Children will have access to our outdoor area, daily and therefore, may get messy! Please ensure your child brings named wellies and a waterproof coat/puddlesuit as we go out no matter the weather! Outside is their favourite place to be! We will go to the school garden every Tuesday afternoon. The children will take part in Forest School sessions every Thursday afternoon, therefore we recommend that they come in their own clothes which you don't mind getting dirty.
Reading: Children should share stories at least four times a week at home, and their reading diaries should be signed by an adult each time they read. Bookmarks will be signed for home reading and the children are aiming to complete their bookmark to receive a free book! We will issue your child with a school reading book and a class reading book for pleasure that will be changed on Mondays.
Phonics: We follow the Read, Write, Inc phonics programme. Initially, children will be taught by their class teacher as a whole class, with support provided by Mrs Clark. We will start with single letters and their corresponding sounds.
Read, Write, Inc have a great selection of videos on their youtube channel. We strongly recommend looking on the Parents and carers section and watching the 'Parent video—how to say the sounds' and 'Introduction to daily phonics lessons'. These will help you to best support your children.
Maths: We will start to develop our understanding of number by developing our fluency, reasoning and problem solving within each concept area of maths. Through a mastery approach to learning, children will develop a greater understanding of the meaning and representation of each number. Playing lots of games and singing counting songs are a great way to support your child at home. Practice counting in various ways such as 'can you jump to the gate in 5 hops?' Five Minute Mum shares some great ideas on her website/social media sites/books.
As your child's first educators the role of the parent is paramount to the successful implementation of the EYFS Curriculum. We want you to be involved at every stage of your child's learning journey, therefore we have an 'open door' policy, where you can contact one of our Reception team members about anything. We have a number of systems in place through which you can keep up to date with your child's learning and progress. We will be using Tapestry as our online learning journal and a floor book inside which you are welcome to view anytime.
We look forward to the year ahead!
Mrs Price, Mrs Roberts & Mrs Clark | 1,579 | 866 | {
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Community Science
Lesson 2: How to Identify a Species
Duration:
30-40 minutes
Location:
Indoor
Materials needed:
* 7 iPads/tablets
* 7 Digital microscopes
* 7-9 Biofacts and QR codes
Instructions for activity:
1. Set up numbered biofact stations around your classroom or learning area, either by placing biofacts on separate tables or in different parts of the room. Each station should have: a biofact, a paired QR code (both the biofact and the QR code will have matching numbers), magnifying glasses, an iPad/tablet (connected to wifi), and a digital microscope.
3. Instruct each group to observe their biofact at their station using the tools provided and to notice a minimum of 5 things about it. Instruct students to write their observations down on the laminated Observation Sheets provided in the kit.
2. Divide your classroom into equal groups of 7 and assign each one to the set-up stations. Review the biofacts rules with your students (refer to PowerPoint presentation).
4. Once they have filled in observations, have them open the cameras on their iPad/tablet and view the QR code on each biofact. The iPad/tablet should allow them to open a webpage to find out what bird or animal the biofact is from, along with information about it.
6. Have students rotate from station to station to see at least a few different biofacts.
5. Instruct the students to answer the questions on the sheet from the webpage.
7. Finish up with a debrief (refer to PowerPoint presentation).
1
Community Science
Lesson 2: How to Identify a Species
Instructions for digital microscope set-up:
1. Plug in the digital microscope into the iPad/tablet.
3. Once the app opens, click "Device" from menu bar and then click "Open", and "Open" again with the pre-set options. The screen should open the microscope view. You will see the item upside down (this is normal).
2. Open the HiView app on the iPad/tablet.
4. Take the clear cap off from the microscope (but don't lose this).
6. Use the black dial on the cord to adjust the lighting.
5. Use the sliver dial on the microscope to adjust the magnification, this will need to be changed as different items are viewed under the microscope.
7. Encourage the students to use the tools in the tool bar on the app, such as drawing lines or shapes around items they see.
9. When done using the microscope, place the cap back on the microscope and unplug from the iPad/tablet.
8. Click the small silver button on the side to take a photo of what you see!
Tips on digital microscope use:
* The more light, the better!
* Some biofacts may be difficult to view under the microscope because they are larger than others. In this case encourage students to zone in on a part of the larger item or use the magnifying glasses instead
* have students try to find a body part (i.e. head, leg, etc) to focus on to get them familiar with the microscope | 1,206 | 645 | {
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Activity 14
ANIMAL HEALTH CARE
STUDY QUESTION:
THE ACTIVITY:
SUBJECT AREA:
CURRICULUM CONCEPTS:
LANGUAGE ARTS
SCIENCE
AGRICULTURE CONCEPTS:
PURPOSE
MATERIALS REQUIRED:
TIME REQUIRED:
How do farmers keep their animals healthy?
In this activity children identify a few principles of health care for farm animals.
Science
Communicate orally: reports.
Demonstrate growth in thought processes by dictatingexplanations.
Plants and animals: develop respect for living things; appreciate the importance of providing necessary care for living things.
Animal health: health care.
To introduce the children to the concept of health not only for people but also for animals.
To give children the opportunity to further develop language skills while learning how to care for animals.
Data sheet for listing health routines. Supplied in this activity.
1 to 2 class periods.
PROCEDURE
Part One
Introduction
Reporting
Part Two
Dictating
Part Three
Conclusion
FOR DISCUSSION
EVALUATION STRATEGIES
To introduce the topic of animal health, briefly discuss children's own health care how often they see the school nurse or a doctor; why? - how they look after their own health through eating, sleeping, brushing teeth, cleaning and bandaging cuts. Have the children list their health care practices on the data sheet.
Relate all of these experiences to the role of a farmer and a veterinarian. Make an experience chart about care of farm animals, noting that the farmer must provide the animals with appropriate food and shelter, carry out routine maintenance such as removing horns off goats or cows, clipping hooves of ranging animals or shearing sheep; also that the farmer must arrange for routine inoculations and for medical treatment when necessary - e.g. difficult births, infections, broken bones.
Read the chart, emphasizing the comparison between health care of animals and people's health care and noting key words related to farm animals and health.
Who do farmer's consult when an animal is sick?
How do farmer's care for their animals?
What kind of special care do dogs and cats need?
Do other animals need similar care?
Does diet play a big role in health care?
Have children write a story about an animal going to the veterinarian.
Have children pick an animal and then write down the steps of caring for this animal as an instruction guide to others.
RELATED ACTIVITIES
1. Have the children write and illustrate simple instructions for the care of an animal. Some children may have pets; others may choose to discuss a farm animal. Encourage the use of numbers to help organize the sequence of care activities. Share the individual tips on care of animals.
2. Have a pet in the classroom; make a poster that gives simple instructions for the care of a pet.
STUDENT RESOURCE
What Do You Do To Stay Heathy?
Explain how you and your parents look after your health.
1. Eat:
2. Sleep:
3. Visit school nurse, doctor, dentist:
4. What else? | 1,340 | 624 | {
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Substantive and Disciplinary Knowledge Retrieval Questions
– to support the assessment of Big Enquiry Questions from the Norfolk
Agreed Syllabus
Yr6 Enquiry 2
What does it mean to be Human? Is the being happy the greatest purpose in life?
Substantive Knowledge to test:
[x] The varying beliefs about God, the Buddha, the Four Noble Truths, the cycle of birth, death and rebirth and the Five Precepts.
[x] The use of Jakata Tales as a source of moral guidance.
[x] The different views about the nature of knowledge, meaning and existence.
[x] Buddhist perspectives on moral issues and consideration of the consequences of action in relation to Karma. Disciplinary Knowledge to test:
[x] Explain and discuss how beliefs shape the way Buddhists view the world in which they live and how they view others.
[x] Begin to analyse and evaluate a range of different answers to ethical and moral questions/issues, showing an understanding of the connections between beliefs, practices and behaviour.
[x] Begin to analyse and evaluate a range of philosophical answers to questions about the world around them, including questions relating to meaning and existence.
[x] Begin to analyse and evaluate how beliefs impact on, influence and change individual lives, communities and society, and how individuals, communities and society can also shape beliefs.
Substantive Retrieval Questions:
* Who was Siddhartha Gautama and what truths did he discover about suffering? What do Buddhists believe is the route to all suffering?
* In order to end the cycle of birth, death and rebirth, which includes suffering what do Buddhists aim to achieve?
* Buddhists believe in Karma. What is this? What can Buddhists follow in order to achieve good Karma?
* What do the Jakarta tales tell Buddhists about right and wrong and how this leads to suffering?
Disciplinary Retrieval Questions:
* How do Buddhists views on suffering affect the way they live their lives?
* Can all suffering be explained through the four noble truths?
* Can life be lived without suffering? Are there ways to reduce suffering in life?
* How do Buddhists end suffering in their lives? Can you end suffering with religious beliefs?
Retrieval Practice Assessment Approaches:
* The three-question approach – choose three questions to ask at the start of each RE lesson, one substantive knowledge about the current enquiry, one disciplinary question from the current enquiry and one random / bonus question of your choice for pupils to answer.
* At the end of the enquiry process in the EVALUATE stage provide a quiz for children to complete using the substantive knowledge questions.
* At the end of the enquiry process in the EXPRESS stage use the disciplinary questions to explore a deeper focus for assessing disciplinary knowledge – this could be used to form the basis of an assessment activity e.g. a debate of how moral laws support Muslims in the modern world vs leading them to be different and radical.
The RE Age Related Expectations we will cover and be assessed against: Theology
Theology
C. How beliefs relate to each other
Explain connections different beliefs being studied and link them to sources of authority using theological terms
Explain the key theological similarities and differences between and within religions and worldviews
D. How beliefs shape the way believers see the world and each other
Explain and discuss how beliefs shape the way ______ view the world in which they live and how they view others | 1,502 | 691 | {
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Finding Truth in Real Life
Separating fact from fiction is a key learning tool, because let's be real: There are some strange things out there!
Part 1
Think you've got what it takes to be a myth-buster? Read the questions below, get your truth-seeking cap on, and circle the answer in each group that's fake fake.
Calling all vocab fans… which word is fake? A. Nutritious B. Notorious C. Nutilicious 1
Spot the lie: which of these is a fake California city? A. Rooster B. Rancho Mirage C. Richmond 2
Circle the name of the fake chemical element below. A. Radium B. Randomium C. Radon 3
Time to get your dairy cap on. Which of these is a made-up cheese? A. Camembert B. Lintal C. Cheddar 4
Without looking at a map, select which of these is a fake country. A. Fredonia B. Switzerland C. Albania 5
Show us your sports smarts and spot the made-up California team. A. Los Angeles Lakers B. San Jose Cats C. Oakland Athletics 6
Which of these is a made-up U.S. president? A. John F. Kennedy B. Samuel F. Morse C. Gerald R. Ford 7
Can you beat the heat and spot the fake desert? A. Guber B. Mojave C. Sahara 8
Part 2
Now it's time to test how well others can do. Use the questions to poll your family members to see if they can spot the fakes and see who comes out on top.
Answers: Answers: 1. C (Nutilicious); 2. A (Rooster); 3. B (Randomium); 4. B (Lintal); 5. A (Fredonia); 6. B (San Jose Cats); 7. B (Samuel F. Morse); 8. A (Guber)
Want to tackle more amazing California trivia? Continue learning with the "get real. california quiz." at ymiclassroom.com/missionauthenticity. Also try your luck at the Get Real Quest at gotmilk.com/getreal/?utm_content= init_game.
My Authentic Life
It's time to celebrate everything that makes you your authentic self!
Complete the sentences below to show the real you and how special you are.
If I knew I couldn't fail, I would ______________________________________________________________ 1
In a world where I can be anything, I want to be _____________________________________________
I made a mistake, but I learned ______________________________________________________________ 3
I'm a good friend because ___________________________________________________________________ 4
I'm unique because __________________________________________________________________________
I know that I can't control situations, but I can control _______________________________________ 6
I am making the world a better place by _____________________________________________________ 7
My favorite thing about my true self is ______________________________________________________ 8
My definition of authenticity is ______________________________________________________________ 9
Authenticity is important in my life because _________________________________________________ 10
Part 1
2
5
Part 2
Split into groups. Have each person share their answers to the questions and discuss how they reflect their "real" selves. Celebrate what makes you all unique!
get real. be yourself.
© 2024 California Milk Processor Board | 1,671 | 705 | {
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Nederland Mining Museum FAQs
1. When was gold first discovered in Colorado? In Boulder County? Where? Gold was first discovered in 1857 along the South Platte River about 5 miles above Cherry Creek, a central Denver neighborhood with some of the city's oldest houses. In January, 1859 gold was discovered in Gold Run Creek, south of the community of Gold Hill.
2. What types of ore were mined here? The main ores mined in Boulder County were gold, silver, and tungsten.
3. What is tungsten used for? Tungsten has a chemical property that helps strengthen or alloy steel when heated. It was extremely useful to armor tools and equipment, especially during World War I. Tungsten was later used in light bulbs, but is still used for high speed cutting tools, as well as rocket engine nozzles.
4. Where were the towns of Caribou and Tungsten? Caribou was located due west of present-day Nederland at 10,000 feet. You can still drive to the old town site, but the town itself burned down twice and little of it remains. The town of Tungsten, Colorado was located where Barker Dam is now. At the height of the boom, up to 3,000 people lived there.
5. How did Nederland get its name? Nederland is the Dutch word for Netherlands, or lowlands. At the time the Caribou silver mines were operating, the ore was milled in what is now Nederland, at a much lower elevation. Dutch investors in the mines gave it the name of Nederland.
6. What is the Switzerland Trail? The Switzerland Trail was a narrow-gauge railroad built in the 1880s to transport mining supplies from Boulder up into the foothills. Its original terminus was Sunset up past Wall Street. Later, it was extended to Ward and eventually Eldora. The railroad was turned into a tourist train in the early 1900s for wildflower excursions until a flood shut down the railroad in 1919.
7. When was the Boulder Canyon Road constructed? The Boulder Canyon Road was completed in 1871. It was a one-lane road that crisscrossed Boulder Creek 33 times. It wasn't until 1955 that the road was widened and straightened to become the road it is today.
8. What is milling? Milling is the process in hard rock mining of turning rock into concentrate. Mills, like the stamp mill in the museum, pound the rock over and over until it becomes a fine powder or concentrate. Chemicals (or magnets in the case of tungsten) then separate the valuable minerals (like gold or silver) from the rest of the rock.
9. What is placer mining (or gold panning)? Placer mining, also known as gold panning, is a collection of mining methods that use water to separate valuable ore from the surrounding sediment. Because gold is heavier than other minerals, gold deposits normally sink to the bottom of the pan.
10. Which is heavier, gold or silver? Gold is heavier - or denser - than silver.
11. When was the museum building built? What was its purpose? It was built in 1937 as the Boulder County Maintenance Facility/Garage, thus the garage door. Road maintenance equipment was stored here.
12. What is assaying? Assaying is the process of determining how much ore is worth. The ore is melted down and chemicals, like nitric acid, were used to determine the proportions of metal in a sample of ore, thus determining its overall value. | 1,304 | 735 | {
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O'Brien Laptop Device Agreement
Dear O'Brien Student and Family:
We are happy to be providing you with a Washoe County School District (WCSD)-owned laptop, so your student may participate in technology rich learning opportunities in the Prideland. Thank you in advance for helping your child take good care of this device!
Tips for caring for your device:
* Please keep the device away from places where it can be easily damaged, such as but not limited to: ends of tables/counters, on the floor, near pets, near water, etc.
* Please keep the device clean; use a lightly dampened cloth for wiping it down.
* Please keep the charge cord with the laptop to minimize the potential for loss.
* Please keep food, liquid, and baby siblings away from the device.
Be Safe Online!
Adults in the household are responsible for monitoring student activity and behavior online. See the backside of this page for tips on how to be safe while online.
Need technical help with this device? Please contact the main office: 775-677-5420
When signing this agreement, you are acknowledging that you understand and accept the information in this document and the following requirements.
* Devices are on loan to students and remain the property of Washoe County School District.
* Students should only log in under their assigned username. Student should keep their username and password private from other students.
* The use of the district's technological resources is a privilege, not a right, and is not transferable or extendible by students to people or groups who are not enrolled in WCSD.
* The use of the assigned device and its associated equipment terminates when a student is no longer enrolled in WCSD.
* All assigned equipment must be returned to this school at the time of withdrawal from the school and/or the last day of the school year.
* Parents are financially responsible for replacement or repair costs of the device and/or charging cord that was damaged or destroyed while in the care of the student and parent. The cost of the laptop is $462.00, and the cost of the charger is $50.00. If the barcode is removed from either piece of equipment, a $10.00 fee will occur.
Parent Signature:_________________________________________ Date:____________________
Student Signature:________________________________________ Date:____________________
Student ID#:_________________________
Date Checked Out:____________________
Date Returned:_______________________
Internet Safety Tips
1. Tell your children:
- Never share names, schools, ages, phone numbers, or addresses.
- Never send pictures to strangers.
- Keep passwords private (except to parents)
2. Visit age-appropriate sites. Find sites that promote learning, creativity, and that deepen your child's interests. Also check out popular website before your kids visit them. Social networks like Instagram, Snapchat, and Facebook are not meant for middle school kids.
3. Minimize chatting with strangers. Tell your kids that people aren't always who they say they are on the Internet. Anyone can pose as a "buddy of a buddy." If kids are playing online games, they should be careful not to disclose anything personal.
4. Help kids think critically about what they find online. They need to know everything they see isn't true. Also, use safe search settings for kids or filtering software if possible. Check browser histories to see where they've been online.
5. If they wouldn't do it in real life, they shouldn't do it online. Students shouldn't say mean things or cheat in games or at school with their tech resources.
6. Have some rules about time and place. Set limits on the amount of time kids spend online. Don't let them Instant Message during homework. Restrict time and site for online gaming.
7. Agree on downloads. What music is okay to access? Which video sites? Avoid giving your kids your credit car information. If they need to buy something, you should be involved.
8. Talk about privacy. Show kids where privacy settings are on their favorite sites and make sure they use them. Remind kids that when they post something online, they lose control of it. It can be cut and pasted and sent around the web.
9. Make sure kids know to tell someone—It doesn't have to be you—if anything suspicious, cruel, or scary happens. They need to know they won't get into trouble.
10. Be involved and view your own habits carefully. Parents are the best role models for safe and smart internet usage. Enjoy the good stuff together!
This form can also be found on our school's website, should you need to access it. | 1,898 | 952 | {
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Cough, Adult
Coughing is a reflex that clears your throat and your airways (respiratory system). Coughing helps to heal and protect your lungs. It is normal to cough occasionally, but a cough that happens with other symptoms or lasts a long time may be a sign of a condition that needs treatment. An acute cough may last only 2–3 weeks, while a chronic cough may last 8 or more weeks.
What are the causes?
Coughing is commonly caused by:
- Infection of the respiratory system by viruses or bacteria.
- Breathing in substances that irritate your lungs.
- Allergies.
- Asthma.
- Mucus that runs down the back of your throat (postnasal drip).
- Smoking.
- Acid backing up from the stomach into the esophagus (gastroesophageal reflux).
- Certain medicines.
- Chronic lung problems.
- Other medical conditions such as heart failure or a blood clot in the lung (pulmonary embolism).
Follow these instructions at home:
Medicines
- Take over-the-counter and prescription medicines only as told by your health care provider.
- Talk with your health care provider before you take a cough suppressant medicine.
Lifestyle
- Avoid cigarette smoke. Do not use any products that contain nicotine or tobacco, such as cigarettes, e-cigarettes, and chewing tobacco. If you need help quitting, ask your health care provider.
- Drink enough fluid to keep your urine pale yellow.
- Avoid caffeine.
- Do not drink alcohol if your health care provider tells you not to drink.
General instructions
- Pay close attention to changes in your cough. Tell your health care provider about them.
- Always cover your mouth when you cough.
- Avoid things that make you cough, such as perfume, candles, cleaning products, or campfire or tobacco smoke.
- If the air is dry, use a cool mist vaporizer or humidifier in your bedroom or your home to help loosen secretions.
- If your cough is worse at night, try to sleep in a semi-upright position.
- Rest as needed.
- Keep all follow-up visits as told by your health care provider. This is important.
Contact a health care provider if you:
- Have new symptoms.
- Cough up pus.
- Have a cough that does not get better after 2–3 weeks or gets worse.
- Cannot control your cough with cough suppressant medicines and you are losing sleep.
- Have pain that gets worse or pain that is not helped with medicine.
- Have a fever.
- Have unexplained weight loss.
- Have night sweats.
Get help right away if:
* You cough up blood.
* You have difficulty breathing.
* Your heartbeat is very fast.
These symptoms may represent a serious problem that is an emergency. Do not wait to see if the symptoms will go away. Get medical help right away. Call your local emergency services (911 in the U.S.). Do not drive yourself to the hospital.
Summary
- Coughing is a reflex that clears your throat and your airways. It is normal to cough occasionally, but a cough that happens with other symptoms or lasts a long time may be a sign of a condition that needs treatment.
- Take over-the-counter and prescription medicines only as told by your health care provider.
- Always cover your mouth when you cough.
- Contact a health care provider if you have new symptoms or a cough that does not get better after 2–3 weeks or gets worse.
This information is not intended to replace advice given to you by your health care provider. Make sure you discuss any questions you have with your health care provider.
Document Released: 06/15/2012 Document Revised: 01/06/2020 Document Reviewed: 01/06/2020 Elsevier Interactive Patient Education © 2020 Elsevier Inc. | 1,543 | 788 | {
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Learning Outcomes
This activity will help you to:
* access information about skills on My World of Work
* access the Skills Explorer tool and record your skills on My World of Work
* understand how skills relate to career options
* begin to evidence your skills
Activity
Introduction
This activity will help you to identify and reflect on your skills. Skills are things you will learn at school, home, leisure activities and through work experience.
Using the Skills Explorer tool on My World of Work will give you an understanding of what your skills are. This will help when making choices about different routes and pathways into potential jobs and with what to include in your profile and CV.
Instructions
Before you start
★ Sign into your My World of Work account www.myworldofwork.co.uk
★ If you do not have an account, click 'register' at the top right-hand side of the page. If you need help to do this, watch this video on how to register
Skills activity
★ Select 'My career options' at the top of the page, click 'Go to section' and then click on Show off your skills
★ Read through the article which will explain what skills are and why they are important
★ Once you have done that, click to 'Try our Skills Explorer tool'
1
Skills explorer tool Worksheet
★ You can use the 'Skills Explorer user guide and video to help you
★ Read through the list of skills and select the skills you think you have
★ You can select up to 10 skills and there are definitions and examples to help you
★ Once you have selected your skills click on 'View your career suggestions'. Bookmark anything you find interesting
★ Are the career results what you expected? If not, don't worry!
★ If you want to search for other job profiles, use the I have a career in mind tab to see what skills link to these jobs
★ You will see the relevant skills you have as well as skills you could work on
★ You can review and amend your skills list at any time
Evidencing your skills
The STAR technique can help you evidence your skills – STAR stands for Situation, Task, Action, Result.
★ Pick one skill you identified using Skills Explorer – think of a time you used that skill and write it down using STAR
* Situation – What was happening?
* Task – What did you need to do?
* Action – What did you do?
* Result – What difference did it make?
★ You can record this example, and others that you identify, in your profile or within your CV
Next
You can continue to review your skills and update information on your profile to reflect
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"Striking the Ball"
Coaching Young Players
Coaching Points: Ankle Locked, Eyes on the ball, Instep: toe down, snap at knee, strike ball with shoelaces, Inside: toe up, strike from middle to heel of shoe, Outside: toe down and in, balance foot a bit wide
Warm-Up
Tag Game-Clone Tag- Inside a small area, players with the ball are it. Players without a ball run around and try to not get tagged with a ball. Players that are "it" run with ball and must tag players with the ball in their hands. Players who are not "it" are safe from being tagged if they stand back-back with someone else who isn't "it". "Clones" are only allowed to stand back to back for 3 seconds. The purpose for playing tag is to get their legs going and for fun. Another variation is to have the players that are "it", throw the ball off of their foot (laces of shoe) and try and hit someone. Foot stays on ground and player throws ball off top of foot and ball pops up and hits player.
1 st Activity "Moving Marbles"
All player s have a ball and are inside a playing area. Each player tries to pass and hit another players ball while they are moving. If they pass and hit someone else's ball they get a point. Variation: Divide into two teams. One team is trying to hit the other team's ball. One team is designated as the passing team, the other is the dribbling team. After time, they switch roles. Play 3 rounds and see which team has the most total amount of hits.
2 nd Activity-"Duck Hunt"
Players get into pairs. Each player has a ball. One person is in front of the other like "follow the leader". The person in front dribbles anywhere, but cannot lose his/her partner who is following right behind with a ball. When the coach says "pull", the person in front passes their ball to the side and the person behind has to pass immediately and try and hit the ball that was just passed. If a ball is hit then a point is scored. Players switch roles after 3 times. Variation is to allow players in front to decide themselves when they pass a ball out instead of listening to the coaches' yell.
3 rd Activity-"Junkyard" Soccer
Divide team into two teams. Each team goes to a half. Use an odd number of balls, like 5. The objective of the game is to strike the ball into the other team's yard. Each team wants to have a clean yard when the coach calls time. The team that has the fewest balls on their side when time is called gets a point. Play to a certain amount of points or for time. Variation: Give each team a point every time they can strike the ball past the back line of the playing area. Another variation is to require a pass to be made to a teammate before the ball can be struck back to the other half.
4 th Activity-Number Shootout
Two teams each take a place behind the goals. The coach will yell out a number of players and a direction like "2 Right". Two players from each team run by the right side of the goal and then come in. The coach can call any number and direction. After the coach yells out a number and a direction, they roll in a ball for the players. Play for time or a certain amount of points. Players should be looking for the earliest chance to strike the ball towards goal.
Concluding Activity-4v4 "Millionaire Soccer"
Play is 4v4 or small numbers and players get a million points for every goal that is scored! Have balls on the side of the field to keep the game going or behind the goals. Coach could be on the side playing balls in as soon as a ball goes out. The field is shorter than normal so that players are encouraged to shoot.
When finished-Celebrate their success! | 1,370 | 857 | {
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My Favourite Place to Live
Learning values
* Learning about different animal habitats
* Comparing similarities and differences
* Sorting based on one or more characteristics
* Exploring the concepts of environment and habitat
* Investigating different climates
Recommended materials
* 9218 Wild Animals Set
Vocabulary
Encourage the use of these words during the activity:
* Habitat
* Climate
* Cold
* Hot
* Similar
* Different
* Adapt
* Characteristic
Connect
* Ask the children if they have ever been to a hot place. What was it like? Have the children close their eyes and picture this hot place. Ask the children if they have ever been to a cold place and have them tell each what such a place is like.
* Talk to the children about habitats and climates. What kind of climate do the children live in – is it cold, hot, or somewhere in between? Ask the children if they have ever lived in a different or unusual place. Have them talk about this with a friend.
* Discuss the benefits of living in different climates. Ask the children which they would rather live in. Then brainstorm a list of animals that live in each climate; cold and hot.
Use the illustration to support the Connect story
Use the illustration to support
the Connect story
LEGO, the LEGO logo and the Minifigure are trademarks of the/sont des marques de commerce de/som marcas registradas de LEGO Group.
©2012 The LEGO Group. 045284.
Construct
* Pick two animals: one that lives in a cold climate and one that lives in a hot climate. Create and build a habitat for each.
Suggested model solutions
Contemplate
* Ask the children to sort the animals by habitat. Place them in the habitat where they would be most comfortable and survive the longest.
* Encourage the children to role play with the animals. Show what animals do when they are too hot or too cold. Have children describe aspects of different habitats that help animals survive, such as trees for shade, water for drinking, etc.
* Talk about the characteristics animals have that make them comfortable in their cold or hot climates, such as thick fur to keep a polar bear warm and short hair to keep a lion cool. Contemplate what would happen if the animals did not adapt so well to their habitats.
Continue
* Animals have special characteristics that help them live in their specific habitats. Discuss different animals and their special characteristics, such as a long neck on a giraffe for eating, the colour of a lion for camouflage, etc. Then sort animals by other characteristics such as colour, size, speed, etc.
* Build a zoo where each kind of animal has its own habitat. As the children are building, encourage them to talk about why each habitat is appropriate for each animal.
LEGO, the LEGO logo and the Minifigure are trademarks of the/sont des marques de commerce de/som marcas registradas de LEGO Group.
©2012 The LEGO Group. 045284.
Check for evidence of learning
Have the children:
* Sort two or more animals based on the climate they live in: cold or hot.
* Describe one or more differences and similarities between two habitats.
* Explain or show one or more characteristics of an animal that helps it live in its habitat. | 1,297 | 678 | {
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Renewable Energy Statistics Training
Exercise 5b: Energy balance solar water heaters
The purpose of this exercise is to take solar thermal electricity generation and heating data and complete the solar thermal column of an energy balance. The exercise uses the Solar Heat Worldwide market report and IRENA's electricity generation data for Morocco and Egypt, but countries can also use their own data on solar heating if this is available.
Attached is a worksheet showing the solar thermal energy column of the IRENA energy balance template for Morocco and Egypt. Use the information about solar water heaters and solar thermal energy production to estimate the consumption, transformation, supply and production of solar thermal energy in each country and complete the two columns.
Conversion factors:
1 GWh = 3.6 TJ
Efficiency of solar thermal energy production = 33% (i.e. heat input = electricity generation x 3)
Solar thermal electricity generation in 2014
Source: IRENA (2016), Renewable Energy Statistics 2016, The International Renewable Energy Agency, Abu Dhabi.
Solar heat generation in 2014
See data on solar water heaters in attached page. Note that this report includes data for Morocco but not for Egypt. However, a report from the Observatoire Méditerranéen de l'Energie (OME) 1 indicated a total collector surface in Egypt of 800,000 m 2 . Use the ratio yield/area from neighbouring Israel to estimate the yield of solar heaters in Egypt.
1 Available at: https://www.b2match.eu/system/stworkshop2013/files/Market_Assessment_Report_II.pdf
Answer sheet:
Solar thermal (Answers)
The market report estimates that Morocco produces 383 GWh per year. The ratio yield/area for Israel is 4,182/4,527,634 = 0.000923 GWh/m 2 , which multiplied by 800,000m 2 of collector area in Egypt gives 739 GWh.
Converted to TJ (x 3.6) = 1,379 TJ (Morocco) and 2,660 TJ (Egypt)
Split between residential and commercial (hotels) has to be a guess! We assume 50:50
Thermal energy used in concentrated solar power (CSP) generation can be derived by taking electricity production, converting to TJ and converting to primary heat (x3 for a 33% conversion efficiency). So:
Production (GWh) = 35 (Morocco) and 16 (Egypt)
Converted to TJ (x 3.6) = 126 (China) and 57 (Egypt)
Transformation (x3) = 378 (China) and 173 (Egypt)
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Conservation Committee Minutes
January 18 2016
In attendance: Karen Anderson, Jan Burkhart, Cheri Calvert, Judy Dauchy, VeeAnn Finnemore, Marleah Llewellyn, Sandi Mottau, Greg Ware
To begin the new year the Committee reviewed and reconfirmed its guiding principles:
*
Conserve Resources (water, energy, reduce costs)
* Maintain or increase quality of life.
* Positively impact our environment
* Maintain or increase value of homeowners and HOA property
* Develop and share educational opportunities regarding conservation
Additionally, the Committee reconfirmed its commitment to the three issues below, and added two additional areas: funding and education.
1) Conserve water to reduce both our water bill and landscaping bill.
Recommended Actions:
* install smart devices controlling watering,
* reduce the amount of lawn currently being watered and maintained,
* encourage the installation of low flow devices in units,
* encourage and help develop rain gardens in suitable areas i.e. close to downspouts.
* disconnect downspouts that run into the bay
2) Rehabilitate the Riverhouse shoreline to support and diversify bird and pollinator species inhabitation.
Recommended Actions:
* plant flora that will filter water run off and help remove pesticides and pollutants that degrade water quality and harm aquatic animals,
* plant flora that will encourage and support bird and pollinators – while not obstructing resident's view of the bay,
* Clean up Beach/Bay debris -
o how can we encourage environmentally safe boat maintenance in the bay? What is already in practice?
o can we do anything about micro plastics in the bay?
3) Bring regional and native plant life into our landscape that are resilient to disease, will thrive in existing climate and soil conditions, and will attract birds and pollinators while maintaining or improving on the existing level of aesthetic beauty.
Recommended Actions:
* develop right plant right place solutions. This includes locating/relocating plants that have similar needs in proximity to each other.
* request Landscape Committee and landscape contractor develop an integrated pest management plan that reduces our use of traditional pesticides and herbicides,
* redesign some planting areas.
* improve soil conditions,
* manage the Canda geese problem through landscape design, water edge plantings, etc.
4) Find outside funding sources
Recommended Actions:
* Clean River Rewards Program
* CLIP funding from EMSWCD
* Columbia Land Trust
* More research to be done on this
5) Education
o bring speakers to Board and other standing committee meetings.
* develop opportunities for HOA residents to learn more about conservation issues.
o develop opportunities for HOA members to participate in conservation activities: help plant rain gardens, control invasives on riverbank, etc.
* offer assistance to those individuals s apply for BackYard Habitat certification for their garden space.
* put together a list of resources that all homeowners may be personally interested in low flow toilets/shower heads/lighting, weatherization, Energy Trust resources, etc.
Other matters discussed.
TID and HBD corner
It has been proposed that the HOA sell the palm trees located at the corner of TID and HBD, and that any cash realized be used to help fund the cost to transition that area from grass to native drought resistant plants. Part of the rational for this action is that palm trees are antithetical to the northwest/Cape Cod look that Riverhouse HOA members were seeking when the siding was replaced with cedar shingles. With that look in mind the Committee discussed that shifting our street side landscape primarily composed of vine maple, boulders and stone, along with other native plants would be aesthetically pleasing, enhance the northwest look, and support conservation efforts.
Actions:
* Greg will inquire if any of our neigbours are interested in purchasing the palm trees and bring that information back to the Committee and the Board. Listing the trees on Craigslist was also mentioned.
* The Committee would further explore this matter with our new landscape contractors once they were in place.
* Judy and Greg need to create a more complete plan about moving some plants from the corner of TID and HBD further down HBD to the first narrow strip of plantings.
* Marleah will phone the city to discover any rules/conditions that may be in place regarding the removal of those trees.
The Committee discussed other funding sources and whether EMSWCD had changed its bylaws to allow HOA to apply for funding. Action:
* New sources need to be researched.
* Greg will inquire as to any changes in MSWCD bylaws, and bring back to the Committee an update on other sources that we are already aware of. | 2,029 | 952 | {
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At the Zoo
Learning values
* Interacting with others, planning and taking turns
* Using mathematical ideas such as counting and categorizing
* Using language to describe animals and their differences and similarities
Recommended materials
* 9214 Wild Animals Set
* 9090 XL LEGO ® DUPLO ® Brick Set
* 9222 World People Set/9224 Community People Set
Vocabulary
Encourage the use of these words during the activity:
* Zoo
* Dangerous animal
* Non-dangerous animal
* Separation
* Living conditions
* Enclosure
* Visitor
* Viewing facilities
* Souvenir
Connect
* Ask the children if they have ever been to a zoo. Have them mention different animals, name them and categorize them as dangerous or nondangerous animals. Talk about their favourite animals. What do they look like and what do they eat?
* Have the children think about how animals are kept in zoos. Some animals are very dangerous and needs to be separated in their own enclosures; others can be allowed to move around more freely, though still within designated areas. Why is this, and is it possible to keep animals enclosed and still provide them with good living conditions?
* Discuss with the children why visitors come to look at the animals, what they can learn, and in what way visitors can be kept safe while still providing the animals with good living conditions.
Use the illustration to support the Connect story
LEGOeducation.com
LEGO, the LEGO logo and DUPLO are trademarks of the/sont des marques de commerce de/som marcas registradas de LEGO Group. ©2010 The LEGO Group.
1
Construct
* Have the children create and build an animal park where the animals have good living conditions and the visitors can safely look at them.
Contemplate
* Consider how big the animal park should be and how it should be divided for the well-being of all the animals.
* Have the children make categories of animals and separate them in appropriate sections. Which animals belong together, which animals need a lot of space and why, which animals will thrive in little enclosures, and which need cages, e.g. birds?
* Have the children consider how best to create viewing possibilities for the visitors. Is it possible to build bridges across the different sections or would it be better to allow visitors to stand on the outer edge of the sections and watch from there? Have the children make sure that the viewing facilities are safe for visitors. Explore risk factors!
Continue
* At the zoo, caretakers need to move around in cars to provide food and care for the animals. Have the children design and build a vehicle that can carry food, but which also has space for carrying cleaning equipment.
* Visitors to zoos like to buy souvenirs to take home to remember what they experienced. Have the children build a small souvenir stand and decide what kind of souvenirs the stand should offer. Consider where the stand should be placed at the zoo.
LEGO, the LEGO logo and DUPLO are trademarks of the/sont des marques de commerce de/som marcas registradas de LEGO Group. ©2010 The LEGO Group.
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Module Title:
Introduction to Song Writing and Arranging BAPM07C
Module Code:
Level:
4
Credits:
15
Pre-requisites:
Module Description:
This module enables students to explore compositional techniques employed within a range of popular music idioms and styles. These techniques are then developed in the students' own composition leading to performance, recording and appraisal of a finished composition. The students will submit a portfolio for assessment which, in addition to the recording of their own composition, will include exercises such as an annotated listening diary and a rough-work notebook.
The students will be free to explore composition in a wide range of pop music styles. Special emphasis will be given in lectures and tutorials to the development of good lyric writing which will be considered an essential part of the final submission.
Indicative Content:
* Approaches to lyric writing
* Study of selected songs and instrumental pieces from a range of popular music styles
* Approaches to:
o texture
o structure
o groove
* Tutorial guidance in the development and arranging of musical ideas
o feel • Idiomatic use of guitar, bass guitar, keyboards, drums and voice
* Peer and self-assessment of work in progress
Learning and Teaching Methods:
The module will be delivered through a combination of lectures, seminars and workshop sessions.
Specific Learning Resources:
Music classroom with playback, whiteboard, sound system
Multitrack studio
A range of instruments and musicians
Bibliography
Highly Recommended
Module Specifications: School of Music
Bradford, CC. (2005) Heart and Soul: Revealing the Craft of Songwriting London: Sanctuary
Recommended
Coryat, K. (2006)) Frustrated Sognwriter's Handbook California:Backbeat
Davis, S. (1993) Songwriter's Idea Book London: Writers Digest Books
Luboff, P. (1992) 88 Song Writing Wrongs and How to Right Them London: Writers Digest Books
Pattison, P. (1992) Essential Guide to Lyric Form and Structure London: Music Sales Ltd
Perricone, J. (2000) Melody in Songwriting (Berklee Guide) Boston:Berklee Press
Rooksby, R. (2007) Arranging Songs:How to Put the Parts Together California: Backbeat
Rooksby, R. (2006) Writing Better Words for Your Songs California: Backbeat
Rooksby, R. (2004) Melody: How to Write Great Tunes California: Backbeat
Rooksby, R. (2003) Songwriting Source Book California: Backbeat
Runswick, D. (1992) Rock, Jazz and Pop ArrangingLondon: Faber
Background Reading
Gorrow, R. (2002) Hearing and Writing Music 2nd ed. London: September
Module Learning Outcomes
Subject Specific Learning Outcomes
On successful completion of this module you will be able to:
LO1 Develop original musical ideas within a range of popular music idioms.
LO2 Arrange musical ideas creatively for appropriate ensembles.
LO3 Demonstrate a sense of self-criticism and appraisal.
Assessment Title or element
Portfolio of developmental material and finished composition
Information correct at point of publication.
Weighting (%)
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Alexandra Nursery School.
British Values Policy. October 2018.
At Alexandra Nursery School, we aim to ensure that we will promote the fundamental British Values of democracy, rule of law, equality of opportunity for all, individual liberty and mutual respect and tolerance of those with different faiths and religions. These are implicitly embedded in the 2014 Early Years Foundation Stage curriculum.
The Head teacher at Alexandra Nursery School will ensure that all staff are aware of the requirement to uphold British values through the methods outlined in this policy, and will make sure that the appropriate methods are in place to carry out these procedures.
To demonstrate this in practice, all members at Alexandra Nursery School will ensure that they treat each other with respect, in line with the schools behaviour policy.
We support British Values at Alexandra Nursery School by encouraging children to:
* Share and take turns
* Be honest
* Trust people
* Keep trying
* Be responsible
* Understand that we can be the same and sometimes be different
* Be fair
* Appreciate others and what we have
We support parents at Alexandra Nursery school by providing British Values training for International New Arrivals.
Democracy.
There are numerous opportunities to ensure that the children's views are considered. Planning incorporates children's interests and ideas. During activities children are encouraged to have an input in to what and how they learn, to instil an understanding of democracy for the future.
The Rule of Law.
At Alexandra Nursery School, we uphold the laws that govern and protect us, the responsibilities that this involves and the consequences when laws are broken in high regard.
Routines and boundaries are clear.
Children learn right from wrong. Conflict resolution strategies are used to help children from a very young age to understand the consequences of their actions and the impact that they have on other people. Staff encourage children to work together to think of solutions to problems and conflict, at an age appropriate level.
Individual Liberty.
At Alexandra Nursery School, we foster a safe and supportive environment where pupils are actively encouraged to use the environment independently and to choose their activity. Many activities are
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based around the children's interests and there is a balance between adult directed and child initiated learning.
Mutual Respect.
Children are treated with respect and learn to treat each other and staff with respect. This is reinforced through the behaviour policy.
Tolerance of those of different faiths.
Tolerance is achieved by developing pupils' knowledge and understanding of their place in a culturally diverse society and the opportunity pupils to experience such diversity.
Cultural events are celebrated from different faiths in a way that is meaningful for the child, to promote tolerance and harmony.
The staff challenge opinions or behaviours in school that are contrary to British Values.
October 2018 – Policy seen by Governing Body member. Awaiting ratification in November 2018 at Full Governors. | 1,376 | 610 | {
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Tips for Writing a Good Persuasive Essay
Writing a Persuasive essay can be challenging if you are unaware of the general tips and tricks.
The Persuasive essay follows the format of a general essay and can be given by teachers as homework or an in-class task. You can also take help from an essay writer to write my essay and get some guidelines on how to begin writing a good Persuasive essay. Let us first get an idea of a Persuasive essay before jumping into the tips and tricks of writing.
What is a Persuasive essay?
The Persuasive essay is aimed to ask the student to describe something. A description is usually be needed about any experience, place, object, situation, person, or any emotion related to them. The students are encouraged to essay writer a detailed description of any particular experience. Let us go through some tips and tricks of writing a good Persuasive essay.
* Brainstorm your ideas
If your instructor wants you to describe your favorite pizza place, make sure you plan out your ideas before fitting them into paragraphs. For example, if you chose a pizza hut, start writing a few words that describe the place's ambiance, and then move on to the pizza flavors you like. You can use words like aroma, warm, cheese, sauce, lights, environment, etc. Once you have jotted the words down, you can start structuring sentences. Then you can plan these sentences in different paragraphs to make a map. Are you ha ving a hard time trying to map your ideas into paragraphs? You can take help from an essay writing service to get professional help in your essay.
* Use concise and clear language
Use the relevant words to link them with the described place, object, person, or experience. Do not use obscured words and keep your language concise.
* Use your 5 senses!
It is very important to mention all the 5 senses while describing something. Whatever you describe must appeal to the senses of the reader. You have to explain how a particular thing or an experience felt, smelled, tasted, looked, or sounded. Try to beautify the moment with all these senses. You can always visit the "write my essay" website to check whether you have used all 5 senses wisely in your essay.
* What were you thinking?
Try to explain the feelings or emotions in detail and relate them to the essay writing service. This will help you connect with the marker/reader on a higher level. To acquire your Persuasive potential to the full extent, tap the emotional reservoir of melancholy, ecstasy, or mild satisfaction.
* Leave a clear impression on the reader.
Keep in mind that your goal is to stimulate a strong sense of appreciation and familiarity in the reader. If you could make your favorite pizza place as the reader's favorite pizza place and make him crave that special flavored pizza, then you have successfully written a good Persuasive essay. However, if the reader cannot form an impression of your favorite pizza place, try again by editing your essay.
* Organize your writing!
It is easy to fall into the trap of writing jumbled-up words in an unorganized fashion. This is what needs to be changed! Strive to compose a Persuasive essay that has an organized set of emotions linking all the five senses. Try to set a logical order in your essay to make your essay more convincing to the reader.
Conclusion
Writing a good Persuasive essay comes with practice. No one can become good at writing any genre of WriteMyEssayFast.net. Therefore, practice as much as you can and follow the tips mentioned earlier. Moreover, if you want to get help from professionals regarding Persuasive essay writing, you can visit the "write my essay for me" website to get help with your assignment. | 1,370 | 770 | {
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What Does Depression Feel Like?
by NEWLIFEOUTLOOK TEAM
What Does Depression Feel Like?
Depression is not a two-dimensional mental illness.
It's more than feeling sad or hopeless or simply having the inability to function like a normal human being.
Depression itself is not defined by one set of symptoms because the degrees of the illness can vary, and the circumstances that caused it are vastly different with each person.
In short: it's a lot more complicated than you think.
Trapped Between Thoughts and Emotions
As a kid, I was diagnosed with ADHD and struggled in school. This became the ultimate source of my depression.
I was the slowest learner in class, labeled as a disruptive, and was a daily target of bullying.
I carried shame in having ADHD all my life and could never cope with the frustrations I had with it in an appropriate manner.
My ADHD worsened the initial feeling of being separated from others, completely isolated me from socializing properly, got in the way of my learning, and trapped me in my thoughts and emotions.
Throughout elementary school to high school, I noticed that aside from my usual ADHD symptoms, I started to feel perpetually sad, even if my day had nothing wrong with it.
I struggled with feelings of hopelessness about my future and began wondering if my life meant anything at all.
Feelings of Inadequacy
I suddenly stopped eating three meals a day and would sometimes skip them all together and I stopped talking to my parents and friends.
My thoughts eventually consisted solely of negative thoughts and self-talk that would always remind me I was stupid, inadequate, and would never be like others around me. I even came to believe that suicide wasn't a terrible thing anymore and I thought that if I were going to die anyway, it wouldn't have mattered when or how.
But please, to whoever is reading this story, do not ever believe suicide or self-harm is the right path to take.
Throughout adulthood, I attributed my circumstances and experiences to the feelings of inadequacy I felt as a
child.
It was never encouraging or helpful to me that my teachers and my parents would be unintentionally condescending about my capabilities, my classmates treated me like I was stupid, and I personally never felt I was good enough.
When you start feeling less than other people, low self-esteem will drag you down like a cast-iron weight to the bottom of your self-hatred and blame, giving you no room to scream for help or climb your way out.
My Advice to You
If I could offer one piece of advice for anyone to remember, it has to be this: the moment you don't believe you're good enough or feel inferior to others, tell someone you trust and get help immediately.
The moment you train your mind into believing the worst, it will drive you into the clutches depression.
No one on this earth wants that for you, and I bet deep down - past all the lies you tell yourself – you wouldn't wish the worst on yourself too.
If you are someone going through depression, these are vital things to remember:
1. Depression does not define you
More often than not, we can get warped up into our emotions and thoughts, assuming they make up everything that we are as a person.
You will always be more than your mental illness. It's only a fragment compared to the list of unique qualities and things about you.
2. Therapists and psychiatrists are not against you
Most people who are diagnosed with a mental illness initially feel uncomfortable and even intimidated by the thought of visiting a therapist or psychiatrist.
They are not your enemies but are advocates of your mental health, emotional well-being, and quality of life.
A therapist offers:
A professional and third-party perspective on your everyday situations
Allow you to express everything you feel without judgment
They can give you resources and advice
Psychiatrists can prescribe you medications that will help not only your brain chemistry but also your ability to function in day to day life.
3. Your depression can be treated and prevented
Contrary to popular belief, mental illness cannot simply be "over with" or fixed by simply being happy.
Depression is a deeply-rooted mental illness that is caused by a variety of factors such as:
Environment
Traumatic situations
Circumstances of life
Genetics
Powered by TCPDF (www.tcpdf.org)
Depression shouldn't be treated as an illness with one solidified cure because it will always be more complex than that.
4. Stop making yourself feel inferior to others
I would look at the people in my life who didn't suffer any mental illness of the sort and despise and envy them. Because who on earth wants to feel the sadness and painstaking loneliness of depression?
Aside from that, the attitude of separating yourself from others leads you into being harsh on the way you normally function. You can't help who you are sometimes, and that should never be something to blame. | 1,826 | 1,003 | {
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Placing Pebbles on Gravestones: A Jewish Tradition Explained
It is unlikelythat you will see flower arrangements laid upon headstones in traditional Jewish cemeteries. Instead, you might notice heaps or mounds of pebbles atop of the grave sites. Large and small in no particular pattern or shape. This is an ageold Jewish tradition that takes roots from Biblical stories. It's hard to tell exactly where the tradition originated, however, it is thought to go back to ancient times.
Evidence in Scripture
In the book of ExodusMoses spent 40 years traveling from Egypt to Israel. Instead of burying their dead, they would cover the body with a sheet and then cover with rocks and pebbles to hold the sheet down.
In the book of ExodusGod manifested the 10 Commandments on a stone tablet in the presence of Moses.
In the book of ExodusMoses is told by God to strike the rock at Horeb to bring forth water from the rock; this was done in front of the elders of Israel in God's name.
In the book of GenesisAbraham was told to build an altar (a mound of rocks) to sacrifice his only son, Isaac, as a test from God.
Adorning gravestones with pebbles
In Judaism it is customary for Stones of Remembrance to be placed on gravestones by family and friends visiting the departed.
What are Stones of Remembrance?
It is Jewish custom to place a pebble on the headstone when you visit to show respect to the departed. These stones are called the "Stones of Remembrance."
When attending a Jewish burial each mourner will add a stone as a way to take part in the Mitzvah of Matzevah (Setting a Stone).
Visitors add stones and pebbles to the grave monument throughout the years to show that they are never finished building the monument.
Plucking grass from the cemetery is an old Jewish custom that represents one's resurrection. Psalm 72:18 They shall spring up as the grass of the field.(Often times you will see tufts of grass along with the pebbles.)
What do the pebbles symbolize?
Rocksplay a significant role in Judaism. Judaism refers to God as the "Rock of Israel," and by placing rocks on someone's gravestone it symbolizes His presence.
The Wall of the Second Temple is one of Judaism's most sacred shrines, constructed of rocks. Jewish altars are made of stones upon stones.
The phrase "Teheye nishmato tsrurah b'tsror hachayyim" is commonly engraved on Jewish tombstones meaning, "May His soul be bound up in the bonds of eternal life." The Hebrew word "Tsror" means pebbles.
TheDome of the Rockis one of Jerusalem's most famous sites. It sits upon what is considered to be the Sacred Rock where Abraham built his altar to sacrifice his son in the book of Exodus. It sits upon land that is considered to be the Holy of Holies in both Solomon and Herod's Temples. It wasn't until 688 AD that Islam arrived and theDome of the Rockwas built, which is now a Muslim shrine.
The Hebrew word for STONE isEVEN. This word is a combination of two words,AVandBEN, both representing continuity.
Following Jewish tradition, a pebble on a headstone symbolizes the continuing presence of love and memories, which are as strong and durable as a rock. Placing a pebble on the gravestone is a way of honoring the deceased, as well as a way to show that family and friends have visited the grave. | 1,931 | 1,317 | {
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So you Think it's warm, do yeah?
There is no better way to dispel the fraud of man made climate change than to start in your own backyard. Let's start with the record high and low temperature for Parry Sound found on each day of the year from "The Weather Network". Thought I'de give you short sweet chart of the record high for Parry Sound for the last few days. It says a lot! You can do this for any city or town in Canada and get about the same results. Always keep in mind that the data we have accumulated is far less than one breath in the life of a 150 year old man.
August 3 - 34C - 1918
August 4 - 34.4C - 1916
August 5 - 33.9C - 1916
August 6 - 33.3C - 1947
August 7 - 36.7C - 1916
August 8 - 32.2C - 1909
August 9 - 32.8C - 1898
It must have been all that horse flatulence causing the extremely warm days back in the 1890's and 1916, 1917, and1918 and of course the record cold too.
What we experience is "natural climatic variability", nothing else! Let's coin that expression " Natural Climatic Variability". Let's accept the character and mode of the planet that hosts us as our home as, unpredictable!
So whats going on now? We are coming out of the "Little Ice Age", that started back in 1680 and lasted to about 1850, those dates being grounds for a brutal academic argument. This very cool period was caused by our sun taking a maunder minimum nap or a period of low energy being emitted. Yes, that very sun that the academics at the Copenhagen Conference said had no effect on our climate. How long do you have to go to school to be that stupid?
So previous to the "Little Ice Age", it was really, really, much warmer than now. As a matter of fact for about 800 years previous to the little ice age the Vikings were farming on Green Land because it was very green, little or no glaciers. They were growing grains in Denmark. This period was called the Medieval Warm Period or Holocene period.
Our sun is the major source of energy that heats our planet. Sure, we may occasionally get a gamma ray burst from some star that imploded a billion light years ago which will cause distress to our climate such as extremes in heat or cold. We can do nothing about that.
Our weather is caused by the uneven heating and cooling of the earths surface. This has some predictability and a great deal of "O I didn't see that coming". I ponder how the carbon nazis can say what our weather will be in 30 years when they can't get it right two days from now and sometimes not even get yesterdays weather right!
If you take a look at the temperature data from the Green Land ice cores and you will clearly see that for the last 9100 of the last 10,000 years it has been much, much, warmer on this planet earth. I like warm! You can grow more over a wider area of the planet with less energy and stay warmer for less. Beets the hell out of trying to live through another ice age, doesn't it? Take a look at this chart from the Green Land ice cores on google images. Its is easy to find and a real eye opener!
Carbon dioxide is fresh air for trees and is not a major green house gas consisting of 0.04% of the atmosphere. Water vapour is the major green house gas making up 95% of the atmosphere and is highly variable. Everyone has experienced its effect on local climate. On a clear summer night it gets quite cool when the sun goes down, but if the weather is over cast with water vapour then it stays much warmer with the water vapour blanket. Simple right? The desert is 130 degrees in the day and near freezing at night because of no water vapour. We have to stop this totally fraudulent carbon tax proposed by our moronic Liberal government both federal and provincial. Stealing is stealing, period, and thats what the carbon tax is! Stop the carbon tax! Sincerely, Douglas Heal 705-746-7045 | 1,480 | 915 | {
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✤ The beginning of the Industrial Revolution in the 19th century created inhuman working conditions. In response to these conditions, Pope Leo XIII wrote an encyclical on social justice to teach the world the Christian view of labor. It was called Rerum Novarum (On New Things). The encyclical said that workers should receive fair wages, be treated fairly, and form groups to defend their rights. Every pope since Leo XIII has called the world's attention to the need for justice, love, and mercy. 165
✤ The Church teaches us about our responsibility to care for those in need by using the themes of Catholic social teaching. The Call to Family, Community, and Participation tells us to support families so they can participate in society and promote the well-being of all. Because God is our Father and we are all brothers and sisters, we have the responsibility to care for one another. This Catholic social teaching theme is called Solidarity. 166
✤ Saint John Bosco had a gift for helping boys know God, especially boys who were poor and in trouble. He founded the Salesians.
167
www.christourlife.com
Grade 8 • Chapter 18 • Study Guide
W1337
✤ Church leaders have pointed out that greed is the root of all war, and that it robs people of their human dignity and rights. 167
✤ The Second Vatican Council was called by Saint John XXIII to study the role of bishops in the Church and to renew the life and mission of the Church. The Second Vatican Council replaced Latin with local languages, encouraged people to read Scripture, and said that everyone, not only bishops and priests, is called to holiness. 167–168
✤ Saint John Paul II was a defender of the dignity of human life. Through his leadership, he helped bring about the fall of Communism in Eastern Europe. He emphasized the universal call to holiness and called Catholics to engage in what he called the New Evangelization.
168
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Persbericht Wageningen University & Research 5 March 2018
The scientists prepared a brief animation explaining the new technique
New technique opens new alleys for research into novel drugs and tasty & healthy food
Human sensations on a chip
Scientists at Wageningen University & Research have developed a new technique that opens new alleys for research into novel drugs and tastier and healthier food. The new approach is called 'receptomics' and was published in the scientific journal Sensors. The technique measures the response of many different receptor proteins to series of extracts or pure substances in a flow cell, and predicts responses in the human body, thus reducing the need for test panels or animal experiments. The receptomics technique may also be useful for the development of personalised food and medication.
Our bodies contain a wide variety of receptors – proteins that detect substances and pass on signals to the cell to which they are linked. We have receptors in our nose and tongue for detecting aromas and flavours, for example, but also for hormones in our intestines which ensure that our intestinal cells take the proper action, such as absorbing or digesting a certain nutrient from the intestine. All these receptor proteins are encoded by genes in our DNA.
Microscopically small droplets
The Wageningen scientists 'print' the DNA for many different receptor proteins as miniscule droplets on a glass slide forming spots in a grid pattern covering approximately one square centimetre. In each DNA droplet, they also put DNA that codes for a coloured signaling protein that can visually report the response of the receptor protein.
Cells are grown on the glass slide on top of the DNA grid. The two types of DNA in each spot are absorbed into the cells. The cells use the DNA to make the receptor protein and the coloured signalling protein. This creates small groups of cells, with the size of the DNA spots. Each group of cells produces an unique receptor protein and the coloured signalling protein.
The glass slide is then placed in a device that pumps a very thin layer of liquid across the slide. "This liquid may be an extract of a medicinal plant, or from a regular tomato or apple," says Maarten Jongsma, molecular biologist at Wageningen University & Research and coordinator of the research. "Some receptor proteins will react to the liquid that runs over the cells. Thanks to the coloured signalling protein, we can determine under a microscope which receptor proteins respond and which do not."
After each measurement, the cells are 'washed' by pumping a washing liquid across the cells to remove the trigger and return to normal. The cells are then ready for a new sample exposure. This way series of samples can be measured.
Smart mathematics
The final step in studying the responses of receptor protein is the use of smart and powerful statistics and software. Jongsma: "These living cells often produce a variable and complex response to an extract that is a sum of everything in the extract, the amount of DNA that is being expressed and the nature of the host cell. This was why it was initially difficult to draw conclusions." Jongsma's research team, which includes cell biologists, molecular biologists, statisticians and software engineers, developed software that allows them to easily find this needle in the haystack.
With the receptomics technique, the scientists now have a powerful new tool which allows them to record responses to, say, foods or medicinal plants with a wide variety of receptor proteins and predict effects in humans.
Personalised nutrition and medication
The technique may also offer opportunities to provide more substantiated personal advice on nutrition and medication in the future. Jongsma: "Each person has a slightly different set of receptor proteins. By determining which types of receptor protein are on a patient's DNA and linking them to the receptomics analysis results, doctors may be able to give even more customised advice in the future."
---------------------------------
Note for the editor
More information: Erik Toussaint, press officer Plant of Wageningen University & Research, +31 651 56 59 49
Maarten Jongsma senior scientist firstname.lastname@example.org
Publication in Sensors (open access): http://www.mdpi.com/1424-8220/18/2/602
Illustrations from the publication in
Sensors:
https://www.dropbox.com/sh/in9n6595dfz9vn0/AAB79DJ2x3q0zwOrOG1nww7qa?dl
=0
Brief video explaining the technique https://www.youtube.com/watch?v=W1np9WRQ_YE | 1,968 | 931 | {
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Pediatric Trigger Thumb
Pediatric trigger thumb (PTT) is also called a flexion contracture of the IP joint (Picture 1). It is a condition that affects the movement of the thumb in children. The thumb gets stuck in a bent (flexed) position. A contracture means that the thumb can no longer stretch or straighten.
Tendons work to make our thumbs move. They are like strings inside your thumb and are held in place by a tunnel system of ligaments (also known as "pulleys"). These tunnels or ligaments keep the tendon next to the bone and allow it to slide back and forth (Picture 1).
Picture 1
Inside a normal thumb
Picture 2 Pediatric Trigger Thumb and Notta's nodule
When the tendons are pulled through the ligament, the thumb bends or flexes.
In PTT, a tendon cannot slide back and forth through the ligament. The thumb becomes locked in a flexed position. The child can no longer straighten his thumb. The name "trigger" comes from the clicking sensation felt when the tendon pops through the ligament or "triggers" between a locked position and straight position.
Cause
The exact cause of PTT is not known. Children are not born with it. It does not occur from overuse, trauma, or injury. We do know that there is a mismatch in size between the tendon that moves the thumb and the ligament through which the tendon glides. The ligament is too tight over the tendon. The tendon then swells and becomes thick. Sometimes a bump, called a Notta's nodule, forms on the tendon. The Notta's nodule stops the tendons from gliding properly (Picture 2).
About 3 in 1000 children will develop PTT between age 1 and 3. Most often, it occurs in children at about age 2. Boys and girls have the same risk of developing PTT. Both thumbs can be affected in up to 30 percent of children.
Signs
To diagnose PTT, the medical provider will take a medical history and examine your child. If one or more of the following is present, the diagnosis is made:
[x] Thumb is locked in a bent position.
[x] A bump or nodule (Notta's nodule) is present on the palm side, at the base of the thumb.
[x] There is a sensation of popping, clicking or catching when the thumb is moved.
There may also be pain and swelling at the base of the thumb, although that is rare.
Treatment
There are three ways to treat PTT.
1. Wait and watch to see if the flexion contracture goes away on its own. In children younger than one year of age, PTT sometimes disappears without anything being done. It may take many months or years.
2. Stretching and splinting the thumb. The doctor will teach you how to stretch and massage your child's thumb. After being stretched, the thumb will be kept straight in a splint. Your child may need to wear the splint at all times or at specific times, such as when sleeping. Keeping the thumb in a straight position, without allowing movement, can help the swelling go down. Some children find splinting painful when a Notta's nodule is forced to press nonstop against the ligament. Stretching and splinting are not always successful. Movement may be improved but full motion may not be achieved.
3. Surgery. If PTT does not go away on its own and stretching and splinting does not work, then surgery can cure the problem. Surgery is done in an outpatient setting and has few risks. The surgeon will make a small cut or incision at the base of the thumb where the thumb meets the palm (Picture 3). Then, the surgeon cuts through the ligament where the tendon gets stuck. The A1 pulley ligament is cut; none of the oblique pulley ligament gets cut (Picture 1).
Treatment, continued
The surgeon does not need to cut the tendon or remove the Notta's nodule. Cutting the A1 pulley takes the pressure off of the tendon so that it can glide smoothly.
After surgery, your child will have no restrictions on using his thumb. He can use it without worry of hurting the surgical repair. He will wear a bandage for 3 days (Picture 4).
Picture 4 Bandage after surgery remains in place for 3 days
The bandage must stay dry. Although pain after surgery is unusual, you can give your child acetaminophen (Tylenol ® ) or ibuprofen (Motrin ® ) if needed. d
Follow-up
You may remove the bandage 3 days after surgery. Once it is removed, your child can bathe and go back to all activities. Cover the wound with a small Band-Aid ® until the stitches dissolve and the wound is completely healed. Your child will have a follow-up appointment at the clinic within 2 weeks after surgery.
When to Call the Doctor
Call your child's doctor if any of these things occurs:
[x] The bandage gets soiled, wet, or starts falling apart.
[x] Fingers are not pink and warm.
[x] Your child is crying more than usual or is in pain.
[x] Your child has a fever over 101ºF after surgery.
Pediatric hand specialists at Nationwide Children's Hospital take care of many patients with PTT. We would be pleased to treat your child and answer any questions you may have. Please call 614-722-HAND (or 614-722-4263) to schedule an appointment. | 2,038 | 1,200 | {
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Photography - Rules of Composition
Composition is defined as the combining of distinct parts or elements to form a whole. In photography that definition is very important in taking quality pictures.
Composition is defined as the combining of distinct parts or elements to form a whole. In photography that definition is very important in taking quality pictures. The following rules of composition should be learned and considered but not necessarily used in every photo. Once you have learned these rules you will be more observant of the possible photo opportunities that surround you. But keep in mind that the really famous photographers usually find a creative way to stretch or break the rules of composition.
RULE OF THIRDS
The rule of thirds has been used through the centuries and is probably the most recognized rule. The rule of thirds directs that the frame can be divided into three vertical sections and three horizontal sections. Wherever the separating lines connect is an ideal spot for a subject or point of interest. By positioning your main subject at any of the four intersection points, you are giving your subject more emphasis than if it is right in the middle of the photo. The intersection points can also work if there is more than one main subject in a photo. Most famous photographs and paintings have the rule of thirds applied to them in some way or another.
SIMPLICITY
The simplicity rule directs that you should keep the items in your photo relatively simple. If your main subject is close to the lens, then your background should be very simple in order to avoid distractions. Another good idea is to avoid objects or lines that lead the eye away from your main subject.
CONTRAST
The contrast rule directs that light subjects should be placed against dark backgrounds and vice versa.
FRAMING
The framing rule directs that using natural surroundings mindfully can add more meaning and focus to your subject. The surroundings could be anything such as bushes, windows, trees or even a doorway. When using this rule be sure to focus on the main subject and not on the surroundings that are framing it. It is also a good idea to use a narrow aperture (high f/stop) when using this rule in order to create a high depth-of-field.
TEXTURE
The texture rule can add a great amount of interest to most photos. When people see texture in a photo it can spark their imagination and make the photo more real to life. Texture would be a good idea when taking photos of rocks, walls, surfaces, hands or even leaves. In order to create texture try to compose your photo so the light is coming from the side and therefore casting shadows in key places.
DIAGONALS
The diagonal rule directs that diagonal elements or lines can make a photo more dynamic. Diagonal elements could be fence posts, roads or even tree branches.
LEADING LINES
The leading lines rule can be used to direct the eye deeper into a photo and commonly to the main subject. Leading lines can lure the eye to a subject by leading to it from any side or depth of the photo. Leading lines could be roads, rivers, tree branches or even bridges.
COLOR
The color rule is what adds interest and emotion to your pictures. Different color configurations can inspire and amaze viewers. Colors can also be used to accent certain parts of a photo.
It might not be a bad idea to keep these key terms with you when you practice taking photos. The best way to learn and improve your composition is just to use them often and to experiment.
Short note about the author
Richard Schneider is a digital photography enthusiast and founder of http://www.picturecorrect.com/
Author: Richard Schneider
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Mathematics
English
D & T – Electrical Systems
- Continue to learn multiplication tables
Focus genre is Adventure and Mystery
Cherry
Tree
Roman numerals
Consolidation of formal column addition and subtraction
Addition and subtraction of money, including calculating change
Comparing totals
Word problems involving money
Writing character descriptions
Writing settings
Spelling homophones
Using present perfect form of verbs
Expressing time, place and cause by using prepositions
Using apostrophes to mark plural possession
Editing work through improving grammar and vocabulary
• I can make a product which uses both electrical and mechanical components.
• I can prove that my design meets some set criteria.
Science
Living things and their habitats. We will learn about:
Exploring and using classification keys to help group, identify and name a variety of living things in their local and wider environments
Light. We will learn about:
Needing light in order to see things and that dark is the absence of light
Religious Education
What does it mean to be a Christian in Britain today?
P.E.
Physical skills involving throwing and catching in games
Computing
• I can work with various forms of input.
• I can work with various forms of output.
History
Vikings and Anglo Saxons
Viking raiders and invaders
P.S.H.E.
Emergency Situations
Staying safe
Comprehension
Considering authors' choice of vocabulary
French
Topic is Les Quatre
Amis
Children will learn to talk about animals with a focus on their environment and colours.
Roman numerals
Consolidation of formal column addition and subtraction
Addition and subtraction of money, including calculating change
Comparing totals
Word problems involving money
Writing character descriptions
Writing settings
Spelling homophones
Expressing time, place and cause by using prepositions
Using apostrophes to mark plural possession
Editing work through improving grammar and vocabulary
• I can make a product which uses both electrical and mechanical components.
• I can prove that my design meets some set criteria.
Exploring and using classification keys to help group, identify and name a variety of living things in their local and wider environments
Needing light in order to see things and that dark is the absence of light
What does it mean to be a Christian in Britain today?
• I can work with various forms of input.
• I can work with various forms of output.
Viking raiders and invaders
Staying safe
Considering authors' choice of vocabulary | 1,184 | 581 | {
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Nursery Autumn Curriculum Flyer 2019
This flyer will show you some of the key learning opportunities that we will provide throughout this term in Nursery. The children will be learning about Autumn, Winter and upcoming celebrations (Harvest, Bonfire Night, Christmas), as well as noticing and responding to things they themselves are interested in.
Literacy
Numeracy
Through our family group experiences and opportunities, we will develop our listening, attention and concentration skills. We will be learning how to recognise and write our names through a range of activities. We will communicate by drawing pictures and writing letters, numbers and symbols purposefully.
Welsh
We will become familiar with simple phrases and greetings in Welsh such as:
Croeso Bore da/Pryn hawn da Diolch Os gwelwch yn dda We will also begin to recognise colours in Welsh.
Through games and activities, we will begin to recognise and write numbers as well as count up to 10 objects reliably. We will also compare, sort and order two objects in terms of size and weight by direct observation. We will sing the days of the week and use a range of words to describe temperature.
Creative Development
This term there are many special events coming up such as Bonfire Night, Diwali and Christmas. To help us celebrate we will explore these topics through music, art and dance and develop our abilities to make choices and express our ideas creatively using a range of techniques and materials.
Knowledge and Understanding of the World
Personal and Social Development
Through their different topics and our outdoor learning experiences, the children will be encouraged to explore and experiment, make observations and listen to others' ideas. They will also identify the effect seasons have on animals and plants.
Physical Development
We will develop our fine manipulative skills through activities such as moulding clay, puzzles, block play and tweezer games to prepare the muscles in our hands for writing and drawing. We will also develop our gross motor, coordination and confidence during outdoor play.
We will be supporting the children to become confident explorers of the indoor and outdoor environment. We will develop our understanding of the behaviour expectations of school. We will also begin to build friendships and understand how to play and work with others fairly by taking turns and sharing.
ICT
We will become familiar with the different equipment available and learn how it can be used in our play and learning. We will begin to understand that messages are communicated over the internet and add our names to work that we create digitally.
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Bengeworth CE Academy
Phonics Policy
Subject Leaders: Katy Roleston / Amy Pinkey Supported by Sian Harley-Preller
Updated September 2019
Aims
* To teach pupils aural discrimination, phoneme and rhyme awareness in order to encourage good spelling
* To encourage repetition and consolidation so that spelling becomes automatic
* To encourage pupils to segment and blend
* To learn to read and write all 44 graphemes in the English language
* To teach pupils specific strategies to help them remember tricky words
* To ensure that teaching of phonics is lively, interactive and investigative
* To encourage all pupils to apply their phonic skills in different areas of the curriculum
Letters and Sounds
Bengeworth CE Academy uses Letters and Sounds as the core to phonics teaching. The main aim is to develop the pupil's phonological awareness, ability to segment and blend words and read tricky words on sight in order to become fluent readers. Teaching at all levels should include:
* Teacher exposition
* Whole class, group and individual work
* Tricky word vocabulary
Phonics teaching takes place discretely for at least 20 minutes every day and is differentiated accordingly to ensure all groups of pupils are reaching their full potential. Pupils will have completed phases 4 and 5 by the end of Year One and phase 6 by the end of Year Two, regularly revisiting the sounds and tricky words previously learnt. In Years 3, 4 and 5 interventions run for pupils who have not completed Letters and Sounds (Apples and Pears)
Other resources used to support the teaching of phonics include:
* Phoneme cubes
* Phonics Play (internet based activities)
* Board/card games
* Flash cards
* Phonics packs (used by TAs to support and extend ability groups identified by the class teacher during all phases of a phonics session)
* Phonics Hero - each child in R, 1 and some in Year 2 have their own personal accounts.
Spelling, Punctuation and Grammar
When children are competent with all of the graphemes and phonemes related to Letters and Sounds they move into Spelling, Punctuation and Grammar. Children have the chance to explore rules and patterns within these discrete sessions as well as building on them within daily English and topic lessons. During English lessons we encourage children to apply their phonic knowledge to read and write. It is our aim that pupils become fluent and effective writers; accurate spelling is a means to that end. At Key Stage 2 there is an emphasis on the recognition of letter strings, visual patterns, the application of spelling conventions and the morphology of words. Nevertheless, it is recognised that some children need to consolidate their phonics knowledge and skills- this is done through intervention groups.
Assessment
Differentiated spellings are allocated each week for children to learn. These are regularly linked to the current topic as well as the expected words in the National Curriculum (see Appendices)
Teachers assess writing using Epiphany strides each half term. Effective assessment involves careful observation, analysis and review of each child's knowledge, skills and understanding in order to track their progress and make informed decisions about planning for the next steps of learning. Phonics assessments are carried out half termly within Reception linked to Phases 2 and 3 and half termly Phonics Screening checks are carried out in Year 1.
It is the teacher's responsibility to ensure that there is a robust and continuous assessment of children's phonic progress in order to identify those with additional needs, including those with specific learning difficulties. These children will require immediate and sustained additional support to close the gap with their peers.
National Phonics Screening
All pupils in Year One will be screened using the National Assessment materials in Term 6, end of June. If the pupils in Year One do not pass the screening they will be retested when they are in Year Two. This data is submitted to the Local Authority.
Learning Outside the Classroom
The children at Bengeworth are encouraged to carry on their learning in the outdoors, being stimulated by the rich and exciting environment surrounding both schools. Opportunities are taken to make their learning fun and relevant using the outdoors resources.
Monitoring and Review
This policy will be reviewed every year so that we can take into account the new initiatives and changes in the English curriculum and changes in legislation which may change the way phonics is delivered in our school. Its implementation will be monitored and evaluated by the Subject Leader for English and the Foundation Stage Leader.
Policy review date: September 2020
Appendix 1
Appendix 2 | 1,981 | 939 | {
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In this activity you will be given materials to create your own groundwater model. You will be able to watch how water and contaminants interact with the different layers of gravel, sand and clay and the potential environmental implications.
Carefully read and follow the instructions below to build your model. Complete the questions in your notebook.
Materials
* 15 cm x 20 cm clear plastic container that is a least 15 cm deep
* 0.5 kg of plasticine
* 1 kg of white play sand
* 1 kg of aquarium gravel
* 1 wide drinking wide straw or clear plastic tube
* 1 plastic spray bottle (the stem that extends into the bottle must be clear and fit easily inside the straw)
*
cocoa
* 1 small piece (3 cm x 5 cm) of green felt
* red food colouring
* 1 bucket of clean water and small cup to dip water from bucket
* clear tape
* 1 small piece (3 cm x 3 cm) of cheese cloth to cover one end of the straw/clear plastic tube
* small elastic band
Method
1. Fasten the piece of cheese cloth over the end of the straw using the elastic band.
2. Allowing approximately 0.5 cm clearance from the bottom of the container, fasten the straw directly against the long side of the container with a piece of tape. The end of the straw with the cheese cloth should be facing down. This will represent two separate groundwater well functions.
3. Pour a layer of white sand completely covering the bottom of the clear plastic container, making it approximately 2.5 cm deep. Carefully pour just enough water into the sand, wetting it completely. The water level should be higher than the bottom of the straw, but there should be no standing water on top of sand. The water is now stored in the pore spaces around the sand particles to creating an aquifer.
4. Flatten the modelling clay (like a pancake) and partially cover the sand with the clay. Try to press the clay into the three sides of the container in the area covered. The clay represents an aquitard that keeps water from passing through it. Pour a small amount of water onto the clay. Observe how the water remains on top of the clay, only flowing into the sand below in areas not covered by the clay.
5. Use the aquarium gravel to form the next layer. Rinse the gravel to remove dust, so that it does not cloud the water. Place the rocks over the sand and clay, covering the entire container. To one side of your container, slope the rocks, forming a high hill and a valley. Now pour water into your aquifer until the water in the valley is even with your hill. Observe the water around the rocks that is stored within the aquifer as well as the surface supply of water, or small lake, that has formed.
6. Place the small piece of green felt on top of the hill. Use a little clay to securely fasten it to one of the sides of the container.
7. Sprinkle some of the cocoa on top of the hill. The cocoa represents improper use of lawn chemicals or fertilizers.
8. Put a few drops of food colouring into the straw, to represent farm chemicals, liquid wastes and used motor oils that are often disposed of in old wells. Observe the colour of the sand in the bottom of the container.
9. Fill the spray bottle with water. Now make it rain on top of the hill and over the cocoa. Observe what happens to the cocoa (fertilizer/pesticide).
10. Take another look at the well you contaminated. The pollution has probably spread further. Now remove the top of the spray bottle and insert the stem into the straw, depress the trigger to pump up the water from the well.
Questions
1. What does the food colouring represent? Why should we be concerned that the food colouring has spread?
2. What problems can be associated with groundwater contamination?
3. What does the green felt represent? What happens to the cocoa powder after spraying the water.
4. How could what happened to the cocoa affect nearby watersheds?
5. What happened to the food colouring when you pumped the sprayer? Was the water clean or contaminated? Why is this important?
6. How might urbanization of the Oak Ridges Moraine impact ground and surface waters? List ideas for reducing these impacts. | 1,507 | 912 | {
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Fans in Brazil: We asked football fans in Brazil to talk about football, culture, the English language and the Premier League.
What places in Brazil do you like?
In this video, the fans talk about their favourite places in Brazil.
Before you watch the video, think about some of the places that you can find in Brazil.
Are there big cities? Are there beaches? Are there mountains? Is there beautiful countryside?
Talk to your classmates. What beautiful places can you see in Brazil?
Who likes where?
In the video, the fans speak about different places in Brazil. Match the fans with the places that they like.
Artur - Aloisio - Victor - Patricia - Fernando - Karina - Joao - Sabrina
cities
north east Brazil
the South of Brazil
Vocabulary
Culture
the habits and traditions of a country or group of people
Historical
a place related to history, where you can find many old buildings
Architecture
the style of buildings and how they are designed
Nature
everything in the world that is not made by man
Islands
an area of land that is surrounded by water
Forests
an area of land covered in trees Sophistication something or someone with lots of knowledge about culture, art and literature
Match up
Gap fill
Complete the sentences with the names of the fans.
Who said what? Match the brazilian fans with the words they use to speak about the places they like.
What's your favourite place in your country?
Tell your classmates or send us a message. Look for this section on the website Fans > Fans in Brazil> What places do you like in Brazil?
1 - Emanuela, 2 - Aloisio, 3 - Patricia, 4 - Peter, 5 - Joao, 6 - Fernando, 7 - Caio, 8 - Victor, 9 - Andre, 10 - Artur
Gap fill
The beach / the sea: Artur, Karina, Caio, Joao, Andre, Joao Pedro. The city / hills: Aloisio, Victor Emanuela, Fernando. The football stadium: Patricia, Peter.
Where are the fans?
Artur - excited, Patricia - democratic, Fernando - positive, Karina - sociable, Caio - unique, Joao - amazing, Andre - famous, Peter - brilliant, Joao Pedro - magical
Match up
Fans in Brazil: We asked football fans in Brazil to talk about football, culture, the English language and the Premier League.
Transcript What places in Brazil do you like?
Karina: Definitely the North-East. There's lots of culture there, there are lots of places to visit. It's really nice.
Sabrina: I love Recife, a city up north of Brazil, and I love it because it has so many... It's a warm city with a historical buildings and, erm, Carnival and it's a very erm...cultural city in,Brazil.
Patricia: I really like Brasilia because of the architecture.
Joao: I like to visit Bahia.
Andre: Porto Seguro.
Artur: The south of Brazil, a little bit of cold.
Victor: I like Salvador and Sao Paulo.
Caio: I like Sao Paulo and Salvador.
Victor: Salvador is nature and Sao Paulo is sophistication.
Patricia: I like Sao Paulo for a contrast, because it's very different from Rio.
Joao: Angra dos Reis; that's a city that's very beautiful, mostly the islands that we visit by boat.
Fernando: The North-East of Brazil is a great place because of the beaches and the friendly people.
Aloisio: I love beach and then I think that North-East has the most amazing beaches.
Fernando: But also, the Amazon forest is also one of my favourite places. | 1,472 | 804 | {
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Modern Foreign Languages (MFL)Policy 2022-2023 St. Michael in the Hamlet Primary School
Intent
At S.M.I.T.H, we understand the importance of providing children with a high quality languages education which should foster children's curiosity and deepen their understanding of the world. We are committed to ensuring that competence in another language enables children to interpret, create and exchange meaning within and across cultures. The teaching of Spanish across our school provides an appropriate balance of spoken and written language and lays the foundations for further foreign language teaching at KS3.
We aim to:
- Ensure every child has the opportunity, throughout EYFS, KS1 and Key Stage 2, to study Spanish as a foreign language, learning the basics of an additional language and through this, develop their interest in the culture of other nations and communities.
- Ensure pupils have access to high-quality teaching and learning opportunities.
- Provide language curriculum informed by the National Curriculum and develop the skills of: Listening, Speaking, Reading, Writing and Cultural Understanding.
Implementation
As a school we feel that, in order to implement the teaching of a Modern Foreign Language effectively, it must be engaging, interactive and stimulating. Children are introduced to Spanish in Nursery and from year 2 onwards they receive a weekly hour long lesson which is structured to include listening, speaking and writing of the language. From Nursery to Year 2, the children's Spanish lessons are prepared by specialist teachers and enable the children to learn the basics such as greetings, numbers, colours, days of the week and much more through a variety of songs, rhymes and interactive games. In KS2, we follow the Rachel Hawkes scheme of work which enables the children to understand the language in both its written and spoken form as well as giving them a broad insight into the cultural aspects of Spanish speaking countries. We achieve this by giving the children opportunities to:
- Listen and respond to the spoken language
- Explore patterns of sound through songs, rhymes and games
- Engage in conversations, develop vocabulary and write phrases
- Conduct research into the culture of Spain and other Spanish speaking countries
Spanish lessons across the school support the skills of speaking, listening, reading and writing and encourage the children to have a thorough understanding of not only the meaning of the vocabulary which they are learning but also the grammar and pronunciation.
Impact
Our MFL curriculum ensures that the children at S.M.I.T.H are given the tools and skills to seize many opportunities in the future which only speaking an additional language can provide. They are given the foundations to build on their language skills in their secondary education and beyond and are encouraged to develop a love of languages.
Progression through a topic should be evident in the development of key skills and the acquisition of new vocabulary and evidence of this learning is kept in the children's work in books. In KS2, the children also complete a self-assessment sheet at the end of each term to indicate where they believe their strengths and areas of development are. We also conduct pupil interviews each term to assess which aspects of the Spanish curriculum they are enjoying and what could be adapted. This promotes pupil voice and gives the children ownership of their own learning of Spanish.
Reviewed: October 2022
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4Cs Weekly Activities
4Cs Weekly Activities November 7 th – November 11 th - Theme: Family Tradition
Monday
Tuesday
Wednesday
Thursday
Friday
Literacy Activity
Let's go on a Multicultural Trip to learn about Food and Cultures in this Story, My Food Your Food! The story is written by Lisa Bullard and illustrated by Christine M. Schneider. Manuel's school is having food week where each child gets to tell about something special that his/her family eats. Go around the world sampling food and seeing how alike and different food can be! https://youtu.be/yP2bR1VOMDE
You can do the same thing in your classroom where children get to take turns talking and sharing about the special food that they love eating with their family. What food Your family makes? Which county did your family come from?
Also, teachers can ask families to share a recipe of their favorite food and then make a class recipe book.
Art Activity
Food around the world Collage
Provide different magazine that have food pictures or food flyers Invite children to draw a picture of their family eating their favorites meal.
Provide open ended materials such as paper plates, yarn, glue, different colors of construction paper, tissue paper, scissors, pom poms, and markers.
Science Activity
Taste around the world party!
Use class recipe book to cook meals from different cultures with children then have a multicultural feast. Children get to try new food and share their experience with classmates. What food do they like?
Teachers also can use The Science Chef Travels Around the World book by Joan D'Amico and Karen E. Drummond. This book is serving up a feast of fun with over 60 easy-todo food experiments and recipes. Children will travel to 14 fascinating countries―starting in Canada and ending in Ghana―and along the way they will explore the science secrets of food.
Mat Activity
Favorite food graph
Collect data from yesterday's activity then make a graph and list the name and picture of food kids tried or from the recipe book. For example, Spaghetti, taco, sushi, turkey and gravy. How many children like Spaghetti out of 20? Children can count and find out which food has the most # of kids and which has the least?
Extension to Wednesday's cooking activity
Make picture recipes with counting involved. I have attached an example of pizza topping ingredients cards. Just add the numbers in the squares provided.
Social Emotional/ Movement Activity
Dance to music from around the world!
Provide scarves, play music from different cultures and invite children to have fun, dance and express how they feel with movement.
Music is deeply rooted in our culture and can convey so many emotions, feelings and values through songs and instrumentation.
What are some traditional songs you sing with your family?
Teachers and children can share songs, dances and custom from their culture. This activity combines the social sciences with music and the arts by exploring songs and dances from around the world.
It's amazing how we can express ourselves through music and dance. Often, these arts evoke memories in us that are everlasting! Not only that, they are an expression of culture, love, and tradition. | 1,236 | 647 | {
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A Spoonful of Sugar
-------------------------------------------------------------------------------------------------------------------
BITE-SIZE BITS FROM THE RICH HISTORY OF Sugarloaf Ridge State Park
CAMP BUTLER
During the 1930's, while most of the U.S. was mired in a deep Depression, the sounds of youthful laughter mingled with the rustle of leaves and the chirping of birds on the most scenic section of Hillside Trail. They were the sounds of Boy Scouts and Campfire Girls at play in Camp Butler.
Beginning in 1931 until WWII, the camp was the site of weekend and two-week summer activities for "inmates" of the Sonoma State Home in Eldridge and the children of staff members. 1 The camp was named for Dr. Frederick Otis Butler who served for 38 years as Superintendent of the Home.
The Boy Scouts were responsible for building the camp, which included a 28 by 18-foot cookhouse (shown here on the left). The scouts slept outside in tents. The scouts also helped to build a shale-lined swimming pond that was fed by a nearby stream. Across from the pond, a rock-bordered area served as the parade ground for scout ceremonies.
The fireplace and the outside patio of the cookhouse remain, but the pond (now filled with reeds) and a portion of the parade ground with a hole for the flagpole can be seen on Hillside Trail about 100 yards below the cookhouse ruins.
With the start of WWII the scouting activities at Camp Butler ceased as fuel supplies were rationed and many of the scouts and their leaders were drafted or enlisted in the war effort. As well, the patient profile at the Sonoma State Home began to change to care for more severely disabled persons. Other wards of the State who had been previously housed at the institution were sent to other facilities.
So, why was the Sonoma State Home in what is now Sugarloaf Ridge State Park? In 1920, the old 1,040-acre Reynolds Ranch (owned at that time by John and Hetty Warboys) was purchased by the State of California. The State was interested in the watershed of Sonoma Creek, which they hoped to divert to the growing and water-shorted Home in Eldridge near Glen Ellen.
As early as February 1920, work had begun on the water diversion project with most of the labor performed by inmates of the hospital. Efforts to build a dam were underway when a legal dispute arose with nearby property owners who also depended upon the Sonoma Creek waters. The neighboring property owners won that battle and the project to divert water was cancelled.
The hospital eventually constructed Suttonfield Dam on property in Eldridge thus ending their chronic water shortage. The photo on the right shows how Suttonfield Lake appears today. It is interesting to speculate that a significant portion of what is now Sugarloaf Ridge State Park might have looked like this if the Sonoma State Home's plans had been realized! There is little chance that it ever would have become a state park.
After the Sonoma State Home scrapped their plans to divert the waters of Sonoma Creek, they continued to use the old Reynolds Ranch property to pasture animals. After the end of WWII and the closure of Camp Butler, the State property was leased for five-year terms for cattle grazing and hunting.
IN 1959 the Reynolds Ranch was declared as surplus property. Its immediate public sale was prevented by the review of state lands for the placement of a North Bay Area state college. This allowed time for public and political forces to martial efforts to make the property a state park.
On September 24, 1964 the Reynolds Ranch property was transferred to the California Division of Beaches and Parks and designated "Sugarloaf Ridge State Park". The park was opened to the public on Memorial Day weekend 1969 under the direction of its first resident ranger, Milo Shepard.
Note: If you have not already seen it, please check out the video of Camp Butler in the Visitor Center.
1 The Sonoma State Home was founded in Vallejo in 1883 as the California Home for the Care and Training of the Feeble-Minded. Following its moves to Santa Clara and then to Eldridge in the Valley of the Moon, the name of the institution was changed several times to the Sonoma State Home (1909), the Sonoma State Hospital (1953) and the Sonoma Developmental Center (1986).
Prepared by: Larry Maniscalco, History Docent Sugarloaf Ridge State Park November 2016 | 1,850 | 913 | {
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Part- I
Group- A: Climatology
Topic: Pressure Belts and Wind System
Atmospheric pressure is a force of dry air exerted on a particular place/surface. The distribution of atmospheric pressure on the earth is explained across the latitude. This is
considered as horizontal distribution of atmospheric pressure. The distribution of pressure belts is very distinct and classifiable. Based on the characteristics of different belts, they are grouped
into four: They are:
1)
Equatorial low pressure belt
2)
3)
Sub-tropical high pressure belt
Sub-polar low pressure belt
4)
Polar high pressure belt
Last three have two cases of each – northern and southern hemisphere. In fact the first one has also two cases but both north and south cases of equatorial low forms a single belt. That
is why, it is call as one.
1)
Equatorial Low Pressure Belt:
This belt extends from 10° north to 10° south latitude. It is a thermally induced belt because here the temperature remains very high throughout
the year due to the vertical sun's rays. Consequently the air is warmed up. Warm air has lower density. Being lighter, it is uplifted and calm condition prevails. Since, there is
almost an absence of horizontal movement of wind, the calm condition is termed as
'doldrum'. The winds converging from both hemisphere's high pressure belts results into a zone of convergence. It is known as inter tropical convergence zone (ITCZ). Strong
convectional rainfall occurs at the late afternoon and this results adiabatic cooling at this time of highest diurnal temperature. The different air pressure belts can be observed from
the Figure 1.
The risen air from the equatorial low reaches to the upper troposphere and dragged towards poles. By reaching in the tropics, air descends from 200to 350latitudesin
both the hemispheres. It is caused by cooling of the air. Cool air is heavier and hence, it subsides. Subsidence of air in the tropics causes to additional air accumulation. Therefore, high pressure belt is created here.
2) Sub-Tropical High Pressure Belts: These belts are extended from 20° to 35° latitudes in both hemisphere. These belts are situated over tropic of Cancer and tropic of Capricorn. Since, there is subsidence of air from the upper troposphere in this zone, a high pressure belt is developed here. From this high pressure belt, the wind moves equatorward to fill the temporarily created vacuum/gap produced by rising air at the low pressure zone. Hence, an atmospheric cell is created by rising air at equator – moving up – getting drifted towards pole – getting subsided due to cooling – becoming heavier – climbing down at sub-tropical high and finally moving towards equator to fill the gap created by rising air. This cell (circular motion) is known as Hedley cell (Figure 1 and 2). Due to subsiding dry air, most of the deserts are found in these pressure belts but in the western margin of the continents. A calm and feeble wind is created in this region which is known as 'horse latitude'. In early day sailing vessel with cargo of horses was very difficult
under such calm conditions. The horses were thrown into the sea to reduce the load of the ship.
3) Sub-Polar Low Pressure Belts: These belts are found between 50° to 70° latitudes in both the hemispheres. These belts are induced due to ascend of air as a result of convergence of wind coming from sub-tropical high pressure belts (westerlies) and polar high pressure belts (easterlies). The air moving from sub-tropical high to sub-polar low – rises above – gets cooled – diverted towards equatorward and descends at sub-tropical high – makes a cell (circulation motion) known as Ferrel's cell (Figure 2). During winter season, because of high contrast of temperature between land and sea, this belt is broken into two low pressure centers in northern hemisphere - one in the vicinity of the Aleutian Island, and other between Iceland and Green Land. During the summer season, the variation is less. Therefore, more regular low pressure belt develops.
4) Polar High Pressure Belts: High pressure prevails over both the polar regions due to excessive cold condition. The cold climatic condition itself is caused by slanting sun's
Source: https://bam.files.bbci.co.uk/bam/live/content/zyb2n39/large
ray at the poles. In these pressure zones, thermal factor is more important than dynamic factor. The air coming from polar region – rises up at the sub-polar low – finally pushed towards pole and descends at the polar high. This also makes a cell known as Polar cell (Figure 2).
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Russia is waging a war of aggression against Ukraine. Many countries, including Germany, have imposed sanctions against the aggressor. Russia is reacting to this by cutting back on gas supplies.
This threatens a gas shortage in winter. To prevent this from happening, all citizens are called upon to save energy now. In this way we can ensure that there will be enough gas for everyone in winter.
The City of Lünen and the Stadtwerke Lünen have put together tips for saving energy. Even every small contribution can add up to help prevent an energy crisis.
1. Use only cold water when brushing your teeth or washing your hands.
2. Let your hair air-dry
3. Take showers instead of baths, keep to the shower time with a "shower alarm clock"
4. Use an economy shower head: If everyone in a family of four showers for 5 minutes a day, a flow restrictor will reduce consumption by around 60,000 litres of water a year.
5. Turn off the tap while brushing teeth, washing hands and shaving wet.
6. Always fill the washing machine completely and use the energy-saving or spa programme
7. Dry laundry with sun and wind or in the cellar
8. Use electric egg boiler and kettle instead of cooking pot
9. Turn off the cooker earlier and leave the lid on the pot
10. Open the refrigerator only briefly, set temperatures at 5 to 7 degrees (freezer: -18 degrees)
11. Do not use a pre-rinse programme in the dishwasher
12. Operate the oven with circulating air instead of top and bottom heat and turn it off five to ten minutes before the end of the baking or cooking time to use residual heat
13. Before switching on the air-conditioning in the car, first open the windows and ventilate.
14. A fully automatic air-conditioning system uses much less fuel than semi-automatic systems
15. Use buses, trains or bicycles if the commute allows it.
16. An electric bicycle is suitable for the way to work - it guarantees dynamic but effortless riding
17. Switch off the engine in stationary traffic
18. Start immediately after starting, accelerate quickly and shift up
19. Underdrive, anticipate braking and accelerate to reduce fuel consumption by up to 20 percent
20. Low-viscosity engine oils also reduce fuel consumption, as the engine's friction is reduced and the parts can work more efficiently
21. Use carpoola or ride-sharing and car-sharing services.
22. Switch off computers and entertainment electronics via power strips and avoid stand-by operation
23. Switch off automatic functions on smartphones, such as rarely used apps or functions such as Bluetooth, and only use them when necessary.
24. Use notebooks instead of desktop PCs
25. Use fans instead of air conditioners
16. Energy-saving and LED lamps are not only brighter than old light bulbs, they also last 5 to 15 times longer.
27. Always keep an eye on electricity costs when buying TVs
28. With wide-open windows, it takes 5 to 10 minutes to completely exchange stale indoor air in winter and up to 20 minutes in summer.
29. If your house has outside shutters, they can reduce your heating costs by 10 percent if you close all shutters at night.
30. Hydraulic balancing ensures that your heating system works efficiently.
31. Turn your heating down to about 12 degrees when you are travelling. If you lower the room temperature by one degree, you will save six percent on heating costs.
Our big request: Join us and support our joint efforts! If you have any questions or are unsure, you can always contact the city administration or the municipal utilities. | 1,435 | 753 | {
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LIBYA
Capital
Tripoli
Ethnic Groups
Berber and Arab 97%, other 3% (includes Egyptian, Greek, Indian, Italian, Maltese, Pakistani, Tunisian, and Turkish)
Languages
Arabic (official), Italian, English (all widely understood in the major cities); Berber (Nafusi, Ghadamis, Suknah, Awjilah, Tamasheq)
Religions
Muslim (official; virtually all Sunni) 96.6%, Christian 2.7%, Buddhist <1%, Hindu <1%, Jewish <1%, folk religion <1%, other <1%, unafilliated <1%
Population
Total: 7.3 million
Median age: 25.8 years
Population growth rate: 1.54%
Urban: 81.6%
Rural 18.4%
Fertility
Birth rate: 20.88 births/1,000 population
Total fertility rate: 3.04 children born/woman
Sex ratio of population: 1.04 male(s)/female
Mortality
Death rate: 3.45 deaths/1,000 population
Life expectancy at birth: 77.42 years
Maternal mortality rate: 72 deaths/100,000 live births
Infant mortality rate: 10.95 deaths/1,000 live births
LIBYA
Migration
Net migration rate: -2.05 migrants/1,000 population
Health
Physician density: 2.09 physicians/1,000 population Adult obesity: 32.5% Alcohol consumption per capita: 0.01 liters of pure alcohol
Education
Literacy: 91%
Population Distribution
well over 90% of the population lives along the Mediterranean coast in and between Tripoli to the west and Al Bayda to the east; the interior remains vastly underpopulated due to the Sahara and lack of surface water
Demographic Profile
Age Structure
Population Distribution
Despite continuing unrest, Libya remains a destination country for economic migrants. It is also a hub for transit migration to Europe because of its proximity to southern Europe and its lax border controls. Labor migrants have been drawn to Libya since the development of its oil sector in the 1960s. Until the latter part of the 1990s, most migrants to Libya were Arab (primarily Egyptians and Sudanese). However, international isolation stemming from Libya's involvement in international terrorism and a perceived lack of support from Arab countries led QADHAFI in 1998 to adopt a decade-long pan-African policy that enabled large numbers of Sub-Saharan migrants to enter Libya without visas to work in the construction and agricultural industries. Although Sub-Saharan Africans provided a cheap labor source, they were poorly treated and were subjected to periodic mass expulsions.
By the mid-2000s, domestic animosity toward African migrants and a desire to reintegrate into the international community motivated QADHAFI to impose entry visas on Arab and African immigrants and to agree to joint maritime patrols and migrant repatriations with Italy, the main recipient of illegal migrants departing Libya. As his regime neared collapse in 2011, QADHAFI reversed his policy of cooperating with Italy to curb illegal migration and sent boats loaded with migrants and asylum seekers to strain European resources. Libya's 2011 revolution decreased immigration drastically and prompted nearly 800,000 migrants to flee to third countries, mainly Tunisia and Egypt, or to their countries of origin. The inflow of migrants declined in 2012 but returned to normal levels by 2013, despite continued hostility toward Sub-Saharan Africans and a less-inviting job market. In addition, approximately 135,000 people were displaced internally as of August 2022 by fighting between armed groups in eastern and western Libya and, to a lesser extent, by inter-tribal clashes in the country's south. | 1,783 | 812 | {
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The Little Prince Essay: Chapter 22
Finding what you truly desire is so hard to come by. So many people are searching for the things they feel are indispensable to living a happy life, sometimes forgetting what they really need. The Little Prince by Antoine de Saint-Exupéry is a novel that further addresses the topics that today's society does not take notice of. The little prince explores worlds through the universe and encounters many people who represent many different things in the real world. He later leaves Earth and returns home to take care of his planet. The universal theme that exploration is confronting the unknown is explored in chapter 22 through the symbolism of the trains, the characterization of the prince and switchman, and the multiple perspectives of the little prince and the railroad switchman.
Initially, confronting the unknown is explored in chapter 22 through the symbolism of the trains. An example of this is when it states, "And the brightly lit express train, roaring like thunder, shook the switchman's cabin." The trains may be a representation of the pointless efforts we make to improve things we might think we can make better. Also in chapter 22, the switchman explains, "No one is ever satisfied where he is." This may mean the train rides are rushed voyages that never result in happiness. The narrator states, "And another brightly lit express train thunders by in the opposite direction," this suggest that since the trains rush at each other from opposite directions, that the efforts grown-ups make are contradictory and purposeless. With this being said, the prince confronts the unknown through the symbolism of the train but also within himself, we can see that he and the switchman explore their characteristics that helps them express themselves.
Furthermore, confronting the unknown is explored in chapter 22 also through the characterization of the prince and switchman. An example that helps us understand the characterization of the railway switchman is how he explains, "They're lucky." This gives us an example of how the railway switchman thinks of the children which is as he said "lucky." Usually, people think of a switch man as the person who sorts people into a train but there's more to this like, him observing people specifically the children and how they use their imagination unlike the adults that are with them. Also in chapter 22, the little prince states, "They spend their time on a rag doll and it becomes very important, and if it's taken away from them, they cry…" With this, we can tell that the little prince had been observing the children and how they act when it gets taken away. This shows characterization in a way because it shows how the little prince pays attention to little things like so. With this information about the characterizations of both the prince and switchman, confronting the unknown is explored in chapter 22.
Adding on, another way confronting the unknown is explored in chapter 22 is by the multiple perspectives of the little prince and the railroad switchman. An example of this is when the little prince states, "What a hurry they're in….what are they looking for" This shows how the little prince is confused about the people and where their going. The switchman replies by saying," Not even the engineer on the locomotives know," this implies that the travelers themselves don't know where they're going. This connects to confronting the unknown through exploration because in the real life world, this is true the adults/travelers don't know where they are going they just go.Also in chapter 22, the little prince also states, "Only the children know what they're looking for…they spend their time on a rag doll and it becomes very important, and if it's taken away from them, they cry." This shows how this explanation of the ragg doll has multiple meanings and perspectives. Through this confronting the unknown is explored in chapter 22
To conclude, confronting the unknown is explored in chapter 22 through the symbolism of the trains, the characterization of the prince and switchman, and the multiple perspectives of the little prince and railroad switchman. The little prince meets new ethical and unethical people along his journey. This matters because it relates to the real world and how different they are if seen with both perspectives. This relates to us because everyday we meet new people who have different ways of thinking and we can talk to them which will help us understand their way of thinking. | 1,483 | 891 | {
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Global Trade in Agriculture
Lesson plan: Barter vs trade
This lesson plan introduces students to the concepts of barter and trade, and establishes where some popular goods come from. Students participate in two separate lessons which can be facilitated independently (40min) or together (80min).
Sequence
Lesson 1 of the unit: Global Trade in Agriculture Crop Exchange Barter and Trade
Time
40-80 minutes
Grade Level
9-12
Materials
Crop Cards (Crop Exchange) - included Computer with internet access Crop Exchange pdf - included Barter and Trade pdf - included
Objectives
Students will model the global crop exchange.
Students will analyze the importance of bartering and trading among countries.
Students will explain the signifcance of bartering and trading in a global economy.
Vocabulary
Barter, trade, global economy
Prior Knowledge
Students should understand that the world economy functions on supply and demand. Students should also understand that natural resources drive the world economy, and that countries can barter and trade natural resources to obtain other natural resources.
5E Plan
Engage
Begin with the Crop Exchange part of this lesson. Cut out and distribute crop cards to each student. Follow the directions on the Crop Exchange document to engage students in the crop exchange activity. After students have completed the Crop Exchange activity, have them move onto the second document, Barter and Trade.
Explore
Students will begin the Barter and Trade document by frst defning 'barter' and 'trade.' Have students discuss these terms and how they relate to the course and/or learning objective.
After students have defned the two terms, introduce them to the following two YouTube videos about barter and trade:
Schoolhouse Rock: : https://www.youtube.com/watch?v=f3rv-t58-p8
Trading a Paperclip for a House:
https://www.youtube.com/watch?v=F1_OoICS2b8
Using discussion strategies, have your students discuss both videos and their relevance to barter and trade for your standards. Use prompts to elicit student-to-student interaction, and student-to-content interaction.
Explain
After students have completed the Crop Exchange activity and have watched the videos, they should then be guided to completing the case study reading and questions.
Global Trade in Agriculture
The case study can be read independently or together as a class, though students should focus on answering the questions on the Barter and Trade document.
After reading through the whole case study, students should also use the map provided to answer the fnal critical thinking question provided.
Have your students discuss their answers to the questions with each other or as a class to ensure that students are on track.
Extend
To extend this lesson, students should re-evaluate the data used to determine the major exports of the United States. A link is provided on the Barter and Trade document, and students should compare the 2014 values given in the map to the current major exports of the United States. (Top 25 Exports and Imports) https://www.census.gov/foreign-trade/statistics/state/index.html
Evaluate
Using the critical thinking questions on the Barter and Trade document, teachers should evaluate student answers for accuracy towards the learning objectives.
*This document may be reproduced for educational purposes, but it may not be reposted or distributed without crediting GrowNextGen and The Ohio Soybean Council and soybean checkof. | 1,510 | 690 | {
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HEADTEACHER: MISS GURDIP KAUR
ASSISTANT HEADTEACHER: MRS LISA GIBBS
ASSISTANT HEADTEACHER: MISS LAURA BATEMAN
Year 6 Project 3 Learning Journey: Frozen Kingdoms
In the Frozen Kingdoms project, your child will learn about the regions of the Arctic and Antarctic. They will learn about the similarities and differences between these two regions, including the climate, landscape and natural resources. They will learn how to use grid references, lines of latitude and longitude, contour lines and symbols to identify the geographical locations of the Arctic and Antarctic, and how these, along with the tilt of the Earth, affect day length and warmth. They will investigate polar oceans to learn how they differ from other oceans on Earth and how climate change increases Earth's temperature and leads to rising sea levels. They will learn about the indigenous people of the Arctic, including how their lives have changed over time, and about the positives and negatives of tourism in Antarctica. They will also learn about classifying animals, animal adaptations and evolution, and polar exploration and discovery.
Subject coverage
Please see the knowledge organisers sent with this document to find out what skills, knowledge and understanding your child is expected to have by the end of the next project.
Suggested reads
Why not see what books you can find about the polar regions, the Titanic, Shackleton and the Inuits? Here are some recommended reads:
* Polar Scientist (The Coolest Jobs on the Planet) by Emily Shuckburgh
* Polar Regions (Research on the Edge) by Louise Spilsbury
* Focus on Climate Zones: Polar Climates by Cath Senker
* The Inuit Thought of It: Amazing Arctic Innovations by Alootook Ipellie
* Shackleton's Journey by William Grill
* Story of the Titanic by Steve Noon
* Winter Magic by Abi Elphinstone
* The Call of the Wild (Collins Classics) by Jack London
* Race to the Frozen North: The Matthew Henson Story by Catherine Johnson
* Kaspar: Prince of Cats by Michael Morpurgo
* Brightstorm: A Sky-Ship Adventure by Vashti Hardy
Remember, you also have access to thousands of books on MyON too! There are plenty linked to the polar regions and their wildlife, the Titanic and Shackleton.
Optional home learning challenges
If after completing their reading, spelling practice, arithmetic and TT Rock Stars games, your child would like to complete additional home learning challenges, here are some ideas of projects they could attempt and bring in to share with their class teacher for bonus merits:
* Find out what natural resources and raw materials are reaped from the Arctic. What impact does this have on the environment?
* Imagine that Earth has entered another Ice Age. Write a diary-style piece describing the changes and how the human race has adapted to cope.
* Create your own Arctic and Antarctic word search puzzles using all the new words you have learned during the project. Challenge a grown-up to solve it!
* Design a pair of snow boots for an Arctic explorer. What materials would you use? What features could they have? Let your imagination run wild!
* Create a poster or brochure for a new travel company which arranges visits to the Arctic or Antarctic. Use powerful images and text to tempt customers who want an extra-special trip!
* Imagine a common domestic animal became an inhabitant of the Arctic or Antarctic. How would it have to adapt to survive there? Longer, thicker hair? What else? Rename your common animal with a more exciting 'polar' name!
Useful websites
* National Geographic: Polar regions - https://www.nationalgeographic.co.uk/polar-regions
* National Geographic for Kids: Polar regions https://kids.nationalgeographic.com/explore/nature/habitats/polar/
* National Geographic for Kids: Titanic - https://www.natgeokids.com/uk/discover/history/generalhistory/would-you-have-survived-the-titanic/
* National Geographic for Kids: Climate change -
* Kiddle: Titanic - https://kids.kiddle.co/Titanic
https://www.natgeokids.com/uk/discover/geography/general-geography/what-is-climatechange/
Useful information
* Please remind your child to bring their PE kit to school every Monday; we will return it home on Fridays for a wash.
* To keep hydrated, pupils require a water bottle in school each day please. They will be reminded to take it home each afternoon for a wash.
* Y6s last swimming sessions is on Thursday 13 th January. | 1,993 | 944 | {
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Island Conservation Society
The re-introduction of Bwasitron (Wright's Gardenia) on Silhouette Island
The Island Conservation Society (ICS) team on Silhouette has successfully grown and propagated a plant species endemic to the Seychelles, commonly found on most granitic islands during the early 20th Century such as on the woody hills of Felicité, Mahé and Praslin. It was thought to have disappeared due to land development and other factors, but this is not entirely true, since the same plant species can be found on Aride Special Reserve – an island which is ecologically managed by ICS.
Wright's Gardenia (Rothmannia annae) commonly known as Bwasitron in Creole was derived from the French word 'boi citron' meaning 'lemon tree' due to its similarity of the fruits to those of the commonly known lemon. Bwasitron, which is considered as one of the most beautiful endemic trees in the Seychelles, with its heavily scented flower, is currently on the IUCN red list because it is a very rare and critically endangered species.
suitable areas. The plants will be closely monitored by the ICS team to ensure a healthy and successful growth.
This small shrub was originally found on Aride Island, in the late 1990's and early 2000. Bwasitron was introduced to other granitic islands including Silhouette so as to further increase the diversity of this species as part of a national forestry restoration programme.
Earlier during the year 2020, the ICS Conservation Team on Silhouette took the initiative to
grow more Bwasitron before they are propagated across the plateau and woodland areas. Around 25 mature seeds were collected from Aride Special Reserve and was brought to Silhouette. The team followed the necessary procedures for seed propagation and
15 out of the
seeds were successfully grown in ICS plant nursery.
On 9 November in collaboration with Hilton Labriz Resort and Spa the team planted five Bwasitron seedlings in the hotel area. The rest of the seedlings will be planted along the
inhabited Silhou- ette plateau
d
other
Wright's Gardenia was planted in five different locations
This initiative is part of a greater effort to eradicate the introduced and highly invasive tree, the Spanish Cherry (Mimusops elengi), which is largely confined to areas across the La Passe plateau presently, but is showing signs of naturally spreading in the forest at "Grande Rivière" behind La Passe. Replacing Spanish Cherry with native species such as Bwasitron will not only help increase its population size and diversify the plant community structure, but also with beautiful scented flowers showcase how endemic and native species should be used in landscaping.
Silhouette Conservation Team Island Conservation Society
ICS and Hilton staff planting Wright's Gardenia
Wrights Gardenia ready to be planted
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Bo: Jewish Time!
After Egypt has been afflicted with nine plagues, and before the final most devastating plague that will herald their freedom, the Israelites are given a surprising instruction, described by many as the first mitzva to the nascent national collective. It is the inauguration of a new calendar.
This month shall mark for you the beginning of months; it shall be the first of the months of the year for you. (12:1-2)
And that is it! No explanation or elaboration. From this point on, the month of Israel's redemption, the month we nowadays call Nissan, is designated numerically as "the first month." Similarly, in most of Tanakh until the Babylonian Exile, months have numbers rather than names, always counting back to the Exodus.
What is this peculiar mitzva? Why, on the verge of freedom, before the instruction regarding the Paschal Lamb, does God instigate a new Jewish calendar?
The basic criterion that distinguishes a freeman from a slave is the kind of relationship each has with time and its experience. Bondage is identical with passive intuition and reception of an empty, formal time stream. When the Jews were delivered from the Egyptian oppression …he [Moses] was told by God that the path leading from … liberation to consummate freedom leads through the medium of time. (Rabbi Joseph B. Soloveitchik, Sacred and Profane)
A people newly freed must …be sustained by its own native resources if it is to achieve true national independence, if it is no longer to be a passive object of history, subservient to an alien culture. A liberated people must evolve and stress its own distinctive autonomous culture … forge its own institutions. One of its first desiderata is the establishment of a uniform calendar… a powerful instrument of societal, cultural and religious cohesion." (Nahum Sarna, Exploring Exodus)
These two modern commentators express the following ideas:
A slave's time is not his own. He has no time-awareness. He is at the beck and call of his master, of the slave-camp routine. Reclaiming control over one's time, staking the right to become master over one's time, to shape and fashion it at will – this is a hallmark of freedom.
Each society has its rest days and work days, its holidays, sacred and solemn times. True independence cannot be established until one is emancipated from the rituals and pace of life of the society from which one has freed oneself. By insisting upon a lunar calendar, Israel were rejecting the Egyptian calendar based upon the Sun (god) and the ebb and flow of the Nile.
By setting their own calendar, Israel were stating when they would be free and when they would rest, when they would celebrate and when they would mourn – on their terms, as a reflection of their own culture.
The first mitzva to the Jewish people tells us that we need to be in control of our time. So, let us consider two dimensions of this special mitzva:
Are we in control of our time?
We have many "labor-saving devices" that are supposed to free us to have more leisure, but we find ourselves slaves to work via our laptops and cell phones, and we are distracted by our handheld devices even when we are with loved ones.
- How much are we in control of our time? In other words, how much are we free?
- What can we do to regain control?
How much does the tempo of our lives reflect our Jewish identity?
- How conscious are we of "Jewish Time", periods of celebration and commemoration in the Jewish calendar?
- Do you know that it was "Rosh Chodesh – the celebration of a new Jewish month" this week?
- In two weeks' time the Jewish calendar will mark Tu Bishvat (the "New Year" of the trees.) Will you mark it in some way, by eating fruit or planting a tree?
One of the pleasures of living in Israel is that national holidays are Jewish Holidays. As a child in the UK, the intermediate days of Sukkot were days my father went to work and we attended school. But here in Israel, Sukkot is a national vacation week with families taking trips and hiking the hills and valleys of the land. Hanukah is a national holiday season as reflected on TV, and by school vacation. On Tu Bishvat kids go on tree-planting trips. In a Jewish society, the tempo of the calendar marches to a Jewish drum.
- In your life, what is more prominent, Jewish time, or the calendar of the society around you?
- How does the Jewish calendar impact you?
- Do you ever sense a clash between the Jewish and "general" calendar? And how does that make you feel as a Jew?
Our mitzva this week encourages us to shape special times that are reflective of a Jewish cultural rhythm. How can we make our Jewish calendar more present in our homes?
Shabbat Shalom! | 1,868 | 1,027 | {
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Healthy aging
Can you prevent Alzheimer's disease?
Quiz: How much do you know about healthy brain habits?
Many people fear that they might get Alzheimer's disease as they get older. It's the most common form of dementia in the U.S., affecting about one in nine seniors.
So far, we don't know how to cure it. But we have learned a few things that raise your risk, which means we might be able to do something to prevent or delay it.
Some risk factors you can't change, like age and genetics. But some can be changed. Doctors have found that high blood pressure, high blood sugar and high blood fats affect your mind. Now, researchers are looking at whether healthy habits can protect against Alzheimer's.
We can't say yet that building healthy habits will stop you from getting it. But researchers think a healthy lifestyle is a good start, because it helps control your weight, blood pressure, blood sugar and blood fats. And that might also help prevent or delay Alzheimer's disease.
Source: Wellsource/Momentum Health Shelf
Trivia time:
What simple activity can you do to boost your brain power?
Answer: Take a walk! Studies show that older women who walk two or three hours a week do better on tests of recall, learning and focus.
Improving or maintaining your brain health involves just about every aspect of your lifestyle. Are you doing what you can to improve your brain health? Take this quiz to find out.
True or False:
>> Less than eight hours of sleep a day can limit your brain's ability to recall information.
>> Exercise at any age improves brain activity and memory.
>> Your risk for developing dementia is 80 percent higher if you are obese.
>> Solving crossword puzzles and strategy games helps maintain brain function.
All of these statements are true! Your brain functions best when it is challenged regularly to form memories, store information and recall it. Proper nutrition, hydration, sleep and exercise can all help. Your lifestyle choices also can help keep your brain healthy and prevent dementia or other brain diseases.
Source: Wellsource/Momentum Health Shelf
Healthy aging
5 ways to prevent falls
People are living longer, which is great. But as we age, our sight, hearing and strength may decline. This leads to a higher risk of falls, the most common cause of injury for people older than 65. There are plenty of things you can do to stay safe, though.
1. Strengthen your bones. Get plenty of calcium and vitamin D, and ask your doctor to test your bone density.
2. Be active each day. Choose activities that improve your balance, like standing on one leg at a time and seeing how long you can maintain the pose.
3. Check your eyes. Vision deteriorates with age. Make sure you're wearing the right glasses or contacts.
4. Know how medications affect you. Some prescriptions can make you dizzy or drowsy.
5. Clear up clutter. The most common cause of falls is tripping over objects on the floor. Make sure you can walk around your home safely.
Source: Wellsource/Momentum Health Shelf
Trivia time:
What martial art is recommended for older adults?
Answer: Tai chi. Because it involves slow movements and stretching, this Chinese martial art can lower the risk of falls and broken bones.
It's never too late to make fitness a priority
Adults age 70 and older who are active live longer, healthier lives. Here's how to get started:
Plan a routine. Ask your doctor for recommendations.
Get the right gear. Wear comfortable shoes and loose clothing.
Start out easy. Be active for 10 minutes; add five more minutes each week.
Warm up. If you don't, you could hurt yourself.
Build stamina. Start where you're comfortable, then go a little longer.
Chart your progress. Celebrate your improvement over time.
Source: Wellsource/Momentum Health Shelf
How flexible are you?
When you are flexible, you can bend and move without being hurt. We tend to be less flexible with age, because we don't stretch our muscles as much.
Experts recommend stretching your major muscle groups every day. If that's too often, try for three days a week.
Your goal is to be able to do normal things, like tying your shoes or reaching a high shelf, with ease. Keep at it and over time your body will adapt!
Source: Wellsource/Momentum Health Shelf | 1,717 | 904 | {
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Stay Healthy
MENTAL HEALTH MATTERS
Mental health is our emotional, psychological, and social well-being — it affects how we think, feel, and act. Mental illnesses are conditions that affect our mental health. While there is no single cause for mental illness, many factors contribute to poor mental health; early life trauma, medical conditions, biological factors such as genetics or chemical imbalances, alcohol and recreational drug use, and loneliness. These conditions can be occasional or chronic but are treatable. 1
OF AMERICANS WHO EXPERIENCE A MENTAL ILLNESS ... 1
OF AMERICANS WHO GET TREATMENT IN A GIVEN YEAR ... 2
More than 50% will be diagnosed at some point in their life
20% will experience one in a given year
20% are children who currently, or at some point during their lives, will have experienced a serious one
4% live with a serious one, such as, schizophrenia, bipolar disorder, or major depression
Warning Signs 2
* Feeling sad or withdrawn for more than two weeks
66%
are adults with a serious mental illness, such as, schizophrenia, bipolar disorder, or major depression
51% are youth, ages 6-17, with a mental health condition
45% are adults with a mental illness
Mental Health is Important 3
* Trying to harm or end one's life or making plans to
* Severe, out of control, risk taking behavior that causes harm to self or others
* Sudden overwhelming fear for no reason
* Significant weight loss or gain
* Seeing, hearing, or believing things that aren't "real"
* Drastic changes in mood, behavior, personality, or sleeping habits
* Extreme difficulty concentrating or staying still
* Intense worries or fears that get in the way of daily activities
Sources: 1 Mental Health. https://bit.ly/3nRWwST
Mental Health.
3
https://bit.ly/3kswhQM
It can help you:
* Cope with the stresses of life
* Be physically healthy
* Have good relationships
* Make meaningful contributions to your community
* Work productively
* Realize your full potential
Your mental health can also affect your physical health; mental disorders may raise your risk for problems such as stroke, type 2 diabetes, and heart disease.
Over time, your mental health will change in response to different situations in life that provoke stress.
Talk therapy and/or medicines can help treat mental illnesses/ disorders.
2 Mental Health Conditions. https://bit.ly/2XCIWYd
Ten Things You Can Do For Your Mental Health.
4
https://bit.ly/39nRvcj
Improve Your Mental Health 4
* Make time for yourself and your hobbies, treat yourself with kindness and respect
* Eat healthy meals, avoid smoking/drugs, drink plenty of water, exercise, and get proper sleep
* Surround yourself with good people
* Volunteer your time to help someone else
* Learn to deal with your stress in a healthy way
* Relaxation exercises can improve your outlook on life
* Set realistic goals
* Break up the monotony
* Get help when you need to, seeking help is a sign of strength, not weakness | 1,446 | 675 | {
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Physics
essential understanding:
Everything we call real is made of things that cannot be regarded as real.
Niels Bohr
Overview: You will observe and analyze all aspects of motion. Motion can be observed on the microscopic scale while looking at atomic movement and interactions. It can also be observed on the macroscopic level when your body moves or you see a car on the freeway. What "things" can you observe and calculate about both examples? What laws can you derive to govern both scales?
guiding question 1: What tools do we need to use in order to perform physics calculations?
Lesson:
Week 1:
Day 1
________Receive a lesson on Universal Tools of Science
________Classroom Etiquette, Intro to Units
Day 2
________Intro to Physicist Project, Numbers with Units
Week 2
Day 3
_________no lesson
Day 4
________Scientific Notation
Week 3
Day 5
________Prefix Multipliers
Individual Work: All daily work should be completed by the end of class.
Observations on Measure Units
Matching units to abbreviations
Measure different objects in the classroom and report them in 4-5 different measurements
Scientific Notation worksheet
Prefix multiplier worksheet
Group Work: Presented at the end of week 3
Physicist Project
Pick a physicist you would like to research. Create a 5 minute Powerpoint presentation that answers the following questions.
-Background information
it?
-What idea/concept is the physicist most known for? When did they come up with
-Did the physicist have any less known ideas/concepts? If yes, what is it?
-How do you use their concept in everyday life?
-How long were they working on their concept?
guiding question 2: How can you analyze different types of motion?
Lessons:
____What is motion?
Group Work: To be presented at the end of the week 6
Motion Lesson
A type of motion will be given to your group and each group will need to become the "expert" on the topic and create a lesson to explain this type of motion to the entire classroom
Each lesson must include
15-20 minute presentation explaining the type of motion including necessary vo cabulary
An interactive activity
Example word problems demonstrated to the class
Create an assignment for the to do as classwork that will ensure each per son understands the concept and can do the problems
Topics:
-Linear Motion
-Projectile Motion
-Newton's First Law
-Newton's Second Law
-Newton's Third Law
individual work:
____Lab write up of group laboratory experiment: see handout "how to write a notebook laboratory write up"
____Problems at end of chapter that are for your topic
____Review problems from different presentations
assessment:
Quiz: Dimensional Analysis (week 3)
10 questions needing dimensional analysis(conversions)
Project: Build a contraption (week 7)
Exam: Motion (week 8)
readings:
Conceptual Physics pages
Conceptual Physics Laboratory Manual handouts
links
The Physics Classroom http://www.physicsclassroom.com/ | 1,427 | 667 | {
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Music at Menston Primary School
Music is an academic subject, which involves many skills learnt over a period of time at each individual's pace. Listening and appraising, collaborative music making and enjoyment of music provide pupils with a creative outlet in school. All children are encouraged to listen carefully, concentrate fully and perform the elements of music effectively.
Children are offered the opportunity to study a musical instrument with peripatetic teachers from Bradford Music Service.
We have a school band, whose members also practise weekly and we provide opportunities throughout the year for musicians to perform in assemblies and concerts.
Key Stage One
Each half term's work is based on a project which either follows the umbrella topic the key stage is following or is a purely musical subject area.
Lessons begin with a game song that reinforces the children's understanding of beat. These songs use a limited pitch range so that each child is given the opportunity to match their vocal pitch to that given. This enables children to become aware of their own and each other's natural pitch range and they are then able to work on adjusting if necessary. In addition to encouraging children to 'sing in tune', one unit each year specifically targets pitch to help their understanding of the vocabulary used.
Work on beat includes movement, clapping and instrumental activities. The children play games with rhythm patterns and are taught that rhythm is not the same as beat. Many rhythm patterns are generated from the syllables in words which helps their listening skills.
African Drumming Workshop
Timbre is covered through grouping school percussion instruments – according to sounds they make and how they are played. Children experience the individuality of these sounds and also a range of combinations. Some work is also completed on the sounds of some orchestral instruments.
Composition activities range from:
- Arranging pictures of percussion instruments to make a sequence.
- Choosing percussion sounds to illustrate the events in a story.
- Choosing silence or sound in a rhythm grid.
The children are invited to appraise the success of certain musical decisions or performances of the compositions.
The reading of formal notation begins with an awareness of beat, then representing that beat with a dot in a box on a grid before adding crotchets and rests.
Key Stage Two
Children follow a progressive programme which is designed to meet the requirements of the new music curriculum.
Each term, the different year groups work on one or more topic areas which are usually independent of their school topic work but linked to a specific curriculum area.
Listening to and appraising music from different genres is an important part of each lesson, as it exposes children to music they often haven't experienced. The various genres may be historical or geographical in nature and the children are encouraged to voice individual opinions and feelings.
The basic rudiments of music, including pulse, rhythm and pitch are explored via the theory of music and practical work. Glockenspiels are the pitched percussion instruments used most in lessons, with non-tuned percussion being used as the topic work dictates. Other instruments such as keyboard, guitars, ukuleles and piano accordion are occasionally employed to offer a wider variety of sound for composition. Pupils' own compositions are usually based on a particular music theme, such as ostinato rhythms, and children work in small groups to create their own compositions, where all members are participants.
Singing is a key aspect of MPS music, and is encouraged as a means of self-expression, whether as a group, in parts or solo, and is sometimes accompanied by movement or drama.
Performance is an important part of the lesson. Pupils are expected to be able to explain why they have chosen a particular instrument or vocal style and are encouraged, in a supportive environment, with self and peer evaluation, helping them to progress as thinking musicians.
J Wagstaff (Music Lead)
Year 1
Year 2
Combining voices and
Understanding melody
Using musical scales in
Combining steady beat
Year 3
Year 4
percussion ostinato to
Using a score to create
Understanding simple
Combining expressive
Performing sequences of sounds matched to
Composing sequences
Year 5
Year 6
techniques to improve | 1,817 | 838 | {
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__________________________________________________________________________________
King Edward VI High School for Girls Drugs Policy
__________________________________________________________________________________
DRUGS POLICY
We are committed to promoting a healthy, safe environment at KEHS, in which good citizenship and respect for the law can flourish. We believe that it is important to deliver a clear, consistent moral framework that promotes the integrity of our community, and gives all of our girls the understanding and self-confidence to reject illegal drugs and substances.
TERMINOLOGY
The expressions "drugs" and "substances" refer to the possession, use and supply of controlled drugs and the paraphernalia of drugs or substances intended to resemble drugs, or 'legal' drugs which can be obtained from a chemist shop, performance enhancing drugs, anabolic steroids, glue, solvents, substances known as "legal highs" and other substances held or supplied in each case for purposes of misuse.
The three main drugs and substances offences are: supplying (dealing), possessing and using.
EDUCATION PROGRAMME
We have an extensive PDM programme at KEHS that focuses upon the potential short-term and long-term risks to health from drug and substance abuse. As with our related programmes concerning alcohol and tobacco, they concentrate on teaching the importance of young people making healthy, informed choices. However, they also include an ethical dimension, designed to instil an understanding of the importance of complying with the criminal law. Our programme of drugs education involves pupils from Year 9 upwards and continues throughout their time at the school. The subject is also covered in other areas of the curriculum, including Science lessons. Pupil planners contain advice and contact numbers of confidential help lines and web sites connecting to external specialists, such as Childline, Kidscape and Samaritans.
Girls can discuss any individual worries about drugs or substances with their Form Tutor or any member of staff. They can also be referred to the school doctor, for individual guidance, without fearing sanctions or adverse report.
SUPPORT
If a girl comes forward and voluntarily identifies herself as a drug user and asks for help, or if her parents or friends ask for help on her behalf, we may, depending upon the circumstances, and at the discretion of the Principal, offer her the opportunity to reform her habit with the support of Counselling at the parents' expense. Advice and help can be accessed through our school doctor.
INVESTIGATION
We will always investigate rumours about involvement in drugs and substances, including questioning a girl, searching her locker, bag and personal possessions (two members of staff would always be present). We will inform parents and guardians as a matter of urgency and invite them into the school to discuss the matter.
__________________________________________________________________________________
If there is reason to suspect that a girl has been involved in the use drugs or substances she may be asked to supply, under medical supervision, a urine sample for analysis.
Any disciplinary action taken will be in accordance with the School's Behaviour and Discipline Policy and Exclusion, Removal and Review Policy.
SANCTIONS
The normal sanction for use of drugs and substances is expulsion. Alternative sanctions, when there are mitigating circumstances, could involve suspension and a final warning. Any pupil found to have supplied drugs or substances to another pupil or anyone else is likely to be expelled and, following consultation with the Governors, the matter may be referred to the police.
Reviewed July 2017 (to be reviewed in July 2018)
The Vice Principal (Pastoral) is responsible for the monitoring and review of the Drugs Policy and reports to the Principal.
The implementation and review of the school's Drugs Policy and all curriculum issues are presented to the Education Committee of the ISGB. | 1,832 | 737 | {
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Lil Spitfire
Pet Portraits
Pet Personality Test (to be taken by pet)
1. When meeting a new pet, you ______________
a. hide behind your human or high-tail it behind the sofa.
b. sniff first and then run and play with your new best friend!
2. When you meet a new human, you ____________
a. hide behind your human or high-tail it behind the sofa.
b. jump into the arms of your new best friend and/ or kiss them on the mouth!
3. Leaving the house is ________________________
a. not really my thing.
b. a fun new adventure!
4. You've misplaced your favorite toy, what do you do now?
a. Follow your nose, you can sniff out its where-abouts.
b. Try to remember where you usually put it and retrace your steps.
5. You become wary a bath may be in your near future. How can you tell?
a. You hear the faucet running and smell the scent of your shampoo.
b. Your human is behaving oddly while blocking your exit.
6.
Hurray! You know your human is about to walk in the door because____________
a. you recognized the specific hum of the car, squeak of the breaks and jingle of keys.
b. you have been staring hard at the door and summoning them with shear will.
7. Your human is ignoring you, perhaps ________________
a. they are sad and need some comforting.
b. this is a good time to riffle through the trash can.
8. You can expect to get a treat when _________________
a. you have been exceptionally charming and your human is in a good mood.
b. you perform you tricks flawlessly.
9.
Something smells delicious and is on the coffee table within reach, you _______________
a. decide to go for it. Your human will eventually forgive you.
b. ignore the temptation. That would be breaking the rules!
10. How do you feel about sharing?
a. Toys or food? Either way, not happening!
b. I don't really mind as long as I'm having fun.
11. Has your owner ever accused you of being stubborn?
a. You mean of being right? Then, yes.
b. Do I smell bacon?
12. Bedtime is ____________________
a. the same time every night like clockwork.
b. flexible. What if something more interesting happens?
KEY:
1. For questions to 1-3:
3. For questions 7-9:
If you answer "a" for 2 or more –you areI/N
If you answer "a" for 2 or more –you areF
If you answer "b" for 2 or more –you areE
If you answer "b" for 2 or more –you areT
2. For questions 4-6:
4. For questions 10-12:
If you answer "a" for 2 or more –you areS
If you answer "a" for 2 or more –you areJ
If you answer "b" for 2 or more –you areI/N
If you answer "b" for 2 or more –you areP
Now, put your letter codes in order (1 through 4) and match them to the corresponding trait on the list of 16 Pet Personality Types. | 1,145 | 701 | {
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Eurasian Watermilfoil (Myriophyllum spicatum L.)
Identification: Eurasian watermilfoil (hereafter referred to as EWM) is a submersed aquatic plant. Leaves are whorled in groups of four and each leaf consists of 14 or more paired leaflets. While flowering may be prolific, germination is rare and most reproduction is asexual from root crown buds and stem fragments. This plant can be difficult to distinguish from two native milfoils. Refer to the Extension bulletin in the link below for more information.
Impacts: EWM forms dense tangled beds that can displace submersed native plant communities, impact recreation, clog agricultural and drinking water supplies, and negatively impact fish and wildlife. Habitat: EWM colonizes rivers, lakes and other water bodies. It can tolerate moving water, and water currents and wave action facilitate fragmentation, enabling dispersal. Optimum depth ranges from 3 to 13 feet, but it can grow in water up to 24 feet deep if the water is very clear. It was first reported in Montana in Noxon Reservoir in 2007. In 2010 numerous records came from six additional counties (Table 1).
(John Halpop).
Spread: Plants spread through stem fragmentation. Water recreation (primarily boats and boat trailers) is the predominant vector of long distance dispersal. Management priorities: EWM is a priority 1B noxious weed in Montana. After prevention, early detection and immediate action to contain and eradicate infestations are the most important management actions for EWM. For more information on identification as well as management options see "Biology, Ecology, and Management of
Eurasian Watermilfoil" EB193.
Eurasian Watermilfoil at Hayden Lake, Idaho (Ryan Wersal).
http://msuextension.org/publications/AgandNaturalResour ces/EB0193.pdf
Table 1. Eurasian watermilfoil records submitted to INVADERS Database. http://invader.dbs.umt.edu/
Please note: An Invasive Aquatic Plant Management Plan is being developed for the state of Montana. A session at the MWCA Annual Conference on Thursday, January 13 th is dedicated to discussing this plan. Please join this session to learn more about the plan and provide constructive feedback.
Weed Post Puzzle: Test your knowledge of
Eurasian watermilfoil
Across:
Down:
4 - Common name for the native watermilfoil with less than 14 paired leaflets
6 - River in Gallatin County where EWM has been reported
9 - Marina in Valley County where EWM has been reported
10 - Reservoir where EWM was first reported in 2007
11 - Pieces of stem that are the primary method of EWM dispersal
12 - This naturally facilitates fragmentation and dispersal (two words)
13 - Number of leaves in an EWM whorl
1 - Most important management criteria to protect non-infested water bodies from EWM invasion
2 - What humans use to transport water craft long distances and can inadvertently transport EWM (two words)
3 - Adjective describing how EWM leaves are arranged
5 - Marina in McCone County where EWM has been reported
7 - Minimum number of paired leaflets for EWM
8 - Common name for the native watermilfoil with highly dissected bracts that are longer than the flowers
14 - Structure on flowering stem needed to differentiate EWM from whorl-leaf watermilfoil
Answers are posted to the MSU Extension Invasive Rangeland Weed website: http://www.msuextension.org/invasiveplantsMangold/extensionsub.html
For EWM educational materials contact the Eurasian Watermilfoil Task Force at email@example.com or visit www.protectyourwaters.org
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Level One
Maintaining Your Property
A great way to build a sustainable neighborhood is to start with your home. Basic
maintenance to your yard and home is a great way to improve desirability of your neighborhood and increase the value of your property. Poor maintenance of homes and neighborhoods can lead to increases in crime and lower economic vitality. Maintaining your property can increase social responsibility of your neighborhood and encourage other residents to clean up and maintain their yards as well. Below are different steps to help you make a difference to your home! The following steps are based on the City of Apache Junction Property Standards.
Investment: This can be a full day activity or can take a couple months to complete and will cost around $50-$250 depending on which project.
1. Maintaining Your Yard
b. Clear any unwanted weeds or plants and level out the front yard till bare, because weeds and dried grass near your home is a fire hazard. Add outside improvements to spruce up your yard to fit the Arizona desert landscape.
a. First clean and clear away any garbage or junk located in your front yard. Correctly dispose all waste into trash cans. Use shovels, gloves, rakes, and trash bags!
For example:
ii. Native plants or trees for shade
i. Pathways to your house with rocks
iii. Benches or porch lights
c. With the improvement ideas listed, begin to create and design your desirable desert-scape in your front yard!
a. Take advantage of the opportunities to throw away large amounts of trash through multiple trash services in the Apache Junction area. Throw away unwanted trash to make your home open and beautiful!
2. Trash Disposal Services
Trash Pick-up Services:
* Allied Waste
$29.61/quarterly*
* Right Away Disposal
$47.85/per 3 months*
* Waste Management
$75/per 3 months*
b. Another helpful way to dispose of unwanted trash is through the city of Apache Junction with free dump days.
* Every Quarter of the year during the second week of the month
a. Begin by choosing a suitable color that you would like for your house as the main color and that would also reflect well within the neighborhood. Color options are available online or in store.
3. Painting Your House
i. Optional: Choose two more colors for the accent color and the trim color
b. Trim color: used for window and door casings, roof edging, and railings
a. Accent color: which brings doors, shutters and other smaller areas to life
b. Choose a desired color and buy the exterior paint at the local hardware store as listed below:
c. If not already owned, purchase proper paint supplies for exterior painting. Supplies you may need are:
i. Paint rollers: $5-$35 * and Painter Tape: $10-$25 *
ii. Hand brushes: $3-$55 * and Tarps: $5-$25*
d. Before painting, make sure to clean away dirt and chipped paint on the exterior house with a water hose or pressure wash until house is completely clean. When ready, prep your house by sectioning off areas of your house to make the painting easier. Make sure to cover window edges with painter tape and cover door knobs, so that the paint does not get on them.
e. Start painting until your house is complete! Once finished, let the paint dry overnight. If your budget allows, apply a second coat after the recommended dry time. Enjoy your beautiful home!
i. Ace Hardware (Apache Trail)
Price Range $20-$250 per can/bucket*
ii. Walmart (Apache Trail)
Price Range $10-$250 per can/bucket*
iii. Best True Value (Apache Trail)
Price Range $20-$250 per can/bucket*
*prices may change or vary
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Wondrously Blank: A Plea for the Arctic National Wildlife Refuge
By T. A. Barron For the NRDC Action Fund August, 2005
The world would be far poorer, Aldo Leopold famously observed, "without a blank spot on the map." Yet it wasn't long ago that U.S. Senator Frank Murkowski from Alaska stood in the Senate chamber and declared indignantly that the Arctic National Wildlife Refuge was no more remarkable than a blank piece of paper.
What, really, is a blank spot on the map? What is its value? These questions are difficult to answer—especially for a money-driven, mechanized society such as ours.
A blank spot, despite its lack of attention from mapmakers, is not empty. While it is devoid of cities, villages, roads, and monuments (as well as drill rigs, trash heaps, billboards, and wrecked vehicles)—it may be full of other attractions. Such as scenic wonder. Or silence. Or wildlife in grand abundance.
And something else, as well. A blank spot on the map often contains precious opportunities for people to explore their outer world—and their inner selves. For a blank spot implies no limits. It is a place of endless reach—for the sunlit horizon, as well as for the human spirit.
No place on our planet is more richly, wondrously blank than the Arctic National Wildlife Refuge. Within its nearly twenty million acres of terrain lies the last stretch of protected coastline in Alaska, as well as the coastal plain—the fragile tundra wetland that is America's premier birthing ground for arctic wildlife. Caribou migrate over 1,000 miles round trip every year to reach this place; migratory birds from every corner of the country seek refuge here.
This is the place that George Bush, Dick Cheney, and their supporters in the energy industry want to invade and cover with roads, drilling pads, and heavy machinery. To fill in the map. To darken one of the most pristine spots on Earth.
If they do succeed—on the spurious claim that our nation absolutely must suck out whatever oil lurks beneath this land (even though the most inflated estimates show the Refuge providing only a tiny fraction of America's needs, and only delivering that a decade from now)—they will, indeed, darken this spot. With the inevitable oil spills on the tundra. With the bodies of dead caribou calves. And, worst of all, with the shadows of a lost opportunity to protect a place that is truly sacred—and wondrously blank.
© Thomas A. Barron
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CHARACTER TRAIT
SERVICE
ELEMENTARY DISCUSSION GUIDE
DEFINITION:
Seeing a need and meeting it out of a heart for God:
"For even the Son of Man came not to be served but to serve and to give His life as a ransom for many." Mark 10:45
MEMORY VERSE
FINISH LINE:
See a need, meet the need
READ: LUKE 10:30-37; 1 PETER 4:8-11
WHAT DOES IT SAY?
WHAT DOES IT MEAN?
(OBSERVATION)
1. What happened to the Jewish man traveling to Jericho? (He got beat up and robbed.) What was his need? (He needed water, food, clothes, medicine, and someone to care for him.)
3. Did either of them SEE the need? (Yes.) Did they MEET the need? (No.)
2. Who was the first person to walk by? (A priest) Who was the second? (A Temple assistant)
4. Who was the third person to come by and why was he different? (A Samaritan man. Normally, Samaritans and Jews did not get along.)
5. Did he SEE the man's need? (Yes!) What did he do to MEET it? (He bandaged his wounds, took him to an inn, cared for him, and paid the innkeeper to take care of him, too.)
(INTERPRETATION)
1. If you were to ask the first two men why they did not stop to help, what do you think they might have said? (They might have said they were busy and had someplace to be. Maybe they were worried that serving him could make them late, cost them money, or that they could be attacked by the same robbers.)
3. Based on this story, who do you think Jesus want us to serve? (We can serve anyone who crosses our path.)
2. Look at our memory verse, Mark 10:45. How did the Samaritan choose to serve others instead of serving himself? (When he saw the man's needs, he used what he had and set aside his own plans in order to help him.)
WHY DOES IT MATTER?
(APPLICATION)
1. What are some of the needs of people that you know? (Think of physical needs like food or clothes, emotional needs like wanting a friend, or spiritual needs like hearing the Gospel.)
2. In what ways can you use the gifts God has given you to serve those people in your life? (Explain that serving does not always mean physical work, but can be listening, encouraging, or just showing love and spending time with someone.) | 920 | 555 | {
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St. John Neumann Regional Catholic School 2020-2021
Fourth Grade Summer Reading List and Math Assignment
The titles on the Summer Reading List for fourth grade cover many genres and include books written on a variety of reading levels. Have fun, and be sure to bring your assignments on the first day of school!
1. Please read The Island of Dr. Libris by Chris Grabenstein. Use the graphic organizer (Story Elements) attached and use it to summarize the plot, characters, setting, story events, problem/solution, etc. THEN, on the back, draw a picture of your favorite character and tell what you liked about the character.
2. And, please also read Bridge to Terabithia by Katherine Paterson. Write a letter to Ms. Paterson, using the friendly letter to an author template and help attached here, but DO NOT SEND THE LETTER. Make sure you address it, but DO NOT SEAL THE ENVELOPE. I will be grading them BEFORE we send them out. DO include a stamp, as they will be sent to Ms. Paterson after I review and grade them.
(OR…) YOU HAVE A SECOND OPTION!
If you would prefer not to write the friendly letters, you may pick an important part of the story to create your own AUDIO BOOK. This must be a 3-5-minute clip of an important part of the story, that would be recognizable to those who read it. It needs to include musical background, and should be your very best reading. (Practice to make it sound best, and use voices that you feel match the characters)
3. Finally, read at LEAST one of the following, without any written assignment:
The BFG
, by Roald Dahl (or)
Tales of a Fourth Grade Nothing
, by Judy Blume (or)
Dear Mr. Henshaw, by Beverly Cleary.
**Students entering fourth grade should also complete the Summer Solutions Math Workbook**
Fourth Grade Supply List
For Fourth Grade, we ask that parents purchase the following items and bring them on the first day of school – August 10 th .
#2 yellow pencils (Dixon/Ticonderoga brand preferred) continuous supply needed
Fiskars scissors – (with student name written in Sharpie)
6 dry-erase markers, blue and black only (Expo brand preferred)
2 boxes of crayons (no more than 16 count)
Sharpies- Ultra fine and fine point.
1 pack (100 count) Loose leaf paper- wide ruled
7 two-pocket 3-prong folders, different colors (Guidance, Media, Music, Spanish)
8 composition notebooks, 100-200 pages each, One Blue and One Green, the rest can be different colors. (Mead brand preferred) 2 Pink Erasers
Large roll of clear contact paper (to be used by parents to cover workbooks, can be found in the kitchen supply section at places like Walmart)
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Equality Objectives
The Public Sector Equality Duty requires our school to publish information about Equalities.
The Equality Act 2010 clearly states that the following groups must be taken into account. People identified in the following groups are considered to have a protected characteristic.
Protected Characteristics the school must take into account when publishing information
* Disability
* Sex (gender)
* Race (ethnicity)
* Pregnancy and Maternity
* Religion and Belief
* Sexual Orientation
* Gender reassignment
There are also 2 other protected characteristic that schools do not have a direct duty.
* Age
* Marriage and Civil Partnership
The information we analyse and publish must be clearly linked to the three aims (General Duties) of the Public Sector Equality Duty. General Duties are the things that schools aim to achieve.
General Duties
The three aims of the Public Sector Equality Duty are to:
* Eliminate unlawful discrimination, harassment and victimisation and other conduct prohibited by the Act.
* Advance equality of opportunity between people who share a protected characteristic and those who do not.
* Foster good relations between people who share a protected characteristic and those who do not.
Hampton Infant School and Nursery
Specific Duties
Publish information
Much of the information and analysis will relate to the school improvement plan, evaluations and pupil data – we intend to use the information to improve education for all groups in the school. We want to make sure we know which pupils are doing well and less well so we can plan and improve.
A lot of this information is already being used by the school to develop the school and improve what we are doing. We will use information which tells us we could be doing better to plan for the future and include these actions in our Equalities Objectives which you will find published here.
This information is meant to be clear and simple. If you have any problem with the way we have written it and can think of a way we can make the information clearer please let us know.
Part 1: Information about the Pupil Population
Number of pupils on roll at the school: 401
Information on pupils by protected characteristics
The Equality Act protects people from discrimination on the basis of "protected characteristics." Every person has several of the protected characteristics, so the Act protects everyone against unfair treatment.
Disability
The Equality Act defines disability as when a person has a "physical or mental impairment which has a substantial and long term adverse effect on that person's ability to carry out normal day to day activities."
There are pupils at our school with different types of disabilities and these include:
* Autistic Spectrum Condition
* Physical Disability
* Profound And Multiple Learning Difficulties
* Specific Learning difficulties
* ADHD
* Medical difficulties
Information about Other Groups of Pupils
Ofsted Inspections look at how schools help "all pupils to make progress, including those whose needs, dispositions, attitudes or circumstances require additional support."
In addition to pupils protected characteristics, we wish to provide further information on the following groups of pupils:
Pupils with English as an Additional language (EAL)
Part 2: EQUALITIES OBJECTIVES ACTION PLAN
September 2021 – Reviewed annually by Governors (NB must be updated at least every 4 years)
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Tobacco Prevention
By Annabel DuFault, Tobacco Prevention Coordinator, FCPH
Vaping – Spot the Signs in Youth
Tobacco prevention has changed significantly in the last decade with the introduction of ecigarettes. These devices are sometimes called ecigs, vapes, mods, vape pens, tank systems, or ENDS (Electronic Nicotine Delivery System). The tobacco industry has intentionally made vape products that can hide in plain sight. Some vapes may look like a flash drive, lipstick, or a highlighter.
The good news is the use of cigarettes, cigars and smokeless tobacco by youth has decreased to record lows. The bad
news, unfortunately, is that use of e-cigarettes, or vaping, is on the rise across the nation and North Dakota is no exception. The 2019 Youth Risk Behavior Surveillance System found 1-in-3 North Dakota high school students has vaped. Educating students, parents, staff, and community members about this topic is critical as tobacco companies aim to addict our youth with fun flavors, devices that are easy to hide and advertising via Netflix, YouTube and a number of social media platforms. As we continue to see these products being used by youth, it is vital that we as adults, not only know how to spot these devices, but also how to tell if a youth is using tobacco and how to approach the topic.
Tobacco Prevention, continued
There are many potential signs that a child or student could be vaping. If you spot any of the following signs, look for vape supplies.
* Declining academic or athletic performance.
* Sweet, minty, or fruity smells without an obvious source like candles, lotion, food, or gum.
* Changes in behavior such as increased mood swings, irritability, anxiety, or impulsivity.
* Using new terminology or words that seem out of place such as, "zero out," "I lost my pen," or, "Can I borrow your book," or referring to people whose names you haven't heard before.
* Frequent headaches, nausea, or dizziness.
* Increased risky behavior.
* Discarded pods or disposable devices.
* Unfamiliar USB devices, pens, highlighters, small vials, eyedropper bottles, coils, or batteries.
* Restlessness/sleeplessness.
* Complaints of being out of breath.
The human brain continues to develop until age 24-26. Nicotine exposure before that time can alter how a young person's brain is formed, including their attention span, decision-making ability, and learning capacity. It can also impact their mood and impulse control. Nicotine is an addictive stimulant that acts on the same reward pathways as heroin or cocaine, meaning that when youth use these products at a young age, they are priming their brain for future addictions. Most youth don't realize they are addicted until it is too late.
If you suspect that your child or student is vaping or you want to be proactive in talking to your child or student about vaping, Fargo Cass Public Health is here to help with local, state and online resources to leave nicotine addiction behind. Visit our website or call 701.241.8195 to learn more. | 1,274 | 648 | {
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Marissa DeVille, Union Mine High School
My fondest summer memories begin with waking up to the bustling sounds of my family packing homemade lunches, filling water bottles, and cramming sunscreen, towels, and our largest picnic blanket into a reusable tote bag. The chaos of the morning always melted away as soon as our family of six, piled into the minivan and headed down the familiar winding roads. Our trips to the North Fork of the American River always promised an enjoyable and relaxing day of fresh water and warm sun. As soon as we reached our destination, my siblings and I would always play our favorite river game of hopping from rock to rock, pretending that the trout were hungry piranhas waiting to devour us if we fell in! Whenever one of us would inevitably miss a rock and slip into the crisp water we would all fall into a fit of giggles.
Some other favorite memories I have of visiting the Auburn State Recreation Area include taking in the many sights and sounds of the native flora and fauna. One day I spied a beautiful, stilt-legged bird wading along the river's edge. I quietly watched this elegant creature from behind a Dogwood tree. The bird moved through the water with such careful and calculated steps that it seemed as if time itself had slowed down. I became mesmerized by the bird's patience as it searched the water with its golden eyes. I jumped when the bird suddenly plunged its head into the water and came up with a fish between its bill. At the time, I had no idea what species of bird I had been watching but was eager to find out. This encounter with the Great Blue Heron, inspired me to become the avid bird watcher that I am today, and taught me never to return to the river without my trusty Peterson field guide.
I am a passionate advocate for all nature and wildlife, and owe so much to those who thought to preserve the areas along the American River and Canyons. My vision for improving the recreational opportunities in the Auburn State Recreation Area is to design and construct informative signs highlighting some of the plant and wildlife that visitors may encounter. Each sign could include a photograph or illustration of the species, common name, basic description, and facts relating to diet, habitat, and behavior. These signs will not only enhance the park experience by helping visitors identify the sights, they will also educate visitors about ways to protect the variety of animals and plants that call the American River and Canyons home. I firmly believe that conservation begins with education. The more people know about the native plants and wildlife, the more vested they become in protecting them. Displaying educational signs along the trails of the Auburn State Recreation Area provides endless learning opportunities for visiting families, organizations, and future bird enthusiasts, like myself. | 1,008 | 557 | {
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Performing Arts
By Ainsley Rentfrow, Performing Arts Curriculum Specialist
From the Students
What better way to end Music In Our Schools Month than to hear what music means to our students, from our students! Fargo Public Schools' students were asked to respond to the prompt, "When I'm in music class I feel ..."
Here are some of their responses:
* "...happy. I am filled with joy when I enter the room."
* "...respected and calm."
* "...excited. It is super fun hearing how we improve."
* "...joyful!"
* "...happy. I feel happy that I get to do something that I love."
* "...at peace. I feel creative in choir as well because I get to use my abilities in a different way than any other classroom."
* "...like I am contributing to something more than myself."
* "...energized."
* "...like it's worth the hard work and will open larger windows of opportunity later in life."
* "...impassioned."
* "...like I am part of a group, and we work hard together to achieve our goals."
* "...inspired and welcomed."
* "...like I am part of a large group all working towards our goal."
* "...mindful."
* "...calmed and relaxed."
* "...welcome. And feel like I belong."
* "...proud and joyful. I'm happy that my friends and I are contributing to this big, beautiful sound that we call music. There are many times when I play a piece in band, or sing a song for our musical, that I just get chills because of how the music we make can have such
Performing Arts, cont.
emotion and beauty. I love music because it makes me feel like I'm on a team that is very proud of what we do!"
* "...like I'm in a close environment with people I can trust."
* "...eager to perform and ready to work."
* "...like I'm in a really safe space."
* "...capable."
* "...calm and music helps me feel passionate and strong."
* "...like I am able to be me and let my emotions out."
* "...normal, like myself."
* "...safe and comfortable."
* "...free and I am able to express my feelings when I sing and dance."
* "...relaxed."
* "...calm and happy to compose music myself."
* "...creative. My mind starts creating this world based on the piece and every time I go there by listening to the work, I feel like I add more to it. It feels like I'm creating a music video in my head and it helps me put more emotion into my music. Whether I'm playing my oboe with my band in the streets of Louisiana, running through the rolling landscape of Oz, or simply creating a Jackson Pollock piece with complex harmonies and bright colors, music makes me feel alive, empowered, strong, and elated."
* "...like my ears are happy and I get to make noise."
* "...like it helps me with other subjects."
* "...free. I absolutely love the magic of classical music. It is so amazing!"
* "... like I am able to concentrate and it helps me feel calm."
* "... like I can let go of my emotions."
* "...calm. It helps me solve some problems and see my future."
* "...a love for singing and playing instruments. I'm able to have fun and it helps me study."
* "...creative."
* "...like it's fun to learn."
* "...like I'm in control of the music I'm making."
* "...like I am learning more about myself and music."
* "...proud. I am able to recreate something and I'm able to say I did that."
* "...accomplished."
* "...that feeling when you play through a piece and get it all correct."
Performing Arts, cont.
* "...free to be my true self. Expressing myself through music and collaborating with my peers brings light into my day and helps distract me from the daily stresses being a student brings. Without my music classes, I wouldn't have the friends, bonds, memories, or life lessons and skills I have today. Music class is truly a blessing and a vital part of the education and lives of many students like myself. While playing my instrument, I feel limitless and connected with my peers in a different way."
* "...creative. I have the opportunity to create something beautiful with my classmates."
* "...a sense of community within the band and pride that we are all making excellent music."
* "...like I can be in this room full of amazing people and make music, knowing I will not be judged."
* "...everything." | 1,583 | 955 | {
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Powered by TCPDF (www.tcpdf.org)
Societal Stereotypes Impact In Individual Experience In Desiree's Baby
In the U.S.A. there are many people impacted on normalized societal stereotypes. It's hard to be a person impacted by societal stereotypes. Can you imagine being impacted? But one of the most missed treated people is Hispanics. Hispanics normalized societal stereotypes impact their experiences due to white culture. White culture impacted Hispanic's experiences because of the color of their skin, applying for jobs, and little income.
The color of Hispanic's skin impacted their experiences because they get don't get the same job allowed to white people. Hispanics also get normally at as black people. And sometimes they commit suicide because of how people think of them. Like now in this country Hispanics are getting separated from the family, get sent back to the country. Some white people feel they do not belong in the United States they bring cartels drugs and more violence to the United States. Desiree's baby relates to this because she had to give up her identity when she gave birth as the baby was black. Also, this relates to Desiree's Baby because she ends up killing herself when she finds out about her identity.
Hispanics with little income can't prove to their family. Can you imagine with low income? With little income how can they put food on the table for their kid's water to drink, and water use for personal hygiene? They also go into poverty and become poor. Even worse they can end up on the street, or start selling drugs. But if they were to do that the white community will say they bring cartels drugs and more violence to the United States. But how can you say when you don't give them jobs they can do for good pay. This relates to Desiree's Baby because with the being servants they were paid little to no income.
Hispanics applying for a job can be hard. It could be hard for them because their manager might like immigrants working for them. But they do get hired the boss might give them that worst job to do. The boss can even give them low pay by leaving no money to prove to their family. On the job, their co-workers might talk about them, and try to get them fired for nothing. The play Othello best fits this topic because one of Othello workers got mad at him because feel that Othello passed him up for a position. This also relates to this topic because Iago starts rumors about Othello saying he raped Desdemona. edubirdie.com
In conclusion, Hispanics normalized societal stereotypes impact their experiences due to white culture. White culture impacted Hispanic's experiences because of the color of their skin, applying for jobs, and little income. Also, this particular group of people who are impacted by normalized societal stereotypes I picked relates to many stories we read in class.
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Marbury v. Madison / Background •
As you read the background summary of the case below, look for the important vocabulary terms. You can find definitions for these terms on the separate vocabulary handout.
The president of the United States has the power to appoint judges to the federal courts. Usually, the president appoints individuals who are members of their political party or who share their ideas about politics.
In 1800, John Adams was president. There was a presidential election that year. Thomas Jefferson, who belonged to another political party, got elected. There were many positions in the federal government that were empty. Before he left office, President Adams tried to fill these positions with people who shared his ideas.
President Adams appointed 58 new people. He asked his secretary of state, John Marshall, to deliver the paperwork to these people so they could start their new jobs. Marshall delivered most of the papers. He was in a hurry, so he left some of the papers for the new secretary of state, James Madison, to deliver. When President Thomas Jefferson came into office, he told Madison not to deliver the papers to some of the people Adams had appointed.
One of the people who did not receive his papers was William Marbury. He sued James Madison and tried to get the Supreme Court of the United States to issue a writ of mandamus to force him to deliver the papers. A writ is a court order that forces an official to do something. Marbury argued that a law passed by Congress (the Judiciary Act of 1789) gave the Supreme Court of the United States the power to issue this writ. If the Court issued the writ, Madison would have to deliver the papers. Then Marbury would become a justice of the peace.
The Supreme Court of the United States had to decide the case. The new chief justice of the United States was John Marshall. He was the same person who had been unable to deliver the paperwork in the first place!
Questions to Consider
1. Why would the president appoint people who are members of the same political party to be judges?
2. Why do you think Thomas Jefferson did not want the people Adams appointed to get their jobs?
Last updated: 07/27/2020
3. Who is Chief Justice John Marshall likely to agree with, Marbury or Madison? Why?
4. When the Supreme Court of the United States makes a decision, how do you think they get people to obey it? In other words, who enforces it? If the Court issued a writ to force Madison, a member of the executive branch, to deliver the commission to Marbury, who would enforce it?
5. How would Chief Justice Marshall and the other members of the Court look to the public if they made a decision and people refused to obey it?
6. If Congress passes a law that conflicts with the U.S. Constitution, which one are people required to follow: the new law or the Constitution? | 1,063 | 594 | {
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What Is a Foodshed?
Many terms are used today to reference the food system, such as local food, organically grown and sustainable agriculture. Of these terms, "foodshed" describes the geographic area that supplies a population — whether in a city, town or community — with food. Analogous to a watershed, the concept of a foodshed encourages critical thinking about where our food comes from and how it reaches eaters. The Foodshed Model is considered both a tool for analyzing and understanding the flow of food from producer to consumer, as well as a framework for envisioning alternative food systems that could have the ability to produce foods locally. Maps of foodsheds can help us form a mental picture of how local, regional and global food systems work, how they have changed over time and how they might be made more sustainable in the future.
ORIGIN OF "FOODSHED"
The term "foodshed" was first used by Walter Hedden in his 1929 book, "How Great Cities Are Fed." 1 He proposed this concept as a way to understand the path of food from producer to consumer. Hedden used the term to highlight the importance of understanding the food needs of large cities, the sources of that food and the transportation necessary to get the food from source to city.
RECENT APPLICATIONS
According to food system researcher Jack Kloppenburg, from the University of Wisconsin–Madison, foodsheds do not have hard and
Boston's "appleshed" from Walter Hedden's "How Great Cities Are Fed."
fixed boundaries, but are made distinct by place-based features, such as population size and attributes, farmland and farmers, climate and soil, food infrastructure and food outlets, transportation, water resources, economic activities, cultural traditions and ethnicities. 2
Kloppenburg believes knowing our foodshed can "enhance our understanding of sustainability as we reconnect with the biophysical environment and the place in which we are embedded." By visualizing a foodshed as a network of "flows," like rivers of food flowing toward us, we can understanding how humans fit within this food system network. The network of flows starts from the sources of the food people eat and continues to the places we eat — dinner tables at homes, restaurants, cafeterias — wherever food is consumed. Indeed, a more complete analysis would also include the disposal and recycling of food waste.
MORE FOOD FOR THOUGHT
The foodshed concept can be used in a variety of ways. A foodshed can describe where your city's food comes from and how it gets there. A mix of local, regional and distant sources will most likely be involved. For example, if you live in New York, some of your milk may be from local dairies, the wheat in your bread may have been grown in Kansas and your bananas may have come from Central America. Foodshed analysis can also describe potential scenarios. For example, could the farms in your region support the food needs of your city? Could they support the neighboring city as well? What is the smallest total distance your food could travel while still supporting your population? What questions do you have that foodsheds might answer?
1 Hedden, W. P. How great cities are fed. (1929). Boston: Health & Co..
2 Luhning, J. (2011, Summer Issue). Foodsheds part 1: Restoring our sense of place. Edible Madison. Retrieved from http://ediblemadison.com/articles/view/foodshedspart-1-restoring-our-sense-of-place/ | 1,380 | 727 | {
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Year 7 Numeracy Catch-Up Funding Strategy 2017- 2018
Year 7 Catch-up Grant (Numeracy) Academic Year 2017 - 2018
- No. pupils eligible for Year 7 Catch-up Grant
7
- Total amount of Year 7 Catch-up Grant Funding
£3,500
The allocation of £3,500 for this academic year is split equally between Literacy & Numeracy and this year's allocation for Numeracy will be £1,750.
Our Plan for Inclusive Numeracy in SLD 2017 - 2018
The aim of our funding in 2017 - 2018 is to 'Bridge the Gap' between Primary and Secondary so that pupils have a smooth and quick transition.
Diverse and engaging teaching and learning will enable all pupils to consolidate their mathematical subject knowledge, skills and progress towards their targets.
This year there has been an emphasis on the purchase of Numicon resources to enable pupils to develop their fluency, reasoning and problem-solving skills in Mathematics.
At North Ridge Community School, we believe that pupils should have the opportunity to use concrete objects and manipulatives to help them understand what they are doing. Numicon make maths 'real' therefore pupils can develop a deeper understanding of number. Pupils will then have the confidence to transfer their skills and understanding into other areas of the curriculum e.g. Forest School.
Numicon homework packs have also been purchased to enable pupils to embed their learning.
Resources have also been purchased to meet the sensory needs of pupils in Year 7.
| Item/project | Est. Cost | Purpose | Outcome |
|---|---|---|---|
| Numicon Resources | £1,750 | This year there has been an emphasis on the purchase of Numicon resources to enable pupils to develop their fluency, reasoning and problem-solving skills in Mathematics. At North Ridge Community School, we believe that pupils should have the opportunity to use concrete objects and manipulatives to help them understand what they are doing. Numicon make maths ‘real’ therefore pupils can develop a deeper understanding of number. Pupils will then have the confidence to transfer their skills and understanding into other areas of the curriculum e.g. Forest School. Numicon homework packs have also been purchased to enable pupils to embed their learning. Resources have also been purchased to meet the sensory needs of pupils in Year | Evaluation will be undertaken throughout the year and will be assessed at the end of the financial year using student outcomes and the increased level of numeracy skills. | | 1,097 | 526 | {
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AUSTRALIAN VETERINARY
BEHAVIOUR
INTEREST GROUP
Barking as communication
Barking is a way for dogs to communicate and they use their bark to alert, seek assistance (attention), or ask for other dogs, animals or people to keep away.
Dogs may bark when they are excited, for example, when they are playing or come into contact with other dogs in their social group.
Barking as a mental health concern
Dogs may bark because there is something in their environment that is causing them to feel threatened; they bark to make the threat go away or they may feel they must alert or seek assistance from those who care for them.
Barking can be a problem for dogs and their owners when it goes on for long periods or happens frequently without the dog learning that there is no threat.
A dog experiencing such a situation may have a mental health problem. In other words, the way the dog takes in information and processes it can cause them to feel unsafe in an everyday situation and also unable to learn what to do to escape the pervasive feeling that something bad will occur. Barking is a dog's call for help in such circumstances.
As with any illness, the longer the problem goes without appropriate treatment, the further the condition deteriorates, ultimately impacting the dog's ongoing quality of life.
Such a problem is not due to lack of training, nor is it due to boredom. Owner frustration and bad training techniques can make matters worse, leading to poor welfare for the dog.
FACT SHEET
Barking can be a normal canine behaviour and makes up part of the way they communicate vocally.
WHY DOES MY DOG BARK?
Barking is the second most common complaint made to local councils.
Help for barking dogs
Your vet can do a primary assessment and advise you on whether further work up is needed.
The first step is for your vet to assess whether the barking is normal communication, whether there is physical health issue contributing to the behaviour, and/or whether the dog has a primary mental health problem.
If the barking is normal communication, your vet can determine why the dog believes the barking is worthwhile and develop strategies to help you alter the behaviour in ways the dog understands and enjoys.
Behaviour consultation may be required so that a management plan can be discussed and implemented..
The management plan may include the following components:
* Reducing exposure to situations in which barking occurs as much as possible.
* Giving appropriate medication for the individual and the specific mental health problem. Medications help the dog's brain be in a more balanced state so they can process the information they are receiving in a rational way and learn new coping strategies that are beneficial for the dog and result in improved welfare.
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Mrs Fay
firstname.lastname@example.org
Mrs O'Brien vobrien@catshillf rst.worcs.sch.uk
i
Unlocking the Learning
As part of our home learning, we would like the children to take part in one or more of our creative homework projects that link to this half term's learning. Our topic for this half term is journeys a Geography based topic focusing on learning about where our food comes from. We also have a science focus where we will study plants.
We look forward to seeing the results and would like the children to bring in, or email, their completed projects to us by Monday, 27th March, so that they can share and celebrate each other's talents before the end of term. We would ask that this project reflects six weeks' worth of work, and demonstrates the children's own work, although we really appreciate your support in helping them complete their homework.
Please remember that if your child is unsure of their home learning then we can help with resources to complete their home learning, or discuss ideas with them. Please just email us for support. We believe it is very important that every child has the opportunity to engage with learning at home and will support however we can with this.
| Get Writing | Get Researching |
|---|---|
| Become an author Write some information about where a food item comes from. Maybe you could detail where it comes from and what that country is like. You may detail what journey it takes in order to get into our shops. | Research. Are there groups of people or organisations that help get food to shops or factories that may use them to make different food products. For example oranges, where do they grow and how do they make their way to the factory that makes orange juice to drink? |
| Library Hunt Can you visit your local library and find information about different countries where various foods come from? What have you learnt? Could you present this information to the class? | Research Research how a piece of fruit or vegetable grows. How do we harvest it? What is that food used for ie, drinks, puddings, cakes? |
| Rising Stars Log onto Rising Stars. Read a story and complete the quiz. Write a book review. Get a reading review template from your teacher if you would like one. Are there any books about different countries or foods? | Outdoor walk Go for a walk and take photos or draw pictures of plants you spot on your walk. Can you identify the name of the plant? What season are they growing in? |
Home Learning
Spring 2 2023
Year 2
Journeys: Food
Miss Fletcher
email@example.com
As geographers, we will learn about where our food comes from by studying trade routes around the world, in the UK and in the local area.
Using our computing skills, we will be understanding how to collect data and represent it using pictograms.
As musicians we will be answering the question 'How does music help us understand our neighbourhood' and using ideas to create our own musical stories.
In Design & Technology we will be tasting different fruits and vegetables as well as designing, preparing and making our own deliciously healthy fruit and vegetable smoothies.
As writers we will write narratives focusing on extended writing opportunities. We will be exploring the use of different punctuation for example ?, ! and ,. We will also spell words with suffixes on: er, est, ing, ed, ly, ment, ful and ness.
Year 2 Spring 2 2023 Journeys: Food.
Important information: PE is on Tuesday and Thursday. Remember to bring your kit to change into.
As mathematicians we will be learning to measure lengths and heights as well as mass, capacity and temperature.
In PE we will be playing attacking and defending games and learning the skills of defending and marking opponents.
In RE we will continue to discuss why Easter is important to Christians? We will explore how incarnation and salvation are part of a 'big story' of the Bible.
In PSHE we will be talking about relationships we have with our VIPs, how friendships are formed and maintained as well as how to deal with disputes. | 1,532 | 876 | {
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Chapter-16 Citizenship
Revision Notes
1. Citizenship refers to the collective political identity of individuals of the state who enjoy some certain rights also.
2. A citizen is entitled to abide by the laws of a particular country in which one enjoys the rights as a citizen.
3. Equality of rights and status is one of the basic rights of citizenship.
8. A natural born citizen is the one who either born in the country or if one's parents are the citizens of a particular country.
4. An ideal citizen can be referred to possess the qualities to be educated, aware of rights and duties, to have a high gravity in character as well as to be loyal to the country. 5. In a democratic setup, the citizens enjoy the political rights also, i.e. right to vote, to contest elections, to form political parties and to hold public offices, etc. 6. The women's movement and the dalit movement was held in our country and their purpose is to change public opinion by drawing attention to their needs as well as to influence government policy to ensure them equal rights and opportunities. 7. Every citizen is entitled to perform some certain duties also associated with the rights, i.e. obedience of law, loyalty towards the state, cooperation with the public servants and payment of taxes, etc.
9. One of the rights granted to citizens in our country, and in many others, is freedom of movement. This right is of particular importance for workers. Labour tends to migrate in search of jobs when opportunities are not available near their homes.
10. The citizenship of a country can be acquired by marriages, appointment as a government official, acquisition of a territory and purchases of immovable property, etc.
11. The right to protest is an aspect of the freedom of expression guaranteed to citizens in our Constitution, provided protest does not harm the life or property of other people or the State. Citizens are free to try and influence public opinion and government policy by forming groups, holding demonstrations, using the media, appealing to political parties, or by approaching the courts.
12. A basic principle of democracy is that such disputes should be settled by negotiation and discussion rather than force. This is one of the obligations of citizenship.
13. Awareness about the condition of the urban poor is growing among governments, N.G.O's and other agencies, and among the slum-dwellers themselves. For instance, a national policy on urban street vendors was framed in January 2004.
14. The rights and obligations of citizens are listed in the Constitution. There is also a provision that the state should not discriminate against citizens on the grounds of race/caste/sex/place of birth, or any of them. The rights of religious and linguistic minorities are also protected.
15. A good citizenship may be hindered by in differences, poverty, narrow growing and lack of education, etc.
16. Global citizenship makes the work easier to deal with the problems to extend across national boundaries and to need cooperative actions of the states on the issues of migrants, stateless people as well as to ensure basic rights and protection, etc. | 1,251 | 625 | {
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您是否有视力丧失的家族病史？
Do you have a family history of vision loss?
如果您家族中有人患有眼部疾病，那么您患有这一疾 病的风险就更高。
眼科检查能在您发现视力有变化之前就能发现问题。 问题发现越早，治疗也就可能更有效。
为什么了解您的家族病史很重要
有些眼部问题是与家族有关联的，并且会遗传给下一 代。在澳大利亚，会导致失明和视力丧失的最常见原 因中的两种通常有家族遗传。
- 老年性黄斑变性(AMD)会影响中心视力。通常会 随着时间愈加严重。有AMD家族病史的人患有此 疾的机率相比之下要多出四倍。
- 青光眼通常发展缓慢。会导致视力丧失从外围 （周边）开始，最终使视力逐渐丧失。父母或兄 弟姐妹患有青光眼的人患有青光眼的机率相比之 下要多出八倍。
AMD和青光眼通常在早期阶段没有症状出现。
及早发现和治疗能延缓并防止病情恶化。
现在应该做什么
- 定期在眼科专家处（验光师或眼科医生）接受眼 科检查。眼科检查能在视力丧失之前及早查出眼 部问题。
- 如果您发现视力有变化，请立即去看眼科专家。
感谢维多利亚州政府的支持。
Chinese (Simplified)
If someone in your family has a problem with their eyes, you may be more at risk of developing a problem too.
An eye test can detect problems early before you notice a change in your vision. The earlier the problem is detected, the better it may be treated.
Why knowing your family history is important
Some eye problems have a family link and can be passed through generations. Two of the most common causes of blindness and vision loss in Australia often run in families.
- Age-related macular degeneration (AMD) affects central vision. It usually gets worse over time. People with a family history of AMD are four times more likely to develop the disease.
- Glaucoma often develops slowly. It can lead to gradual vision loss starting with the loss of peripheral (side) vision. People with parents or siblings with glaucoma, are eight times more likely to develop glaucoma too.
AMD and glaucoma usually have no symptoms in the early stages.
Early detection and treatment can help slow them or stop them from getting worse.
What to do now
- Have regular eye tests with an eye health professional (optometrist or ophthalmologist). Eye tests can help detect eye problems early before sight is lost.
- Visit an eye health professional without delay if you notice a change in vision.
- 与您的家人谈一谈，了解一下他们的眼部健康 状况。
- 如果你已经有眼部问题，询问一下您的眼科专家 这是否与家族有联系。如果有，那么请与您的家 人谈一谈。鼓励他们定期去做眼科检查。
拯救您的视力—接受眼科检查
获得更多信息
与眼科专家或您的家庭医生谈一谈。
若想了解关于AMD的更多信息，请拨打1800 111 709 致电澳大利亚黄斑变性基金会，或者登录网站查询 www.mdfoundation.com.au
若想了解关于青光眼的更多信息，请拨打澳大利亚青 光眼协会1800 500 880，或者登录网站查询 www.glaucoma.org.au
请登录网站www.visioninitiative.org.au
Medicare能报销大部分的验光服务费用。与验光师预 约不需要转诊信。如果有必要，您的家庭医生或验光 师会将您转诊给一位眼科医生。
有些服务和帮助能为您适应视力丧失，继续保持自理 并参与您所选择的活动。与一位眼科专家或您的家庭 医生谈一谈，了解更多信息。
您是否有视力丧失的家族病史？
- Talk to your family. Find out more about their eye health.
- If you already have an eye problem, ask your eye health professional if there is a family link. If there is, talk to your family. Encourage them to have regular eye tests.
Save your Sight—Get Tested
For more information
Speak to an eye health professional or your GP.
To find out more on AMD call Macular Disease Foundation Australia on 1800 111 709 or visit www.mdfoundation.com.au
To find out more on glaucoma, contact Glaucoma Australia on 1800 500 880 or visit www.glaucoma.org.au
Visit www.visioninitiative.org.au
A Medicare rebate is available for most optometry services. You do not need a referral to see an optometrist. If required, your GP or optometrist can refer you to an ophthalmologist.
There are services and supports to help people adjust to vision loss, remain independent and continue to take part in their chosen activities. Speak to an eye health professional to find out more.
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Dr. Gale E. Ridge Department of Entomology The Connecticut Agricultural Experiment Station 123 Huntington Street, P. O. Box 1106 New Haven, CT 06504
Phone: (203) 974-8600
Founded in 1875 Putting science to work for society
Fax: (203) 974-8502
Email: email@example.com
https://portal.ct.gov/caes
Website:
MOTH FLIES (Psychodidae)
Moth flies (Psychoda spp.), also known as drain, sewage, or filth flies, are considered a household nuisance, because they breed in the accumulated gelatinous film on the walls of drains. Adults are seen most commonly in bathrooms. They can become very numerous in homes and sewage disposal plants. Moth flies breed in unsanitary conditions. These insects do not bite.
Description
Eggs are minute. They are brown to cream in color. In the home, females lay irregular egg masses ranging in number from 30 to 200 eggs, in organic gelatinous film lining drains, particularly in bathtubs and showers.
Larvae are the thickness of a thin pencil lead and are 3/8 inch long when fully grown. They are eyeless and legless. The head is darker and narrower than the body. The posterior or terminal segment narrows, forming a dark colored breathing-tube. Across the back of each segment are one or more dark rectangular bands.
Pupae resemble minute grains of brown rice. They occur on the surface of the organic film that the larvae have been living in.
Adult moth flies are small and hairy, approximately 1/16 to 1/4 inch long (Fig. 1). They look like tiny moths. When resting on a wall, the wings are folded over the back of the insect in the shape of a peaked roof. On close examination, the hairy wing veins are numerous and lie parallel to one another. There are no cross veins in the last two thirds of the wings. Antennae are long and depending on the species, consist of 12 to 16 segments. Each antennal segment is bulbous in shape with a ring of long hairs. Adult coloration is variable from yellow through gray to black. Moth flies are very weak fliers covering only a few feet at a time in short erratic flights. Outside, they can be blown considerable distances by the wind.
Biology and habits
During the day, adult moth flies are often seen sitting on vertical surfaces not far from the breeding source. They are most active during evening hours; often hovering over drains and sinks. Adults are also attracted to lights.
Moth flies breed in rich organic decaying material. In natural conditions, this would be in wet decaying plant and animal matter. They can be found breeding in the foul water of clogged roof gutters and storm drains, air conditioners, cooling towers, rain barrels, birdbaths, and bird feeders, under potted plants, in dirty garbage cans, in moss, and anywhere that is shaded, moist and organically rich. They are common in sewage filter beds, around septic tanks, and moist compost. Inside the home, they are found in the outflow pipes of toilets, showers, bathtubs, washbasins, and sinks.
Eggs hatch 32 to 48 hours after being laid, when ambient temperatures are 70ºF. Larvae feed on algae, bacteria, fungi, microorganisms, and the surrounding decaying organic media they are in. After 9 to 15 days, the larvae pupate. Sewerage plants consider the larvae important organisms along with the "organic film" for the purification of sewage water. Pupation lasts, 20 to 40 hours. Development time from egg to adult is 7 to 28 days depending on temperature and food availability. Adults live for about two weeks and feed in polluted water and on the nectar of flowers.
Control
Locate where the adults are coming from. Place a clear glass or plastic cup over a drain or sink outflow. Plug overflow hole, if there is one, and leave undisturbed overnight. If the flies are coming from that source they will be seen resting on the inside of the cup. Toilet seals may fail and adult flies can emerge from beneath the foot of the toilet. Put a two-inch wide scotch tape band around the base of the toilet to catch any adults if they are there. Eliminate any breeding site by manually cleaning drain walls and traps with a stiff brush.
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Mrs Jones
email@example.com
Home Learning
Autumn 1 2022
Year 4 THE STONE AGE
Mrs Freeman
firstname.lastname@example.org
Unlocking the Learning
As part of our home learning, we would like the children to take part in one or more of our creative homework projects that link to this half term's learning. Our topic for this half term is The Stone Age, a History based topic looking at what life was like in Britain for people living through the period of time known as the Stone Age.
We look forward to seeing the results and would like the children to bring in, or email, their completed projects to us by Monday, 17th October, so that they can share and celebrate each other's talents before the end of term. We would ask that this project reflects six weeks' worth of work, and demonstrates the children's own work, although we really appreciate your support in helping them complete their homework.
Please remember that if your child is unsure of their home learning then we can help with resources to complete their home learning, or discuss ideas with them. Please just email us for support. We believe it is very important that every child has the opportunity to engage with learning at home and will support however we can with this.
| Skara Brae Where is Skara Brae? Why is it still an important place? Look at the website and write about what you could see if you visited it. | Stonehenge Research Stonehenge and record some facts about it. Draw a sketch of it. Why is it still so important now? | Jobs What type of jobs did people have in the Stone Age? Remember they usually lived in settlements and needed to provide for their community. |
|---|---|---|
| Britain Where did people live in Britain during the Stone Age? You could mark the areas on a map of Britain and label them. | Play Did the children living during the Stone Age play any games? What did they play with and what was it made from? | Food What did the people who lived during the Stone Age eat? Use your research skills to put together a list of what a meal might consist of. |
As readers, we will be developing our comprehension skills by continuing to analyse different text types using retrieval and inference skills. We will look at how the author has used vocabulary to convey meaning in the text.
What was new about the New Stone Age? As historians, we will be developing our knowledge of the vast period of time known as the Stone Age. We will be looking at artefacts and learning how people developed tools from stone and started farming and living in communities.
Using our computing skills we will be using commands to programme a turtle to draw shapes, letters, patterns and repeat these through the use of code loops. These will develop into algorithms as code.
In P.E. we will be developing outdoor orienteering skills using the school grounds as a base. We will be using symbols and building sequences of instructions to move around an area.
As writers, we will be writing letters, diaries and narratives to develop dialogue and our writing. We will be using a range of adjectives, fronted adverbials and learning rules of speech.
Year 4 Autumn 1 'The Stone Age'
As individual readers, we will focus on developing fluency and intonation through reading with an adult using modelling and paired reading.
As scientists, we will be developing our knowledge of materials specifically solids, liquids and gases. We will be using thermometers and observing solids melting.
As mathematicians, we will be further developing our understanding of place value, partitioning, comparing and ordering numbers. We will continue to learn our times tables starting with the six times table. We will be learning number bonds to 100 and counting in 25s for our chants.
As designers, we will be evaluating, designing and making soup. We will be developing knife skills to chop vegetables, sauteing and cooking prior to making smooth soups.
In PHSE, we are starting our wellbeing learning with a unit on thinking positively, developing our understanding of positive and negative thoughts and how to focus on the positive.
What do Hindus believe that God is like? In R.E. we will learn about the Trimurti, Aum and how these are symbols of God being everywhere for Hindus. We will learn about worship and the role of Puja. | 1,639 | 925 | {
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MATHS
Place value to 10 Addition and subtraction within 10 Place value to 20
Key Vocabulary tens, ones, more, less, equal to, most, least, addition, add, altogether, total, subtraction, take away, minus, difference, equals
HISTORY
Toys from the past – describe characteristics of toys from the past, and recognise similarities and differences between old and new toys.
Key Vocabulary yesterday, tomorrow, today, last week, a long time ago
ICT
Become familiar with the different components of a computer.
Digital painting.
Key Vocabulary technology, computer, mouse/trackpad, keyboard, screen, click, drag, paint program, tool, paintbrush, erase, fill, undo
Year 1 Autumn Term Curriculum Map
ENGLISH
SCIENCE
Key texts – Dogger, The Naughty Bus, The Three Little Pigs, Kippers Toy Box, Lost in the Toy Museum, Stickman
Text types – labels, simple sentences, stories, instructions, letters
Key Vocabulary finger space, capital letter, full stop, sentence, fiction, non-fiction
GEOGRAPHY
Our local area - study maps and aerial photographs, locate and finding features of the school ground on a simple map, and make a simple map of the classroom.
Key Vocabulary map, aerial view, bird's eye view, human features, physical features, local area, left, right, address, sketch map, school grounds
MUSIC
Identify the beat, pitch and rhythm of a variety of pieces of music.
Learn to sing some songs and play some notes on the glockenspiels.
Key Vocabulary beat, short and long sounds, melody, tempo, loud, quiet, instruments, verse, chorus
Materials - Everyday materials, identifying what objects are made from, and performing simple tests.
Seasonal changes – changes and weather in autumn
Key Vocabulary glass, metal, rock, plastic, wood, transparent, waterproof, opaque, stiff, soft, stretchy, flexible, absorbent, smooth, dull, hard, shiny, rough, bendy, weather, seasons
PE
Attack, defend and shoot Hit, catch, run Dance Gymnastics
Key Vocabulary attack, catch, compete, defend, overarm, receive, throw, under-arm, batter, field, hitter, dance, rhythm, stretch, balance, control, sequence
SMSC/RE/RHE
PSHE - what makes us special, the importance of families, trusted relationships, and body parts.
RE - how Christians, Muslims and Jews show they belong to their faith community.
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Eating Disorders in Young Children
When you hear about eating disorders, you usually think about teenagers or adults having them. But did you know children have them too? Actually, while most eating disorders can start around the ages of 12 or 13, some kids as young as 5 or 6 can have them, too. This guide will go over the common types of eating disorders in children, warning signs you can watch out for, and ways to help.
When you hear about eating disorders, you usually think about teenagers or adults having them. But did you know children have them too? Actually, while most eating disorders can start around the ages of 12 or 13, some kids as young as 5 or 6 can have them, too. This guide will go over the common types of eating disorders in children, warning signs you can watch out for, and ways to help.
Anorexia Nervosa: This disorder influences how someone views their body and makes them scared of weight gain. Children with Anorexia Nervosa might think they look bigger in the mirror than they actually do which could make them want to stop eating.
Anorexia Nervosa: This disorder influences how someone views their body and makes them scared of weight gain. Children with Anorexia Nervosa might think they look big ger in the mirror than they actually do which could make them want to stop eating.
Avoidant/Restrictive Food Intake Disorder (ARFID): Children with ARFID are really picky about what they eat. They might avoid some foods altogether or eat very little. Sometimes, they might not seem interested in food at all. Pica: The child eats non-food items. These can be things like dirt, grass, soap, chalk, ice, paper, and more.
Sometimes, it can even cause health issues.
Binge Eating Disorder (BED): Children with BED often eat a huge amount of food really fast until their stomachs feel very full and they're not hungry anymore.
Bulimia Nervosa: Similar to BED, children with this disorder eat a lot of food at once, but then make themselves purge, or vomit, afterward.
As a parent, it's important to stay alert if you have a suspicion that your child is suffering from an eating disorder. Here are a few signs to look for:
Dramatic weight changes. Experiences rapid weight loss or gain within a short amount of time.
Binge Eating Disorder (BED): Children with BED often eat a huge amount of food really fast until their stomachs feel very full and they're not hungry anymore.
Bulimia Nervosa: Similar to BED, children with this disorder eat a lot of food at once, but then make themselves purge, or vomit, afterward.
Eating Disorder Warning Signs to Look Out For
Eating Disorders in Young Children
Negative body talk. Talks down about their weight or the way their body is shaped, making them feel low about themselves.
Excessive exercise. Engages in frequent exercises that may be too hard on their body, with the goal of burning calories after eating food.
Eating in secret. Avoids eating with others, but then eats alone. Sometimes, they might eat a lot quickly or make themselves purge afterwards because they feel guilty o r embarrassed.
Keep in mind that not all of these signs could point to an eating disorder, but if you notice two or more of these happening in your child frequently, it's time to get help.
Solutions For Children with Eating Disorders
Nutritional counseling. One-on-one nutrition counseling can Nutritional counseling. One-on-one nutrition counseling can help you and your child understand their diet, needs, and other
factors to maintain healthy eating habits and a healthy weight.
Therapy. Professional therapy sessions can help find the possible causes behind your c hild's eating disorder. Your child can get help viewing their body more positively, fin ding coping skills, and developing healthy attitudes towards food and eating.
Set a good example. Avoid using words like "obesity" and "normal weight" when sp eaking to your child about body shapes. Be mindful of the words you use and stay away from all shaming and negative talk related to physical appearances.
If you're concerned your child may be suffering from an eating disorder, please don't hesitate to reach out to a professional. You can contact the National Association of Anorexia Nervosa & Associated Disorders at 888-375-7767 or visit their website at anad.org. You can also reach out to the National Eating Disorders Association at 800931-2237 or visit their website at nationaleatingdisorders.org. | 1,649 | 953 | {
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NOTE: Although this lesson plan is designed for 9th-12th grades, components and aspects can be modified to engage middle and elementary levels as well. In particular, more guided and teacher-provided research could assist younger audiences with this hands-on lesson.
The Use of Medicine in the Establishment of Early America
A WV Medical Hands-On Lesson on Early Medical Advantages
Lesson Plan Essential Questions:
What are fine motor skills and how did early nurses use paper weaving to help repair soldiers' fine motor skills? How do early medical advantages shape the way of modern medical therapy?
Lesson Plan Objectives:
Students will be able to…
1) Students will describe the practice of paper weaving as a method employed by nurses in early America to aid in fine motor skill rehabilitation.
2) Students will brainstorm the ways the nurses and medical personnel were resourceful and write a summary on their creation based on their research and brainstorming.
3) Students will demonstrate paper weaving by creating their own technique and taping their final designs on a plain piece of paper.
4) Students will be evaluated on their paper weaving performance by presenting their research into historical methods of rehabilitation therapy and how helpful these techniques have shaped modern medicine.
Lesson Standards:
* S.HAP.6
Prior Knowledge Students Need to Have For This Lesson:
* Students must know how to operate scissors and feel comfortable with basic arts and craft supplies.
Materials Needed:
* Scissors
* Construction paper in different colors
* Brainstorm sheet (included)
* Tape to tape on separate paper once weaving is done
* Glue
Accommodations:
* Place an aid or teachers assistant with students who need assistance.
* Provide pre-planned weaving techniques.
* Have pre-cut slices of paper for those who have trouble cutting.
Resources:
* https://www.firstpalette.com/craft/paper-weaving.html
The Use of Medicine in the Establishment of Early America
A WV Medical Hands-On Lesson on Early Medical Advantages
Lesson Procedure:
1) Introduce the lesson during a time when studying the body's motor skills with a small discussion of how important fine motor skills are. Display the essential question to the class so the students understand the end goal.
2) Students conduct a brainstorm and research session to gather information about nurses and medical professionals during the time and how resourceful they were.
3) Instruct the students to get 1 piece of paper for the base paper and however many colors they want for the strips they'll leave. Fold the base paper in half hamburger style. Cut evenly spaced slits in the folded paper starting from folded edge to the opened edge. Unfold the paper and prepare it for weaving. Then with the other colored pieces of paper, cut strips, it does not matter the width but it must be longer than the length of the main paper. Take one of your pre-cut strips and start weaving. When weaving strips make sure that each strip is started in an opposite pattern than the strip before. Once weaving is finished, flip the paper over so the back is facing upwards and apply glue at the end of the paper strips. Then fold it over the glued edges to glue them to the back of the paper, apply extra glue to secure the edges if needed. Once finished tape to plain paper and decorate if the students want!
4) Once finished, the students are to present their design to the teacher and what they found in their research. Ask each essential question to evaluate what was learned in the lesson.
5) The students will have to explain what muscles, joints, or nerves paper weaving strengthened in the soldiers' bodies along with 3 historical rehabilitation therapy methods that most likely helped shape our modern ways of medical therapy.
Outcome and Assessment:
* Outcome:
- Students will be able to discuss how nurses were resourceful and helped to repair their patients in that time. Students will be able to show off their design and the historical rehab methods they found that shaped modern medical therapy today.
* Assessment:
- Students will show their teacher the information and what they have learned. They will also tell the teacher how they could use this information for their future career in the healthcare field.
NAMe:
BRAINSTORM
RESEARCH
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English
This half term we will be learning all about World War 1. The children will
be learning about what it would have been like to be a soldier in the trenches and what life would have been like for families back at home. They will also be thinking about poppies for remembrance. They will be writing in a variety of genres including diaries, recounts, stories, discussion text, poetry and letters.
They will continue practising reading through guided and individual reading, focussing on finding information in a text. There will continue to be a high focus on letter formation and spelling. Daily SPAG (spelling, punctuation and grammar) lesson will take place.
Music
The children will be participating in a range of musical activities, focussing on listening to and commenting on live and recorded music. They will be learning Christmas songs for our carol service and the choir will continue to learn a range of songs for performance.
Science
This half term, the children will be conducting an experiment to find out what plants need to begin to grow. They will observe and describe how bulbs and seeds grow into mature plants.
VISITS/OTHER
We will be reading books by this author and talking about reoccurring themes and characters. The choir will visit James Lloyd Trust to sing at Christmas.
Author of the half term– Hans Christian Andersen and Brothers Grimm.
Art
The children will be working with clay to make a candle holder in the shape of a poppy. They will also be making a selection of Christmas decorations including using the technique of press printing to make a Christmas card.
Curriculum Newsletter
Autumn 2
Year 2
PE
Oak class will be swimming on Monday morning. Please remember to bring PE kits for your PE day. PE kit usually consists of a plain white top and bottle green shorts/bottoms and black pumps . Girls must have their hair tied back.
PE will be on Monday or Tuesday afternoon taught by Mr Coley (our Sports Coach) and Wednesday or Thursday afternoon with the regular class teacher.
Design Technology
Children will continue to work with fabric to design and make a purse or a wallet. This should be fit for purpose and decorative.
Maths
Children will continue to develop their knowledge and understanding of addition and subtraction using one, two and three digit numbers and developing their range of calculation strategies including using visual maths. They will begin to apply these strategies to word problems, practising working out which calculation they need to solve a problem. They will be learning about multiplication and division, recalling and using multiplication and division facts for the 2, 5 and 10 times table. They will calculate mathematical statements for multiplication and division and solve problems using arrays, repeated addition and mental methods.
They will be interpreting and constructing graphs and sorting objects into categories. They will also be learning about length and mass, comparing and ordering using appropriate standard measures.
History
The children will be learning all about World War One and what life was like for soldiers in the trenches. They will think about how Bournville was affected by the War.
Computing
This half term the children will be 'Game Testers'. They will be exploring how computer games work.
RE-
This half term we will be thinking about feelings linked to Anti—Bullying week, The children will explore Jesus and his teachings and think about the Christmas Story. | 1,331 | 686 | {
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St Charles Curriculum Information - Year 3 SPRING 1 2018
Literacy
This half-term, we will write our own adventure story based upon the text 'Stig of the Dump', our class novel. We will focus on carefully constructing the events in our own version. We will also write a discussion text, which will be linked to our learning in Science, History and Geography.
Religious Education
We will complete our Visitors theme by celebrating the Epiphany and the arrival of the 3 Kings at the birth of Jesus. We will hold a special day of celebration with children from Brookhouse School, Blackburn, who will spend a day with us to celebrate the Epiphany. We will then begin our theme of Journeys when we will consider the Liturgical Year of the Church.
French
We will continue to learn colours and begin to learn new commands and some classroom vocabulary.
Music
We will continue to learn the recorder with Mrs Baker each Monday and the children will learn a range of songs for performance.
Geography
This half-term, children will investigate earthquakes and volcanoes: what they are; why they happen; and how they affect the landscape and human activity.
History
We will consider the effects of the most recent Ice Age and the Mesolithic period which followed, during which, Britain was largely woodland and Stonehenge was constructed.
Maths
Science
We will continue to use the Maths No Problem scheme of work during this half-term. We will learn the formal written methods in Multiplication and Division before moving on to the topic of measurement when we will learn length, volume and mass facts.
Diary Dates:
Clubs
Monday, 15
January th
Tuesday, 16 th January: Y5/6 football starts
Wednesday, 17
: Choir starts again th
Thursday, 18 th January: Year 3 Swimming starts again
January:
Friday, 19
th
Band starts again
January: Year 3 Assembly
Friday, 19
th
January: Y5/6 Multi sports starts
Thursday, 11 th January at 6pm: Open Evening Monday, 15 th January at 6.30pm: PTFA meeting in school
Sunday, 4 th February at 10am: Blackburn Road Runners Junior 2k run at Witton Park
Saturday, 27 th January: International Food Evening
Tuesday, 6 th February at 6.30pm: Assessment update for Y6 parents
Friday, 9 th February: School closes at 3:30pm and reopens on Monday, 19 th February
Family Masses
Sunday, 14th January, 10am
Sunday, 11th February, 10am
Computing
Our computing theme this half-term is Digital Research. We will learn how to phrase questions, using child friendly search engines, to find the information we need.
This half-term, we will investigate different types of rock: sedimentary, igneous and metamorphic. We will examine them to work out the different ways in which rocks can be formed and the different layers which make up the earth beneath us.
P.E.
PE will be on Tuesdays and Swimming will be on Thursdays.
On Tuesday afternoon we will be learning to play hockey with Mr. Slater. Some sessions may take place outside so please make sure your child has a pair of supportive trainers to wear.
Swimming will restart on Thursday, 18 th January 2018. The children will need a swimming costume / trunks, a towel and a swimming cap for long hair.
Please help to develop your child's comprehension skills and enthusiasm for reading by asking them about the books they are reading.
Spellings will be set each Friday and will be tested the following Friday. Please encourage your child to learn their spellings.
The children will be given a half-termly home learning project which will be based on our theme 'Rock and Roll'. This will be sent home with your child next week and should be returned no later than Friday, 9 th February 2018. | 1,560 | 832 | {
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SHAKEPEARE BIOGRAPHICAL OUTLINE
Author Unknown
William Shakespeare (1564-1616)
I. Born in Stratford upon Avon in England
A. Attended grammar school (much harder than today, similar to high school
II. Married Anne Hathaway
B. She was pregnant
A. She was 26, he was 18
C. Had a girl -- Suzanna. Two years later, had twins --
D. Much of Shakespeare's early life in unknown
Judith and Hamnet
1. Name on legal documents
2. Gap of 10 years called the Lost Years
III. Left wife and kids and traveled to London -- joined up with troupe of actors
B. While in London, lived the life of an actor -- free,
A. Worked as writer and actor
liberal, unfaithful to wife
C. Criticized by several writers of period for not being university educated -- called "upstart crow"
IV. 1594 -- Shakespeare and other actors formed new acting
A. Became most famous -- when Queen dies, became King's Men company -- Lord Chamberlain's Men
B. Was shareholder in company
V. Also wrote poetry -- Sonnets
A. 14 line poems with specific rhyme scheme
VI. Wrote histories, comedies, tragedies, and romances -- 37
A. Plays not considered great literature during his day -like TV scripts
plays in all
VII. 1610 -- retired and bought New Place -- big house
B. Died in 1616
A. Was famous and rich
VIII. Shakespeare's plays were published after his death by two
A. First Folio -- big sheets of paper folded once fellow actors -- Hemming and Condell in 1623
B. Earlier -- copies of some plays were published during Shakespeare's lifetime, often without consent -"pirated copies"
2. Published in small, cheap editions called Quartos
1. Often these were full of mistakes -- actors wrote down what they remembered or "scribes" went to plays and wrote down quickly what they heard
a. Sheets of paper folded in fourths
IX. Shakespeare wrote about the human condition
B. Universal -- emotions still felt today
A. characters from all walks of life
X. Used language during time when it was new and changing
1. "Knock, knock, who's there?"
A. Invented new words and phrases still used today
2. "Into thin air..."
B. Used imagery and figurative language
XI. His later plays were complex and darker in tone
A. OTHELLO is one of these | 1,069 | 551 | {
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The RayZer Lightbox
djb microtech hope that you and your students enjoy using the RayZer Lightbox. Most traditional rayboxes require blackout conditions to work properly. However with the RayZer Lightbox students can work in subdued lighting hence aiding classroom management.
Your Rayzer Lightbox is supplied with:
* 9V dc plugtop power supply
* baseboard
* this information sheet.
Safety
The Rayzer Lightbox has been fixed to a baseplate in order to reduce its potential misuse by students and also to provide a convenient work area.
The Rayzer Lightbox consists of three laser diodes each emitting less than 1mW of visible red light. The product has been tested and is class 2 to current versions of IEC 60825-1 and BS EN 60825-1.
Inside the Rayzer Lightbox there is a lens that causes the three laser beams to diverge. This results in three vertical beams leaving the unit. Consequently in the event of any radiation entering the eye, that radiation will only be a small fraction of the radiation leaving the laser diodes. However to encourage safety and good practice students should be instructed not to look into a laser beam.
Another warning label (Figure 2) is placed below the Rayzer Lightbox. This label states that the RayZer Lightbox is class 2, output power is <1mW and the wavelength is 630 - 660 nm.
A laser warning sign (Figure 1) has been placed above the unit and teachers should draw to their pupils' attention the symbol and its significance. An identical label has been placed on the underside of the Rayzer Lightbox. In the unlikely event that the unit requires servicing by a technician then there is a hazard warning symbol on the unit itself even when removed from the base board. At all other times the Rayzer Lightbox should be attached to the baseboard.
Caution - Use of controls or adjustments or performance of procedures other than those specified may result in hazardous radiation exposure.
Using your Rayzer Lightbox
- Connect the plugtop power supply.
Using your Rayzer Lightbox is very straight forward.
- Select one or three laser beams by positioning the slide switch.
- If you wish to trace the path of the rays a piece of white paper should be placed on the baseboard and then the paths of the rays can be marked on the paper.
- Place the object to be studied in the path of the rays.
Experiments to try
1) Position the switch so that there are 3 beams. Place a 'fat' convex lens in the path of the rays. Measure the distance from the focus to the lens i.e. the focal length of the lens.
2) Position the switch so that there are 3 beams. Place a 'thin' convex lens in the path of the rays. Measure the distance from the focus to the lens i.e. the focal length of the lens. Compare the fat and thin lenses.
3) Position the switch so that there are 3 beams. Place a concave lens in the path of the rays. Projecting the rays back to a point produces a virtual focus. The focal length of the lens is the distance from this point to the lens. A negative sign is put in front of it because its focus is on the other side of the lens.
4) Predict what will happen when a convex and concave lens are combined then try it.
5) Position the switch so that there is 1 beam. Place an equilateral prism in the path of the ray. Repeat using 3 rays.
6) Position the switch so that there is 1 beam. Place a 45° prism in the path of the ray. Repeat using 3 rays.
7) Position the switch so that there is 1 beam.
Place a rectangular block in the path of the ray. Note where the ray enters and leaves the block. Turn the block so that it is at right angles to the beam. Repeat using 3 rays. Repeat using a rectangular plastic container with some water in it.
8) Position the switch so that there is 1 beam. Place a semi-circular block in the path of the ray. Ensure that the curved surface is closest to the Rayzer Lightbox. Note the path of the ray at each edge of the block. Repeat using 3 rays.
9) Position the switch so that there is 1 beam. Place a semi-circular block in the path of the ray. Ensure that the straight edge is closest to the Rayzer Lightbox. Note the path of the ray at each edge of the block. Repeat using 3 rays.
10) Position the switch so that there are 3 beams. Place a circular block in the path of the rays. Trace the rays.
11) Position the switch so that there is 1 beam. Place a mirror in the path of the ray. Trace the ray. Draw a normal and measure the angles of incidence and reflection.
12) Position the switch so that there is 1 beam. Place a diffraction grating in front of the beam and calculate the wavelength of light.
djb microtech ltd
Email: email@example.com Website: www.djb.co.uk Phone/fax 01475 786540 | 1,866 | 1,078 | {
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Books by Priscilla Cummings
Ages 2 and up (32-page, full color, hardback):
Meet Chadwick and his Chesapeake Bay Friends
An introduction to Chadwick the Crab and his Shady Creek friends.
Chesapeake ABC
Learning the alphabet the Chesapeake way!
Chesapeake 1-2-3
Counting and learning about the Chesapeake Bay
Chesapeake Rainbow
Companion book to ABC and 1-2-3 about colors.
Santa Claws: The Christmas Crab
One little crab wakes his friends for the holiday.
Beetle Boddiker
A tiny beetle must cross the back yard and street to see his brother.
Beddy Bye in the Bay
How and where animals go to sleep.
Ages 5 and up (32-page, text-heavy with color illustrations, hardback):
Chadwick the Crab (A little crab with a big dream. First in the series.)
Chadwick and the Garplegrungen (Chadwick fights pollution.)
Chadwick's Wedding (Chadwick and Esmerelda get married!)
Chadwick Forever (Chadwick's family arrives!)
Toulouse: The Story of a Canada Goose (A Canada goose gets lost.)
Novels
The Journey Back (Ages 10 and up). Fourteen-year-old Digger escapes from a juvenile detention center. Will he find redemption? (Follow-up to Red Kayak.)
Blindsided (Ages 10 and up) Fourteen-year-old Natalie loses her sight and must confront every blind person's dilemma. Will she live scared or embrace new skills?
What Mr. Mattero Did (Ages 10 and up) Dual narrators relate the story of a middle-school music teacher accused of improperly touching three of his students.
Red Kayak (Ages 10 and up) Living near the water on Maryland's Eastern Shore, thirteen-year-old Brady Parks and his best friends, J.T. and Digger, become entangled in a tragedy that tests their friendship and their ideas about right and wrong.
Saving Grace (Ages 8 and up) Historical fiction. In 1932, during the Great Depression, Grace must make a life-changing decision.
A Face First (Ages 10 and up) A twelve-year-old girl struggles to recover from catastrophic burns and in the process discovers a talent she never knew she had.
Autumn Journey (Ages 9 and up) The story of a boy, a Canada goose and a family struggling to stay together in the face of hard times.
. | 958 | 522 | {
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PARTS PER MILLION EXTRA PRACTICE WORKSHEET
1. 25 grams of a chemical is dissolved in 75 grams of water. What is the concentration of the chemical in parts per million (ppm)? 250000
2. Suppose 17 grams of sucrose is dissolved in 83 grams of water. What is the concentration of sucrose in ppm? 170000 ppm
3. 35 grams of ethanol is dissolved in 115 grams of water. What is the concentration of ethanol in parts per million? 2.3 x 10 5
4. The solubility of NaCl is 284 grams/100 grams of water. What is this concentration in ppm? 284000 ppm
PARTS PER MILLION EXTRA PRACTICE WORKSHEET
1. 25 grams of a chemical is dissolved in 75 grams of water. What is the concentration of the chemical in parts per million (ppm)? 250000
2. Suppose 17 grams of sucrose is dissolved in 83 grams of water. What is the concentration of sucrose in ppm? 170000 ppm
3. 35 grams of ethanol is dissolved in 115 grams of water. What is the concentration of ethanol in parts per million? 2.3 x 10 5
4. The solubility of NaCl is 284 grams/100 grams of water. What is this concentration in ppm? 284000 ppm
PARTS PER MILLION EXTRA PRACTICE WORKSHEET
1. 25 grams of a chemical is dissolved in 75 grams of water. What is the concentration of the chemical in parts per million (ppm)? 250000
2. Suppose 17 grams of sucrose is dissolved in 83 grams of water. What is the concentration of sucrose in ppm? 170000 ppm
3. 35 grams of ethanol is dissolved in 115 grams of water. What is the concentration of ethanol in parts per million? 2.3 x 10 5
4. The solubility of NaCl is 284 grams/100 grams of water. What is this concentration in ppm? 284000 ppm
PARTS PER MILLION EXTRA PRACTICE WORKSHEET
1. 25 grams of a chemical is dissolved in 75 grams of water. What is the concentration of the chemical in parts per million (ppm)?
2. Suppose 17 grams of sucrose is dissolved in 83 grams of water. What is the concentration of sucrose in ppm? 170000 ppm
3. 35 grams of ethanol is dissolved in 115 grams of water. What is the concentration of ethanol in parts per million? 2.3 x 10 5
4. The solubility of NaCl is 284 grams/100 grams of water. What is this concentration in ppm? 284000 ppm
PARTS PER MILLION EXTRA PRACTICE WORKSHEET
1. 25 grams of a chemical is dissolved in 75 grams of water. What is the concentration of the chemical in parts per million (ppm)? 250000
2. Suppose 17 grams of sucrose is dissolved in 83 grams of water. What is the concentration of sucrose in ppm? 170000 ppm
3. 35 grams of ethanol is dissolved in 115 grams of water. What is the concentration of ethanol in parts per million? 2.3 x 10 5
4. The solubility of NaCl is 284 grams/100 grams of water. What is this concentration in ppm? 284000 ppm
PARTS PER MILLION EXTRA PRACTICE WORKSHEET
1. 25 grams of a chemical is dissolved in 75 grams of water. What is the concentration of the chemical in parts per million (ppm)? 250000
2. Suppose 17 grams of sucrose is dissolved in 83 grams of water. What is the concentration of sucrose in ppm? 170000 ppm
3. 35 grams of ethanol is dissolved in 115 grams of water. What is the concentration of ethanol in parts per million? 2.3 x 10 5
4. The solubility of NaCl is 284 grams/100 grams of water. What is this concentration in ppm? 284000 ppm
PARTS PER MILLION EXTRA PRACTICE WORKSHEET
1. 25 grams of a chemical is dissolved in 75 grams of water. What is the concentration of the chemical in parts per million (ppm)? 250000
2. Suppose 17 grams of sucrose is dissolved in 83 grams of water. What is the concentration of sucrose in ppm? 170000 ppm
3. 35 grams of ethanol is dissolved in 115 grams of water. What is the concentration of ethanol in parts per million? 2.3 x 10 5
4. The solubility of NaCl is 284 grams/100 grams of water. What is this concentration in ppm? 284000 ppm
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Scientists Develop 'Infinitely' Recyclable Plastics Replacement
One of the factors driving the plastic pollution crisis is that very little of it gets reused effectively—as of 2015, only 9 percent of all plastics ever made had been recycled, a 2017 Science Advances study found.
This is because, as ScienceNews explained, when plastics break down, they usually break down into molecules that can't be easily reshaped into plastics or other useful items without going through many different chemical processes.
But researchers at Colorado State University (CSU) have developed a potential solution to the plastic recycling problem.
In an article published in Science today, they unveiled a new polymer with many of the same characteristics as plastic that can be more easily returned to its original molecules to be recycled, without the need for toxic chemicals or complicated lab processes, a CSU press release reported Thursday.
"The polymers can be chemically recycled and reused, in principle, infinitely," Eugene Chen, a CSU chemistry professor whose lab developed the material, said.
Polymers, of which plastics are one type, are made from chains of repeating molecules. The new polymer developed by Chen's lab shares important characteristics with plastic such as strength, durability, lightness and heat resistance.
The recent polymer builds on another developed by Chen's lab in 2015, which could only be made under commercially impractical cold conditions. It was also softer than plastic, with less heat resistance and molecular weight.
But Chen said the lessons learned from that polymer were essential to developing the newer model, which can be made without solvents and under room temperature conditions that could be more easily replicated by industry. It can also be easily broken down using a catalyst and returned to its original shape for reuse.
The polymer still needs more work before it will be available commercially. Chen and his team have received a grant from CSU ventures that they are using to develop an even cheaper, more efficient process for developing similar polymers, as well as exploring how they can be produced on a larger scale. But Chen thinks he and his team are headed in the right direction.
"It would be our dream to see this chemically recyclable polymer technology materialize in the marketplace," Chen said in the press release.
If Chen makes that dream come true, his work could aid governments and businesses as they work to reduce plastic pollution. Just a day before his paper was published, more than 40 UK businesses joined a UK Plastics Pact that aims, among other things, to source 30 percent of the UK's packaging from recyclable sources by 2025. | 1,085 | 520 | {
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Daily Summary Friday 28 th
March 2014
1. The day began well and followed the work plan.
2. The Warm up exercise [Karen + Éamon] was a simple 'mirroring' one. The objectives were
Fun way to begin day
Raise awareness as to how it feels to be restrained in movement by another person [mirror] and how it feels to have 'power' over the other person's ability to move. [person]
The students worked in pairs [some restrictions on choice of partner]
2. Blogs [Lillian]
The students followed the instructions and when ready formed a chain. [variation of the 'Pass the Parcel']. Whoever has the parcel speaks. Point of note was the way the general body supported any student where language was a challenge.
The item was well organised and the students participated willingly.
3.Student presentations [Lillian]
The presentations were as per the work plan. Time was given for questions and the audience had to give feedback in writing. Those giving feedback worked in pairs and changed pairs after each presentation. The presentations were limited to 15 min. each [including questions] The written submissions of the pairs were collected and given to the relevant teams.
Some points to note. The presenters focused on the product [understandable!] but some members did not always address remarks to the audience. Focus was on the presentation of the 'facts' but not on the 'performance'.
That said, the interplay between the team members was very good . They supported each other and gave the impression that they knew what they were doing. One of the teams, in particular was very innovative in getting their message to the audience [even though it did involve a little practical joke on one of the team].
The students were very competent in answering questions from the audience and the audience reacted very positively.
Pairs, for feedback were chosen of a variety of fun criteria and appears to have worked very well. Overall one could rank the exercise as very professional in terms of organisation [both teacher and student], product, participation, showing evidence of innovation and ,in particular, commitment.
There was an interruption to proceedings mid way through and the matter was handled very competently and the time plan was adapted to cover the loss of time.
4. Presentation [Lillian]
Because of the interruption mentioned above, the presentation on innovation and entrepreneurship in education was given after lunch. The time was restricted but the students responded very well and appeared to appreciate the input.
5. Games, games, games [Erica]
This presentation was very interactive and the students actively engaged in the games. Some of the games mentioned are meant for schools and are designed to enable teachers to guide/direct children in mastering the intricacies of reading as well as other subjects. Other games are devised to encourage team work, bonding, self development, social exploration, racialism, class, feminism and discrimination.
Despite the fact that this was the last day and the last class on Friday the atmosphere/climate was very intense yet very professional. They attacked each task with vigour, they were very supportive of and very kind to each other. They appeared to enjoy the challenge and, no matter how tired they were prepared to give of their best.
6. Final 'house keeping' [Sabine] Sabin outlined, again, the requirements that need to be forwarded to her in order to get payment for expenses. Claims can be made via email, or other electronic methods but the original 'hard copy' need to be sent to her . It is a EU requirement that such material need to be kept for 5 years!
7. The presentation of certificates to the students brought the formal part of the programme to a close. Certificates were presented by Baruk. | 1,434 | 762 | {
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PARENT'S GUIDE TO THE PHASES
There are approximately 936 weeks from when your child is born to when he or she moves on to their next after graduation. This number is only significant if you stop for a minute to consider what that really means: Your time to influence your kids while they are still kids is limited. This is not intended to make you feel guilty or sad, but to motivate you to consider how to be more intentional with the time you have left with them.
We believe there's more to a phase than just waiting for a series of undesirable characteristics to pass. We believe a phase is a timeframe in a kid's life when you can leverage distinctive opportunities to influence their future.
So how do you make the most of each phase? First you need to rediscover your kid in the phase they are in now— because they are constantly changing! Then you must determine how your role as a parent is changing in every phase. It's only then that you will be able to meet their unique needs, answer their critical questions, and influence their future.
Through a nationwide collaboration of teachers, parents, doctors, counselors, and leaders of kids, the Just a Phase project has developed a series of research-backed resources to help you understand and leverage each phase to its fullest potential. Here are some of the available resources:
PHASE GUIDES
The Phase guides are a series of 18 interactive, journal-style books to guide you through each year of your kid's life from birth to graduation.
In each guide, you'll discover . . . what's changing about your kid over the next 52 weeks, the 6 things he or she needs most, and 4 conversations to have in this phase.
And parents will discover their role in every phase . . .
In Preschool: Embrace their Physical Needs In Elementary: Engage their Interests In Middle School: Affirm their Journey In High School: Mobilize their potential
PARENTING THROUGH THE PHASES SMALL GROUP STUDY
We don't want you to parent alone, so this study is designed to invite a group of parents who are either parenting in the same phase, or in different phases, to join a six-week conversation about things that matter in parenting. You'll want to pick up a phase guide for the phase of your kid to discuss with others in your group.
PHASE SUMMARIES
Each of the 18 summaries includes a brief description of the phase, growth and developmental insights, simple techniques for influencing a kid's mind and heart, and a road map for building a faith of their own. Keep this as a reference for a quick snapshot to help you gauge what is normal at this age, and to remind yourself what's most important to focus on in this phase.
PARENT CUE APP
The Parent Cue App is available for both iOS and Android platforms. Each week, the App gives you cues to help you make the most of everyday moments with your child. Also, we'll include phase specific information about the phase your child is in so you can get to know who they are and what they are experiencing.
For these and other great parent resources, visit the Parent Cue store.
parentcuestore.org.
©2018 The reThink Group, Inc. All rights reserved. • www.theparentcue.org | 1,262 | 669 | {
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Hawthorn Tree Primary School
Behavior and safety findings at our school
By the school council (March 2016)
How we carried out the research.
* The Governor Mrs L Wonnacott asked the school council to find out what the children of Hawthorn Tree thought of behaviour and safety in our school.
* The school council surveyed 19 children in total, two children per class, other than Y5/6 (school council member away,) Y1 – Y6.
* Each class were asked the same questions. The school council asked the children the questions and wrote their responses.
* Emily, Alisha, Tyler, Jack M and Ryan looked through the questionnaires to collate the results.
* We used the results to put the presentation together for the behaviour and safety Governor Mrs L Wonnacott. .
Likes
* Things we like in our school:
* PE
* English lessons
* Play Equipment
* Golden time
* Opportunities for sports and music
* Trips and fun days e.g. charity fund raising days.
* Play times
* Maths lessons
Dislikes
Things we are not keen on :
* Homework
* When the children kick the ball over the fence
* Bullying
* When children brag
* Getting knocked over in the play ground
* When children enter the school field in holiday time
Behaviour
* 57% of our children believe we behave well in school.
* ONLY 5 % believe we do not behave well in school. Some responses are on the play ground and a few in lesson time.
* However 37% 'sometimes' think that behaviour varies, especially in the play ground. (Most of the 'sometime' responses are about children falling out at play time.)
The meaning of bullying
* 84% think that bullying means when a child is hurt, frequently, verbally or physically. (This is learnt in assemblies and class discussions.)
* 16% Believe it means when someone is mean continuously.
* Children believe there are minor incidents of bullying throughout the school.
* 42 % say we have no bullying.
* 32% say we have minor incidents of bullying. (Children unkind, but suggesting fall outs with friends.)
* 26% say there are incidents of bullying. (5 children)
Action taken on bullying
* 85% of the children at Hawthorn Tree Primary School would tell an adult, Junior PCSO, teacher, TA, mentor or parent.
* 16% of the children would walk away, do something back and tell the teacher.
* 75% of the children know bullying would be tackled by our behavior code, detention time, time with a learning mentor, the deputy and head teacher.
* 26% of the children recommend sorting friendship issues, play with others, time apart from each other.
* The school council feel that the results show there are ways to solve problems in the school.
It is important to us that we are safe
* An over whelming majority of children feel safe in our school – 89%
* ONLY 11% say sometimes (2 children)
What we do if we do not feel safe…
* If we are worried we are not safe we would…
* 37% would tell a teacher, TA, mentor or SLT member
* 32% would talk to other children, for example play ground leaders and PCSOs
* 26% of the children would talk to children and adults.
* 1 child said alarms???
Feeling uncomfortable, we can talk to…
* 42% said teachers, TAS, mentor and SLT.
* 21% said school council or PCSO
* 21% of children said both.
* 16% parents and friends.
At Hawthorn Tree there is always someone to talk to.
It is comforting to know 85% of children would tell an adult if they were sent hurtful messages on the internet or on your mobile.
Only 11 % would not ! (2 children)
Our children know the rules:
89% of the children know the internet safety rules.
Only 11% do not. (2 children)
Thank you for listening to our findings on safety and behaviour.
The survey has enabled ourselves to look at the children's understanding from messages in assembly and PSHE lessons on behaviour. Also, we can see how the teachers, teaching assistants and learning mentors, PCSOs, play ground leaders and schools council help us to keep ourselves safe and support behaviour in the school. Also, we know which children are unsure about the messages and we can consider ways to solve this.
By Hawthorn Tree School council | 1,758 | 946 | {
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Recipe Crediting Worksheet
Recipe Name Chicken Biscuit Pie
Portion Size 1/3 Cup
Resource used for Crediting
SBG
Yield 66 servings
| (1) Ingredient | (2) Amount (weight or measure) | (3) Meat/Meat Alternate (ounces) | (3) Vegetable/ Fruit (total cups) |
|---|---|---|---|
| B.S. Chicken, shredded | 8.75 lbs | 101.5 | |
| Mixed Vegetables | 6 cups | | 6 cups |
| (4) (5) (6) | Recipe Total | 101.5 ounces | 6 cup(s) |
| | Calculations | divide by the number of servings the recipe yields | Multiply by 4 = ¼ c |
| | | | divide by the number of servings the recipe yields |
| (7) | Each portion contributes | 1.53 ounces | .3 ¼ cup(s) |
Instructions:
1. List all ingredients and the form they are in (whole, diced, chopped, etc).
2. List the measured amount of the food item in either the weight or measure (volume).
3. Record the yield of the Meat/Meat Alt. in ounces, the yield of Vegetable/Fruit in whole cup servings, and the Grains/Breads in equivalents for ages 3-5. Use the USDA Food Buying Guide and the Easy to Use Grains/Breads Chart to determine the yield of these ingredients.
4. Add up the number of ounces of Meat/Meat Alt., total cup servings of Vegetable/Fruit, and the total equivalents of Grains/Breads for ages 3-5.
5. Multiply the total cups of Vegetable/Fruit by 4 to get the total number of ¼ cups.
6. Divide the total of each component (Meat/Meat Alt., Grain/Bread, Vegetable/Fruit) by the total number of portions the recipe yields to get the amount each portion contributes.
7. Round down the ounces fo Meat/Meat Alt. to the nearest 0.25 ounce. Round down the Grain/Bread to the nearest 0.25 equivalent. Round down the Vegetable/Fruit to the nearest 0.5 ¼ cup. If the Vegetable/Fruit contribution is less than 0.5, it is too small to be counted.
Recipe Name: Chicken Biscuit Pie
Resources used for Crediting SBG
Component Contribution
X Meat/Alt
Vegetable/Fruit
Grain/Bread
1/3 cup
3-5 yr old
Portion Size
Age Group
| Ingredient | Form (whole, chopped) | |
|---|---|---|
| B.S. Chicken | | 8.75 lbs |
| Mixed vegetables | 6 cups | |
| Cream of mushroom soup | 75 oz | 75 oz |
| Milk | | |
| Salt | | |
| Mrs. Dash | | |
| Pepper | | |
| Bisquick | | |
| Milk | | |
| Eggs | | |
Directions:
Cook chicken, cool and shred
Mix vegetables, 2 cups milk, cream of chicken soup, seasonings and chicken.
Place in baking dish.
Mix Bisquick, 3 cups milk and eggs.
Pour over chicken mixture.
Bake at 375 degrees for 1 ½ hours. | 1,372 | 749 | {
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Dear Parents and Carers,
KS2 Reading
As you know, at Northbourne we all share a real passion for reading and a love of books. We know that the development of reading skills is absolutely crucial to the progress that children make across the curriculum and we are determined to enable your children to become confident, enthusiastic and effective readers.
In our determination to achieve this goal/vision, we would like to make you aware of some of the changes we have made to teaching reading in Key Stage 2. After successfully trialling it in Yr 5/6 last year, we have adopted a 'whole class' approach to the teaching of key reading skills. Instead of a daily 'reading carousel' of 30 minutes the children now have three longer reading lessons lasting approximately 50 minutes. Teaching the whole class, instead of groups, means all children in the class have access to the same level of text, can read with the teacher more often, moving faster through more or longer complex texts. It also allows all the children to focus on the same learning objective, share the learning experience and share ideas. All children within the class, in every session, will benefit from the teacher's explanations, modelling, questioning and feedback. The 'whole class' reading approach also allows more opportunities for topicrelated reading, reading as a stimulus for writing and examining the class story in greater depth. As a consequence, you may have noticed that your child's reading diary no longer has a weekly guided reading stamp. This does not mean we are not hearing your child read but just that we are working with them in a different way to develop their reading skills.
All the Key Stage 2 staff are extremely enthusiastic and committed to our new approach to the teaching of reading comprehension. Lesson observations show that this way of teaching is helping all children make good progress with this part of the curriculum, and discussions with small groups of children suggest that they overwhelmingly prefer this way of learning reading skills, largely because of the way it allows them to become more engrossed in longer, more complex texts.
If you have any questions about this change to our teaching, do not hesitate to speak to me, Mr. Shaughnessy or your child's teacher.
We thank you for your continued support.
Miss Hill
Literacy Co-ordinator
Northbourne CE (A) Primary School
Cockcroft Road Didcot Oxfordshire OX11 8LJ
Headteacher: Mr. P. Shaughnessy
Phone: (01235) 817744
firstname.lastname@example.org www.northbourne-school.org.uk | 1,012 | 536 | {
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TIME MANAGEMENT
In order to better manage your time you must first be aware of where and how you are spending it. Many of us feel pressed for time, but do not assess where exactly we are spending all of it. Make your life more manageable by applying the suggestions below to your every day life. Managing your time more effectively will also reduce stress and anxiety.
Purchase a Planner. Plan your week by prioritizing all of your obligations. Organize your responsibilities according to their level of importance. Plan the day's events the night before or first thing in the morning. Tackle the hardest things first to get them out of the way.
Learn to Say No. Everyone appreciates your help, but you need to give yourself time to complete your own tasks first.
Create Study Blocks. Study each subject in 60 minute and then take a break. It is important to take breaks as studying for longer periods can overload your brain causing you to retain less information. Material that is more difficult to understand may require you to take more frequent breaks to allow your brain to absorb the information in increments and lessen frustration.
Make Use of "Dead Time". While you are sitting in the doctor's office or riding as a passenger on a business trip study your notes or flashcards.
Evaluate Yourself. Constantly look at where you can maximize. If you find yourself procrastinating question what it is you are avoiding. And reward yourself for completing tasks and sticking to your schedule!
Remind Yourself. You will find it easier to manage your time and work towards your goals if you place goal reminders in your home and office. Look at them from time to time to remind yourself why you are pursuing your education and what you need to do to achieve that goal.
Assign Duties to Others. Ask others to help you if you need assistance in completing the minor tasks on your weekly agenda. Explain to them how important pursuing your education is to you and how helping with a minor task is supportive of that.
First Things First. Prioritize your obligations in order of importance. If something can wait until next week then schedule it to be completed at that time. Concentrate on completing one task at a time.
Making the most out of your time will increase your productivity and decrease negative consequences of an unorganized schedule. You will wonder why you did not do it sooner! Another important tip is to remember to schedule time for the things you enjoy. Rewarding yourself for sticking to your schedule motivates you to continue to manage life's demands. If you would like more information on time management contact student services at 1-866-932-4692 ext. 2807. | 1,008 | 546 | {
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Visual Study Guides
_______________________________________________________________
Subject Areas: All subjects
Grade Level: 6 – 12 (ages 11-18)
Time: At least one 45-minute class period; time outside of class as necessary
Lesson Objective:
Students will use visual learning techniques to help them organize and connect ideas and concepts to improve comprehension and retention of information.
Common Core State Standards 1:
College and Career Readiness Anchor Standards for Reading:
Standard 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Standard 10. Read and comprehend complex literary and informational texts independently and proficiently.
College and Career Readiness Anchor Standards for Writing:
Standard 6.
Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Overview:
By applying visual learning techniques, students will be better able to understand complicated concepts and remember them more easily. Using the Study Guide template will help students get started: Inspiration Starter>Templates>Thinking and Planning>Study Guide.
Preparation:
* This lesson requires the Inspiration ® software application published by Inspiration Software, Inc. 30-day trials can be downloaded at <http://www.inspiration.com/Inspiration>.
* A short list of words as explained in steps one and two below.
* Access to information such as a textbook and class notes which students will organize.
Lesson:
1. Begin with a simple and fun demonstration of the power of visual learning. Show students a list of words in random order in Outline View and ask them to read and remember them. After 30 seconds, hide the program and ask students to write down all the words they remember.
2. Repeat the process with the same group of words in Diagram View where the words have symbols associated with them and they are organized into categories, where possible. Again, hide the program after 30 seconds and ask students to write down everything they remember. Ask the students: Which list is longer? Which list is easier to remember? Why?
3. Explain that students will be using visual learning techniques such as applying symbols to words and visually organizing them to help them understand and remember what you are studying in class. Open the Study Guide template shown on the previous page and explain the different parts of the diagram.
4. Open the example file (Inspiration Starter>Learn to Use>Examples>Thinking and Planning>Study Guide) and review with students, so that they see what is possible. Point out the use of symbols which add visual meaning and make information easier to remember, and the way the ideas are organized with links.
5. Demonstrate how the Subtopic Quick Control in the upper-right corner of symbols can be used to show or hide the subtopics. Explain that this is useful for students to test themselves and each other on what they remember about a topic.
6. Point out the "Quiz Q & A" section of the study guide which can also be a powerful learning tool; answers are typed into Notes and are only revealed to check one's understanding of a topic.
7. Encourage students to add Hyperlinks to other sources of information, including any multimedia files available on the Internet.
8. Students can go to Outline View to finish recording their notes and organizing their information. This may be especially useful for the chapter outline portion of the study guide.
Adaptations / Extensions:
* Students can make presentations to the class using the Presentation Manager and/or their completed study guide diagrams. Having students create a visual presentation with key talking points and teaching the class will help them to better understand and remember the information, in addition to helping the whole class learn about it. See the Creating Oral Presentations I and II lesson plans for more information about this process.
* Students can prepare written essays about the topics of the study guides. They can transfer their project to a word processor using the Transfer tool to complete their writing.
1 © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. Learn more online at <http://www.corestandards.org>. | 1,821 | 828 | {
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Do you know where your water meter is located?
If you do, and you are keeping the meter clear and accessible, we thank you for your cooperation in helping us to provide accurate readings of your water meter. If you don't know where your water meter is, read on for tips on finding it and keeping it clear and accessible for our meter readers.
Most residential meters are located on or near the property line that divides municipal and private property. Typically they are accessed through a rectangular concrete lid but some are accessed through a rectangular metal lid in the driveway. If you can't locate your meter because of overgrown vegetation, then try to find your neighbour's meter. Determine how far your neighbour's meter is from the road or sidewalk and use this measurement as a guide to finding your own meter.
With Metal Lid
Keeping the meter clear
Water meters become overgrown with vegetation over time. Planting hedges, shrubs and plants next to a water meter box will require you to maintain access to the water meter in the future. Meter readers require access that allows them to stand over the meter box to properly lift and replace the concrete or metal lid. Typically this access would be three feet around the meter box and four feet above it.
Typical water meter; it looks clear because you can see the meter lid. But the vegetation prevents the meter reader from standing over the box.
Depending on your water system Bowen Island Municipality reads your water meter from twice a year to monthly during the summer months. Keeping the meter clear will avoid additional time for the meter reader locating and reading the meter. A leak in your water system could go undetected if the water meter is not read, and that means you pay an additional cost for the wasted water. Meter lids located in the lawn become overgrown with grass and need to be trimmed so the meter lid can be removed and replaced easily.
Before Trimming After Trimming Touch Pad Meter Lid
Bfti
i
Touch Pad meters are read with an electronic wand touched to a sending unit embedded in the lid. These meters still require complete access to the meter box to allow for meter checks, maintenance and emergency shutoff.
How to check for a leak
Make sure no one is using any water (e.g. taps, toilet, laundry, or dishwasher). Locate your water meter, which is under a 10 x 15 inch metal or concrete lid located outside on the property line. If your lid has a black plastic disc on it, then take care not to damage the wires attached to the meter head when removing and replacing the lid. Determine from the pictures below which meter type you have and what the leak indicator is. Watch the meter for 10 to 15 minutes. If the indicator is moving then there is water flowing through your meter and a possible leak somewhere in your water system. Bowen Island Municipality is not responsible for detecting or fixing water leaks on private property.
Newer meters have a red or black triangle and a needle that moves when water is flowing through the meter. Watch this to detect a leak.
Older meters have clock faces. The face that is located in this example is the ten gallon dial. The ten gallon dial is the leak indicator. Watch this to detect a leak. | 1,248 | 660 | {
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STUDY GUIDE FOR THE UNIVERSITY OF OREGON UNDERGRADUATE KEYBOARD SKILLS PLACEMENT EXAM
Keyboard Skills I-III – For those with less than 2 years of theory and piano
* Interval identification by playing and saying note names, the given interval, and direction (ascending or descending).
* One-octave scales in major, minor forms, and all modes with solfege.
* Arpeggiate major, minor, dominant, half, & fully-diminished chords and their inversions.
* Arpeggiate given major, minor, diminished, and augments triads and their inversions.
* Realize short I & V7 Roman Numeral progressions and Figured Bass lines in keyboard style with proper voice leading.
* Sight Reading single line melodies written in the Treble, Bass, Alto, and Tenor clefs.
Keyboard Skills I-III Honors
This is for students who can demonstrate the ability to play 2 octave major and minor scales hands together, have memorized piano repertoire, are piano majors or have had numerous years of private piano instruction.
Keyboard Skills IV-VI – For those with 2+ years of theory and piano
Theory
All second year keyboard theory exercises are to be played in "keyboard style"; that is, bass line in the left hand and three-note chords in the right hand. Exercises are done in keys up to three sharps and flats, using Roman Numerals, Figured Bass, and Lead Sheet notation (with most emphasis on Roman Numerals).
* Play tonic prolongations. (Be able to start with do, mi, or sol in the soprano voice of the right hand.) Ex. I--- V---- I, I--- V43---- I6, I--V65--I, I--V42--I6
* Play cadences. (Be able to start with do, mi, or sol in the soprano voice of the right hand.)
Ex V64-53--- I, V7----I 4--3, etc.
* Play secondary dominants. (Be able to start with do, mi, or sol in the soprano voice of the right hand.) Ex. I---V65/IV----IV, I--V43/vi---vi, etc.
* Use a pivot chord modulation to go from tonic to relative minor.
*
Use the circle of fifths to modulate.
* Play Neapolitan and Augmented Sixth chords in a chord progression.
Scales
* All minor scales two octaves.
* Modes one octave (Dorian, Phrygian, etc).
* Chord Progression i--iio6---V64-53---i in all keys. The Neapolitan may be substituted for the iio6.
Reading and singing
* Sing a melody while playing a bass line in the left hand.
* Sightread easy sonatinas. (KS V)
* Provide an accompaniment for a song (including secondary dominants). (KS IV)
* Play two-voice counterpoint at difficulty level of Bartok's Mikrokosmos II. (KS VI)
* Simplify a piano accompaniment into block chords and sing the melody for Schubert art song passage. (Final, Level VI)
* Read Lead Sheet at difficulty level of "Autumn Leaves" with root, thirds, and sevenths. (KS VI) | 1,360 | 700 | {
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Harmony 1.8 – Political Events from Nicaea to Constantine's Death (325-337)
Copyright 2016 Glen L. Thompson
This document is provided for personal and educational use. It may not be used for commercial purposes without the permission of the copyright holder. Last updated 2/2/17
| Socrates | Sozomen | Theodoret |
|---|---|---|
| Helenopolis to Nicomedia. He took up residence in the suburbs there and received Christian baptism. | holy baptism in one of the suburbs of that city. After the ceremony he was filled with joy and gave thanks to God. | a city of Bithynia. Knowing the uncertainty of human life, he received the blessing of holy baptism. He had put it off up to this point because he wished to be baptized in the Jordan river. |
| Constantine’s will | | |
| 1.39.3 After this he was in good spirits. He wrote his will, appointing his three sons as heirs to the empire. He gave each one of them their share, according to the arrangements he had made while still alive. 1.39.4 He also granted many privileges to the cities of Rome and Constantinople. He entrusted his will to a presbyter, the one who had been instrumental in the removal of Arius, which we already mentioned above. Constantine charged him not to give it to anyone besides his son Contantius, whom he had set up as ruler in the East. | 2.34.2 He then confirmed the division of the empire among his sons, according to his former allotment, and bestowed certain privileges on old Rome and on the city named after himself. He placed his testament in the hands of the presbyter who constantly extolled Arius and who had been recommended to him as a man of virtuous life by his sister Constantia in her last moments. Constantine commanded him with an added oath to deliver it to Constantius on his return, for neither Constantius nor the other Caesars were with their dying father. | |
| | | 1.32.2 He ordered that the great Athanasius should return to Alexandria and expressed this decision in the presence of Eusebius, who did all he could to dissuade him. |
| May 22, 337 – Constantine’s death | | |
| 1.39.5 After Constantine made his will, he survived a few days until he died. None of his sons were present at his death, so a courier was immediately sent to the East to inform Constantius of his father’s death. | 2.34.3a After making these arrangements, Constantine only survived a few more days. | 1.34.1a The emperor now was carried from his earthly dominion to a better kingdom. |
| 1.40.3 The Emperor Constantine lived sixty-five years and reigned thirty-one. He died during the consulate of Felician and Tartan, on the twenty-second of May, in the second year of the 278th Olympiad. So this book, encompasses a period of thirty-one years. | 2.34.3b He died at the age of sixty-five, in the thirty-first year of his reign. | |
| Constantine’s funeral and burial | | |
| 1.40.1 The body of the emperor was placed in a coffin of gold by close friends and then transported to Constantinople. There, it was laid out on an elevated platform in the palace, | 2.34.5a After the death of Constantine, his body was placed in a golden coffin, brought to Constantinople, and displayed on a platform in the palace. Those in the palace showed him | 1.34.1b The governors of the provinces, the military officers, and the other officers of the state put him in a golden coffin and carried him to | | 1,409 | 836 | {
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Instructional Grouping Worksheets DIBELS 6 th Edition Goals
What are these worksheets?
These worksheets provide one strategy for teachers and other education professionals to sort their students based on a pattern of performance on two or more DIBELS 6 th Edition assessments. These instructional groupings should be thought of as initial recommendations, which are then fine-tuned by the classroom or grade-level teacher(s).
These initial suggested groupings fall in line with other UO recommendations regarding the use of DIBELS; that is, they provide a concrete way to differentiate instruction based on assessment results (University of Oregon, 2008).
How do I use them?
First, print out a copy of your Class List Report from the DIBELS Data System (DDS; https://dibels.uoregon.edu/report/). This report is necessary because you will need each student's benchmark status (as well as their scores) on each measure handy. Then, locate the worksheet for the appropriate grade level and time of year within the packet. This information can be found at the top of each worksheet, in sequence (e.g., kindergarten, middle of year 1 to Grade 6 end of year). There is one worksheet, per grade level, per time of year. Third, write the name of each student and their DIBELS scores in one of the columns based on his or her pattern of performance on the primary DIBELS measures for the given grade and time of year. For example a second-grade student who is below the benchmark goal on both DORF and DORF accuracy in the spring of the school year would be listed in the column for Group 4.
Once your class is broken down in to groups, use your professional judgment to make updates to the initial suggestions: Do you have several students in Group 4? If so, consider splitting that group in two based on the actual raw scores listed in that group; Do two of the students in Group 3 have a difficult time getting along? Consider moving one student to either Group 2 or 4 based on their raw DIBELS scores; Are some students in Group 2 very close to the benchmark goal? If so, consider moving those students to Group 1, but continue to monitor their progress in core instruction. The main point is that you, as the teacher, update these groups flexibly and readily based on new assessment results and your own professional opinions.
1 Instructional grouping worksheets are available for all grades and times of the year with one exception: beginning of kindergarten. For students in the beginning of kindergarten, using the Class List Report alone is best.
Instructional Grouping Worksheets DIBELS 6 th Edition Goals
How were the groups determined?
These groups are based on a combination of the two most accurate DIBELS measures at a given time period. The receiver (or relative) operating characteristic (ROC) curve has become the standard for the evaluation of accuracy for screening measures like DIBELS, and the area under the curve, A, is the recommended index of accuracy (Pepe, 2003; Smolkowski, Cummings, & Stryker, in-press; Swets, 1996). All measures selected here have an A value of .75 or greater. If more than two measures at a given time period met the criterion of .75, then the greatest two were selected with the remaining measure used as a flag for additional information (Smolkowski & Cummings, 2014).
How do the groups relate to the benchmark goals?
These instructional groups prioritize differentiated instruction for lower performing students based on the DIBELS 6 th Edition Benchmark Goals. Students who score in the "some risk" range are grouped in with students who score in the "at-risk" range. Students who perform below benchmark need continued, strong, group-level instruction and perhaps some interim progress monitoring. Because both some and at-risk students fall in to the at-risk range in this model, make sure you continue to prioritize support for your lowest performing students—especially if you have several students in Group 4.
References
University of Oregon, Center on Teaching and Learning (2008). Introduction to the School-Wide Reading Model. Eugene, OR: Author. Available: https://dibels.uoregon.edu/training/
Smolkowski & Cummings (2014). Evaluation of the DIBELS (6th Edition) Diagnostic System for the Selection of English-Proficient Students at-Risk of Reading Difficulties. Manuscript submitted for publication. Available: https://dibels.uoregon.edu/docs/techreports/dibels-6th-goals-diagnosticreview.pdf | 1,973 | 949 | {
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