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Unit #4 Title: Skills for Success
Number of Lessons in Unit: 2
Time Required for each lesson: 30 minutes
Best time of year to implement this Unit: Anytime
Lesson Titles:
Materials/Special Preparations Required:
Lesson # 1: Getting Ready for Success, Part 1
Personal, Ethical, and Work Habit Skills Activity Sheet: Copy and cut skills into strips for each student.
3 Large pieces of paper – 1 titled "Personal Skills", 1 titled "Ethical Skills", and 1 titled "Work Habit Skills"
Resource 1: Missouri Mule Poem
Lesson # 2: Getting Ready for Success, Part 2
Personal, Ethical, and Work Habit Skills Activity Sheet: Copy for each group of four students (cut into strips prior to lesson)
Materials/Special Preparations Required:
Large Venn diagrams for each group
Tape for each group
Mississippi College and Career Readiness Standard:
SL.3.1, SL.3.1b, SL.3.1c, SL.3.1d
American School Counselor Association (ASCA) Mindsets and Behaviors:
B-SS.6, B-SS.9
M 1, M 6,
Unit Essential Questions:
How are skills related to success?
Unit Measurable Learning Objective:
The students will identify two personal skills, two ethical skills, and two work habit skills needed for success in school and work.
Unit Instructional Strategies/Instructional Activities:
X Direct (Compare and Contrast, Guided and Sharing-reading, listening, viewing)
X Indirect (Concept Mapping)
Experiential
Independent study (Research Project)
X Interactive Instruction (Peer Partner Learning, Discussion)
Grade Level: 3
Unit Summative Assessment (acceptable evidence):
Summative assessment should relate to the performance outcome for goals and objectives. Assessment can be question answer, performance activity, etc. Students categorize skills into group areas of: personal skills, ethical skills, and work habits; and then create a Venn diagram depicting the comparison between skills needed for school success and job success of workers in the community.
Brief Summary of Unit:
Students review basic skill areas and practice categorizing specific skills in the areas of personal skills, ethical skills, and work habit skills. Students then compare those skills to school and job success.
Student Prior Knowledge: What prior knowledge do students need (e.g. the steps to solving a problem) to be successful in this unit?
What does success mean? Students need knowledge of skills important for school success. | 1,218 | 534 | {
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Namibia's Himba people caught between traditions and modernity
By Pumza FihlaniBBC News, Opuwo, Namibia, 31 August 2017
Having survived genocide by German troops in the 1900s, Namibia's Himba people are now facing a bigger threat to their way of life - encroaching modernity.
Little has changed in Omuhoro village for generations - people live off the land and are closed off from the rest of the world. At day break, it is milking time - one of the daily duties of the village's women. The days are long but everyone has a role to play.
The older women walk for kilometres to collect firewood and water, while another group focuses on cooking enough food to feed the 30 or so mouths in this homestead. The boys mainly look after the cattle and goats while the young girls help with taking care of the many children running around - there is a great sense of shared responsibility. But since Namibia's independence in the early 1990s, a different lifestyle has begun to filter through.
'The children feel shame'
A steady stream of young men and women has been opting to leave the slow village life in exchange for a fastpaced modern world. Now some are worried this move will eventually spell the death of Himba culture.
Image caption
Namibia's Himba people have lived a subsistence life for many years
Owen Kataparo, a Himba man who grew up in Omuhoro, has taken me back to the Kunene region, an arid and rural area in north-east Namibia to show me how his community is changing.
We are welcomed by village head Chief Nongaba. He has four wives and 19 children - he is a small man but exudes authority. Three of his children attend school - some villagers think this is a bad idea. They say they've seen how school changes their children. Mr Kataparo agrees. "When these children get into school, most of the children feel shame. They think most of the children are talking about them, that they are not looking so beautiful," he tells me.
Looking the part
The Himba are known for their red matted braids, which are painstakingly made by mixing animal fat, ash and ground ochre, a stone found locally. A few steps from where we are sitting, a group of women are bonding. They are smearing their bodies with the same ochre mixture. Their mahogany skin glistens under the Namibian sun. They tell me this is their beautification ritual, and one of their distinguishing features.
It strikes me that Mr Kataparo is in western clothing - khaki shorts and a blue check shirt. The irony is not lost on him - now a successful businessman, Mr Kataparo says he feels he needs to assimilate to fit in. "When I'm in traditional clothes outside the village, I get strange looks. I have a few businesses and people treat me with more respect when I look like them, they take me more seriously," he says.
The young men in this village see him as a sign of success - a poster boy of what's possible. He is torn by this influence, he says. "A lot of boys leave the village and go down into the town to try to find a job," he says. "Some of the boys find a job, some of the boys don't find a job, and then some of them decide to take alcohol. They end up abusing their life."
For those taking the leap, the closest town is Opuwo, an hour's drive away and the capital of this region. It's nothing to marvel at but its restaurants, supermarkets and bars offer the first taste of a completely different life.
Problem drinking
One of the most popular hangouts for the Himba living in Opuwo is the Arsenal Bar owned by a Himba man, Seblon Nghiphangelwa, a friend of Mr Kataparo. It is one of 15 in the region and they all belong to him. Here they come to shed the responsibilities that come with traditional living, in this world it is everyone for themselves.
"Most of my customers are Himba, they come here every day," Mr Nghiphangelwa tells me. "Sometimes I feel ashamed when I see members of the Himba community getting drunk here. But I also feel ashamed to see them in Western clothing," he adds.
'The world has changed'
Back in Omuhoro, Chief Nongaba says this dilemma is inevitable. As head of the village, you'd expect him to be fighting to hold on to the past but instead he is preparing his children for a life outside the village walls - by sending them to school. But Chief Nongaba, who has never set foot inside a classroom, says it is his duty to prepare his children for a life outside the village. "I want them to become doctors, teachers, work in government. I want them to live a different life to me, I want them to look like you," he tells me.
"Why?" I ask and without hesitation, he responds: "The world has changed." But one of his wives, Mama Moharerwa, a tall figure with a booming voice, tells me their people belong in the village. "The best life for us is in the village - it's how we've lived for many years, it's what we know. In the city we cannot survive." People like Mr Kataparo are caught between the allure of modern life and a desire to save his traditional culture,
"It scares me a lot. I would prefer to die before the traditions of my people finish." | 1,894 | 1,165 | {
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Small Animal Market Project Record Book
Records are due by 9:00 AM in the Small Animal Barn on Thursday of the current year's fair. Please be sure to complete all parts of this record book.
Please write neatly and legibly.
Name
Date of Birth
Club Name
Club Leader
County
Years in Project
Official Fair Age (Fair age is the exhibitor's age on January 1)
Species: Chicken [ ] Turkey [ ] Rabbit [ ]
I hereby certify that, as the exhibitor of this project, I have personally been responsible for the care of this animal, record keeping, and have completed this record book. I am aware that this record book may be on display during the auction and/or fair, and thus all content will be appropriate.
Youth Signature
Date
I, the parent/guardian, certify that my son/daughter has completed this project and completed this record book and will comply with all rules and regulations. I give permission for this record book to be displayed to the public and will ensure that all content is appropriate.
Parent Signature
Date
Project Information
Name and/or description of animal:
Breed(s):
Identification of animal(s) (Tattoo/Ear Tag/Leg Bands):
Date of ownership or purchase date:
Estimated beginning value of animal:
Hours spent giving general care (daily feeding, watering, etc.)
Monthly Expense Record
| Expense Type | Month Expense Occurred | | | | |
|---|---|---|---|---|---|
| | April | May | June | July | August |
| Pellets | | | | | |
| Hay/Supplements | | | | | |
| Equipment | | | | | |
| Health/Vet Care | | | | | |
| Breeding | | | | | |
| Transportation | | | | | |
| Other: | | | | | |
How much do you need to sell this market animal/pen of 3 for in order to make a profit on this year's project?
What ways could you reduce expenses and increase income as you look forward to next year's market project?
Weight Record
| Date | Individual Weight(s) (If pen of 3 list weights with commas between each) | Difference between largest and smallest |
|---|---|---|
Feeding
What brand of feed do you use, and why?
List all of the nutrients in your feed. Select one of the nutrients and explain why it is important to your market animal’s health.
On average, how much water can you market animal drink in a day?
What is your feeding routine? If your market project is rabbit, include feeding your pregnant doe. List any supplements you use and why.
Conclusion
What new things did you learn while completing your market project this year?
Considering the outcome of your project, what would you change or do differently for next year?
What resources did you use to prepare your project? (books, magazines, videos, people you talked to, internet sites, etc.)
| Page | Description | Points | Your |
|---|---|---|---|
| | | Possible | Points |
| Front | Cover Sheet | 5 | |
| All Information is neat and complete. | | | |
| 1 | Project Information | 5 | |
| Youth and adult signatures are complete | | | |
| 1 | Monthly Expense Record | 25 | |
| Record is neat and complete, including totals | | | |
| 2-3 | Feeding | 15 | |
| Charts complete, or 1-page story included if member did not breed project | | | |
| 3 | Conclusion | 10 | |
| All questions answered neatly and completely | | | |
| 6-7 | Weight Records | 15 | |
| All records are neat, complete and accurate | | | |
| 7 | Conclusion | 15 | |
| All questions are answered neatly and completely | | | |
| ALL | Quality | 10 | |
| Records are in appropriate binding, in good condition, and answers are typed or neatly written in ink in complete sentences. | | | |
| TOTAL | | 100 | |
Comments:
Record Book Judge: | 1,886 | 967 | {
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When people become sick and need care.
* Children, as well as adults, can become sick and have need of care.
* Sister Frances Dominica, a Church of England nursing nun, first thought of a children's hospice through her work caring for a young girl named Helen, who lived at home with her family but needed 24 hour care.
* She founded Helen House, the world's first children's hospice, which opened in November 1982.
* A hospice is a place rather like a home for those who are very seriously ill and likely to die.
*
* It is natural that the parents of a much-loved but very ill child would want to care for them at home, but caring for your child every day and night, as well as looking after the rest of your family and earning a living, can be exhausting.
* Helen's family's experience highlighted the need for care and support for children with life-shortening conditions and for their family.
* Helen House was set up to help families cope by providing occasional respite care, modelled on that provided in the family home – personalised and tailored to individual needs.
* The hospice was designed to be as much like an ordinary home as possible. It had eight children's bedrooms, as well as rooms for parents to stay.
* The hospice is about making the most of life, whatever the circumstances.
* Thirty years on, there are now two hospice houses.
* Helen House is for children from birth up to 18 years old, and Douglas House for young adults.
* The two hospice houses offer specialist care and pain management, short breaks and end-of-life care, as well as counselling and practical support for the whole family.
* Jane came to Helen House in 2003 with her 9 year old son Sebastian, who was battling with cancer.
* Helen House cared for us; it made us feel very safe. It gave us the chance to do what we wanted to do for our son, the way that we wanted to do it.
* There was so much love and support. We have much cherished memories.
*
* Helen House stayed in touch with us and we became part of a Helen House group of families and we continue to support one another.
*
SOME KEY QUESTIONS
* What has been your experience of illness and who or what helped you most?
* What do you think sick children need most?
* How do you think their parents feel?
* What do parents need?
* How do you think you can show compassion and care for those who are ill?
Task
Write a job description for a carer or volunteer in a hospice.
* What qualities do you think are needed to look after someone who is sick?
* What beliefs and values would be important?
* What could they offer, etc? | 960 | 572 | {
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Moses on the Run
Exodus 2:11-22
List one or more aspects of your life that seem meaningless? In other words, what are the tasks which you hate to do most, that must be done?
______________________________________________________________________________ ______________________________________________________________________________
I. (vv.11-15a) We can run from our ____________, but we cannot hide from ____________
.
A. Moses
i. (2.10) ____________ – Moses is Pharaoh’s grandson, living in his household.
ii. (v.11) ____________ – At this point, Moses is grown.
iii. (v.11) ____________ – His knows his national identity.
iv. (vv.11-12) ____________ – He is angered by injustice.
v. (vv.12,17) ____________ – Moses can be brash and quick to react.
B. (v.12) Murder
i. Evidence -
_______________________________________________________________ _______________________________________________________________
ii. (vv.14b,15) Verdict –______________________________________________
C.
(vv.13-14) Murmuring – _________________________________________________
D. (v.15) Midian
i. ____________
1. Distance from Egypt
2. (Gen.25.2) Descended from Abraham
ii. ____________ – Moses is running from his sin.
iii. ____________ – God is preparing Moses.
II. (vv.15b-22) God ____________, even in the lowest moments and unlikeliest places.
A. (vv.15b-20) Provision at the ____________
i. Daughters of a Priest
ii. Danger at the well
B. (v.21) Provision of a ____________
i. Zipporah – lit. a little bird
C. (v.22) Provision from the ____________
i. Gershom – lit. a stranger there
God has now positioned Moses with enough time and space to prepare for the work that He has in store for him, as he will one day lead the Israelites out of Egyptian bondage.
BIG IDEA:______________________________________________________________________
______________________________________________________________________________
Extended Study : Look for parallels between Genesis 2-3 and Exodus 1-2. Are there any? If so, what is Moses’s purpose for including such parallels?
Prepare: Do the following, using your Bible, pen and paper, a dictionary, and a highlighter.
Text: Exodus 2:23-3:22
H – Highlight key words from the text.
* Important or heavy words
* Big/difficult words – identify them in a dictionary, and take note.
*
Places – Identify key places in your Bible maps.
* Commands (Go, therefore), truth statements (You are the salt of the earth)
E – Explain why you highlighted the words.
* On paper or in a journal, note your reason for highlighting each word.
* Write out definitions for those words you looked up in the dictionary.
* Label each command or truth statement, as such.
* Ask and answer (on paper or computer): What do I learn from the text?
o What do I learn about God?
o What do I learn about myself?
o What do I learn about the world?
A – Apply the passage to your life.
* Ask: How should these truths about God, the world, and myself change me?
R – Respond in prayer. Ask God to change you according to what you've learned. | 1,852 | 721 | {
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Pupils e-safety agreement
For my own personal safety – everywhere!
- I will ask permission from a member of staff before using the Internet at school
- I am aware of "stranger danger" when online and will not meet online friends in real life.
- I will tell an adult about anything online which makes me feel uncomfortable
- I will not try to bypass the system to reach websites or apps the school has blocked
- I understand that the school may check my files and may monitor the web pages I visit
- When in school I will only contact people with my teacher's permission
- I will be very careful when sharing pictures or video of myself or my friends, if I am in school I will always check with a teacher
- I know that once a picture is shared it cannot be deleted – however silly or embarrassing it is.
- I will not put my "Personal Information" online. (My full name, birthday, phone number, address, postcode, school etc.)
- I will only play video games that are suitable for my age.
To keep the system safe
- I will only use my own login and password, which I will keep secret
- I will not access other people's files
- I will not play games on a school device unless my teacher has given me permission
- I will not install software on school devices
- I will not use the system for gaming, shopping, or uploading videos or music.
Responsibility to others
- The messages I send will be polite and responsible
- I will not upload images or videos of other people without their permission
- Where work is copyrighted (including music, videos and images) I will not either download or share with others.
- I understand that the school may take action against me if I am involved in incidents of inappropriate behaviour wherever their location. If the activities are illegal this may be reported to the police.
Personal Devices
- The school cannot accept responsibility for loss or damage to personal devices
- It is not permitted for pupils to bring Mobile Phones or other devices into school
Pupils e-safety contract
Please complete, sign and return to the school secretary
Pupil:
Form:
Pupil's Agreement
I have read and I understand the pupils’ e-safety agreement, and will stick to 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 www.thinkuknow.org.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, including appropriately aged games and I will inform the school if I have concerns over my child’s e-safety.
I understand that social media is not the place to criticise the school and the school has a complaints procedure in place which I should follow.
Please remember mobile phones are not allowed on the school premises for the taking and sharing of images and videos at school events.
Signed:
Date:
Please print n am e : | 1,306 | 679 | {
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[Translation of Dr. Akira Matsui's article by Jaered Croes with edits by Dale Croes]
Last September, five fellow researchers and I went to Oregon in the United States of America to participate in an excavation. It all started when my old friend Professor Dale Croes from the South Puget Sound Community College emailed me saying: "I found some pits packed with acorns in an ancient Columbia River intertidal beach site called Sunken Village. Would you like to do a collaborative project there?"
We knew that in the fall, the ancient Japanese Jomon people would store large amounts of acorns in storage pits so that during the passing winter they would have food. However, there is a difference between how Eastern and Western Japan went about this. Eastern Japan Jomon put their storage pits on top of a hill, and the West puts it at the bottom of a hill in a muddy, wet place. We didn't know the reason for this. When I asked Dale about the acorn pits, we hoped that we could get some ideas through this Oregon work.
I've been part of the Higashimyo wet site research advisory board, Saga City Board of Education, coordinating the excavations and research since 2004. On the Ariake Sea, with the Kose River running along it, the early Jomon people lived there 7000 years ago. We found six shell middens, and around their bases we found 200 acorn storage pits. What surprised me was how many of the baskets were still preserved. By the time the excavation was over, the total number had risen to 730 basketry examples.
With the formation of these ancient Jomon communities, even more than now, global warming was a problem, and as a result the land went under the water and people were forced from their homes. The sites were covered in thick clay, similar to the initial deposition, and now once more, with excavation, the shape of these sites are visible again.
The Sunken Village wet site is approximately one hour North of Portland in the silty intertidal banks of the Columbia and Willamette River slough, located on the west side of Sauvie Island. The Columbia River empties into the Pacific Ocean about 70 km west of the site location, but even so, during high tide the site is submerged. When the water is pumped through garden hoses and fine adjust nozzles, you spray water to clean off the surface, and you can see the outline of frequent and overlapping acorn pits, so I'm sure you can imagine how long it would take to excavate this site where we located 114 acorn pits in a week of work. Through the center of the site runs an underground aquifer that comes from fresh, spring water. Perhaps this is one of the reasons why they are so concentrated in only this one area. We realized that the construction of the storage pits was adjacent to the water. First, they were 0.5 – 1 meter from the river bank. Lining the acorn pits were hemlock boughs, then they were concealed by woven basketry. The acorns here are in the white oak family so they are deciduous and have tannic acids in them. Before you eat them you have to crack and soak them in moving ground waters. Dale is doing an experiment where he made a model acorn pit in an aquarium and runs water through it, experimenting with methods to make the acorns edible. Last year, the storage pits we mapped had radio-carbon dates from 130 to 700 years old (as best as we can tell). I am sure if we dug deeper, we'd find even older materials, since our coring at the site revealed cultural layers to 3.5 meters deep!
The people of the Northwest made coiled baskets, wooden bent-wood boxes, and/or skin bags in pits to put water in, and used white-hot rocks to boil the water. It seems like they did not have any trouble cooking using these hot stones. On the American Northwest Coast, they can capture abundant fish and shellfish, depositing huge piles of shell midden sites. Inland, they would have acorns and upriver migrating salmon. As hunters and gatherers, these Columbia River people had an extremely rich economic prosperity. They had a high population density (the Portland Basin, where Sunken Village is located, has been considered the largest population north of Mexico), a highly stratified class system (nobles, commoners and slaves), and their quality of life, making a living by hunting, fishing and gathering, was well known, and no other tribes in recent times can be compared with these rich cultures. I'd like to point out that there was a similarity between the ancient Jomon's prosperous years and those seen on the American Northwest Coast.
To me, being able to directly compare the separated American Northwest Coast and ancient Japanese cultures has been a dream of mine since my student days, and I look forward to continuing this collaborative effort into the future. | 1,759 | 1,025 | {
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High Potential and Gifted Students Parent/Carer nomination
Parents/ Carers should complete the nomination form if they believe their child is performing well above grade level or demonstrating strengths or talents. It is not expected that students will display all of these characteristics.
Child's name _________________________ Class _________
Intellectual domain
| Analyses information in depth |
|---|
| Only a few repetitions needed for mastery of content |
| Great capability in abstract reasoning |
| Makes connections between disciplines with ease |
| Knowledgeable in areas of passion |
| Processes information in complex ways |
| Enjoys hypothesising |
| Thrives on complexity and can see many points of view |
| Thinks in analogies |
Social - emotional domain
| | Rarely | Sometimes |
|---|---|---|
| Advanced organisational and management skills | | |
| Advanced social and communication skills | | |
| Shows emotional stability | | |
| Is empathetic | | |
| Demonstrates leadership and decision-making skills | | |
| Is resilient and self-aware | | |
| Foresees consequences and implications of decisions | | |
| Is respected by peers | | |
| Is self-confident | | |
| Displays task analysis and backwards mapping abilities | | |
| Is a social justice advocate | | |
Physical
| | Rarely | Sometimes |
|---|---|---|
| Displays subtlety in movement and control of body | | |
| Is self-disciplined | | |
| Is coordinated, balanced and confident in physical activities | | |
| Has high energy levels | | |
| Displays superior understanding of spatial relationships | | |
| Displays endurance, stamina and persistence in physical activities | | |
| Demonstrates prowess in physical activities common amongst age peers | | |
| Is competitive | | |
| Competes at a high level in sport outside of school | | |
Child's name _____________________________ Class ________
Creative
| Is a risk taker |
|---|
| Has a tolerance for ambiguity |
| Makes unusual associations between different ideas |
| Demonstrates creative thinking |
| Demonstrates novel thinking in written and oral expression |
| Displays flexibility and divergence in thinking |
| Has an unusual ability for expressing self through art, dance, drama or music |
| Creates several solutions to a given problem |
Across domains
| | Rarely | Sometimes |
|---|---|---|
| Is curious | | |
| Is a fast learner | | |
| Demonstrates intense concentration in new learning or areas of interest | | |
| Perseveres | | |
| Is self-critical | | |
| Is a perfectionist | | |
| Has a strong sense of moral reasoning and justice | | |
| Is intrinsically motivated and goal driven | | |
| Has a sophisticated sense of humour | | |
| Has high expectations for self and others | | |
| Is observant | | |
| Is excited by new ideas | | |
| Displays independent thinking | | |
Additional information
1. When did your child first begin to read? Is he/she self-taught?
2. At what age did your child show an understanding of numbers, patterns and puzzles?
3. Does your child have any unusual interests? If so, what are they?
4. What activities does your child participate in outside of school hours?
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Oxfam Education
www.oxfam.org.uk/education
Inequality: Teachers' Overview
Introduction
How fair is the world? How fair is the society you live in?
One way of thinking about how fair our societies are is by looking at "equality". Equality is a way of measuring how equally a society shares things like money. So, for example, in a completely equal society everyone would have the same amount of money. In an unequal society, some people would have much more money than others.
Of course, no society is completely equal. But is inequality growing? And if it is growing, does that matter?
Twenty-first-century societies are highly unequal, and inequality is increasing. For example, in 2017, the richest eight people on the planet owned as much wealth as the poorest half of humanity. 1 You may ask why this matters. It would take only 1.5% of the combined wealth of all the world's billionaires to fund the shortfall in the health and education services of the world's poorest countries. There is a close connection between extreme inequality and the challenge of finally eliminating poverty. Yet inequality remains a controversial issue which has divided economists.
Oxfam's view
Oxfam believes that extreme inequality is undermining efforts to eradicate poverty. For this reason, we are helping people to understand its effects and campaigning to end it. This video, Even It Up: The Rich and the Rest (2min, 58sec), sets out our position and gives some relevant facts and figures.
Inequality and the Global Citizenship Challenge
These activities are a good starting point for young people to think critically about inequality and begin to draw their own conclusions.
Further teaching ideas
* Ask your young people to research the impact of inequality in Wales. They could take a look at Oxfam Cymru's Blueprint for Change (available in English and Welsh) to learn more about Oxfam's view of inequality in Wales.
1 Oxfam's Even it Up campaign
Oxfam Education
www.oxfam.org.uk/education
* Your young people could investigate the different reasons why some children miss out on an education. This can be related, for example, to gender, conflict, disabilities, natural disasters or governments not having the funding to run schools. Young people can find out about the Global Campaign for Education or get involved with the annual Send My Friend to School campaign. Use the Welsh Baccalaureate Education Resources to look at inequalities in access to education.
* Ask your young people to find out more about the gender pay gap and why there are inequalities in pay between men and women.
* Oxfam's More or Less Equal? resources explore inequality and young people's lives around the world. They include Maths, Geography and English resources. The Geography resources are available in Welsh.
* Your young people could learn about the impact of inequalities in access to health care around the world. The Health and Inequality: Welsh Baccalaureate resource looks at inequalities in maternal health care. Young people could find out more about what communities in Wales are doing to improve health care in African countries via Wales Africa Health Links.
Terms of use
Copyright © Oxfam GB
You may use photographs and associated information in this resource for educational purposes at your educational institution. With each use, you must credit the photographer named for that image and Oxfam. You may not use images and associated information for commercial purposes or outside your educational institution. All information associated with these images relates to the date and time the project work took place. | 1,487 | 724 | {
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Cryptosporidiosis
What is Cryptosporidiosis?
Cryptosporidiosis (krip-toh-spo-ri-dee-oh-sus) is a diarrheal disease caused by microscopic parasites, Cryptosporidium, that can live in the intestines of many mammals, including humans. Although there are many species of Cryptosporidium, only one species, Cryptosporidium parvum, is thought to cause infection in humans.
During the past 20 years, cryptosporidium infection has become recognized as a common cause of waterborne disease in humans.
What are the symptoms of Cryptosporidiosis?
Persons infected with Cryptosporidium may have a variety of intestinal symptoms, including:
- stomach cramps or pain
- watery diarrhea or loose stool
- dehydration
- vomiting
- nausea
- low-grade fever, and
- weight loss.
Symptoms of cryptosporidiosis usually begin anywhere from one to 12 days (average of seven days) after becoming infected. The symptoms generally last 10 to 14 days, although occasionally they may last longer.
Persons infected with Cryptosporidium may not have any symptoms. These asymptomatic individuals can still pass the disease on to others.
Cryptosporidium infection can be life-threatening for individuals with weakened immune systems, such as people with HIV/AIDS, those undergoing chemotherapy treatment or persons taking immunosuppressive medication.
If you have any signs and symptoms of illness, and you have exposure to possible sources of Cryptosporidium parasite contact your physician.
How is Cryptosporidiosis spread?
Cryptosporidium forms spore- or egg-like cells called oocysts, which can survive outside the body for long periods of time. The oocysts are resistant to heat, cold and chlorine-based disinfectants. Cryptosporidium oocysts are released with the bowel movements of infected humans or animals.
…/2
You can become infected by:
- touching your mouth with contaminated hands
- ingesting contaminated drinking or recreational water (water that is unsafe to drink)
- putting something in your mouth that has come into contact with the droppings of infected animals or stool of infected humans
- exposure to feces of an infected individual through sexual contact.
- eating raw or undercooked food that is contaminated, or
How is Cryptosporidiosis diagnosed?
Cryptosporidiosis is usually diagnosed by examination of stool samples. Patients may be asked to submit multiple stool samples because detection of Cryptosporidium can be difficult.
How can you prevent Cryptosporidiosis?
[x] after using the toilet
- Wash your hands with soap and water for at least 15 seconds:
[x] after changing diapers
[x] after assisting others with the toilet
[x] after contact with animals
[x] after working in the garden, and
[x] before handling food and consuming food.
- Follow any boil water advisory issued by your local authorities.
- Avoid drinking water from shallow wells, rivers, lakes or streams. Only drink water that you know is uncontaminated. If you are not sure, treat the water yourself, for example, by boiling for at least five minutes.
- Peel raw vegetables and fruits before eating. Use uncontaminated water to wash fruits and vegetables.
- Persons who are infected with Cryptosporidium should avoid swimming in recreational water for at least two weeks after diarrhea stops.
- Avoid swallowing water while swimming in lakes, rivers or pools.
- Cryptosporidiosis has been associated with camping and travelling. Campers and travellers should be aware if cryptosporidiosis is common in the area they will be visiting. For more information, consult a travel medicine clinic to assess personal risk and appropriate preventive measures.
What causes Cryptosporidiosis outbreaks?
Community-wide outbreaks have occurred in situations where water treatment plants were unable to fully remove the Cryptosporidium oocytes from drinking water, especially during spring time run-off. Outbreaks have also been caused by contamination of recreational water.
This fact sheet provides basic information only. It must not take the place of medical advice, diagnosis or treatment. Always talk to a health care professional about any health concerns.
Source: Ontario Ministry of Health and Long-Term Care, Public Health Division.
For further information contact the Infectious Disease Program at 625-8318 or toll free 1-888-294-6630, ext. 8318.
Crypto, ID-FS-ENT-07
February 2016 | 1,939 | 935 | {
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Week commencing:8 th February
| | | Monday | Tuesday | Wednesday | Thursday |
|---|---|---|---|---|---|
| Writing | Writing | Input from teacher 9.30am Write your own story ‘Bob man on the Moon’ | Input from teacher 9.30am Design your own alien and write a character description | | |
| Reading | | Remember to read with your child every day for 10 minutes. | Have you had a look on the Oxford Owl Website? There are lots of free ebooks to read with your child online. You have to register as a parent. See the link below. https://home.oxfordowl .co.uk/reading/free- ebooks/ | Read a school book/ share a story from your books at home / try an Oxford Owl book online . Let us know how you get on!! | Read a school book/ share a story from your books at home / try an Oxford Owl book online . Let us know how you get on!! |
| Phonics | | | | | |
Phonics:Gp1 phonics – links on sheet to be completed
Group 2Please note this is the last week of phonics. In your pack you will find flashcards to make with your children. Please practise these sounds every day. Make words out of them , hide them around the house. The children should know them inside and out ready to move on next term
Daily phonics sound click on the links air that’s not fair
Mr Thorne's Phonics https://www.youtube.com/watch?v=T3rWZYN5jno ure sure its pure
Mr Thorne's Phonics er better letter
Mr Thorne's Phonics https://www.youtube.com/watch?v=WaxZN4BZjgc
Tricky word Song: https://www.youtube.com/watch?v=R087lYrRpgY
Handwriting letter sheet
Activities to complete throughout the week
Computing
On Tuesday 9 th February it is Safer Internet Day.
On Wednesday we will be learning about ways to keep safe online.
Here are some useful links to websites with important information, games & activities.
https://www.saferinternet.org.uk/advice-centre/young-people/resources-3-11s https://www.youtube.com/watch?v=IK8m-5JQmso
PSHE
Week Beg 1 st February
How many miles did you and your family do this week ? Name : Class:
Art We are going to be making our own 3D rockets this week.
In your pack you'll find a rocket template complete with instructions. First, colour in your rocket and then with an adult's help, carefully cut out and assemble your rocket.
Maybe you could have a go at making a junk model rocket too?
We'd love to see them!
STORY : BABY BRAINS : Expressing our Feelings- Drama/ Acting This week we're thinking about how to express our feelings Choose from the following: Act out some stories where the characters have different feelings. For example, the Three Little pigs/ The smartest giant in town … which character is angry? Sad? Worried? Excited? Upset? Cheerful? Proud? Or
Take photos of your face expressing different emotions. How many different faces can you make?? Share your pictures on the class email firstname.lastname@example.org,uk
Forest
School
| Music | |
|---|---|
| Forest School | Make an Ice bauble: You will need: An empty plastic pot that will hold water, some found natural items, a piece of string or ribbon • Find some small natural items, I found berries of a tree, left over sprouts, bits of plants, dried grass, fallen leaves •Arrange them in the bottom of the plastic pot, drape a piece of string with the two ends in the pot and the loop on the outside of the pot • Put a thin layer of water in the bottom of the pot, just enough to cover the things you have arranged • Leave outside overnight when frost is forecast. If the weather is mild, you could put it in the freezer overnight. • Next morning check your pot, if its frozen you should be able to use the loop of string to lift the frozen ice bauble out of the plastic pot and hang it on a tree or bush. |
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Ways We Like to Share
Content on this side is intended for the educator's reference. The information on the back can be photocopied and shared with clients.
Objective: Clients will identify individual and shared interests and activities that they can do together to strengthen their relationship.
Audience: This tool will help couples identify activities and tasks they can do to help them spend more meaningful time together.
Estimated Time: 20-25 minutes
Educator Instructions: Before reading the instructions on the tool, start with the Discussion Starter below or something similar. Review the items listed and allow clients to come up with their own lists of individual and shared interests. After they have time to come up with examples, take a moment to talk about their responses. Talk about selecting activities from each other's lists from time to time to help them discover more ways to connect.
Discussion Starter: When couples first meet, they do a variety of things to get to know each other better and to learn their common interests. Over time, partners get busy with work, household tasks, and taking care of kids and tend to spend less time nurturing their relationship. No matter how long couples have been together, it is still important to find ways to spend meaningful time together – whether that involves doing fun activities or working together on chores. The key is to maintain a connection. This tool will help you think about the types of things you enjoy doing on your own, as well as the types of activities you enjoy doing together. A list of suggestions is also provided – you might find another thing or two that will help you spend meaningful time together.
Follow-up: During your next visit, ask how clients used the lists to come up with simple ways to spend time together and find common interests. Did they discover new activities they enjoy doing together?
Ways We Like to Share
Over time, because couples get busy with work, chores, and family responsibilities, they spend less time focused on each other. No matter how long couples have been together, it is still important to find ways to spend meaningful time together. Small moments of connection can add up to deep intimacy and passion.
Following is a list of some simple things couples can do together to nurture positive interactions.
01. Call or text just to say, "I love you!"
11. Plan a vacation
02. Go for a walk
03. Cook dinner or dessert together
04. Volunteer together
05. Attend a sporting event
06. Play cards or a board game
07. Go to a free community event
08. Listen with all your attention
09. Do household tasks together
12. Send funny/flirty emails or texts
13. Watch a sunset or look at the stars
14. Have a tickle fight
15. Plant flowers or a tree
16. Flirt like you just met
17. Hold hands
18. Make up a song
19. Go to the park
10. Ask about each other's day
20. Write love notes
Now come up with your own lists of ways to share and spend meaningful time together.
There are probably some hobbies or activities you like to do together, as well as some things that one of you likes to do but the other does not enjoy as much. Take some time to write down a few things you each like to do, as well as a few things you like to do together.
From time to time when you select an activity, try out something from each other's lists. You might discover more activities you enjoy doing together!
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Elementary Mathematics Instruction at Peak to Peak
The Mathematics Department strongly believes that mathematics is an important and essential discipline. Mathematics not only facilitates a pattern of logical thinking but also presents a system of valuable skills that are applicable to one's everyday life.
At Peak to Peak, students are placed in the appropriate math classes based on ability and academic achievement. Math groups are flexible and may change throughout the year. Our primary goal is to help our students understand the value of mathematics and then provide them with the skills they need to achieve their full potential in this field of study. We will accomplish this in the following manner:
- Guide our students to understand the concrete and abstract concepts of mathematics as well as demonstrate an ability to apply those concepts in their everyday lives.
- Challenge our students to be responsible and active learners who confidently communicate their learning to others.
- Maintain high expectations for all of our students.
- Let our students know we believe in their ability to succeed in math.
- Place students at a level where they are challenged yet successful
- Strive to maintain a quality education for our students by regularly seeking to improve our classroom pedagogy and assessing students formally and informally throughout the year.
Students are encouraged to take the most challenging course in which they can succeed, but care is taken to avoid putting students in a situation where they may feel overwhelmed.
Curriculum and Curricular Materials
Peak to Peak uses the series enVisionMATH Common Core published by Scott Foresman/ Addison Wesley. Our work is supplemented by the Investigations series for hands-on investigations into math concepts.
Assessments
Students will be assessed three times during the school year using the adopted Peak to Peak Standards Based Math Test for each grade level. Assessments in the classroom are both formal and informal to include performance-based and higher-level questioning (Bloom's Taxonomy). In addition, students in grades K-2 take a verbal performance-based assessment, while students in grades 3-5 take the TCAP tests as part of the Colorado state requirements.
Peak to Peak's Mathematics curriculum is designed to be a vital and vibrant part of our students' education. Students will have a high degree of background knowledge and the courage, creativity, and passion necessary to become productive citizens and leaders in their own communities, in our nation, and in the world.
Elementary Mathematics Instruction at Peak to Peak
Mathematics Curriculum Links
Listed are the BVSD standards, which combine all standards from the Common Core State Standards (CCSS) and the National Council of Teachers of Mathematics (NCTM):
Kindergarten
First Grade
Second Grade
Third Grade
Fourth Grade
Fifth Grade | 1,226 | 533 | {
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Generations : In Search of A Middle Ground
Disha Gupta
"My parents just don't understand me"
"My child is so disobedient"
"This generation is so selfish. It has no moral values"
"My parents scolded me in front of everyone without even giving me a chance to explain"
We have often heard these statements from youngsters as well as elders. These are some classic case of generation gap between parents and their children. It cannot be denied that the present generation use foul words way too often for it to be considered polite no matter which region you belong to. They definitely need to be more respectful towards not just those elder to them but also to their own peers. It's one thing to rebel to chase your ambition and dreams but another to rebel just for the sake for rebellion without a valid cause and without any care for others' feelings.
But behind the above statements there are so many hidden ones which seldom are talked about:
"My employer molested me, but I can't tell anyone because the news will reach my parents and they will forbid me to work"
"The bully of my class sodomized me, but if I tell my teacher, she would tell my parents who would only blame me"
"Some goons have been stalking me, but if my parents come to know of it, they would stop my education and forcibly marry me off to protect family honour"
"My uncle has been raping me for a year, but my parents never believed me. Instead they slapped me for telling lies and being disrespectful towards elders"
Unlike the former issues, these are some really grave issues which plague our society and the root cause of these is the never narrowing generation gap. For every case of reported child abuse, there are so many unreported ones. Most often the abuser is a member of the family but due to our obsession with upholding our "Indian cultural values", many parents refuse to believe their own kids.
A victim of child abuse goes through multiple traumas throught life. Do Indian cultural values really require us to blindly trust an adult but always doubt a child? In our blind pursuit of making our children obedient and respectful, we often forget that respect is a two way street. It has to be earned rather than demanded. If you want your child to respect you, then the least you should do is to trust them when they come to you with a problem. By not trusting them, we are not just widening the generation gap, but also making our children distrustful towards us and thus make them vulnerable for predators and pedophiles.
The need of the hour is to establish a mutual trusting relationship between parents and kids through open dialogue. Being open with kids doesn't mean that they won't respect you. In fact, you can make your children to be more respectful towards everyone by first respecting them and thus encouraging them to do the same to others. At the same time you should encourage your children to always report anything wrong they see or experience without any hesitation or fear. This way we can hope to achieve a balance between values and trust, between respect and safety and perhaps narrow the generation gap a bit.
Expert Speaks
Since time is always moving forward, the values, tastes and outlook on life are different with each generation, it's this difference that's called a generation gap. I have observed that it's very easy these days for both the parties to put all the blame on the word, 'generation gap'. This is often because of the differences in tastes, habits, opinions, views, etc. Often children are expected to be perfect all the time, mistakes are rarely tolerated by the parents, there's lack of understanding between the two parties and all this often creates a psychological gap that can lead to misunderstanding and lack of communication between the elders and therefore the younger generation.
As a counselling psychologist, I have to ensure a fair hearing to both the parties and try to bridge the gap between the two. There are a few changes that I often advise that include mutual respect, communication, acceptance, understanding, attempting to accommodate rather than change, spending more time together, finding similar interests, showing genuine gestures and prioritising the relationship above the differences. The two generations have their own unique experiences and mindset, they're sure to differ in opinions and viewpoint regarding various aspects of life. So, to simply accept that the differences are natural and that each has a right to their own belief can help in bridging the generation gap.
Akanksha Gupta Counsellor, Maitreyi College University of Delhi | 1,672 | 905 | {
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Planetary Wellbeing
Plant a Garden Your Kids will Love to Grow
Getting children interested in plants and bulbs is a good way to teach them to love nature. Creating a project on plants for kids will also help develop a nurturing side in them. Planting with kids can be a make or break experience. If you choose the wrong plant, you run into the danger of disappointing your children with a plant that doesn't grow properly or boring them with a plant that takes too long to grow. This guide to tackling home gardening projects with your kids will not only be good for the planet, it'll give the whole family a fun way to enjoy the outdoors together. That's the kind of win-win eco home project Hearts loves.
Quick Facts: Kids' Inactivity and the Health Consequences
- 31% of Americans have home gardens: Vegetable gardens are enjoying renewed popularity, partly courtesy of the recession.[i] In fact, about 31% or 36 million US households had vegetable gardens by 2008.[ii] Yet kids spend more time indoors playing video games than outdoors.
- 91% of children are video gamers, not gardeners: [iii] 66% of US households with kids aged 6 to 12 own a Nintendo DS or a Sony PlayStation.[iv] Up to 38% of kids on Facebook are under the minimum age of 13.[v]
- 3x rate of childhood obesity in 30 years: Video games and social media keep kids inactive which can contribute to increased risk of obesity and diabetes. Today, more than 33% of all kids and adolescents are overweight or obese, due in part to an inactive lifestyle.[vi]
- 33% of kids will develop diabetes: Studies predict that one in every three children born will develop type 2 diabetes in their lifetime.[vii]
Take Action: Planting Tips That Will Get Kids Interested in Gardening
1. Start with easy-growing plants and bulbs: That includes plants that sprout quickly, are easy to grow, and have large seeds that are easy to handle. In no time, they will bloom or produce new vegetables that your children will certainly love to eat, knowing that they had a hand in growing it. Check out our guide to which plants to plant, list of easy-to-grow plants. As your kid's interest grows, you can also move on to fruits and crops. Here's a list of the top 10 crops for children that you can use as a guide.
2. Add some flowers: The different colors and fragrant smells of the flowers add extra motivation for kids. Although this won't encourage them to start eating more vegetables, planting flowers with kids will help pique their interest while they are still getting into the hobby of planting and
gardening. Likewise, when your child is just beginning to develop an interest, choose plants that blossom quickly. Here's
Thompson and Morgan's list of the top 10 easy-to-grow flower plants and seeds for beginners.
3. Get the school involved: The best way to instill a consistent interest in vegetables among kids is to make gardening part of their school experience. Children learn best when both the school and the home are involved in the teaching. HealthierGeneration.org offers a toolkit on How to Start A School Garden to help teachers and school administrators use a garden to make planting for kids more interesting. Learn more about how school gardens benefit kids at FarmtoSchool.org.
Dig Deeper: Connection Between Produce & Kids Diabetes
- Find out more about the growing obesity and diabetes epidemic impacting American kids in One in Three Kids Will Develop Diabetes.
- See how fruits and vegetables reduce the risk of diabetes and obesity in Dietary Intake of Fruit and Vegetables and Risk of Diabetes Mellitus and Cardiovascular Diseases.
Images by
John Morgan and
Sheryl Westleigh
[vii]One in Three Kids Will Develop Diabetes. (2003, June 16). Retrieved from WebMD Health News:
http://diabetes.webmd.com/news/20030616/one-in-three-kids-will-develop-diabetes
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Name of the Student
________________________________
Don't Give Up – Answer
Q1. When should we never stop for crying?
Answer: We should never stop for crying when we have tried and not won.
Q2. What can we achieve just by patient trying?
Answer: We can achieve everything that's great and good just by
patiently trying.
Q3. What happens to young birds when they fly?
Answer: When young birds fly, they fall.
Q4. What happens when the young birds fall while flying?
Answer: When the young birds fall of while flying, their wings become
stronger. And next time they can keep up a little longer.
Q5. When can the birds keep up a little longer?
Answer: The birds can keep up a little longer when even though they have
fallen while flying they continue their effort of trying to fly.
Q6. What does the poet mean by 'bow down'?
Answer: Bow down means to bend down because of the blast of stormy winds.
Q7. What has made the sturdy oak bow down?
Answer: The blast from the wind has made the sturdy oak bow down.
Q8. What does the sturdy oak tree do after being bow down?
Answer: Even after being bowed down by the blast of stormy winds the sturdy oak rises again and continues growing. Q9.How has the sturdy oak been able to grow loftier and prouder? Answer: Even though the sturdy oak tree had to bow down because of the blast from the stormy winds, it has been able to grow loftier and prouder by rising again and continue growing. Q10. What does the poet mean by the word 'beat' in the poem? Answer: Beat means to defeat someone or to win against someone. Q11.What will happen if you win against someone easily? Answer: If we win against someone very easily then no one will award us a prize. Q12. What is the meaning of the phrase 'tries you'? Answer: 'Tries you' in the poem means tests you. Q13.Which is the test that tries you? Answer: When you are able to gain victory after being defeated is the test that tries you. Q14. Write the rhyming words from the poem. Answer: Won-done, crying-trying, stronger-longer, known-grown, bowed her-prouder, beat-defeat. Q15. Write the rhyming scheme of the poem. Answer: The rhyming scheme of the poem is – abab.
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Goal Setting
By Kelly Machan, M.A Karin S. Ryan, M.A.
1. Goal Setting: Definition
a. A goal is a something a person plans or intends to achieve
i. A personal or organizational desired end-point
ii. Many people try to reach goals within a specific time frame by setting deadlines
b. A desire or an intention becomes a goal if someone takes action to achieve it
c. Similar to purpose or aim
i. Intrinsic value
ii. Abstract / non-abstract
2. Setting Short- and Long-Term Goals
a. To create short-term goals, we need to know what our long term goals are!
b. It is easy to just start working, but if we do not know what exactly we are working for, we can lose motivation and focus
c. When setting short-term goals, remember SMART (Locke's Goal Setting Theory http://www.mindtools.com/pa ges/article/newHTE_87.htm)
i. S = Specific
ii. M = Measurable
iii. A = Attainable
iv. R = Realistic
v.
T = Timely
d. SMART: S for Specific
i. Goals should be straightforward and emphasize what you want to happen. Specifics help us to focus and define what we're going to do
ii. What are you going to do, Why is this important, How are you going to do it?
iii. Ensure that the goals you set are specific, clear, and management
e. SMART: M for Measurable
i. Choose a goal with measurable progress so you can see the change occur
ii. Establish concrete criteria for measuring progress toward your goal
f. SMART: A for Attainable
i. When you identify goals that are most important to you, you begin to find ways you can make them come true.
ii. Goals too far out of reach are often too much to commit to
iii. A goal needs to stretch you slightly so you feel you can do it and it will need a real commitment from you
iv. The feeling of success which this brings helps you remain motivated
g. SMART: R for Realistic
i. Not easy, but do-able
ii. A realistic project may push your skills/knowledge, but it shouldn't break them
iii. Devise a plan or a way of getting there which makes the goal realistic
iv. Be sure to set goals that you can attain with some effort – too difficult and you set the stage for failure; too low sends the message that you aren't very capable. Set the bar high enough for satisfying achievement.
h. SMART: T for Timely
i. Set a timeframe for the goal to be completely by; putting an end point on your goal gives you a clear target to work toward
ii. Time must be measurable, attainable, and realistic
© All student articles are used by permission of the respective author(s). Copyright belongs to the University Life Café. No part of this may be used without authorization. | 1,109 | 629 | {
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Lesson activities:
Materials needed for all activities: Scissors, Tape/Glue, String, Pen/Pencil, Black Piece of Paper (to candle eggs), Marker, Crayons/Markers and what you need for doing your craft activity.
Preschool:
1. Create your own paper incubator to turn the eggs in. As well as a schedule to keep track of your progress. Then write the symbols you want on your eggs.
2. How many weeks left until the chick's hatch? They have been incubated two weeks and they hatch in three weeks.
3. Color egg picture and go over different parts of the egg.
4. Put Chick Growth in Order (3)
5. What happens when you place a direct light on a regular egg, can you see anything?
6. Craft time! Look up a chick themed craft and make it. There are plenty on Pinterest
7. Color Pictures and go over sounds the rooster and hen make.
8. Build your own hen house and pretend you are a chicken. What sound do they make?
9. Have you learned the Chicken dance yet?
10. What else hatches from eggs?
Kindergarten:
1. Create your own paper incubator to turn the eggs in. As well as a schedule to keep track of your progress. Then write the symbols you want on your eggs.
2. Find out what day the eggs are supposed to hatch. They were on day 14 on Monday when you started this program. Count from 14 to 21 to see what day they will be hatching.
3. Color egg picture and go over different parts of the egg.
4. Put chick in growth order (4)
5. Take an egg and place it against a direct light to see what is inside.
6. Craft time! Look up a chick themed craft and make it. There are plenty on Pinterest
7. Color chickens and go over parts of the chicken
8. Build your own hen house out of anything you find. Make sure you have warmth, food and water!
9. Time for the chicken dance!
10. What else hatches from eggs?
Primary Grades:
1. Create your own paper incubator to turn the eggs in. As well as a schedule to keep track of your progress. Then write the symbols you want on your eggs.
2. Do the math and see how many days left until our eggs hatch. They are day 14 on Monday when you started this program. They hatch on the 21 st day. 21-14 = ______
3. What is inside the egg at the grocery store? Parts of an egg. Color egg picture and go over different parts of the egg.
4. Look at your chick growth chart and note three differences you see between week two and three of the chick in the egg. And then place them in order (5)
5. Try Candling an egg at home and see if you can find anything inside. | 945 | 597 | {
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Banishing the Winter Blahs
Gray, gloomy skies coupled with cold weather often dominate winter. Then add in months of Covid-19 stress along with the holidays, and you could have an overwhelming, wintery season. It's been a difficult, demanding year, but let's try to understand more about the "winter blahs" so we can avoid them!
A lack of proper sunshine lessens our Vitamin D levels which not only affects our mood, but also our energy level, concentration, and overall health (heart, bones, brain, teeth, muscles, immune system, and more). Experts agree that sunshine is our best source of Vitamin D because our bodies naturally make Vitamin D in in our skin when our skin is exposed to sunlight. Certain foods and vitamin supplements can definitely help, but sunlight is the best way to create the amount of Vitamin D we need. Some individuals suffer from a more severe form of the winter blahs called, Seasonal Affective Disorder (SAD).
Symptoms of Seasonal Affective Disorder (SAD):
* Feeling sad and depressed most of the time
* Having difficulty focusing on tasks
* Not appreciating activities that once brought joy
* Not sleeping well
* Having no energy or extremely low levels of energy
* Feeling tired and hopeless
* Experiencing changes in weight and/or appetite
* Feeling hopeless or suicidal
What can I do to avoid the winter blahs?
* Bundle up, go outside and soak up a little sunshine; if this isn't possible, talk to a health expert about light therapy (a way to treat SAD with artificial light)
* Be social; yes, being social during a pandemic is challenging, but it is important to call loved ones and/or video-chat with friends
* Get some exercise; take a little time each day for a break and exercise that is appropriate for you
* Get plenty of sleep and follow proper sleep habits such as limiting caffeine in the evenings and turning off electronic devices
* Play your "happy" jam playlist to lift your mood and dance around your living room if you want
* Ensure you are practicing nutritious and well-balanced eating habits; create colorful plates full of fruits and vegetables
* Be more mindful of each moment; stop being the multi-tasking whiz and work on increasing your focus with each task
* Start a new project, learn a fresh skill, or challenge yourself with a reachable goal
* Do something kind for someone else; shifting your attention and well-being efforts to others will lift your mood
"The sun, -- the bright sun, that brings back, not light alone, but new life, and hope, and freshness to man – burst upon the crowded city in clear and radiant glory." Charles Dickens
If you are struggling with the winter blahs and need someone to talk to please reach out to a PAS Counselor. Your EAP is a free, confidential service provided to you by your employer. It is important to take care of yourself, especially during stressful times. You can reach PAS by calling 800-356-0845 or going to www.paseap.com to chat live with a counselor.
In addition to counseling, PAS also offers an array of services that offer guidance and support for weight management and nutrition, health and wellbeing, fitness, parenting, goal achievement, tobacco cessation, legal and financial questions, elder and childcare, and much more.
Sources researched: https://www.mayoclinic.org/diseases-conditions/seasonal-affective-disorder/symptoms-causes/syc-20364651, https://www.verywellmind.com/how-to-beat-the-winter-blues-5087998, https://www.medicalnewstoday.com/articles/318060#vitamin-D | 1,475 | 762 | {
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Vary Your Reading Rate
Good readers are flexible in their reading attack. Unlike the plodder, who reads consistently at 200 words per minute, or the superficial reader, who may read everything rapidly, well-trained readers have the capacity to adjust their speed to the material.
Rate adjustment may be overall adjustment to the article as a whole, or it may be internal adjustment within the article.
Overall adjustment is the basic rate at which the total article is read.
Internal adjustment is concerned with the necessary variations in rate that take place as each part of the material is read.
To illustrate this, suppose you plan to take a 100-mile trip. Since this is a relatively hard drive, with hills, curves, and a mountain pass, you decide to take three hours for the total trip, averaging about 35 miles per hour. This is your overall speed adjustment. However, in actual driving, you may slow down to no more than 15 miles per hour on some curves and hills, while on relatively straight and level sections you may drive up to 50 miles per hour. This is your internal speed adjustment. in short, there is no set rate which the good reader follows inflexibly in reading a particular selection, even though an over all rate is set for the total job.
Base your rate adjustment on:
1. Your purpose. What do you want to get from the material?
2. The nature and difficulty of the material.
3. The amount of previous experience you have had with this subject.
Your reading purpose: Circumstances will determine why you are reading and how much you have to get out of your reading. For example, a chapter may have been assigned in class, or you may be gathering material for a speech, or you may be trying to impress your friends by your knowledge of
Shakespeare. You need to be eminently clear not only on such general purposes but also on specific purpose.
To "get the gist," read very rapidly.
To understand general ideas, read fairly rapidly.
To get and retain detailed facts, read at a moderate rate.
To locate specific information, skim or scan at a rapid rate.
To determine value of material, skim at a very rapid rate.
To preread or postread, scan at a fairly rapid rate.
To read for enjoyment, read rapidly or slowly, depending on what you want.
To build general background, read rapidly.
Nature and difficulty of material: First of all, this involves an overall adjustment in rate to match you thinking ability. Obviously, overall level of difficulty depends on who's doing the reading. While Einstein's theories may be extremely difficult to most laypeople, they may be very simple and clear to a professor of physics. hence, the laypeople and the physics professor must make different overall adjustments in rate of reading the same material. General reading which is difficult for you will require a slower rate; simpler material will permit a faster rate.
A few broad suggestions may help you to select your rate(s) within the particular article:
Decrease speed when you find the following:
1. an unfamiliar word not made clear by the sentence. Try to understand it from the way it's used; then read on and return to it later. You may wish to underline the word so you can find it again quickly.
2. Long and uninvolved sentence and paragraph structure. Slow down enough to enable you to untangle them and get an accurate idea of what the passage says.
3. Unfamiliar or abstract ideas. Look for applications or examples which will give them meaning. Demand that an idea "make sense." Never give up until you understand, because it will be that much easier the next time. Find someone to help you if necessary.
4. Detailed, technical material. This includes complicated directions, abstract principles, materials on which you have scant background.
5. Material on which you want detailed retention. The key to memory is organization and recitation. Speed should not be a consideration here.
Increase speed when you find the following:
1. Simple material with few ideas new to you. Move rapidly over the familiar; spend most of your time on the few unfamiliar ideas.
2. Unnecessary examples and illustrations. These are included to clarify ideas. If not needed, move over them rapidly.
3. Detailed explanation and elaboration which you do not need.
4. Broad, generalized ideas. These can be rapidly grasped, even with scan techniques.
Skip that material which is not suitable for your purpose. While the author may have thought particular information was relevant, his/her reason for writing was not necessarily the same as your reason for reading.
Remember to keep your reading attack flexible. Shift gears from selection to selection. Use low gear when the going is steep; shift into high when you get to the smooth parts. Remember to adjust your rate within a given article according to the type of road you are traveling and to your purposes in traveling it. Most important, remember: Reading this paper hasn't done you and good. Not yet. You must practice these techniques until a flexible reading rate becomes second nature to you.
©Academic Skills Center, Dartmouth College 2001 | 1,974 | 1,038 | {
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Brazos Valley African American Museum
Curriculum Learning Trunk Lesson Plans for Grades 9-12
Rosa Parks A look into her impact in not only the Montgomery Bus Boycotts, but in the ongoing Civil Rights Movement.
Rosa Parks: High School 9 th -12 th Grade Lesson Plan
BVAAM
Curriculum Learning Trunk - Lesson Plan
OBJECTIVE: By the end of the class, the students will be able to have a deeper understanding of Rosa Parks actions and the impact it had, and continues to have on the Civil Rights movement, by participating in activities that will guide them to have a better knowledge of the ongoing Civil Rights Movement.
TEKS:
Knowledge and Skills (WG.2) History
The student understands how people, places, and environments change over time and the effects of these changes.
(WG.15) Citizenship
The student understands how different points of view influence the development of public policies and decision-making processes on local, state, national, and international levels.
Time: 45-60 minutes
Materials: chairs, PowerPoint, Rosa Parks game, timeline poster, & journal.
ENGAGE:
ROLE PLAY : Set up 8 chairs in two columns like a bus, then have 8 students sit in the bus seats and tell the class that they have been working all day and are tired. Pretend that you are a new passenger getting on the bus, pick a volunteer and tell him/her that they must get up and give up their seat. If student hesitates say “You know the law people with _____ shirts must give up their seats to someone with ____ shirts. So get up or I’ll have you arrested!” After facilitate a discussion about what happened and the feelings of the people involved. Guide students to conclusion that the law is not fair and that it is the responsibility of the individual and the community to do something about the law, and how Rosa Parks demonstrated this.
EXPLORE:
Step 1: Role Play Rosa Parks bus encounter, and discuss feelings and thoughts on activity. https://youtu.be/FPvwKP8G4sA
Step 2: Powerpoint presentation https://youtu.be/eP1PeR4huuM
Step 3: Take notes that will help in the Question game
Step 4: Rosa Parks Question Game
Step 5: Discuss and evaluate Rosa Parks timeline poster
Step 6: JOURNAL: Write how Rosa Parks actions influenced the Civil Rights Movement and still impacts the movement today.
Step 7: Write out a letter to an influential community member, encouraging them and their efforts in society. Students will give out letters on their own time.
EXPLAIN:
PowerPoint Timeline Poster Rosa Parks Question Game
ELABORATE:
Students will participate in a question game that will demonstrate their knowledge of Rosa Parks and her involvement in the Civil Rights Movement. Students will also write a letter to a member of society that impacts/influences the community in a positive way. This will demonstrate their knowledge of the people that continue to influence the Civil Rights Movement, and the fact that the Civil Rights Movement is still happening today.
EVALUATE:
EXTENSION:
ACCOMMODATIONS:
The teacher will know if the student have understand and reached the objective by testing their knowledge during the question game. The teacher will also be able to measure the understanding of the students knowledge of Rosa Parks/CRM through their reflections and journals.
Rosa Parks: A Life by Douglas Brinkley
This book will be a good resource for students who are wanting to learn more about Rosa Parks and her involvement in the CRM. This material dives into more of the history behind Rosa Parks and her influence in not only the community, but the nation.
National Geographic Article learning more about Rosa Parks: https://www.natgeokids.com/uk/discover/history/general-history/rosapark
This lesson can be adapted for students with special needs by adjusting the role play to accommodate every student (I.E. students with wheelchairs) replacing the seats with room for the wheelchair. Students can also work on the coloring sheets/paper activities provided by the other lesson plans. For Spanish speaking ESL learners, share a video that is in Spanish, incorporating both Spanish and English into the lesson. https://youtu.be/6-KrLOM8YtY | 1,803 | 876 | {
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NO to Modern Slavery
New Internationalist Easier English
Ready Intermediate Lesson
This lesson:
* Video
* Vocabulary
* Reading
* Grammar – review of tenses
* Speaking / project work
What is 'modern slavery'?
Watch this 2-minute video and discuss:
http://thenoproject.org/nowyouknow/
Quick reading – 5 minutes:
1/ Why are these students in the UK protesting? 2/ What's the connection to modern slavery?
Check here:
https://eewiki.newint.org/index.php/Students_protest_against_sweatshops
Do you know what these words mean? Discuss / explain / look up:
*
*
sweatshops • supply chain
segregation • abuse
* apartheid • to exploit
* occupation • toxic chemicals
* colonialism • compensation
Match:
1) sweatshops
2) segregation
3) occupation
4) apartheid
5) colonialism
6) supply chain
7) abuse (noun)
8) toxic (chemicals)
9) to exploit
10) compensation
a) to use people for a negative purpose
b) they can poison or kill you
c) money you get because something bad happened to you
d) when different groups eg. men and women have to be separate
e) cruel, violent treatment
f) factories where people work long hours for very low wages in bad conditions
g) when one country controls another country politically (and economically?)
h) what happens when a product is produced and sent to shops to sell
i) when people take control of a building or area to protest against something
j) the old system of separating black and white people in South Africa
Grammar: read the text again to find:
https://eewiki.newint.org/index.php/Students_protest_against_sweatshops
a) 5 examples of what students have done since the 1960s to protest.
b) 5 examples of what students are doing to protest.
eg. Students have protested against dictators.
eg. Students are making us think about gender and oppression.
Imagine your friend missed the class today – what can you tell them? Match:
1/ Check…
a) ..against any injustice you come across.
2/ Don't buy…
3/ Protest…
4/ Refuse…
5/ Don't recommend…
6/ Research…
b) ..shops that sell cheap items unless you know they didn't involve sweatshops.
c) ..the supply chain for the products that you buy and what your school/college buys.
d) ..to buy things that could have been produced by slaves.
e) ..the labels on what you buy to see where they come from.
f) ..anything if you suspect it might have involved modern slavery.
How can you tell other people about this exploitation and modern slavery?
In small groups, make a plan - you can:
* use Twitter and other social media
* make protest banners and march / chant
* write letters or leaflets to send / distribute
* stop people to explain
* make a short video / play / radio programme
And look at all these further ideas with art / photography / dance etc:
http://thenoproject.org/get-involved/studentsartists/
What can WE do?
Follow-up:
* Find out more about The NO Project and look up these sites to find out more about modern slavery:
http://thenoproject.org/excellent-sites/
* Ready lesson about modern slavery in Mauritania:
* Ready lesson about Rana Plaza and Trade Unions:
```
https://eewiki.newint.org/index.php/READY_LESSON_(for_Intermediate_learne rs):_SLAVERY_IN_MAURITANIA
```
```
https://eewiki.newint.org/index.php/RANA_PLAZA_AND_TRADE_UNIONS_- _for_Intermediate_learners:_quiz/infographic/reading/grammar/writing_-_1.5- 2_hrs
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Fertilizers for your Landscape
Winter Coastal Grower 2018
By: Steve McShane
Word Count: 563
I'm passionate about outdoor living and creating landscapes that work for you. You work too hard and your outdoor environment should be easy to enjoy. That's where my single greatest tip comes in: Fertilize your landscape. In this short piece, I hope I motivate you to be the difference in a greener and healthier backyard.
One of the first questions we need to ask is why we fertilize? Performance is the answer. Making essential nutrients available to plants allows them to thrive. This translates into more lush growth, abundant flowers and improved fruit set. In areas of the Central Coast where environmental factors are a challenge, you can see the difference in well fed landscapes immediately.
Now for a quick lesson in fertilizers. By law, each fertilizer is labeled with percentages of three essential nutrients: nitrogen, phosphorus and potassium. The easiest way to remember these: N stands for Nitrogen and is essential in leaf and stem growth. P stands for Phosphorus and is essential in root growth. K stands for Potassium and is essential for cellular functions and fruiting / flowering. There are a total of (17) essential nutrients that plants need and N, P & K are the most essential. These nutrients come from organic and conventional origins.
Organic fertilizer is a great choice for backyard gardeners. In an organic fertilizer, the three numbers are usually lower. However, they tend to not be water soluble and stay present in the soil longer. This gives you a bigger bang for you buck in some ways. One important distinction from conventional fertilizers is the fact that organic fertilizers are slow release due to the fact that micro-organisms need to break the fertilizer down to make the N, P and K plant available.
Conventional fertilizers have their benefits as well. The nutrients are immediately available. I've seen miracles with winter feeding using conventional fertilizers on sick and tired lawns. One of the most common means of using a conventional fertilizer is throwing pellets of 15-15-15 on landscapes. Many folks are believers in a coated conventional fertilizer like an Osmocote. This helps to limit release over time.
One of my favorite case studies for the importance of fertilizing landscapes is my in-laws house. They live on a hillside in the Las Palmas Community of Salinas. I'm not exaggerating when I say they suffer from some of the worst soil known to man. The only way my father in law has been able to succeed (outside of regular watering) is to put his landscape on a feeding program. He uses both organic and conventional fertilizers.
If there was one last suggestion I could leave you with, it would be the importance of adding compost to your landscape on a regular basis. Simply spreading it under the drip line of plants and trees will do a lot to enrich soil health. Like a slow release organic fertilizer, you'll see the benefits of essential nutrients available in the compost.
Just by reading this article you are already ahead of landscapers and gardeners that don't feed. Winter is the perfect time to act and you'll find your favorite landscape supply ready to help you with bulk fertilizers, amendments and soils. A well fed landscape is a healthy and vibrant one.
Steve McShane is Owner & General Manager of McShane's Landscape Supply in Salinas. He can be reached at email@example.com .
Steve McShane Biography (Revised 5-18)
Steve McShane is Owner & General Manager of McShane's Landscape Supply in Salinas, California. He has a B.S. in Soil Science from Cal Poly, San Luis Obispo and an M.B.A. from Santa Clara. He serves on the Salinas City Council. When not working, he loves hiking, traveling to far reaches of the planet and experimenting with exotic fruits. He can be reached at firstname.lastname@example.org or (831) 455-1369. | 1,645 | 852 | {
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UT Arlington Mid-Cities Math Circle (MC) 2 Tiling and Coloring
September 7, 21, 2022
A tetromino is a tile composed of four squares, connected along the edges. The five different (up to rotation and reflection) tetrominoes are pictured below and are called from left to right: straight tetromino, T -tetromino, square tetromino, L-tetromino, and skew tetromino.
Warm-up Problems
Problem 1. Can we cover an 8 × 8 board with L-tetrominoes? How about a 10 × 10 board?
Problem 2. Two opposite corners of a 4 × 4 board are removed. Can the remaining figure be covered with dominoes of the shape 1 × 2? How about an 8 × 8 board?
Problem 3. All four corners of a 6×6 board are removed. Can the remaining figure be covered with L-tetrominoes? How about an 8 × 8 board?
More Difficult Problems
Problem 4. Can we cover a 10 × 10 board with straight tetrominoes?
Problem 5. Can we cover a 10 × 10 board with T -tetrominoes?
Problem 6. A 7 × 7 board is covered by sixteen 3 × 1 and one 1 × 1 tiles. What are the permissible positions of the 1 × 1 tile?
Problem 7. Is there a way to pack 250 bricks of dimension 1 × 1 × 4 into a 10 × 10 × 10 box?
Problem 8. Is there a way to pack 53 bricks of dimension 1 × 1 × 4 into a 6 × 6 × 6 box? The faces of the bricks are parallel to the faces of the box.
Problem 9. A 23 × 23 square is completely tiled by 1 × 1, 2 × 2, and 3 × 3 tiles. What minimum number of 1 × 1 tiles are needed?
Problem 10. A rectangular room has a floor tiled with tiles of two shapes: 2 × 2 and 1 × 4. The tiles completely cover the floor of the room, and no tile has been damaged, or cut in half. One day, a heavy object is dropped on the floor and one of the tiles is cracked. The handyman removes the damaged tile and goes to the storage to get a replacement. But he finds that there is only one spare tile, and it is of the other shape. Can he rearrange the remaining tiles in the room in such a way that the spare tile can be used to fill the hole?
Problem 11. A beetle sits on each square of a 9 × 9 chessboard. At a signal each beetle crawls diagonally onto a neighboring square. Then it may happen that several beetles will sit on some squares and none on others. Find the minimal possible number of free squares.
Problem 12. (The Art Gallery Problem) An art gallery has the shape of a simple n-gon. Find the minimum number of watchmen needed to survey the building, no matter how complicated its shape.
Problem 13. Let P be a finite set of squares on an infinite chessboard. Kelvin the Frog notes that P may be tiled with only 1 × 2 dominoes, while Alex the Kat notes that P may be tiled with only 2 × 1 dominoes. The dominoes cannot be rotated in each tiling. Prove that the area of P is a multiple of 4.
Problem 14. A configuration of 4043 points in the plane is called Texan if it consists of 2021 red points and 2022 blue points, and no three of the points of the configuration are collinear. By drawing some lines, the plane is divided into several regions. An arrangement of lines is good for a Texan configuration if the following two conditions are satisfied:
(a) No line passes through any point of the configuration.
(b) No region contains points of both colors.
Find the least value of k such that for any Texan configuration of 4043 points, there is a good arrangement of k lines.
More Warm-up Problems
Problem 15. Given a 2 × 5 board and domino tiles of size 2 × 1, count the number of ways to tile the given board using the domino tiles. What about a 2 × 10 board?
Problem 16. On the figure below, a road map connecting 14 cities is shown. Is there a path passing through each city exactly once?
Other Difficult Problems
Problem 17. In a 4 × 4 board the numbers from 1 to 15 are arranged in the following way:
In a move we can move some number that is in a square sharing a side with the empty square to that square. Is it possible to reach the following position using these moves? | 1,719 | 1,112 | {
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32
Jacob went on his way, and the angels of God met him. When he saw them, Jacob said, "This is God's army." He called the name of that place Mahanaim. Jacob sent messengers in front of him to Esau, his brother, to the land of Seir, the field of Edom. He commanded them, saying, "This is what you shall tell my lord, Esau: 'This is what your servant, Jacob, says. I have lived as a foreigner with Laban, and stayed until now. I have cattle, donkeys, flocks, male servants, and female servants. I have sent to tell my lord, that I may find favor in your sight.'" The messengers returned to Jacob, saying, "We came to your brother Esau. He is coming to meet you, and four hundred men are with him." Then Jacob was greatly afraid and was distressed. He divided the people who were with him, and the flocks, and the herds, and the camels, into two companies; and he said, "If Esau comes to the one company, and strikes it, then the company which is left will escape." Jacob said, "God of my father Abraham, and God of my father Isaac, Yahweh, who said to me, 'Return to your country, and to your relatives, and I will do you good,' I am not worthy of the least of all the loving kindnesses, and of all the truth, which you have shown to your servant; for with just my staff I crossed over this Jordan; and now I have become two companies. Please deliver me from the hand of my brother, from the hand of Esau; for I fear him, lest he come and strike me and the mothers with the children. You said, 'I will surely do you good, and make your offspring as the sand of the sea, which can't be counted because there are so many.'" He stayed there that night, and took from that which he had with him, a present for Esau, his brother: two hundred female goats and twenty male goats, two hundred ewes and twenty rams, thirty milk camels and their colts, forty cows, ten bulls, twenty female donkeys and ten foals. He delivered them into the hands of his servants, every herd by itself, and said to his servants, "Pass over before me, and put a space between herd and herd." He commanded the foremost, saying, "When Esau,
Page 1 of 3
my brother, meets you, and asks you, saying, 'Whose are you? Where are you going? Whose are these before you?' Then you shall say, 'They are your servant, Jacob's. It is a present sent to my lord, Esau. Behold, he also is behind us.'" He commanded also the second, and the third, and all that followed the herds, saying, "This is how you shall speak to Esau, when you find him. You shall say, 'Not only that, but behold, your servant, Jacob, is behind us.'" For, he said, "I will appease him with the present that goes before me, and afterward I will see his face. Perhaps he will accept me." So the present passed over before him, and he himself stayed that night in the camp. He rose up that night, and took his two wives, and his two servants, and his eleven sons, and crossed over the ford of the Jabbok. He took them, and sent them over the stream, and sent over that which he had. Jacob was left alone, and wrestled with a man there until the breaking of the day. When he saw that he didn't prevail against him, the man touched the hollow of his thigh, and the hollow of Jacob's thigh was strained, as he wrestled. The man said, "Let me go, for the day breaks." Jacob said, "I won't let you go, unless you bless me." He said to him, "What is your name?" He said, "Jacob". He said, "Your name will no longer be called Jacob, but Israel; for you have fought with God and with men, and have prevailed." Jacob asked him, "Please tell me your name." He said, "Why is it that you ask what my name is?" He blessed him there. Jacob called the name of the place Peniel: for, he said, "I have seen God face to face, and my life is preserved." The sun rose on him as he passed over Peniel, and he limped because of his thigh. Therefore the children of Israel don't eat the sinew of the hip, which is on the hollow of the thigh, to this day, because he touched the hollow of Jacob's thigh in the sinew of the hip.
Page 2 of 3
Genesis
Please read the above text and answer the below questions along with completing the boxes on the right in preparation for class. Give priority to the text.
1. Who did Jacob meet on his journey?
2. What message did Jacob send with the first group of messengers that he sent to Esau?
3. What did they report back?
4. How did this make Jacob feel? Why?
5. What plan did Jacob devise?
6. To whom did Jacob turn for help?
7. What gifts did Jacob send to Esau and how were they to be delivered?
8. With whom did Jacob wrestle? Who won the wrestling match?
9. What changed as the result of this event?
Key Characters/Places
Key Events/Phrases
Key Connections
Other Noteworthy Items
Page 3 of 3 | 1,671 | 1,188 | {
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Brazos Valley African American Museum
Curriculum Learning Trunk Lesson Plans for Middle School- 6 th to 8 th Grade
Martin Luther King Jr.:
This trunk contains lessons to provide students with an accurate understanding of the impact that Martin Luther King Jr. had and still has on society.
Martin Luther King Jr.: Middle School Lesson Plan
BVAAM
Curriculum Learning Trunk – Lesson Plan
OBJECTIVE:
The students will understand the impact and contributions of Martin Luther King’s “I Have a Dream” speech on the Civil Rights Movement given laminated copies of the speech and examine if his dreams have been lived by explaining three specific examples covered at 100% accuracy.
TEKS:
Knowledge and Skills
8.9: The students understand the effects of the Civil Rights Movement on the political and social life of the nation.
8.9A: Evaluate legislative reform programs of the Civil Rights Movement and reconstructed state governments; Describe the social difficulties faced by the United States
8.9B: during Civil Rights Movement.
ENGAGE:
Begin the lesson by catching the students’ attention by giving a mini “I Have a Dream” speech. Speak with passion, just as Martin Luther King Jr. would.
EXPLORE:
Elaborate on the laminated “I Have a Dream” speech. Point out the important aspects of the speech. Utilize the portrait, newspaper clippings, and “I have a Dream” quote book to emphasize the impact the Martin Luther King Jr. made on society from the learning trunk.
EXPLAIN:
Present background information about Martin Luther King Jr. Also, provide specific dates such as, date of speech (Aug. 28 th , 1963), where (Lincoln memorial), and his death (Apr. 4 th , 1968) etc through the use of power point. Also, play the video to further explain how important his speech was and still is to society. https://youtu.be/cxxh5h0ugiE
ELABORATE:
Students will demonstrate their understanding of the impact Martin Luther King Jr. had by creating a banner with impactful phrases from the laminated “I Have a Dream” speech or from examples of the video provided below that contains a multitude examples of banners. https://youtu.be/d2q9ugte5MA
EVALUATE:
Students will discuss in small groups of four and apply their knowledge of Martin Luther King Jr. “I Have a Dream” by examining if Martin Luther King Jr. dream has been achieved. Also, ask the students to explain what controversies are we still battling today by providing three specific events that were covered in the lesson.
EXTENTION:
For more motivated students ask them to write three sentences over someone in their life who has impacted them in a positive way just as Martin Luther King Jr. impacted many people. Have them write what that person did to impact them and the inspiration that will follow them for years to come.
ACCOMODATIONS:
For students with different accommodations we will provide a biography over Martin Luther King Jr. for them to take home. Also, provide a Martin Luther King Jr website so they can further explore his archives. http://www.thekingcenter.org/archive | 1,397 | 650 | {
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Recovery Plan for Learning Loss - 2022
(The same plan has been prepared to conduct the learning-teaching process for 49 periods each with 13 periods in the first term of grade 6 and 18 periods in the second and third terms.)
Western Music
Grade - 7
Department of Aesthetic Education National Institute of Education Maharagama www.nie.lk
| Competency | Competency Level | Essential Learning Outcome | Subject Content | Activity |
|---|---|---|---|---|
| Competency 1 | 1.2. Distinguish the difference between high | Identifies and names high | High and low sounds | 1.2.1 |
| | and low sounds in the environment 4 | and low sounds in the | | |
| | (I, lla) | environment | | |
| Competency 6 | 6.1. Identify, write and perform using the | Identifies, writes, and | Notes up to one leger line | 6.1.1 |
| | given notes | performs using the given | above and below the clef | & |
| | | notes in the leger lines | -Notation | 6.1.2 |
| Competency 4 | 4.1 Perform the recorder | Learn the correct technique | Recorder | 4.1.1a |
| | Within the prescribed range (IV) | in playing the Recorder. | Play G. to D on the Recorder | |
| | | Reads music | | |
| Competency 4 | | Develops musical memory | Play G. to E on the Recorder | 4.1.1b |
| | | Develops group | | |
| | | coordination | | |
| Competency 4 | | Plays simple melodies on | Play simple melodies built | 4.1.2 |
| | | the Recorder | on these notes. (write some | |
| | | | melodies) | |
| Competency 6 | 6.2 Identify the difference between notes as | Define the tones and | Tones and Semitones | 6.2.1 |
| | tones and semitones (I, IIb, IV) | semitones in relation to the | | |
| | | movement of pitch | | |
| Competency 6 | | Describes and identifies | Inflections of notes (Sharp, | 6.2.2 |
|---|---|---|---|---|
| | | tones and semitones and the | Flat. Natural) | |
| | | accidentals in Music. | Name all the Keys on the | |
| | | | dummy keyboard. | |
| | 8.1 Develop correct vocal technique using | Sings using control of breath, | Singing | 8.1.1 |
| Competency 8 | vocal exercises (IIb, V) | diction, and resonance | Vocal exercises | & |
| | | Sings rounds in tune | Sing major scales | 8.2.1 |
| | | | Singing Rounds | |
| Total number of periods | | | | | | 1,349 | 758 | {
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Holy Cross Catholic Primary School Progression in Dance
| Area | Reception | Year 1 | Year 2 | Year 3/4 | Year 5 |
|---|---|---|---|---|---|
| Health and fitness | Describe how the body feels when still and when exercising. | Describe how the body feels before, during and after exercise. Carry and place equipment safely. | Recognise and describe how the body feels during and after different physical activities. Explain what they need to stay healthy. | Recognise and describe the effects of exercise on the body. Know the importance of strength and flexibility for physical activity. Explain why it is important to warm up and cool down. Describe how the body reacts at different times and how this affects performance. Explain why exercise is good for your health. Know some reasons for warming up and cooling down. | Know and understand the reasons for warming up and cooling down. Explain some safety principles when preparing for and during exercise. |
| Dance skills | Join a range of different movements together. Change the speed of their actions. Change the style of their movements. Create a short movement phrase | Copy and repeat actions. Put a sequence of actions together to create a motif. Vary the speed of their actions. Use simple choreographic | Copy, remember and repeat actions. Create a short motif inspired by a stimulus. Change the speed and level of their actions. Use simple choreographic | Begin to improvise with a partner to create a simple dance. Create motifs from different stimuli. Begin to compare and adapt movements and motifs to create a larger sequence. | Identify and repeat the movement patterns and actions of a chosen dance style. Compose individual, partner and group dances that reflect the chosen dance style. |
Live, grow, learn and pray together in faith.
Live, grow, learn and pray together in faith.
| Perform | Control my body when performing a sequence of movements. | Perform using a range of actions and body parts with some coordination. Begin to perform learnt skills with some control. | Perform sequences of their own composition with coordination. Perform learnt skills with increasing control. Compete against self and others. | Develop the quality of the actions in their performances. Perform learnt skills and techniques with control and confidence. Compete against self and others in a controlled manner. Perform and create sequences with fluency and expression. Perform and apply skills and techniques with control and accuracy. | Perform own longer, more complex sequences in time to music. Consistently perform and apply skills and techniques with accuracy and control. |
|---|---|---|---|---|---|
| Evaluate | Talk about what they have done. Talk about what others have done. | Watch and describe performances. Begin to say how they could improve. | Watch and describe performances, and use what they see to improve their own performance. Talk about the differences between their work and that of others. | Watch, describe and evaluate the effectiveness of a performance. Describe how their performance has improved over time. Watch, describe and evaluate the effectiveness of performances, giving | Choose and use criteria to evaluate own and others’ performances. Explain why they have used particular skills or techniques, and the effect they have had on their performance. |
Live, grow, learn and pray together in faith.
Live, grow, learn and pray together in faith.
ideas for improvements.
Modify their use of skills or techniques to achieve a better result. | 1,465 | 713 | {
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WALK ON THE 'WILD' SIDE
Kids' Trek offers Wild Days of Play on the first Saturday of every month from April through September
What: A series of hour-long programs using stories and games to explore the similarities and differences between playful human and animal actions. Wild Days of Play are designed for kids from 5 to 12. Each session includes a take-home craft and an activity children can use to continue learning as they explore the rest of Northwest Trek.
When: 11 a.m. on the first Saturday of the month from April through September.
Where: Kids' Trek at Northwest Trek Wildlife Park, 11160 Trek Drive E., Eatonville, Wash.
Cost: Every visit to the Kids' Trek playground, including each Wild Day of Play, is free with paid admission or membership to Northwest Trek.
The schedule:
- Saturday, April 2, Wild Cooperation: Kids will explore the concept of cooperation through parachute play, a story and a relay race. How, for example, do animals work and live together? Can humans cooperate with wildlife? Come and find out.
- Saturday, May 7, Wild Play: All kids know that playtime is fun, but do animals play too? This hour will use a story and games to help children explore the differences between playful human and animal actions.
- Saturday, June 4, Wild Living: Storytime and other activities encourage kids to think about their own homes and what habitats animals need to survive. Do they live in apartments? Condos? Is their house a shell they carry on their back? Kids will venture into wild living and create a habitat they can take home.
- Saturday, July 2, Wild Communication: Humans talk, smile, frown, cross their arms over their chests, turn their backs and more as ways of communicating. Animals can't pick up a cell phone and dial, or write a post to Facebook, so how do they get their messages across? Kids will explore animal sounds and their meanings during this fun program.
- Saturday, Aug. 6, Wild Eating: Forks, spoons, knives. Each has a special purpose for humans. Animals are specially made for eating their food, too. What they eat – and who eats them – determines where they are on the food chain. This program uses games and stories to let kids see if they can catch prey like an eagle, a spider or even a cougar. Wild Eating! Yum!
- Saturday, Sept. 3, Wild Calls: Howling wolves, bugling elk, bellowing bison. What is the noise all about? Join Northwest Trek for a quacking, ribbiting, meowing, giggling good time during a story and series of games to learn about the wild calls all around us.
native Northwest wildlife and their natural habitats. The wildlife park is a facility of Metro Parks Tacoma and is located 35 miles southeast of Tacoma off State Highway 161. | 1,068 | 598 | {
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Learning and Teaching at Caterham School
As Director of Learning and Teaching at Caterham School the obvious assumption to make would be that my main focus is on exam results. However, my passion is making sure that our students leave with the ability to think for themselves, and that they each have a deep understanding of how they learn. In fact my greatest fear is that a student leaves our school with a clutch of impressive A-levels, but lacks the metacognitive skills and self-confidence to make a success of university and career.
To support this belief we run an extensive programme of staff and pupil training both in and out of lessons. We are keen proponents of De Bono Thinking techniques such as the Six Thinking Hats ® and CoRT 1 Skills ®. We use the techniques to help students and teachers alike to structure their thinking in such scenarios as problem solving, planning essays or even running meetings.
The Six Thinking Hats ® are a framework for an alternative to traditional argument and are often more constructive. This technique encourages all participants to think in one direction at the same time. For example, the White Hat requires an attention to information: what do we have; what do we need; what is missing. The Green Hat demands a focus on 'creative effort.' When the Green Hat is in use everyone generates new ideas, alternatives, modifications of an idea, possibilities, provocations, etc. Caterham became the first Independent School in the country to be awarded Thinking School status by De Bono in 2006.
We also run dedicated study skills sessions throughout the school, including Multiple Intelligence Testing and Information Skills so that students understand how to make best use of reading skills and research techniques. 1 st and 2nd Years follow a course on Thinking and Study Skills as part of a Carousel programme. Aside from De Bono techniques they start to look at their own learning preferences, how they might appeal to them, and how to develop learning styles that are perhaps not yet favoured by them. Students also learn about Mind Maps, Brain Gym, and even coping with stress or exam nerves.
Last November we shared many of these strategies with our feeder schools at our first ever Conference on Innovative Learning and Teaching. We wanted to make it uniquely hands-on so after the morning workshops delegates spent the afternoon visiting classrooms and sitting in on lessons to see the theory translated into practice.
Learning to learn is the cornerstone of what a school should be about. We have moved from the Information Age to the Concept Age. Knowledge expands and develops so rapidly that we as educators must provide our children with the transferable skills to cope with the pace of change. A modern school leaver is expected to change jobs 11 times by the age of 38. In most technology-based degrees the knowledge taught in the 1 st Year is often out of date by the time the student starts his 3 rd Year. Too much wrote-learning or spoon-feeding in the classroom has dire long term consequences….
Kim Wells MA (Cantab) Director of Learning and Teaching | 1,206 | 607 | {
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A Study of the Prophets O.T. Survey Lesson 189--Daniel 4:1-37
Introduction: Nebuchadnezzar, like all monarchs, had to learn that God rules supremely over all and sets over the realm of mankind whoever He wishes. In this chapter Nebuchadnezzar reveals how he had allowed himself to be overcome with pride; but how God humbled him by making him spend a period of time as an animal in the field.
Lesson aim: To emphasize the need to walk humbly before God, recognizing Him as the source of our blessings and accomplishments.
Nebuchadnezzar's vision narrated--Daniel 4:1-18
1. Who is the author of this section of Daniel? (v. 1) What does Nebuchadnezzar purport to declare in this decree? (v. 2) With what statements about God did he introduce his report? (v. 3)
2. With what is this chapter concerned? (v. 5) Were the king's counselors able to interpret the
dream? (v. 6-7) Was Daniel? (v. 8-9)
3. Describe the scene Nebuchadnezzar saw in his dream (v. 10-12). What command was issued concerning the tree? (v. 14-16) For what
purpose were these things to occur? (v. 17)
Nebuchadnezzar's vision interpreted--Daniel
4:19-27
1. What confidence did Nebuchadnezzar express in
Daniel? (v. 18)
2. Who did the tree of Nebuchadnezzar's dream represent? (v. 19-22) What did Daniel explain the future held for the king, if he did not change? (v. 23-26)
3. What advice did Daniel give to Nebuchadnezzar that might have prevented the vision from being fulfilled? (v. 27)
Nebuchadnezzar's vision fulfilled--Daniel 4:28-37
1. How much time passed before Nebuchadnezzar's dream was fulfilled? (v. 28-29) What thoughts were in his mind when the king was smitten with the illness prophesied by Daniel? (v. 30) What did God reveal to him at that moment? (v. 31-33)
2. For how long did Nebuchadnezzar act like an animal? How did the king respond to God after his reason returned to him? (v. 34) What things did the king affirm about God? (v. 35)
3. Describe Nebuchadnezzar's latter state after his return to sanity (v. 36)
4. What lesson had the king learned from his experience? (v. 37) | 948 | 619 | {
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Jovem Autarca (Young Mayor)
Name of the organisation
Município de Santa Maria da Feira
Website of the organisation
www.cm-feira.pt
Location of the organisation
Praça da República, 4520-174 Santa Maria da Feira, Portugal
E-mail address of the organisation
email@example.com
Good practice aspect(s)/themes of youth work
Participation of young people in decision making
Good practice category
A practice of processes and methods
Good practice aim & purpose
The Young Mayor through non-formal education aims to encourage the active participation of young people in local life; enabling young people to be architects of their own lives, supporting their personal development and growth towards autonomy, strengthening their resilience and providing them with the necessary life skills to face a changing world; encourage young people and provide them with the necessary resources to become active citizens, agents of solidarity and positive change inspired by EU values and a European identity.
Good practice description
"Young Mayor", whose first edition took place in 2014, is a project that aims to boost citizenship behaviours, appreciate the opinions of young people, as well as their ideas and perspectives for the future, through a process that results in the election of a Young Mayor and two Councillors from among 21 candidates. Young people aged between 11 and 17 can vote in the eletions and Young people aged between 13 and 17 who study and/or live in the municipality of Santa Maria da Feira can apply. Per year, we have almost 7000 young persons voting in the eletion of the young Mayor. We have the limit of 21 candidates per year.
The mandate is only one year, in order to allow the elected young people to combine school and extracurricular activities and official duties.
By assuming an active participation in the political decisions of their municipality, the elected young people will act as spokespersons for their peers, and will be co-responsible for managing the 10.000€ budget assigned to them, as they try to carry out the projects they designed, within a logic of dialogue and sustainability.
During one year, the young mayor team have a meeting 2 times a mouth (minimum). In the beggining, they share the ideas and organize all the mandate (how many thing's they want to do, areas, investimento, and how they want to do it). After deciding what they want to do, they present the idea to the council of santa maria da feira and all the deputy-mayors, UNDERSTANDING ?? how they can help, or be involved in these areas.
After that, they build their idea and beggin to do all the steps necessary to turn it real. This is one of the main goal of young mayor, because the young perplexo will be part of all the phases (think, contact and prepare, realize).
During the year, after all the projects that they promote, the team is invited for different moments, representing the youth of the municipality or sharing the experience to being part of the young mayor.
The Young mayor is also an official member of the youth council of santa Maria da Feira.
In relevant moments of the the city and special dates for the country, the young mayor is invited to speak and represent all the youth in Santa Maria da Feira (Ex: Dia das Fogaceiras – Municipal holiday and 25 of April – national holiday.
In the final of the mandate, the group does a reflection of the work, and what can be better in the future. Normalmente, this young team will be active citizens for the society. After the young mayor, they are involved in youth, cultural or sports associations, school associations, political associations, ONG's, European spaces of participacions, etc.
More than the projects that they developed, it is all the process that we believe that is more important for their lives.
They open their minds, receive a lot of information and opportunities, and share all this knowledge with the community.
Slogan of the project: "The future starts tomorrow".
Good practice result & concrete effects
Young Mayor started in 2014 and involved 21 young people, who developed their soft skills. They organized 3 actions addressed to YP. At the end of their mandate, young people continued to participate actively in the sustainable development of the local community through their assiduous presence in events/actions/projects addressed to youth (and the youth advisory council was even created). The regular participation of young people in Erasmus + youth allowed them to get to know other young people and European realities, increasing the sense of belonging to Europe, as well as the appreciation of European democratic values of peace, solidarity, non-discrimination, equity, inclusion (art2 Treaty of EU).
Good practice chapter of the European Charter on Local Youth Work
Organisation and practice | 2,002 | 1,015 | {
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Live Like Your Life Depends On It!
You probably know your social-security number, your phone number, and your PIN number…but do you know your CHOLESTEROL numbers? It's important to know these numbers; your life depends on it!
High cholesterol has no symptoms, and is a major risk factor for heart disease, which is the number one killer of men and women in Missouri. As scary as this is, a simple blood test can tell you what you need to know- your numbers! If you are 20 or older, and you haven't had your blood tested, be sure to get it done in September, Cholesterol Education Month.
| | TOTAL CHOLESTEROL LEVEL | CATEGORY | | |
|---|---|---|---|---|
| Less than 200mg/dL | | | | Optimal |
| 200-239 mg/dL | | | | |
| 240 mg/dL and above | | | | |
| | LDL CHOLESTEROL LEVEL | CATEGORY | | |
| Less than 100 mg/dL | | | | Optimal |
| 100-129 mg/dL | | | | |
| 130-159 mg/dL | | | | |
| 160-189 mg/dL | | | | |
| 190 mg/dL | | | | |
| | HDL CHOLESTEROL LEVEL | CATEGORY | | |
| Less than 40 mg/dL | | | | |
| 40-59 mg/dL | | | | |
| 60mg/dL | | | Optimal/High HDL cholesterol | |
| | TRIGLYCERIDE LEVEL | CATEGORY | | |
| Less than 150 mg/dL | | | | Optimal |
| 150-199 mg/dL | | | | |
| 200-499 mg/dL | | | | |
| 500 mg/dL and above | | | | |
For more information go to www.nhlbi.nih.gov or www.americanheart.org
KNOW YOUR NUMBERS!
Use this chart to record your numbers each time you visit your health care professional. Then use the chart above to see what categories your numbers are in.
| Date | Goal: Less than | | Goal: Less | Goal: Greater | | Goal: Less than |
|---|---|---|---|---|---|---|
| | 200mg/dL | | than 100 mg/dL | than 60 mg/dL | | 150 mg/dL |
| | Total Cholesterol | LDL | | HDL | Triglycerides | |
If you have had your blood tested… …and your numbers are in the desirable range, keep up the good work and be sure to get tested at least every 5 years.
…and your numbers are in the high range, be sure to follow your doctor's advice or refer to www.nhlbi.nih.gov. | 1,318 | 702 | {
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Lesson Presentation
J.M. Garza (firstname.lastname@example.org)
Faulk Middle School Brownsville, Texas
Objective(s):
The student will explore and investigate the properties of triangles.
The student will classify triangles by their angles and their sides.
Materials Needed:
A. Shoe string or pieces of rope
B. Coffee stirrers, toothpicks, drinking straws
C. Scissors, rulers
Teacher's Focus:
Allow students to review the shapes and definitions of polygons. Ask students to model the different shapes (with the shoe strings) representing each of the polygons.
Ask five students to construct a triangle (using their shoe strings) and then ask eight students to construct a triangle (using their shoe strings).
Triangles Classified by Length of the Sides
Equilateral Triangle
Definition:
Teacher Note: Congruent sides are often marked with a slash through the sides. Vertex is the point where two sides meet.
Isosceles Triangle Definition:
Scalene Triangle Definition:
Triangles Classified by Measure of the Angles
Obtuse Triangle Definition:
Acute Triangle Definition:
Right Triangle Definition:
Q Name the triangle __________________
Classify the triangle by its angles and sides
R _____________________________________
Name the triangle __________________
Classify the triangle by its angles and sides
P _____________________________________
Using the toothpicks, construct and trace a right, scalene triangle below.
Using the toothpicks, construct and trace an acute, equilateral triangle below.
Communicating Mathematics
1. Compare and contrast isosceles triangles and equilateral triangles.
2. Describe the types of angles that are in a right triangle.
Tell whether each statement is true or false. Then draw a figure to justify your answer.
1. A triangle can have three acute angles.
2. An obtuse isosceles triangle has two acute angles.
Problem Solving and Critical Thinking
1. What type of triangle has one pair of perpendicular sides? Draw a figure to justify you answer.
2. An equiangular triangle has three congruent angles. What is the measure of each angle of an equiangular triangle?
3. You decide, Maria and Pedro were drawing triangles on paper and then describing them to each other, Maria told Pedro that she drew a triangle that had two obtuse angles. Pedro said that it could not be done. Who was correct? Explain
4. Use toothpicks to build the figure below. Remove the stated number of sticks to get the specific number of triangles. Draw your figure.
| Remove | Number of Triangles |
|---|---|
| 2 | 3 |
| 2 | 2 |
| 3 | 1 | | 1,411 | 564 | {
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Electoral College Overview
DIRECTIONS: Go to 270 to win and click on "Select the Year" to change the election year and answer the questions below. You will need to reference the candidates in the election, noted next to the electoral map. In order to answer some questions, you will read about the "Election Facts" below the electoral map. For other questions, you may have to use a general internet search to help you answer.
QUESTIONS:
Select the year 2000 and answer the following questions:
1. Which candidate had the most "popular" votes?
2. Which candidates had the most "electoral" votes?
3. What do you think is interesting about this election?
Select the year 1992 and answer the following questions:
4. Who represented the Democratic and Republican parties?
5. Who else was running for President this year? How many votes did they get? Why didn't they receive any electoral votes?
Select the year 1968 and answer the following questions:
6. Which candidate was considered the "3 rd party" or "independent" candidate during this election?
7. How many electoral votes did this candidate receive and in which states?
8. Think about Plessy v. Ferguson and Brown v. Board of Education. (These are Supreme Court cases we will learn about in class…but what issue was controversial in many of the southern states during the 1960's?) What do you think this candidate supported and why? (based on the information from the last question)
Look at the following election years: 1932, 1936, 1940, and 1944
9. Which president was elected 4 times? What amendment makes this illegal? (check the 1948 election facts) When was this amendment ratified?
Select the year 1936 and answer the following questions:
10. Which amendment was ratified for this election and what did the amendment actually do?
Select the year 1920 and answer the following questions:
11. What group of people were allowed to vote for the first time during this election AND what amendment allowed this?
Select the year 1912 and answer the following questions:
12. Which candidate received more votes than the Republican Party's candidate AND what party was he a part of?
Select the year 1904 and answer the following questions:
13. Who won this election and what party was he a part of?
14. Which year did this person run for president as a member of another party?
Select the year 1888 and answer the following questions:
15. Which candidate had the most "popular" votes?
16. Which candidates had the most "electoral" votes?
17. What do you think is interesting about this election?
Select the year 1876 and answer the following questions:
18. Which candidate had the most "popular" votes?
19. Which candidates had the most "electoral" votes?
20. What do you think is interesting about this election?
Select the year 1864 and answer the following questions:
21. Why didn't the Southern states participate in the Presidential Election?
Select the year 1824 and answer the following questions:
22. Which candidate had the most Electoral AND Popular votes?
23. Why didn't this candidate win the election? (Why did John Quincy Adams win instead?)
Select the year 1789 and answer the following questions:
24. What was significant about this Presidential Election? | 1,401 | 697 | {
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PROMOTIONAL IDEAS FOR DISABILITY HISTORY AND AWARENESS WEEKS
1. Hang banners in schools and/or use school marquee to recognize Disability History and Awareness Week.
2. Allow students to design posters, fliers, and/or buttons related to Disability History and Awareness. Post student-designed posters and fliers in the school.
3. Use school and district Web sites to promote disability history and awareness.
4. Ask schools to include biographical information on famous people with disabilities in morning announcements.
5. Encourage district school board to pass a resolution recognizing Disability History and Awareness Week.
6. Distribute a letter announcing Disability History and Awareness Weeks, including a flier to all parents.
7. Ask the local PTA/PTO to include articles related to disability history and awareness in their newsletters and October meetings.
8. Ask teachers to incorporate into their lesson plans information about disability history and awareness.
9. Post a timeline of disability history in every school. Allow students to design timelines.
10. Encourage school libraries to do a book exhibit to expand students' understanding and awareness of Individuals with disabilities and related history and on the disability rights movement.
11. Contact local media outlets concerning articles and stories related to disability history or awareness during Disability History and Awareness Week.
12. Recognize the achievement of local and other people with disabilities all year. Focus on their abilities and achievements through the district Web site, newsletters, morning announcements, and working with local media for stories and articles.
13. Encourage schools to host school-wide Disability History & Awareness event(s).
14. Involve parents and other members of the community in planning and implementing activities at the district and school level.
15. Encourage student councils/student government in planning and implementing activities at district and school level.
16. Provide training for teachers concerning disability history and awareness -- give in-service points for participation.
17. Encourage district and school personnel to participate in Disability Mentoring Day. Additional
information on Disability Mentoring Day can be found at:
http://www.aapd.com/site/c.pvI1IkNWJqE/b.5606851/k.CDB/Welcome_to_the_Disability_Mento ring_Program.htm
18. Designate a point person to coordinate disability history and awareness activities for the district.
These ideas and activities were adapted from the Florida Department of Education, Bureau of Exceptional Education and Student Services and Workforce Education, the Family Café, the Florida Developmental Disabilities Council, the Florida Youth Council, and the Florida Alliance for Assistive Services and Technology (FAAST). | 1,320 | 519 | {
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At that time the Roman emperor, Augustus, decreed that a census should be taken throughout the Roman Empire.
(This was the first census taken when Quirinius was governor of Syria.)
All returned to their own ancestral towns to register for this census.
And because Joseph was a descendant of King David, he had to go to Bethlehem in Judea, David's ancient home. He traveled there from the village of Nazareth in Galilee.
He took with him Mary, to whom he was engaged, who was now expecting a child.
And while they were there, the time came for her baby to be born.
She gave birth to her firstborn son. She wrapped him snugly in strips of cloth and laid him in a manger, because there was no lodging available for them.
That night there were shepherds staying in the fields nearby, guarding their flocks of sheep.
Suddenly, an angel of the Lord appeared among them, and the radiance of the Lord's glory surrounded them. They were terrified, but the angel reassured them. "Don't be afraid!" he said. "I bring you good news that will bring great joy to all people.
The Savior—yes, the Messiah, the Lord—has been born today in Bethlehem, the city of David!
And you will recognize him by this sign: You will find a baby wrapped snugly in strips of cloth, lying in a manger."
Suddenly a great company of the heavenly host appeared with the angel, praising God and saying, "Glory to God in the highest heaven, and on earth peace to those on whom his favor rests."
When the angels had left them and gone into heaven, the shepherds said to one another, "Let's go to Bethlehem and see this thing that has happened, which the Lord has told us about."
So they hurried off and found Mary and Joseph, and the baby, who was lying in the manger.
After seeing him, the shepherds told everyone what had happened and what the angel had said to them about this child.
All who heard the shepherds' story were astonished, 19 but Mary kept all these things in her heart and thought about them often.
The shepherds went back to their flocks, glorifying and praising God for all they had heard and seen. It was just as the angel had told them.
God the Logos came from heaven to identify with us, walk with us, die for us, be raised for us, and to relate with us as the Supreme revelation of who God is.
Salvation and its fullness are not automatic for anyone, but it is available to any and all who choose to respond to God's grace through faith.
The Logos becoming flesh wasn't just a private moment for Joseph and Mary, it is a moment forever marked in eternity for all to see.
The Logos becoming flesh wasn't just a private moment for Joseph and Mary; it is a moment forever marked in eternity for all to see.
When God moves in grace towards us, it is not so we can just hear about it. He calls us to follow where He leads us and to share with others ALL that God has shown us and done in us. | 1,013 | 654 | {
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Jackson County Conservation
Geocaching Bird Safari
Explore Jackson County's parks this summer!
Using GPS, find the 12 geocaches hidden at county parks while learning about Iowa's birds! Collect the code word from each geocache to fill in the table inside this journal.
Turn in the completed journal with all 12 code words at the Hurstville Interpretive Center to receive a pathtag (pictured below).
For more information about the parks, including maps, directions and outdoor recreation opportunities, visit: www.MyCountyParks.com/County/Jackson/Parks.aspx
Geocaching Safari Sponsored By:
Geocaching Safari Created By: A1BOB66
Questions?
Call the Hurstville Center at (563) 652-3783 or email email@example.com
#1 Trumpeter Swan at the Hurstville Interpretive Center N 42° 05.278 W 090° 40.774
#2 Red-tailed Hawk at Ozark Wildlife Area N 42° 11.308 W 090° 50.358
#3 Turkey Vulture at Buzzard Ridge Wildlife Area N 42° 09.189 W 090° 52.032
#4 Bobolink at Pine Valley Nature Area N 42° 08.590 W 090° 51.278
#5 Common Yellowthroat at Baldwin Marsh N 42° 04.306 W 090° 51.591
#6 Pileated Woodpecker at Black Hawk Wildlife Area N 42° 04.941 W 090° 44.013
#7 Northern Oriole at Prairie Creek Recreation Area N 42° 03.566 W 090° 38.338
#8 Indigo Bunting at Jackson County Recreation Trail N 42° 06.869 W 090° 23.466 (starting point for puzzle cache)
#9 Northern Cardinal at McNeil Nature Preserve N 42° 03.393 W 090° 21.588
#10 Double-crested Cormorant at Sabula South Lakes Park
N 42° 03.446 W 090° 10.342
#11 Pelican & Sandhill Crane at Duck Creek Park N 42° 13.834 W 090° 24.068
#12 American Goldfinch at Cottonville Conservation Area
N 42° 12.094 W 090° 37.206
Safari Journal
Name _______________________City/State _______________
Geocaching Name____________________________________
Phone/Email _________________________________
| #1 | #2 |
|---|---|
| #3 | #4 |
| #5 | #6 |
| #7 | #8 |
| #9 | #10 |
Would you like to be added to Jackson Co. Cons email list? Yes or No Comments/Suggestions about the Geocaching Safari:
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Astrology: Reading
There's something about the New Year that always makes me read my horoscope to see what lies ahead. I don't believe in any of it really but there's comfort in being told that the next 12 months will bring health, wealth and happiness (well, it's usually over optimistic, isn't it?).
There are many other people who are also sceptical about astrology and its belief that knowledge of the position of the stars and planets can help us understand our personality or predict human affairs. However, despite the lack of scientific evidence in its favour, astrology (not to be confused with astronomy which is the scientific study of astronomical objects) has been around for thousands of years, and is believed by millions of people in both the West and the East.
The Occident has its star signs every month and the Orient has its animals every year. I have to confess that this year I'm now more intrigued by the predictions for the future because 2007 is significant for me – yes, I'm a Pig (actually I prefer the alternative Wild Boar!). When I first found out I was a Pig person I was a little disappointed, and my friends (mighty Dragons, friendly Dogs and ferocious Tigers) sniggered. Pigs have a bad reputation – people think they're dirty animals that smell horrible and many cultures don't even eat them.
In the Chinese zodiac there are 12 animals and according to one legend, when Buddha left the earth only 12 animals came to say goodbye to him. As a reward Buddha named a year after each of the animals in the order that they came to him, and the pig (you've guessed it) came last – no doubt snuffling in the undergrowth for food rather than bounding forward like the sneaky rat that came first. So I thought I was unlucky being a Pig but this isn't so. It appears that Pigs are kindly people who are helpful and giving. They tend to make good friends as they are loyal, thoughtful and trusting. Pigs are happy, optimistic people and have lots of fun – that sounds OK to me! However, Pigs are often naive and apparently it's easy to con a Pig. They can also be very impulsive and react without thinking, and they're not that great with money either. Pigs, it seems, get along with Sheep and Rabbits but, interestingly, not other Pigs, who they should stay clear of (I'd better cancel my dinner date with Ewan McGregor then!).
The Pig year itself is one of benevolence and is meant to make people feel good. It's also considered a good year for business. However, although life in this year will be lived to the full, care is recommended with any matters concerning money – no wonder I'm not rich!
There are different kinds of Pigs though. Like all the animals of the Chinese zodiac they can be one of the five elements: Wood, Fire, Earth, Metal and Water. I'm an Earth Pig which is interesting because, according to Western astrology, I'm Taurus the bull and Taurus is an Earth sign too. There are many similarities between the two: Taureans also make good friends, are patient and loyal, and hard working. They both dislike quarrels but can be hot tempered at times, and they both have a love for the good things in life including good food and wine. Fortunately, Taureans have a
horror of falling into debt and will do anything to stop this happening so that's useful! However, unlike Pigs, Taureans can be jealous, inflexible, greedy and stubborn! Both are industrious, practical, motivated by common sense and levelheaded, so no wonder I take all this with a pinch of salt!
Incidentally the word astrology, and astronomy too, comes from the Greek word astron, which means star. There are some other interesting origins of words that are linked to the stars or planets too. The word disaster, for example, comes from the Latin dis-aster meaning bad star. We sometimes call a crazy or strange person a lunatic (or the shortened form loony), this is from the word lunar meaning moon – it was believed that the moon could make some people crazy, especially a full moon. A jovial person is jolly because they are influenced by Jove, the Latin word for the planet Jupiter. Finally, the word influenza, or flu, comes from the Latin influentia. It was believed the illness was caused by unfavourable star influences. And of course we call famous singers or film actors stars in recognition of the lucky stars that have brought them fame and fortune.
So perhaps I have a good year ahead. I won't make a lot of money but it seems I'll be happy with my life and my friends so that's fine by me. Sun nin fy lok!
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What to Expect
Counting and Cracking
Counting and Cracking is a play written by S. Shakthidharan with Eamon Flack (Associate Writer), who also previously collaborated on The Jungle and the Sea in 2022.
The production, directed by Eamon Flack with S. Shakthidharan (Associate Director), premiered at Sydney Town Hall in 2019 as part of the Sydney Festival. It received significant acclaim, winning the Victorian Premier's Prize for Literature and Helpmann Awards for Best Production and Best Direction.
Counting and Cracking runs for approximately 3 hours & 30 minutes including two intervals.
Counting and Cracking is set in two key locations: Colombo, Sri Lanka, and Sydney, Australia. The action of the play moves back and forward in time between three years: 2004, 1977, and 1957.
The central characters in the play are a Sri Lankan family: Apah (the grandfather and a politician from Colombo, Tamil); Aacha (the grandmother, also from Colombo and a Tamil speaker); Radha (their granddaughter originally from Colombo, Tamil, now living in Western Sydney); Thirru (Radha's husband, the son of Bala from Jaffna, Tamil); and Siddhartha (Radha and Thirru's son, a student living in Sydney).
The show features sixteen performers and three live musicians. Many of the actors play multiple roles, and costume is often used to indicate the change in character.
Counting and Cracking is set before, during, and after the civil war in Sri Lanka, a period of intense conflict lasting over 25 years. The war was fought between the Sri Lankan government (predominantly Sinhalese) and the Liberation Tigers of Tamil Eelam (LTTE), also known as the Tamil Tigers. The LTTE aimed to establish an independent state called Tamil Eelam in the north-east of Sri Lanka due to decades of discrimination and persecution of the minority Tamil population by the Sinhalese-majority government. In Sri Lanka, the Sinhalese are the majority ethnic group, while the Sri Lankan Tamils are the minority.
On one occasion, the characters are seen smoking marijuana and drinking (fake) alcohol on stage. In the same scene, two characters refer to recreational drug-taking in the line: "Are you high?/The pill's kinda hitting now".
The production includes the occasional use of swear words, which are used in the dialogue between two young characters as part of everyday speech.
The play contains references to religion. For instance, in the opening scene, a Hindu priest carries out burial rites.
The play includes references to violence within the context of war. In one scene, a Sinhalese jailor recounts the events of his parents' deaths at the hands of a suicide bomber: 'A Tamil Tiger blew himself up in the middle of it. I couldn't properly identify my mother and father until a policeman helped me reconnect some of their body parts.' In another scene, there is a reference to a Buddhist monk being set alight and a busload of Tamils being set aflame.
The play contains verbal references to the deaths of civilians and the description of injuries.
This production contains emotionally intense content concerning the experiences of asylum seekers, refugees, and individuals detained in detention centers, which some students may find upsetting.
There is the use of haze in this production.
Some students may need to be briefed about theatre etiquette. Please turn mobile phones off completely and refrain from eating in the theatre. Students need to know that the performance is live and that the actors see and hear them in the audience.
The dedicated school's performance of Counting and Cracking will finish close to 3:00 pm. There will be no Q&A after the performance. Please email firstname.lastname@example.org with any questions your students may have about the production. | 1,604 | 847 | {
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It is a Total Eclipse of the Sun
On Monday, August 21, 2017, the United States is in for a celestial treat! The Moon is going to pass between the Sun and the Earth. For part of the United States along the Path of Totality, the Moon will completely block the Sun for about two minutes and 40 seconds although the Moon will be partially blocking the sun for a much longer period. Find the time and duration for your city at https://www.timeanddate.com/eclipse/in/@4548267.
The Path of Totality is approximately 70 miles wide and is going to be a path that includes parts of Oregon, Idaho, Wyoming, Montana, Nebraska, Missouri, Illinois, Kentucky, Tennessee, Georgia, North Carolina, and South Carolina. Because the Earth rotates about an axis, the exact timing of totality for any given city or location is going to be different. Lincoln Beach, Oregon will be the first to experience totality at 10:16 am PDT and Charleston, South Carolina will be the last to experience totality at approximately 2:48 pm EDT.
The last total solar eclipse viewable from the contiguous U.S. was in 1979. Solar eclipses occur on average once every 18 months. But, because of the shape Moon's orbit about the Earth, the Moon's position relative to the Sun and the Earth changes, affecting the specific location and duration of the solar eclipse. Because they do not occur in the same location, a solar eclipse seems like a rare event, and for specific locations like Dallas, Texas it may be 400 years between total solar eclipses. (The next scheduled total eclipse viewable from Dallas will be predicted to be April 8, 2024, and the last one was Oct. 23, 1623.) While conversely, Denver, Colorado had a total eclipse on July 29, 1878, and will see another one on Aug. 12, 2045, which is only 167 years apart.
What will you see? First, DO NOT LOOK DIRECTLY INTO THE SUN, as the Sun's intensity can damage the eye. But, there are many other ways to watch the event. Special viewing glasses are available at viewing events or ordering them online. These glasses are designed to filter out the harmful rays to allow for safe viewing. There are indirect ways to view the event as well. (Here is a link to the NASA Safety webpage https://eclipse2017.nasa.gov/safety)
You can build a solar viewer, which is essentially a pinhole projector. This can be done by using a piece of paper, cardboard or cardstock. Make a tiny hole with a needle, straight pin, or thumb tack. The hole should be round and smooth. With your back towards the Sun, hold the piece of paper with the hole and project the image of the Sun onto another sheet of paper or concert (this is your screen). The size of the image will be dependent upon the distance between the paper and your screen. (https://www.timeanddate.com/eclipse/make-pinhole-projector.html) Caught without a piece of paper? The leaves of a tree can act as your pinhole view as well as using laced fingers. Using fingers or leaves, you are likely to get multiple images of the event. You can build a pinhole camera viewer as well, see https://www.livescience.com/59721-solar-eclipse-viewer-phototutorial.html?utm_source=notification. With the viewer, you may be able to film the event with your phone camera. The key here is to watch the event safely.
Want more details about the eclipse? You can go to NASA's eclipse website: https://eclipse2017.nasa.gov/eclipse-who-what-where-when-and-how. It has links to maps and other information about this upcoming event. | 1,553 | 824 | {
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MODULE #2 Kindergarten
Miss Kendra's List
NO CHILD SHOULD BE HARMED BECAUSE OF THEIR RACE, RELIGION, OR GENDER Week 3: Social Emotional Impact
SEL Competencies: Self-Awareness (Identifying Emotions)
Self-Management (Impulse Control)
Preparation:
* Put letters from Miss Kendra in the mailbox
* Bring a pointer, pencil, or other conductor-like baton
* Print or copy and prepare "Emotion Cards" (see supplemental materials)
Opening Ritual:
* "Who knows what time it is?" "Miss Kendra Time!"
* Go through Miss Kendra's List with actions.
Introduction: "Good job reading Miss Kendra's List, today, Kindergarteners! Today, I want us to pay special attention to the bottom part of Miss Kendra's List. Miss Kendra says that a child can feel sad, scared, lonely, angry, or worried when the things on the top of the list happen to children. Does anybody know another word for feelings? Emotions! Can you all say that?"
"When we have different feelings, or emotions, we show them in our faces and bodies, and there are different kinds of sounds that may go along with them. So, today, we are going to think about these different kinds of emotions by having an emotional chorus!"
Emotional Chorus - Group Activity
Instructions:
1. Teach the students about how a conductor uses a baton to make a chorus play louder or softer.
2. Teach the students how a conductor will cut off the chorus to have them stop playing and be silent (conductor moves their arms out sharply).
3. One by one, have students practice showing you what sad, scared, lonely, angry, and worried sound and look like. Have them represent them each as a big feeling, and then a small feeling.
- Example: A little sad might be a quiet frown and crossed arms. Very sad might be crying or wailing.
4. For the emotional chorus, name an emotion, and use your baton to play with having the students enact different emotions at different levels (Level 1: a whisper; Level 2: Conversational volume; Level 3: Loud). They should follow along with baton at the down, middle, and high positions, and stop when you cut them off.
5. Repeat through each emotion, up and down through big and small expressions of each.
Discussion Questions:
* How did it feel to show a little feeling?
* How did it feel to show a big feeling?
* How did each sound make you feel? When it was soft? When it was loud?
* Have you ever seen others have big feelings about being treated differently or harmed because of your race, religion, or gender?
* Have you ever had a big feeling about being treated differently or harmed because of your race, religion, or gender?
Return Letters: (Not needed if everyone got their letters back last week.) "It's mail time! Remember if you got your letter back last week that means that this week your job is to be a great Miss Kendra listener today for our friends who have waited patiently for their turn."
"Can I get a drumroll please (model making a drumroll on your knees) for… [student name]! [Student] would you like to share your letter with the class or take it home to read with your family?"
TIP: Don't worry too much about solving students' problems during letter sharing, if there are issues being shared. The primary goal of letter sharing is to witness, validate, and norm open conversation. If there are bigger practical issues, like safety, you can address them privately.
Closing - One More Time
"Great job today, Kindergarteners! To finish, I'd like for us to play one last song with our emotional orchestra… but this time we are going to focus on positive, happy feelings to show love for who we are. No child should be harmed because of their race, religion or gender. They should be accepted, welcomed, and loved. Can you show me happy feelings? How about proud? How about loved feelings? Great job!"
Use the baton to play a quick "song" about embracing identity and diversity.
Emotion Cards
Sad
Scared
Happy
Excited
Calm
Bored
Ashamed
Annoyed | 1,579 | 899 | {
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There's a Big World Out There Global & International Awareness Year 7 go to Spain
Martha Harris Davey Year 12 The Editor
In order to feel truly successful in life, it's not essential to have a high-flying career or money in the bank. I would say that success can only be achieved if you are happy. But what really is success? And happiness? The Oxford English Dictionary defines success as 'an accomplishment of an aim or purpose'. It defines happy as 'feeling or showing pleasure or contentment'. So, ultimately, we can only really go on to accomplish our goals once we feel content within ourselves. Or is true happiness enough of a success in itself?
… exploring Spanish culture through music, dance, song, art and langauge. Spanish is the most widely-spoken language worldwide.
In an educational system which is largely based on the pursuit of academic success, Creative Learning Days are essential to developing students' creativity and understanding of the world, as well as having a bit of fun too! A vital part of any person's successful existence on our planet.
Robots in Year 8 Themes and topics covered during KEVICC Creative Learning Days help build a deeper understanding in specific subject areas and address some elements of the Citizenship Curriculum; the Social, Moral and Spiritual Curriculum, and of cultural understanding.
A Day of International Sport. Year 9s get clued up on countries and cultural attitudes through sport - with a mini-Olympic event on the Elmhirst field.
Robotics and world markets were explored through the building and programming of robots and the buying and selling on the stock market, with live streams of commercial activity. A small group of students were also involved in 3D printing activity. Sporting Year 9
as KEVICC students' discovered I enjoyed doing these activities throughout the day with other year 8s! Misha, Year 8 Year 7 explore dance and music from Spain through music and dance
The Lego robotics kits (a successful teaching tool) were funded by the Foundation Governors as part of a £6000 bid to provide Maths equipment.
Creative Learning Days encourage students to seize the opportunities in order to explore culture, communication and creativity. Everyone will come away having learned something new, and the lucky ones may discover a new passion, or talent. But the most important thing is that students will come away with an increased ability to think creatively in order to address many different kinds of problems in many different walks of life.
The Dragon's Den
The theatre performance had relatable characters and made me understand the need for a balance between the three students' attitudes they portrayed, helping me feel more confident towards work experience. Delvinya, Year 10 Am I Bovvered? . . .Yes I am!
Year 9 play All American Baseball
In an increasingly complex world where we must obtain the ability to handle anything that may be thrown in our direction, rather than learning the same formulas to solving the same, predictable problems of the past. So rather than 'educating people out of their creative capacities', as Ken Robinson said, this is one step towards helping people to embrace them, and tackle life in a completely different way.
Year 10 students were selected to attend mock interviews held by six members from the Rotary Club, who very kindly volunteered their time. Students were interviewed by the most appropriate person for their interest field, all of whom had reached the top of their tree in their profession. KEVICC is very grateful for the time and effort the Rotary members have dedicated to the mock interviews as, without their support, projects like this just wouldn't be able to run. Nicola Ambrose, Careers Coordinator
Year 10 students explored their work/life balance and prepared for work in the international arena through a range of activities as chosen by the students themsleves. (Drama, drumming, martial arts, archery, Zumba).
Jill Lewis came to speak on HIV/AIDS issues at a global level, at the Year 12 United Nations Conference.
Year 12 UN Conference
Jill has worked in several African countries, as well as in Scandinavia, raising awareness of sexual health in general, and AIDS/HIV in particular.
I, and my colleagues, thoroughly enjoyed meeting a range of young people and I am delighted that they felt it was a useful exercise. Dr Peter Beale Vice-President
Produced by the Press Team
KING EDWARD VI COMMUNITY COLLEGE
contact us on t 01803 869200 or visit us at www.kingedwardvi.devon.sch.uk
King Edward VI Community College is a Co-operative Trust School | 1,913 | 956 | {
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Practice ACT Essay Number ONE
Copyright 2016 Mighty Oak Test Prep 4111 E Madison #71 Seattle, WA 98112 All rights reserved. mightyoaktestprep.com
ACT is a registered trademark of ACT, Inc, which was not involved with the production of, and does not endorse, this product.
Struggles & Hardship
When many great people are asked to look back at their lives and identify the moments that de fined their character, they often recall struggles they endured and challenges they overcame. In deed, many believe that struggle is the key component that drives personal growth. These people sometimes even seek out and embrace adversity for themselves and their loved ones. Others, however, recognize that struggles and challenges can be uncomfortable, unpleasant, unhealthy, and stressful, so they seek to avoid such hardships for themselves and their children. Should hardship and struggles be avoided, or should they be embraced as opportunities for growth?
Read and carefully consider these perspectives. Each suggests a particular way of thinking about the impact of struggles and hardship.
Perspective One
Perspective Two
Perspective Three
Without having challenges to overcome, we will never have the opportunity to dis cover what we are capable of achieving. Life without chal lenges makes people physi cally and mentally soft.
Our ancestors have toiled for centuries to create advances to make our lives easier. Why should we be forced to endure hardship? History and literature can teach us about hardship without our having to endure it person ally.
School, sports, and activi ties provide us with ample opportunities to experience increasing levels of simulat ed hardship as we get older, helping to forge character and growth without forcing us to endure real depriva tion or struggle.
Essay Task
Write a coherent, unified essay in which you evaluate multiple perspectives given on the subject of hardship. In your essay, be sure to:
--analyze and evaluate the perspectives given
--explain the relationship between your perspective and those given
--state and develop your own perspective on the issue
Your perspective may be in full agreement with any of the others, in partial agreement, or wholly different. Whatever the case, support your ideas with logical reasoning and detailed, persuasive examples.
Plan Your Essay Here
(but don't be tempted to just go to the next page and start writing -- planning is crucial!)
Writing on this page will not be used to determine your score
Use the space below to plan your essay and come up with ideas. Here are some things to think about:
Consider the strengths and weaknesses of the three provided perspectives
--do they make useful points? What are they forgetting to think about?
--why might they be convincing or unconvincing to other people?
Personal experiences, beliefs, and knowledge
--how will you compellingly argue for this position in your essay?
--what is your personal position on this topic? What are the strong and weak points of your position?
Yes, the first page of the essay really is shorter than the rest. On the real test, this space will have slots where you fill in your test booklet and writing test form numbers. This first page is seven lines shorter than the next three. | 1,283 | 650 | {
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Music - Long term overview
For music, we use the Music Express scheme. The units for each year group are listed below and the numbers correlate to the unit order on the Music Express website which can be accessed by signing in at https://connect.collins.co.uk/school/Portal.aspx Usernames are first initial and surname e.g. bknowles and passwords are set up individually.
Music sessions should be roughly 30 minutes with each unit having 3 or 6 sessions in it. Year group teams are free to choose to deliver half an hour of music weekly, or whether to block sessions together.
EYFS
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 |
|---|---|---|---|---|
| All about me | Let’s celebrate now | Terrific Tales | Amazing Animals | Come Outside |
| Ourselves (1) Our Bodies (2) | Travel (3) Machines (4) | Our School (5) Weather (6) | Seasons (7) Pattern (8) | Water (9) Number (10) |
| Ourselves (1) Toys (2) | Our land (3) Our bodies (4) | Animals (5) Number (6) | Storytime (7) Seasons (8) | Weather (9) Patter (10) |
| Environment (1) Building (2) | Sounds (3) Poetry (4) | China (5) Time (6) | In the past (7) Communication (8) | Human Body (9) Singing French (10) |
| Poetry (1) Environment (2) | Sounds (3) Recycling (4) | Building (5) Around the world (6) | Ancient Worlds (7) Singing Spanish (8) | Communication (9) Time (10) |
| Solar System (2) | At The Movies (5) | Our Community (1) | Keeping healthy (4) | Life Cycles (3) |
| World unite (1) | Journeys (2) | Growth (3) | Roots (4) | Class awards (5) |
Progression in music
The document linked below outlines the progression of skills within music, and corresponding unit links for each year group.
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DEER RESISTANT NATIVE PLANTS
Please remember that NOTHING is completely deer proof. Particularly for people in high deer density areas…deer eat EVERYTHING!
Perennials, Grasses, and Ferns:
Shrubs and Small Trees:
| Common Name | Scientific Name | Common Name |
|---|---|---|
| Bergamot | Monarda fistulosa | Bayberry |
| Black Cohosh | Actaea racemosa | Blackhaw |
| Blue-stemmed Goldenrod | Solidago caesia | Buttonbush |
| Boneset | Eupatorium perfoliatum | Elderberry |
| Bottlebrush Grass | Hystrix patula | Ninebark |
| Butterfly Milkweed | Asclepias tuberosa | Serviceberry |
| Canada Anemone | Anemone canadensis | Spicebush |
| Canada Germander | Teucrium canadense | Swamp Rose |
| Christmas Fern | Polystichum acrostichoides | Sweetfern |
| Common Milkweed | Asclepias syriaca | Sweet Pepperbush |
| Cutleaf Coneflower | Rudbeckia laciniata | Virginia Sweetspire |
| Foamflower | Tiarella cordifolia | Winterberry Holly |
| Foxglove Beardtongue | Penstemon digitalis | Witchhazel |
| Golden Alexander | Zizia aurea | |
| Golden Ragwort | Packera aurea | |
| Hairy Beardtongue | Penstemon hirsutus | |
| Joe-Pye Weed | Eutrochium purpureum | |
| Little Bluestem Grass | Schizachyrium scoparium | |
| Maidenhair Fern | Adiantum pedatum | |
| New York Ironweed | Vernonia noveboracensis | |
| Narrow Leaved Mtn. Mint | Pycnanthemum tenuifolium | |
| Pointed Blue-Eyed Grass | Sisyrinchium angustifolium | |
| Sneezeweed | Helenium autumnale | |
| Swamp Milkweed | Asclepias incarnata | |
| Switchgrass | Panicum virgatum | |
| Virginia Anemone | Anemone virginiana | |
| Virginia Mtn. Mint | Pycnanthemum virginianum | |
| White Turtlehead | Chelone glabra | |
| Wild Bergamot | Monarda fistulosa | |
| Wild Columbine | Aquilegia canadensis | |
| Wild Geranium | Geranium maculatum | |
| Wild Ginger | Asarum canadensis | |
| Zigzag Goldenrod | Solidago flexicaulis | | | 1,187 | 592 | {
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Nyerere, the devout Catholic
BY AMANI MILLANGA
PHD STUDENT IN MASS COMMUNICATIONS AT LEICESTER UNIVERSITY
T anzania is, by its Constitution, a secular state. The population of Tanzania is made up of people of different religious orientations, the majority being Muslims and Christians, who each make up about 40 per cent of the population. There is also a small number of Tanzanians who do not belong to any of the conventional religious groupings. Nyerere was a strong practising Catholic, but he was also a strong believer in the principle that religion should be separated from politics.
AMANI MILLANGA is a Tanzanian pursuing a PhD in Mass Communications at the University of Leicester in the UK.
Nyerere wanted to build a secular state that guaranteed freedom of worship for all. He wanted to build a strong united nation, and he was aware of the risk of social and political conflicts that can be fuelled by religious intolerance. At independence most schools were owned and managed by religious organisations, particularly the Catholic Church. Fearing that free and equal access to faith schools would not be guaranteed for every Tanzanian, Nyerere nationalised all faith schools. Hospitals owned by faith institutions were also nationalised. Despite being a devout Catholic himself he did not allow the Catholic Church to influence or interfere with his government in any way.
Advocate of secular state
Nyerere was an advocate of the secular state, and this remains one of the pillars of Tanzania's unity today.
In his post-independence speeches, in which he addressed Muslim and Christian leaders separately, Nyerere emphasized the need for a secular state, saying in simple terms that while Tanzania lacked a single,
Mwalimu Nyerere (centre), former President Benjamin Mkapa and Dr Pius Ng'wandu at a University Graduation Ceremony where Mwalimu was awarded an honorary Doctorate.
FIRST
unifying national religion, Tanzanians as individuals had their own respective religions. He explained at length the fact that Tanzania, unlike the United Kingdom or Saudi Arabia, did not have state religion. The constitution of Tanzania expressly provides for a secular state and it is illegal to establish a political party on the basis of religious faith. Tanzania is one of the few African countries to enjoy high levels of religious tolerance. In part, this is because families often contain members who are of different faiths. It is not uncommon for husband and wife to subscribe to different religious beliefs: the law permits them to join in matrimony through a civil marriage process.
Although Nyerere was deeply religious he was neither a religionist nor a tribalist. People from all walks of life, regardless of their religious beliefs, race, or ethnic origin, formed his government. Nyerere always reminded people that in appointing government officials or ministers his main concern was the ability and competence of the individual, not his religious orientation, race or tribal origin.
Non-discriminatory policies
Many of the founder members of TANU were Muslims. When Nyerere decided to step down from the premiership soon after independence in 1962 to consolidate TANU, it was Rashid Kawawa, a Muslim, to whom he handed office. Subsequently he appointed Dr Salim Ahmed Salim, another Muslim, his prime minister in 1984. He eventually handed the presidency to Ali Hassan Mwinyi a Muslim in 1985 when he voluntarily stepped down.
It was Nyerere who asked Muammar Gaddafi of Libya to provide the funds to build a big and beautiful mosque for the Muslims of his village at Butiama. This is the legacy of Nyerere that as a Tanzanian I feel very proud of. This legacy still resonates with all of us in Tanzania today.
We have to hold on to Nyerere's teachings and not give religion and religionist leaders any opportunity to break our unity. Nyerere's outstanding integrity and intense love for his fellow human beings ran across the lines of geography, race, colour, religion and gender. His lifelong philosophy rested on the premise that all human beings deserve equal freedom, justice, respect and dignity and as he once said: "I am an ardent believer in the freedom and welfare of the individual." F | 1,774 | 867 | {
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Election Information for Voting in Wisconsin
Wisconsin Polling Locations and Sample Ballots
Go to the website myvote.wi.gov and click on Find My Polling Place. Type your address.
Then click What's On My Ballot to see your sample ballot.
On the same site you can check your voter registration, register to vote if you have a Wisconsin ID or Wisconsin driver license, and request an absentee ballot.
If you have changed your address since you last voted, go to the Wisconsin Department of Motor Vehicles site, wisconsindot.gov, to change your address. Then you may reregister to vote on the myvote.wi.gov website. You can also register to vote using a paper form at your village or city hall or download a form and mail it in along with proof of residency. During the 21 days before each election, you can only register to vote at your village or city hall or when you go to vote at early voting or on Election Day.
Information about Candidates
Website created by the League of Women Voters: vote 411.org
Click big blue box to the right, What's on Your Ballot? Type your address and click Submit.
Click on Show My Races. If bar is not dark blue, retype address. Click Show My Races again. It is not necessary to declare a party.
Click on one of the races to view the candidates and their responses to questions submitted by the League of Women Voters.
Website from Wisconsin media: wisconsinvote.org
Definitions
Partisan - an adherent or supporter of a person, group, party, or cause… usually associated with a political party in elections.
Non-partisan – not controlled by a political party, special interest group or the like.
Primary Election – election to nominate candidates for the general election. The top two candidates for all seats, or the top vote-getter for each political party, go on the general election.
General Election - a regularly scheduled local, state or national election in which voters elect office holders. (All definitions from dictionary.com.)
What to Expect at the Polling Place
To vote you must be registered to vote at your current address. If you are not registered or have moved and did not reregister, bring proof of residency with you, a document such as a utility bill, bank statement, or any government-issued document that shows your name and new address. If the address on your ID is current, that is sufficient. You can also register or reregister to vote during early voting or on Election Day at your polling place.
The following is from the website, bringit.wi.gov.
State It
As always you will need to state your full name and address for the election official who checks you in. They'll check your information in the poll book. Understandably, some people are uneasy about announcing their name in public, but it is the law, and it helps ensure openness in elections.
Show It
Now it is time to show your photo ID. That way, poll workers can compare your face to your photo and confirm that you are really you.
The address on your ID does not have to be current. And the name on your ID doesn't need to be an exact match for your name in the poll book. (So, Richards who go by Rich, Bobs who are also Roberts and Susans with IDs that say Sue can relax.) Of course, there are certain requirements. Your ID should look like you. In addition, some forms of ID must be current (not expired).
Sign It
Finally, you'll sign the poll book (unless a physical disability prevents it). Your signature or mark should go right next to your name and address. Now you're ready to vote.
Filling Out Your Ballot
Instructions are posted in the voting booth about how to mark the ballot. Use the pen provided. If you are unsure about what to do, ask a poll worker.
If you make a mistake, take your ballot back to the table where you received it to get a new ballot.
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The very basics about HIV and AIDS
How does HIV spread?
Human immunodeficiency virus, or HIV, is most commonly transmitted through anal or vaginal sex or through sharing drug injection equipment with a person who is infected with HIV. A mother can also pass HIV to her baby during pregnancy, labor, or breastfeeding. It is possible to get HIV through contact with contaminated blood or body fluids that enter through broken skin, your eyes, nose or mouth, or from needles. Once a person gets HIV, he/she has it for life because the body cannot get rid of the virus.
How does HIV impact people's health?
HIV attacks CD4 cells in your body. These cells are part of your immune system, which helps to keep you healthy. With time, HIV can destroy so many cells in your body that it can no longer fight infections or diseases. When this happens, HIV leads to acquired immunodeficiency syndrome, also called AIDS.
What is the difference between HIV and AIDS?
The difference between AIDS and HIV is that a person is said to have AIDS—as opposed to simply being HIV positive—when either the numbers of CD4 cells in his/her immune system drop below a certain level or when the person develops one of a specific group of opportunistic infections.
Can HIV be controlled?
Yes, with proper medical care, HIV can be controlled. Treatments called antiretroviral therapy, or ART, can lower the chance of HIV progressing to AIDS. But left untreated, HIV is almost always fatal.
What happens when someone gets HIV?
There are several stages of HIV.
* In the acute stage, within 2 to 4 weeks after infection with HIV, you may start to feel sick with flu-like symptoms such as fever, sore throat, rash, and/or enlarged lymph nodes. During this time, large amounts of HIV are being produced in your body.
* During the dormant or inactive stage, HIV is still active but reproduces at very low levels. You may not feel sick at all. If you are taking ART, you can stay this way for many years. It is important to remember that you are still able to transmit HIV to others during this period.
* AIDS (acquired immunodeficiency syndrome) is the stage of infection that happens when your body's immune system is badly damaged and you are vulnerable to other infections, called opportunistic illnesses. Examples of opportunistic infections include Kaposi's sarcoma, Pneumocystis, and Mycobacterium. People with AIDS need medical treatment to prevent death.
It is very important to know if you have HIV. Approximately 1.1 million people in the United States are living with HIV, and 17 million are infected worldwide. By knowing, you can begin to take medication to keep you healthy. You can protect your sex partners. You can also protect your needle-sharing partners.
How can I find out if I have HIV?
The only way to know if you have HIV is to get tested. You can do this in several ways:
* Ask your doctor for a test
* Find a place to get tested in your community. To locate an HIV testing site near you, go to www.hivtest.org, call 1-800-CDC-INFO or text your zip code to "KNOW IT" (566948).
* Ask your local health department.
* Use home-testing kits available at many drugstores.
Additional resources
Act Against AIDS http://www.cdc.gov/ActAgainstAIDS
CDC HIV/AID
http://www.cdc.gov/hiv
Department of Health and Human Services http://www.hhs.gov
AIDS.gov http://www.aids.gov/hiv-aids-basics
National Institutes of Health http://www.aidsinfo.nih.gov | 1,555 | 760 | {
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Weight Training
http://mcsmportal.net
Marking Period 3
Topic and Essential Question
Week 1-What is a weight training log? Why is it important to keep track of the workouts? What are the most important parts of a weight training log?
Week 2- What is the best way to split the workouts day? How many exercises should a person perform for each of the muscle groups? Is there a best sequence of exercises?
Week 3-what are the four training types? How does each of the training types doffer from one another?
Week 4- What is an overload principle? What does F.I.T.T principle stand for and how can we apply it into our workouts?
Week 5-What is an ascending overload? What is a descending overload? What are the three body types? How does nutrition impact our training and goals?
Week 6- What have we learned from the weight training unit and our workout logs?
Unit/Topics
Week 1- components of a weight training log
Week 2- designing of the workout routine and log
Week 3- various concepts of weight training
Week 4- various concepts of weight training
Week 5- various concepts of weight training
Week 6-Unit Review, unit written assessment
Student Learning Outcomes/Student Objectives:
Psychomotor domain-
As a result of participating in the weight training unit, students will use the learned skills and specific exercises to successfully design and workout according to a log.
Cognitive domain-
As a result of participating in the weight training unit, students will understand different eight training principals and how to correctly incorporate them into their weight training routines.
Affective domain-
As a result in participating in the soccer unit, students will learn through peer demonstrations, class discussions, group and individual practice. Students will be able to work with their peers to improve on the skills learned in the unit and apply the knowledge gained to create fitness routines which can be performed outside of the school setting.
Log, ascending overload, descending overload, overload principal, power training, strength training, hypertrophy, nutrition, carbohydrates, protein, fat, mesomorph, endomorph, ectomorph, bodybuilding,
SWBAT/Objectives
Vocabulary/Key Terms
Manhattan Center for Science and Math High School
Physical Education Department Curriculum
Assessments:
Visual Assessment, Skill Rubrics, Physical Skill Assessment, Written Assessment
NYS Standards/Common Core Standards:
NYC Content Standards/Benchmarks:
Personal Health & Safety:
This lesson incorporates the key idea of motor performance. The students learn for properly perform number of exercises and log their workouts to meet health related goals.
A Safe and Healthy Environment:
The unit incorporates the key ideas regarding personal behavior during physical activity. The students will follow the rules and directions of the lesson's activities, drills, and procedures. Students will also learn the key weight training concepts and use the vocabulary in the class setting.
Resource management:
This unit will teach students the necessary skills students will need to lead a healthy lifestyle. From the knowledge gained students will be able to work out on their own during their free time.
Flexible grouping
Cooperative Learning
Visual Learning through peer demonstration
Motivation through visual and interactive questions
1. Grouping students who are ELL with students who speak the same language
2. Visual demonstration of the skills and drills
1. Review of the skills and concepts learned in the previous lesson
2. Grouping with students who are excelling at the skill to aid students who are having difficulties
Use the students how are high achieving in the sport/skill to work with students are learning the skills. Students will be asked to present the skill to the class and explain the best sequence of steps he/she used in order to successfully execute the skill.
Differentiated Instruction:
ELLs:
SWDs:
High-Achievers:
Resources/Books
Rubrics, Reading materials sent through Pupil Path,
Homework: Per Teacher | 1,770 | 806 | {
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Dec. 7, 2011
Michigan DNR Recognizes Jeffers High School Students for Trail Creation, Maintenance
Students from Jeffers High School in Houghton County were recognized today by the Department of Natural Resources for their hard work and volunteerism over the past five years in creating and maintaining an interpretive trail around Lake Perrault.
Through the school's ongoing partnership with the DNR, the students are building a trail around the lake, along with designing and constructing a variety of interpretive signs along the trail describing the plants and animals that may be observed, and conducting trash pick ups on a regular basis.
The Jeffers High School students have also been involved with maintaining and enhancing the 18-acre Robert T. Brown Nature Sanctuary, which is owned by the Michigan Nature Association. The students have constructed two boardwalks and two viewing platforms, enabling visitors to enjoy the unique wetland without trampling the unique plants, including several species of orchids and carnivorous plants. The school's projects were primarily funded through a grant from the Lake Superior Stewardship Initiative.
"The service that the Jeffers High School students continue to provide is invaluable to the DNR," said DNR Western Upper Peninsula Recreation Specialist Ron Yesney. "Not only do the students have the unique opportunity to learn skills by actually putting them to use in a very real way, they also are serving the community by creating and maintaining these important recreational areas."
Through their work on these outdoor recreation projects, the students are exposed to everything from trail building and mapping, to history and cultural studies – hitting on almost every subject taught in the traditional school setting, but in a unique, outdoor classroom. Beyond the textbook educational experience, the students are learning how to meet the needs of the local community, becoming valued citizens and taking ownership in protecting the place where they live in the Lake Superior watershed.
"The teachers and students consider Lake Perrault and the Brown Nature Sanctuary as their outdoor classroom, offering abundant opportunities to learn about water quality, forest and wetland management, invasive species control, and so much more," said Joan Chadde, education program coordinator for the Western U.P. Center for Science, Mathematics and Environmental Education.
According to Chadde, the Jeffers High School students have helped conduct Family Forest Nights with elementary school students in the district, and hosted several community open house events, allowing local residents to gain awareness of the diverse recreational opportunities available.
"The Michigan DNR wants to extend a sincere thank you to the students and teachers at Jeffers High School for their continued work in making Lake Perrault a true recreational destination for everyone," added Yesney.
To learn more about Jeffers High School visit: http://www.adams.k12.mi.us/ and http://lakesuperiorstewardship.org/project-10.php. For more information about volunteer opportunities with the DNR, go online to www.michigan.gov/dnrvolunteer.
The Michigan Department of Natural Resources is committed to the conservation, protection, management, use and enjoyment of the state's natural and cultural resources for current and future generations. For more information, go to www.michigan.gov/dnr.
Photo Caption:
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Mayfield School Autumn 1 st Half Term 2018
We are pleased to present details of the work to be covered in Year 5 this half-term.
English
Legends
The children will read and discuss the story of Beowulf, as well as other texts and plan and write a legend of their own based on a model. They will be exploring themes within and across texts e.g. heroism, friend or foe and will infer characters thoughts, feelings and motives from their actions and justify inferences with evidence. Throughout the unit of work the children will participate in discussions about the texts and will build on their own and others ideas. During writing we will have a particular focus on blending actions, dialogue and description within and across paragraphs.
Persuasion
The children will be looking at using persuasion in TV/ film, leaflets and other broadcasting methods. They will be analysing the conventions of different types of writing e.g. formal presentations, persuasion. They will be looking at the choice of language used and how this can draw an audience in. The children will finish the unit by preparing a formal presentation in groups.
Spelling
As well as these units children will be taught spelling rules, patterns and strategies, Grammar and other Literacy skills. This half term we will be focusing on patterns and rules such as double consonants E.g. stop, stopped and where y becomes ies when made plural. E.g. Fairy, Fairies.
Maths
The children's age related expectation at year 5 includes the following areas of mathematics. They will read write, order and compare numbers up to 1 000 000 and determine the value of each digit. The children will use negative numbers in context, and calculate intervals across zero. They will find 0.01, 0.1, 1, 10 and powers of 10 more or less than a given number. The children will identify the value of each digit in numbers given to three decimal places and multiply and divide numbers by 10, 100 and 1000 giving answers up to three decimal places. They will perform mental calculations, including with mixed operations and large numbers and decimals. We will add and subtract whole numbers with more than 4 digits and decimals with two decimal places, including using formal written methods (columnar addition and subtraction).The children will use estimation and inverse to check answers to calculations and determine, in the context of a problem, an appropriate degree of accuracy.
The children will look at how angles are measured in degrees: estimate and compare acute, obtuse and reflex angles and they will draw given angles and measure them in degrees. Distinguish between regular polygons based on reasoning about equal sides and angles. The children will use the properties of rectangles to deduce related facts and find missing lengths and angles. They will also measure and calculate the perimeter of composite rectilinear shapes in centimetres and metres.
Times tables
Times Tables expectation to be able to quickly recall all the times tables to 12 and the related division facts.
Topic – A Kingdom United
In our topic this half term the children will be looking at the United Kingdom, they will research different locations, landmarks and other geographical features. They will research and learn about key human features in cities in the U.K. like The Forth Bridge, the Houses of Parliament and Cardiff Castle. As well as this, the children will be exploring traditional music from the present and the past, especially national music and anthems. The children will have the opportunity to use a range of maps, learning about ordinance survey maps, scales, coordinates and symbols.
Throughout the history unit of our topic, we will be learning about the Anglo Saxonswhere they originated from, what did Anglo Saxon villages look like and what was found at Sutton Hoo.
RE – To understand the influences of sacred texts on people.
PE – Indoor athletics. Please ensure they have the correct P.E. kit in school from Monday to Friday and that earrings are removed for these sessions. The children can wear trainers for P.E. lessons. Children will also be participating in swimming lessons every week for the full autumn term (5S Wednesday, 5M Thursday).
PSHE – We will be learning about bullying and online safety.
French – We will learn to count in tens to one hundred, tell the time and use time vocabulary in sentences.
At Home:
As always, can you please support your child through hearing them read regularly, checking their comprehension as you do so. Ensure they know their times tables and related division facts. Please do not hesitate to contact us if you want to discuss your child at the end of the day (except Mondays) or ring the office to make an appointment. Thank you Mr Baer and Mr Taylor.
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Standard Operating Procedure 220.127.116.11
Reading Topographic Maps
Interpreting the colored lines, areas, and other symbols is the first step in using topographic maps. Features are shown as points, lines, or areas, depending on their size and extent. For example, individual houses may be shown as small black squares. For larger buildings, the actual shapes are mapped. In densely built-up areas, most individual buildings are omitted and an area tint is shown. On some maps, post offices, churches, city halls and other landmark buildings are shown within the tinted area. The first features usually noticed on a topographic map are the area features such as vegetation (green), water (blue), some information added during update (purple), and densely built-up areas (gray or red). Many features are shown by lines that may be straight, curved, solid, dashed, dotted, or in any combination. The colors of the lines usually indicate similar kinds or classes of information: brown for topographic contours; blue for lakes, streams, irrigation ditches, etc.; red for land grids and important roads; black for other roads and trails, railroads, boundaries, etc.; and purple for features that have been updated using aerial photography, but not field verified.
Various point symbols are used to depict features such as buildings, campgrounds, springs, water tanks, mines, survey control points, and wells.
Names of places and features also are shown in a color corresponding to the type of feature. Many features are identified by labels, such as "Substation" or "Golf Course."
Ground Configuration shown by contours
Topographic contours are shown in brown by lines of different widths. Each contour is a line of equal elevation; therefore, contours never cross. They show the general shape of the terrain. To help the user determine elevations, index contours (usually every fourth or fifth contour) are wider. The narrower intermediate and supplementary contours found between
the index contours help to show more details of the land surface shape. Contours that are very close together represent steep slopes. Widely spaced contours, or an absence of contours, means that the ground slope is relatively level. The elevation difference between adjacent contour lines, called the contour interval, is selected to best show the general shape of the terrain. A map of a relatively flat area may have a contour interval of 10 feet or less. Maps in mountainous areas may have contour intervals of 100 feet or more. Elevation values are shown at frequent intervals on the index contour lines to facilitate their identification, as well as to enable the user to interpolate the values of adjacent contours.
Bathymetric contours are generally offshore since they show the shape and slope of the ocean bottom. They are shown in blue or black. Bathymetric contours are shown in meters at intervals appropriate to map scale and coastal profile, and should not be confused with depth curves.
Depth curves are shown along coastlines and on inland bodies of water where the data are available from hydrographic charts or other reliable sources. Depth figures, shown in blue along the curves, are in feet on older USGS maps and in meters on newer maps. Soundings, individual depth values, may also be shown.
Topographic Map Symbols
Elevation
*Provisional Edition maps only Provisional Edition maps were established to expedite completion of the remaining large scale rovisional Edition" in the lower right hand corner. topographic quadrangles of the conterminous United States. They contain essentially the same level of information as the standard series maps. This series can be easily recognized by the title "P
Boundaries
Land Surface Features
Buildings and Related Features
Roads, Railroads, and Other Features
Source United States Geological Survey Website 2002 | 1,597 | 767 | {
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CS50
IP Addresses
Overview
Key Terms
The Internet Protocol is a protocol, or set of rules, that helps define how information on the Internet is transmitted. Part of this protocol involves assigning each device on the Internet an IP Address, which helps to identify that device on the Internet. IP has gone through several different versions, the most recent of which is IPv6, which is intended to replace the existing protocol, IPv4.
* Internet Protocol
* IP Address
* IPv6
* IPv4
IPv4 and IPv6 Addresses
IPv4 Address
IPv6 Address
#:#:#:#:#:#:#:#
Under the IPv4 system, each IP address is composed of four numbers separated by decimal points. Each number is a decimal number in the range of 0 to 255 inclusive (8 bits of space). As a result, each IPv4 address is 32 bits, which means there can be at most 232 addresses under IPv4. This amounts to about 4.3 billion addresses total.
However, as the Internet has grown, 4.3 billion addresses is no longer sustainable to support all of the devices that are trying to connect to the Internet. As a result, the IPv6 standard was developed in order to add more possible IP addresses.
Under IPv6, each IP address consists of eight numbers, separated by semicolons. Each number is a 16-bit number (compared to the 8-bit numbers used in IPv4). Instead of representing each number as a decimal, IPv6 uses hexadecimal (16-bit) instead, in the range of 0000 to fffff. Since each IPv6 address stores 128 bits (8 numbers * 16-bits), that means that there are more than 340 billion billion billion billion possible IP addresses. This is significantly more addresses than are currently used, so many IPv6 addresses currently include several 0s among their 8 component numbers.
As a shorthand method, IPv6 addresses can be abbreviated by cutting off any leading 0s in front of hexadecimal numbers and replacing multiple consecutive component 0s with a double colon (::). For instance, the IP address 28aa:0000:0000:0000:0000:0000:0018:a5b2 could be abbreviated to just 28aa::18:a5b2 by removing leading 0s and replacing multiple consecutive 0s with double colons. Note that there can only be one double colon per address in this abbreviated format.
Private IP Addresses
Not all IP addresses are accessible on the Internet at large. Some addresses, known as private IP addresses, are set aside to be used within a particular local network. Other computers on the local network can communicate with one another via their private IP addresses, but computers outside of the network don't have access to them.
Often, devices with private IP addresses will share a single public IP address. This helps reduce the number of public IP addresses that are needed under the IPv4 standard. Certain ranges of IPv4 addresses, such as those which take the form 10.#.#.#, 172.16.#.# 172.31.#.#, or 192.168.#.#, are set aside to be used specifically for private IP addresses.
The IP address 127.0.0.1 is an IP address that connects to the same machine that the user is currently using, rather than connecting to a different one. It is known as the loopback address, or the "localhost." In computers that use IPv6, this address is 0:0:0:0:0:0:0:1, or ::1. You know what they say, there's no place like 127.0.0.1.
© 2018
This is CS50. | 1,512 | 775 | {
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Calm Before the Storm
Surviving Finals
Alysha M. Stucker, BA
Objectives
Learn to cope with stress during finals
Learn the power of positive thinking
Practice Exam Success Visualization
Coping with Stress
What Does NOT Help
Uppers
(Adderall, Ritalin, amphetamines)
May help you to stay up, but will negatively impact your memory
Risk addiction for a score on a test
Creates a cycle of sleeplessness
Adds to body's stress
Eating greasy food
Adds to body's stress
All-Nighters
Lower GPA
Constantly reminding yourself what is at stake
Studying for hours and hours without a break
Create a Study Schedule
Make a calendar
Mark exam dates, and due dates for papers and projects
Estimate time needed to study/complete
Plan and set dates for group projects
Prioritize what needs to be accomplished each day
Focus on small goals to avoid feeling overwhelmed
Break tasks up and do piece-by-piece
Study Strategically
Reduce distractions
Quiet place, coffee shop, library
What helps you focus (quiet vs. music)
Disconnect from social media
Take advantage of study guides
Study in chunks
Review tests, quizzes, and homework assignments
Create study cards
Highlight while reading, review highlighted area
Avoid stressful people
Form a Study Group
Interactions with other may help you relieve stress
Others may have strengths that compliment your weaknesses
Research consistently demonstrates that groups help you learn more effectively
Conversation helps you learn material at a deeper level, you are putting it in your own words
Form groups with people that can help you, and whom you can help
Treat Your Body Right
Get enough sleep
Sleep improves the consolidation of memory for recently learned information
Need AT LEAST 5 hours for retention of new info
Wakefulness (i.e., all nighters) can prevent new memories from consolidating
Eat well
Fruits, veggies, and protein help you have brain strength
Exercise
Decrease stress, increase energy
Take Breaks
Picture Your Success and the End of Finals Week
Imagine yourself taking the test and feeling confident
Picture getting all the answers right
Focus on how relaxed you feel
Picture the A on the top of the paper
Recognize the hard-work you HAVE done
Rational and Irrational Fear
Rational
Being a little anxious is ok because it might help to motivate you
Have you goofed off all year?
What is reasonable for you at this point?
Irrational
I am a failure
I never do anything right
If I do not do well on this, then I may as well give up on everything
The Power of Positive Self-Talk
Approach unpleasantness in a more positive and productive way
Increased life span
Lower rates of depression
Lower levels of distress
Don't say anything to yourself you would not say to someone else
Better psychological and physical wellbeing
Better coping skills
Reduced risk of cardiovascular disease
Be gentle and encouraging to yourself
Be open to humor
If negative thought enters, evaluate it rationally and respond with affirmations of what is good
Let's Practice
Negative
1. It's too complicated, I can't do this.
2. I'm too lazy to get this done.
3. No one bothers to communicate with me.
4. This is too hard. I'm not smart enough.
POSITIVE
1. Let's tackle it from a different angle.
2. I can re-examine some priorities to see if I can fit it into my schedule.
3. I'll see if I can open the channels of communication.
4. I'm working hard, and doing my best.
Exam Success Visualization
Stay CALM and deal with test taking nerves
https://www.youtube.com/watch?v=AtF0T2fPvbI
http://www.huffingtonpost.com/kayla-hedman/its-the-finalcountdown-c_b_4379538.html
http://www.uwcu.org/education/articles/articles/five-tipsfor-coping-with-stress-during-finals-week.aspx
http://news.wustl.edu/news/Pages/5642.aspx
http://www.psychologytoday.com/blog/memorymedic/201103/how-sleep-helps-memory
http://stress.about.com/od/studentstress/a/finals_stressor. htm
http://www.upb.pitt.edu/uploadedfiles/final%20tips%20new sletter.pdf
http://www.goodluckexams.com/test-anxiety/
http://www.mayoclinic.org/healthy-living/stressmanagement/in-depth/positive-thinking/art-20043950 | 1,989 | 1,116 | {
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Joseph Conrad Overnight Sailing Camp Apprenticeships
The Apprenticeship Program at the Joseph Conrad Overnight Sailing Camp is designed to allow campers to dive deeper into a subject they find interesting during their week at camp. Small groups allow for more opportunities to do hands on activities. On Sunday evening counselors will present each apprenticeship describing the potential activities. Campers will then rank them based on interest and be assigned to one. Depending on the number of campers and counselors not all apprenticeships are offered each week. The apprenticeship time blocks are Monday-Thursday, typically 4-6pm, but subject to change based on weather or scheduling around other activities.
Marlinspike Seamanship: Learn seamanship skills like tying knots and sewing sails. Sailors who become proficient at knot tying, splicing, and sewing using a marlinspike are said to have mastered marlinespike seamanship, earning them the right to be known as marlinspike seamen. In this apprenticeship campers will learn traditional maritime skills, explore the museum, make a ditty bag, and become a knot master!
Cartography and Charting: Learn all about charts! Cartography is the science or practice of drawing maps. Explore the "uncharted" waters of the Mystic River and discover ways to navigate waterways. Campers will learn the skill of charting and navigating using nautical instruments such as a compass, ruler and dividers, sextant, lead line, chip log, and others. Campers will gain a deeper understanding of river exploration and the evolution of navigational technology.
Art: Art is everywhere at Mystic Seaport Museum! Tour the museum looking at different examples of artwork. Activities include making your own scrimshaw, wood carvings, sketches, sea chanties, and decorative knots. Campers will gain appreciation for the high level of skill needed for maritime professionals as well as an understanding of the average sailor using art to express what it was like to live aboard a boat.
Marine Science/Biology: Explore the River through the lens of science! Campers will learn about the environment, ecology, and biology of the Mystic River and Long Island Sound. Net for small fish, conduct water quality testing, and dissect a squid! Campers will gain new insights to the world around them by learning more about the environment in which they sail – science principles learned here can be applied to any waterway around the world.
Astronomy: Discover the science of space! Explore the night sky and learn how sailors used the sun, stars and planets to guide their way. Stars were the original GPS! In the Treworgy Planetarium at Mystic Seaport Museum, you will learn basic celestial navigation using historic instruments, such as the sextant. Campers will also learn about weather, satellites, and marine forecasts. Campers will gain a deeper understanding for the universe and an appreciation for how sailors explored the globe.
Boat Handling: Boost your time on the water with this apprenticeship that allows for extra time increasing your boat handling skills. Learn the finer points of boat handling skills in a small group, and a have a chance to sail other types of boats in the fleet. Depending on the skill of the group, dive deep into the Racing Rules of Sailing and try match racing or team racing! | 1,300 | 673 | {
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Top Tips for Teens
* Avoid tobacco products. Tobacco can cause gum erosion, bad breath, oral cancer, and stained teeth.
* Wear a well fitted mouthguard to stay safe. Sporting activities can cause oral and facial injuries.
* Oral piercings can cause gum recession and fractured teeth. Speak to a dental professional about the possible concerns of oral piercing to help you make safe choices.
* Eat a nutritious diet with vegetables and nuts to strengthen the teeth and gums.
* Don't forget to drink water. Water helps to rinse the teeth throughout the day.
* Use a straw when drinking fizzy or acidic drinks to decrease the interaction of acid on your teeth.
* Chew sugar-free gum.
* Talk to your dentist about sealants to help protect your teeth from cavities!
References
1.Jackson, S. L., Vann, W. F., Kotch, J. B., Pahel, B. T., & Lee, J. Y. (2011). Impact of Poor Oral Health on Children's School Attendance and Performance.
2.Guarnizo-Herreño, C. C., & Wehby, G. L. (2012). Children's Dental Health, School Performance, and Psychosocial Well-Being.
3.Blumenshine, S. L., Vann, W. F., Gizlice, Z., & Lee, J. Y. (2008). Children's School Performance: Impact of General and Oral Health.
4.Thikkurissy, S., DDS, MS, Glazer, K., DMD, MS, Amini, H., DDS, MS, MPH, Casamassimo, P. S., DDS, MS, & Rashid, R., DDS, MS. (2012). The Comparative Morbidities of Acute Dental Pain and Acute Asthma on Quality of Life in Children.
5.Beltrán-Aguilar ED, Barker LK, Canto MT, et al. Surveillance for dental caries, dental sealants, tooth retention, edentulism, and enamel fluorosis—United States, 1988- 1994 and 19992002.
Oral Health Improvement Program
Department of State Health Services
OHIP-090
Oral Health Improvement Program Mail Code: 1818 1100 W 49th Street Austin, TX 78756 512-776-2008 email@example.com dshs.texas.gov/dental
Oral Health for Teens
Chew on this! Why Oral Health Matters
* A healthy smile can give you the confidence you need to meet new people and make new friends.
* Adolescents are more likely to have tooth decay than other age groups. 5 Poor oral health can lead to:
* Pain
* Bad breath
* Infection
* Tooth loss
* Gum disease
* Diabetes
* Heart disease
How Does Oral Health Affect Your Daily Life?
* Decayed teeth can cause lack of sleep and poor nutrition. These can make it hard to focus and perform well in school. 1,3,4
* Teens with dental pain are also more likely to feel worthless, unhappy, shy, or embarrassed. 2
Home Care
* Two for two. Brush twice a day for two minutes. Use a soft bristled brush and circular motions. Time yourself by listening to your favorite song.
* Use products with fluoride, like mouthwash and toothpaste. Fluoride strengthens enamel and protects it from plaque and bacteria.
* Limit sugary snacks and acidic drinks. Drink water between meals.
* Check with your dentist if you wake up with headaches or jaw pain. This may be a sign of clenching your jaw or grinding your teeth while you sleep.
* Floss at least once a day. Gently bring the floss between two teeth and down to the gum line. Wrap the floss around one tooth in the shape of the letter "C". Move the floss up and down the side of that tooth. Wrap the floss around the tooth on the other side and repeat. Continue this between all your teeth.
Ways to Improve your Oral Health
* Remove Stains – A good home care routine and regular dental cleanings can help reduce staining. If stains are still present, talk to your dentist about proper teeth whitening or bleaching treatments. Some whitening products can cause sensitivity.
* Straighten Your Smile – Overcrowded or crooked teeth make it difficult to brush and keep clean. Speak with your dentist or orthodontist to see if braces are right for you.
* Reduce Bad Breath – Maintaining your home care routine will help reduce bad breath. Don't forget to clean your tongue. If you still experience bad breath, speak to your dentist.
* Prevent Oral Cancer – Ask your primary care physician about the human papilloma virus (HPV) vaccine. This vaccine can help prevent head, neck, and oral cancers.
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Englisch: Simple Past Signalwörter
https://levrai.de
Name: …………………................. Klasse: ………… Datum: ……………........
Das Simple Past an Signalwörtern erkennen
Signalwörter für das Simple Past sagen, dass in einem Satz das Simple Past benutzt werden muss. Die Signalwörter für das Simple Past lauten: ago, an hour ago, one minute ago, in 2011 ..., in 1999 ..., last month, last week, last year, last weekend, last summer, yesterday, at 5 o'clock.
I
ate oranges
last year.
We went to school in 1999.
He took his dog for a walk a month ago.
1. Schreibe die Signalwörter für das Simple Past in die Lücken.
1. Yesterday it rained. yesterday
2. She helped me last weekend. last weekend
3. They opened the shop two hours ago. two hours ago
4. We went to Spain last summer. last summer
5. She visited her friend in 2011. in 2011
6. We saw the film last week. last week
7. The Olympic Games finished last month. last month
8. The football match started an hour ago. an hour ago
9. She sent the text message two minutes ago. two minutes ago
10. Emily and Lucy went shopping yesterday. yesterday
2. Schreibe die Signalwörter für das Simple Past und die Verben in die Lücken.
1. Yesterday it rained. Signalwort: yesterday Verb: rained
2. She helped me last weekend. Verb: helped Signalwort: last weekend
3. They opened the shop two hours ago. Verb: opened Signalwort: two hours ago
4. We went to Spain last summer. Verb: went Signalwort: last summer
5. She visited her friend in 2011. Verb: visited Signalwort: in 2011
6. We saw the film last week. Verb: saw Signalwort: last week
7. The Olympic Games finished last month. Verb: finished Signalwort: last month
Englisch: Simple Past Signalwörter
https://levrai.de
Name: …………………................. Klasse: ………… Datum: ……………........
8. The football match started an hour ago. Verb: started Signalwort: an hour ago
9. She sent the text message two minutes ago. Verb: sent Signalwort: two minutes ago
10. Emily and Lucy went shopping yesterday. Verb: went Signalwort: yesterday | 1,014 | 546 | {
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CALIFORNIA STATE SCIENCE FAIR 2014 PROJECT SUMMARY
Project Number
Preliminary Name(s) Project Title Abstract Summary Statement Help Received Madeline M. Liao Magnetic Fields on Mars and Beyond Objectives/Goals My objective was to determine how the distance between magnetic poles and the number of them affect the magnetic field strength on a sphere. Methods/Materials Disk magnets representing magnetic poles were taped to the underside of a half of an eight-inch plastic sphere. One, two, three, and four magnets were used. The distance between the magnets started at 0 degrees and increased by 10 degrees for each setting. 20 grams of iron filings were poured from five centimeters above the center of the hemisphere. The hemisphere was turned upside down to allow excess filings to fall off. The mass of the filings remaining on the sphere was measured and showed the strength of the magnetic field. Results When graphed, my data points formed graphs that seem hyperbolic. As the distance between poles increased, the mass of the iron filings retained decreased, except for from 10° apart to 20° apart for trials with two magnets and four magnets, where the masses increased. The graphs of the two and four magnets decreased steadily and began approaching zero around 70°, while the graph of the three magnets As the number of magnets increased, the mass of the iron filings retained increased generally. Three magnets started out holding a lower mass of filings than the four magnets, but as the distance increased, it Conclusions/Discussion Overall, my hypothesis was supported. The mass of iron filings retained decreased as the distance between the poles increased, and as the number of poles increased, the mass of the iron filings retained These results show that a more powerful magnetic field is created when the number of poles increases, and the distance between them decreases. If we were trying to make a planet with a weak magnetic field more habitable for humans, we would need to create an artificial magnetic field; the more poles we use and the closer they are together, the more powerful the magnetic field will be. How the number of magnetic poles and the distance between them affect the magnetic field strength on a Kendia Herrington (MAVEN Educator Ambassador), and Diana Herrington provided equipment.
34290
approached zero much later around 110°.
started holding more filings than four magnets.
Therefore, a more powerful magnetic field would be created with a greater number of magnetic poles
placed closer together.
increased, generally speaking.
planet. | 1,084 | 519 | {
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368
Total Learners
632
Total Learners
Program
HIGHLIGHTS
70
Hispanic
928
Winnebago Co. Fiscal Year 2019
Healthy Choices, Healthy Lives
FoodWIse is federally funded by the Supplemental Nutrition Assistance Program-Education (SNAP-Ed) and the Expanded Food and Nutrition Education Program (EFNEP). We advance healthy eating habits, active lifestyles and healthy community environments for Wisconsin residents with limited incomes through nutrition education at the individual, community and systems levels.
Who We Serve
American Indian or Alaska Native (2.1%)
Asian (5.2%)
Black or African American (9.7%)
White (83.1%)
Not Hispanic/Latino
2,733
Direct Educational Contacts
Direct-Ed Highlights
* Increased grocery store tour participation by intentional efforts to build trusting relationships with program participants at WIC and Food Pantries.
* 2 nd and 5 th grade students at income eligible elementary schools receive 6 weeks of consecutive nutrition education where increased healthy behaviors such as eating more fruits and vegetables and drinking less sugar-sweetened beverages has been recorded.
PSE Highlights
* Collaborated with Winnebago County Master Gardeners to establish a community garden through the Growing Together grant at ASEND in Neenah.
* Attended 15 meetings of coalitions and other groups that serve the county.
* Held 7 one-on-one meetings with potential partners.
ACHIEVING MORE TOGETHER
UW-Madison Division of Extension works alongside the people of Wisconsin to deliver practical educational programs where people live and work – on the farm, in schools and throughout urban and rural communities. In Winnebago County, FoodWIse partners with WIC, food pantries, income eligible elementary schools and organizations such as to help make the healthy choice the easy choice in our communities.
Growing Together Initiative
In 2017, the Pillars Ascend Initiative opened its doors, offering a place to live and supportive services for young adults living with mental health challenges. Ascend is located withn a low-income neighborhood, and the majority of its participants have limited income. Seeing an opportunity to provide valuable garden-based nutrition education and teach gardening skills to Ascend participants, Master Gardeners and FoodWIse collaborated to apply for a Growing Together mini grant. This mini grant funds the establishment and maintenance of a garden that donates produce grown to programs that reach folks in need, such as food pantries. As Pillars is also home to a food pantry that serves people at all Pillars locations, it was an excellent fit for this project.
.In June, a garden was installed with the funds secured through this mini grant. FoodWIse educators led participants in cooking classes that used the types of food grown in the garden and provided recipes and information sheets on how to store and use the food grown in the garden to recipients of the produce.
In total, 170 pounds of produce were donated out of this garden this year.
Contact Us
Winnebago County FoodWIse 625 E County Rd Y #600 Oshkosh, WI 54903 (920) 232-1970
email@example.com firstname.lastname@example.org email@example.com
Christi Gabrilska Program Coordinator COWW Counties
Hannah Phillips Healthy Communities Coordinator COWW Counties
Kris Soper Nutrition Educator COWW Counties Primarily Winnebago County
FoodWIse education is funded by the USDA Supplemental Nutrition Assistance Program – SNAP and Expanded Food and Nutrition Education Program – EFNEP. An
EEO/AA employer, University of Wisconsin-Madison Division of Extension provides equal opportunities in employment and programming, including Title VI, Title IX, and the
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Key Dates for the Summer Term 2023
April
17 th Children return to school 17 th All Stars and Dynamos cricket coaching- year 1, 2 and 3 20 th All Stars and Dynamos cricket coaching- year 4, 5 and 6 21 st FOSPS Discos
May
1 st Bank holiday 8 th Bank holiday 9 th – 12 th Year 6 SATs 22 nd Class group photographs 23-24 th May Anne Marie resident artist – year 5 and 6 26 th May KS2 sports morning 29 th May- 2 nd June Half term
June
5
th
Staff training day
6
th
Children return to school
6
th
Bike marking session
15
th
15
16
24
Year 6 Road safety workshops th
th th
Year 5 Celebration afternoon with families
FOSPS Father's Day sale
FOSPS Summer Fair
27
th
Music Festival
July
12 th Warwickshire Sings concert at Warwick School 13 th Parent teacher meetings to discuss end of year reports 25 th Last day of term 25 th Family picnic- 12pm- 1pm 25 th Year 6 Final assembly – 10.30am https://www.southamprimary.com/parents/term-dates
Dear Families,
We have a very exciting term planned for the children. Our topics during this term are Volcanoes and the Romans.
Through this topic the children will be taught about the physical geography of Volcanoes, their location, formation, and geographical features. Through this study the children will also explore the science of changing states. The second part of our Summer term will be spent exploring Roman history and legends such as Romulus and Remus and Boudica. The children will explore their creative side through DT projects and Art works using clay and mosaic.
Our topics will support our English studies, which will include narrative stories linked to our key text "Into the Volcano" as well as a variety of poetry and non-fiction texts linking to both Volcanoes and Romans. We will develop our skills of independent research, using our knowledge to create our own fact files as well as applying our topical learning to persuasive writing and writing in different forms such as letters and diaries.
In Maths, we will focus on decimals, money, time, measure and geometry as well as applying the four operations to problem solving.
Throughout the term we will be sharing the children's work with you via Class Dojo.
PE lessons will be every Thursday afternoon, therefore children should come to school wearing their PE kit.
PE kit is: plain coloured t shirt (green, red or blue depending on your child's house team), school blue sweatshirt, white/grey/black shorts or plain, dark coloured track suit bottoms, depending on the weather.
How You Can Help Your Child at Home
Maths Homework
Children will be expected to spend some time every week learning their times tables or practicing their 66 club. Those children with good times table knowledge have a definite advantage in different areas of maths too. To consolidate key concepts, some additional homework will be set occasionally. You will be notified of this via Class Dojo.
Reading
Ensure your child is reading five times a week for fifteen minutes and that this is logged on Boom reader. Reading with your child and asking them questions about the texts that they are reading is extremely important to ensure a secure understanding of the text. Children need to read a variety of texts – newspapers, blogs, recipes, instructions etc, this will give them a broad range of texts and help them understand the different language used.
Handle with Care
If your family is experiencing difficulties at home, I would like to provide additional support at school. I understand that you are not always able to share details and that is okay. If your child is coming to school after a difficult night, morning, or weekend, please send myself or Miss Longworth a message stating 'Handle with Care' on Class Dojo. Nothing else will be said or asked. This will let me know that your child may need extra time, patience or help during the day.
Miss Lefebvre
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Henry Moore sculpture could be re-erected thanks to 21st century science
May 13 2008
The blue and turquoise region in this Arch computer model show areas of high stress
A dismantled Henry Moore sculpture could be re-erected in Kensington Gardens, London, thanks to the latest rock engineering techniques, says a team of experts today.
The Arch, a sculpture dismantled 12 years ago due to safety concerns, could be re-erected at its original site on the banks of the Serpentine Lake following a project exploring the use of rock engineering techniques for cultural heritage conservation.
Engineers at Imperial College London, in collaboration with the International Drawing Institute, Glasgow School of Art, and Tate, carried out a detailed analysis of the Arch to see whether engineering computer
1/3
simulation and analysis techniques could be used to understand and preserve complex artefacts which experience structural problems.
The Arch, a six metre tall sculpture modelled on sheep collar bones joined together, was created in 1980 by Henry Moore and was dismantled into its seven component pieces in 1996 because of structural instabilities which caused it to be unsafe.
In order to allow the sculpture to be preserved and resurrected, the team needed to find out why it was structurally unsound. By testing rock samples and using laser scanning technologies which examined the large dismantled stone blocks, they gathered data which was used to generate 3D computer simulations of the sculpture for analysis.
By modelling how the structural stresses exerted pressures on the Arch, researchers found that its unusual shape, the poor location of the structural joints which held the blocks together, and the use of brittle travertine stone all contributed to its unsteadiness.
Using this information, the team believes that it has devised a new method to allow the sculpture to be held together without compromising its structure. This includes attaching the rock legs and top section together with fibreglass bolts and dowels and placing the structure on a base of specially reinforced concrete.
Dr John Harrison from Imperial College London's Department of Earth Science and Engineering said:
"Rock engineering techniques are usually used for stabilisation of tunnels and rock slopes, but the basic concepts of understanding how rock behaves when it is subjected to loads are immediately applicable to stone sculptures. We can now apply this knowledge to preserving some of the nation's most important and historic artworks."
2/3
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Dr Angela Geary from the International Drawing Research Institute, The Glasgow School of Art, added:
"We were delighted when the Henry Moore Foundation invited us to study the Arch as a subject for our research. It was a huge practical challenge, but it was very exciting and motivating to be working on such a significant real-world problem."
Derek Pullen, Head of Sculpture Conservation at Tate, concluded:
"The outcome is a positive one for everyone involved, and our aim is now to expand across a wide range of artefacts from armoury to pottery and painting. Our methods could remove much of the guesswork from planning conservation treatment and could become an indispensable tool in the care of collections."
Source: Imperial College London
Citation: Henry Moore sculpture could be re-erected thanks to 21st century science (2008, May 13) retrieved 23 September 2023 from https://phys.org/news/2008-05-henry-sculpture-reerected-21st-century.html
This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.
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Exercises for Optimizing Gait with Lower Limb Orthoses and Prostheses
Learning to walk with an orthopedic device is often a challenge. The exercises described here will assist you in your efforts to walk well. The main purpose of these exercises is to train your brain and body to shift your weight confidently and evenly from one leg to another with each step. After being fit with an orthopedic device, the tendency for most patients is to weight shift through side-to-side movement of their shoulders and head – this is what we want to prevent because it will cause back pain and limited mobility in the future. These exercises will help you to appropriately shift your weight through your hips instead of your shoulders. They will be most beneficial if you keep your head a shoulders still and engage your core abdominal muscles to focus on control and balance instead of speed. The circles at the center of the diagrams represent your center of mass and the arrows show how your center of mass should move during the exercises.
1. Stand in front of a mirror with your hands on the backs of two chairs facing away from each other with your feet about shoulder-width apart.
2. Slowly move your hips forward, rocking slightly onto your toes, and then back, rocking slightly back onto your heels. If you feel a stretch on the front of either of your hips when moving them forward, hold the forward position for about ten seconds at a time to provide a good stretch for the hip muscles. Go forward and back ten times each.
3. Slowly move your hips from side to side, SHIFTING WEIGHT EVENLY TO BOTH SIDES. This exercise is not beneficial if you only shift weight partially to your affected side. This exercise helps you to develop trust in your device. Move to each side ten times.
4. Slowly move your hips in a circular motion, SHIFTING WEIGHT EVENLY TO BOTH SIDES. Perform ten circles in each direction.
5. Position your feet with the right about halfway in front of the left, maintaining a shoulder's width between them. Slowly move your hips in a diagonal motion, as shown in the picture. As you move forward and to the right, the right knee may bend slightly and the left heel should rise. As you move back and to the left, the right toes may rise. Go forward and back ten times each.
6. Switch your feet so the left is about halfway in front of the right and move your hips in the opposite diagonal motion from #5. Go forward and back ten times each.
After gaining confidence in the above exercises, practice shifting your weight through hip movement while taking a step forward. Start with one or two steps on each side and move on from there. | 1,013 | 547 | {
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Dress Code *Revised November 2022
The Toronto Heschel School dress code is based on the following core principles:
(1) Sacred Space: A Jewish learning environment is a "Makom Kadosh" – a sacred, special place. In this spirit, a code pertaining to standards of dress indicates that we occupy the space of our school for the special purpose of learning and study. Just as we dress the Torah in garments out of respect for its holiness, so we are thoughtful and intentional about how we attire our bodies, which are also holy.
(2) Pluralism: The code is designed to respect the minimum community standards for dress of the diverse Jewish communities who comprise our school.
(3) Dignity: The dress code and its implementation are guided by sensitivity to human dignity and self-respect, including an awareness of individuals' self-image and body-image at different ages and stages of development.
(4) Role Modelling & Consistency: The Toronto Heschel School dress code applies to all students, staff, volunteers, and third-party providers working in the school. All adults in the community, including parents and caregivers, are asked to be respectful of the dress code.
The Heschel kisui Rosh
The Heschel kisui rosh is emblematic of The Toronto Heschel School's commitment to Jewish practice within an egalitarian, pluralistic, and halakhic framework. As members of an egalitarian school, all students and staff wear the kisui rosh. As a pluralistic school respectful of the diverse constituents of our community, we adhere to halakhic requirements that inform the choice of kisui, particularly with respect to beged ish (wearing of gendered clothing).
In consideration of the egalitarian, pluralistic, and halakhic precepts of our school, the following provisions apply to wearing the kisui rosh.
Junior Kindergarten - Grade 3
Children wear a kisui rosh provided by the School in Junior Kindergarten (or grade of entry). The kisui rosh is decorated by the children as part of their Judaic curriculum.
Grades 4 – 5
The School provides a non-gendered (Bukharian) kisui rosh for all the students entering grade 4. These kisuim are to be used for the duration of Grades 4 and 5.
Gym
* For some gym activities, the Heschel kisui rosh may be removed at the discretion of the teacher.
Outdoor Learning & Excursions(All Grades)
* For outdoor learning activities at school, including gym, Heschel logo baseball caps may be worn in place of the above.
* For trips outside of school, including tournaments and other school excursions, Heschel baseball caps are worn as the kisui. This allows teachers to easily identify students on the outing.
Replacement for the lost or unusable Bukharian and Heschel kisui rosh must be purchased for $15 from the school office. The Heschel kisui rosh comes from the Abayudaya, a community in Uganda who practice Judaism. We have a special relationship with the Abayudaya Jewish community and we want to be respectful of the relationship. Additionally, the Heschel kisui rosh are hard to come by and difficult to source. Please be mindful and respectful of the Heschel kisui rosh.
Clothing
The following provisions apply to all students and staff:
- Clothing should be comfortable, easily washable and appropriate for all school activities.
- Shoulders should be covered with short sleeves. Necklines may be open as far as the collarbone. No sleeveless shirts.
- Shorts and skirts should reach the knees.
- Clothing may not be torn or tattered.
- Clothing may not be transparent or sheer.
Grades 6 – 8 and Faculty
Faculty and all students approaching bnai mitzvah age, beginning in Grade 6, will have a choice of the following
* Bukharian kisui rosh
* Heschel kisui rosh for students who identify as male
* Heschel knit kisui rosh for students who identify as female
- Clothing must be free of any emblem, slogan or picture of any profanity or disrespect toward any ethnic group or community.
- Clothing must be free of suggestive writing or inappropriate logos or slogans.
- Tops must be long enough to be tucked in and must cover the entire midriff when
engaging in all school activities, including movement and fitness activities.
- Undergarments must not be visible.
- For safety reasons, footwear must have an enclosed backing or strap; shoes with wheels in them are not permitted.
- Students in grades SK - 8 must wear the Toronto Heschel School gym uniform during Physical Education classes.
- For special occasion water activities (e.g., on field trips) students may wear bathing suits underneath t-shirt / sun shirt and loose shorts to the knee.
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Controlled Drainage = Water Level Control
Potential Problems with Tile Drainage
While we don't have all of the answers to these problems, you may encounter issues with:
- Soils with high sodicity may result in impaired drainage.
- Roots from trees growing within 100' of the tile may plug tile perforations.
- Roots from some crops may plug tile perforations.
- Sand and sediment intrusion in the tile.
Societal Requirements
- County Natural Resources Conservation Service (NRCS) office for wetland maps, soils information, and a certified wetland determination.
- Local water resource board for a permit if you are tiling 80 acres or more.
Note: If your project is of "statewide" significance, you will need approval from the ND State Water Commission.
- Visit with neighboring landowners.
- North Dakota Regulatory Office of the Corps of Engineers to determine if you need a Section 404 or Section 10 permit. Call (701) 255-0015.
- Wetland management district of the U.S. Fish and Wildlife Service to determine if you have a wetland easement.
For more information, contact:
Tom Scherer (701) 231-7239
Hans Kandel (701) 231-8135
Roxanne Johnson (701) 429-3756
Subsurface Tile Drainage
What is Subsurface Drainage?
Subsurface drainage is buried perforated pipelines intercepting water below the ground surface and directing it to an outlet. Subsurface drainage often is referred to as "tile" drainage because until the 1970s, clay or concrete tiles were used to construct the subsurface pipeline.
Drainage Design
- Develop a topographical map of the field:
- 6-inch to 1-foot contours are best for level fields.
- 1- to 2-foot contours acceptable for fields with more slope.
- Select the location for one or more outlets.
- Examine USDA NRCS county soil survey maps; take soil samples in areas indicative of major soil series at the depth of the tile (3 to 4 feet). If sand is present, have a soil sieve analysis done to determine the tile slot size or sock requirement.
- Design the field layout (this is the most difficult part!).
- Install in this order: outlet (gravity or pump station), then mains, submains, and finally laterals.
- Lay out the design in the field with colored flags or GPS instruments.
- Include a setback distance and/or inclusion of solid tile to protect wetlands.
Tile Installation is High-tech
Modern tile plows use global positioning systems (GPS) for guidance. They also use GPS or lasers for plow depth control.
Drainage Benefits
- Proper soil drainage improves agricultural production by
Allowing for more timely planting, harvesting and tillage operations.
Minimizing crop stress from excess water and high water tables.
Promoting conditions for good seedbed establishment and germination.
- Typical Midwestern yield increases from subsurface drainage improvements are about 10 percent.
- Well-drained soils have less year-to-year yield variability.
- Proper drainage minimizes soil compaction and buildup of soluble salts.
- Proper drainage enhances the ability to incorporate other conservation practices, such as conservation tillage.
Hydrologic Impacts
- Subsurface drainage promotes greater infiltration, which generally reduces surface runoff and peak flows, when compared with surface drainage.
- Subsurface drainage typically increases the base flow (low flows) and may slightly increase total water yield (surface runoff plus drain flow).
Water Quality Impacts
- The water quality impacts of drainage are related to the soil mineral content, ground water quality, and fertilizer practices.
- Subsurface drainage reduces phosphorus associated with surface runoff but often increases losses of salts and nitrate-nitrogen.
- Nitrate is a human health concern in drinking water.
- Phosphorus and nitrogen are nutrient enrichments of surface water bodies that can lead to algal blooms and fish kills from hypoxic (low oxygen) or "dead" zones.
- High levels of trace metals may cause impairments to aquatic species.
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The Mind Workbook
Why We Do What We Do
ASHLEIGH WELCH COACHING
Doing The Work
Remember that there is a difference between agreeing with something intellectually and actually gaining insight from doing it. In the following exercise, you can literally change your life by:
1. Increasing awareness by thinking about what you think about.
2. Understanding the impact of your thinking on your life by doing a model on your current thinking.
3. Working on consciously and deliberately creating your life by choosing a model you want to create in your daily life.
It takes twenty minutes per day. For the next eight weeks do a thought download and an unintentional model every day in the workbook provided.
Take the time to complete this work daily.
If you don't tell your brain what to focus on or what to think about, it will go to the old patterns. The brain likes to do what it's really good at. What it's really good at is stuff that it's done a lot. Unfortunately, for many of us, that's a lot of very negative, anxiety producing, frustrating thinking.
Then you decide what you want to think on purpose.
Thought Download
Complete a thought download below.
Do not filter your thoughts. Start writing down what you're thinking about one circumstance (something factual that you have thoughts about that give it meaning) and see what is really going on in your brain.
No judging, no holding back.
Write them all down and once you're done, pick one thought to put into a selfcoaching model.
Unintentional Model
Complete one unintentional self-coaching model per day by choosing one thought from the thought download and asking yourself, what was I feeling when I thought this, what were my actions (what did I do or not do, how did I behave) and what was the result for me from all of that?
Remember, circumstances are facts.
Pick your truest thought from your thought download.
Only one thought and one feeling.
Fill up your A line.
The result is your result: the result you are creating in your world.
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Intentional Model
After you've completed an unintentional model, you can decide what you want for yourself instead. This is your intentional model.
Keep the same circumstance because that is outside of your control but pick a new desired thought. Ask yourself, what would I like to think about this instead? Then fill up the model by continuing to ask, what would I feel if I thought this, how would I act if I felt this way, and what would my result be instead? As you do more self-coaching models, you can pick new starting points, like starting with a feeling and then working backwards by asking, what was I thinking to have felt this way?
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November Patch of the Month
Thanks from the Heart
Practice kindness and compassion, seek common ground and understanding, and serve our communities, while living the Girl Scout Promise and Law.
ABOUT PATCH OF THE MONTH
Looking for some additional fun activities for your troop or just to do on your own? Each month, girls can discover, connect, and Take Action in a specific subject area. Hands-on activities are available for all Girl Scout levels and can be done at meetings, as a pre-meeting activity, or as an at-home project.
Patch of the Month programs provide Girl Scouts an opportunity to enjoy a variety of activities while earning a fun patch. Patch programs are available to Girl Scouts of all grade levels. Completing patch programs can help complete a Journey and may satisfy requirements for certain badges. It's not necessary to complete the patch programs in the months specified—they can be completed at any time! All fun patches are placed on the back of the vest or sash.
Patch of the Month Evaluation
Once you have completed the program activities, please be sure to fill out the Patch of the Month Evaluation.
How to Order Patches
Visit the GSK Shop in-person or use the GSK Shop Order Form by clicking here to purchase your patch for $1.00 each!
Directions
Complete one (or more) activities from the Discover, Connect, and Take Action sections and share what you've done by posting photos on the GSK Facebook Page!
Discover
What is appreciation? Why is it important to show appreciation to the people who help us?
Stop and smell the roses. Pay attention to the little things that make you happy. Try taking mental photographs of the things you love throughout your day – it might be a pretty sunset, a fuzzy dog, or a food that tastes really good. Record three to five things every day.
Find a quote about gratitude that speaks to you. Post it where you will see it for daily inspiration. Also, post it in at least one place where it will also inspire others.
Create a word cloud with positive words that describe someone you appreciate and present it to them.
Connect
Check out the greeting card section in a local store. Are there common themes, words, etc. in the cards that express gratitude?
Research how other cultures express gratitude and compare how these acts are similar/different to how you express gratitude. Learn how to say Thank You in 5 different languages.
Chat with a Girl Scout volunteer about what they like best about volunteering. Go a step further and ask questions such as: Why did you become a volunteer? What can be challenging?
Interview your friends or family to find out what gratitude means to them. With their permission, ask to video their responses and share on social media, with your parent's consent.
Take Action
Make cards for nursing home residents, wounded soldiers or deployed service people.
Sort through toys, books and clothes to find items to donate to a homeless shelter.
Sort canned food and non-perishables for a local food pantry.
Pick up trash and litter at a local playground, school, library or park.
Write thank you letters to people who have influenced your life.
Shelve, sort, and unpack food at a local food bank or
pantry.
Organize a canned food drive or a pet supply drive.
Make bathroom kits for a shelter (Ziploc bag with soap, toothpaste, deodorant, etc.).
Do yard work for an elderly neighbor.
Volunteer at a nonprofit or with an organization that serves people with disabilities.
Help (walk dogs, play with cats, clean up cages, repair items) at an animal shelter, veterinary clinic or other animal agency.
Why Wait? Start Now to Promote Operation: Cookie
Operation: Cookie is Girl Scouts of Kentuckiana's Council-wide "Gift of Caring" initiative. Girls from all across Kentucky and Indiana encourage "Operation: Cookie" donations during the world-famous Girl Scout Cookie Program. Customers can purchase boxes of cookies that will be sent to our men and women who serve and US military veterans both at home and overseas. It is our special way of saying THANK YOU to those who sacrifice so much to serve our country. Troops earn proceeds from the donated cookie boxes sold to Operation: Cookie so that girl scouts can continue to give back and serve the community, learn how to valuable life skills and go on amazing adventures. It's a win-win Operation!
Choose from one of the following:
Create a poster campaign
Write letters to give out during your cookie sales
Create a social media campaign
Film a Public Service Announcement and share it online or email your customers
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January 2011 Flood in Centenary Suburbs
For many long term residents of the Centenary Suburbs there was a feeling of déjà vu as the nightmare of the January floods brought chaos, water and mud through their properties. Some not affected in 1974 were not spared this time as the rain fell relentlessly and the Wivenhoe Dam releases made this a "different" flood to 1974. Residents close to the Brisbane River heard the water roaring past their homes for many days before the flooding. Homes and businesses close to the river and creeks, or in low lying areas rushed to move their belongings to higher ground and evacuate before the expected peak on the night of 11/12 January. The swelling of local creeks added to the volume of water flooding the suburbs as many single storey homes in Westlake, Middle Park, Jindalee, Oxley, 17 Mile Rocks and Riverhills were completely inundated.
On the morning of 12 January residents woke to find a surreal water landscape had covered familiar landmarks. The strength of the water had ripped boats from their moorings, swept away pontoons and bent pylons. Possessions were carried along the path of the river, becoming dangerous debris in the muddy brown water. The Centenary suburbs were partly inaccessible for several days with water on the Centenary Highway preventing traffic accessing the Centenary Bridge at Jindalee. Fortunately, the peak was two metres less than expected but still enough to cause extensive damage in the suburbs. 35 of the 45 parks in the Jamboree Ward were badly damaged by water and thick mud, including the very popular Rocks Riverside Park.
The Jindalee Golf Club, Jindalee Bowls Club and Jindalee Pool were inundated and will cost millions to repair. McLeod Country Golf Club had damage to their greens but the clubhouse was spared. The Centenary Rowing Club shed was only officially opened in September 2010. Members evacuated the boats before the shed was completely covered in water and their new pontoon floated away. The Thomas Macleod Memorial, unveiled by Lord Mayor
Campbell Newman in December 2010 went under water. Shops in Jindalee and part of the Jindalee State School were flooded.
As the water receded leaving a coating of sludge, came the devastating realisation for residents, club members and business owners that the "clean up" would be a huge undertaking. However, an army of volunteers descended on the suburbs and boosted the spirits of all those affected as they helped with the clean-up.
Suzanne Mulligan, Member Centenary Suburbs Historical Society Inc. | 1,005 | 557 | {
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U3AM at Home
MUCH ADO ABOUT NOTHING – PART 2
The Importance of Zero
Last week we looked at the early numbering systems and the clumsiness of the way in which they were expressed. As mentioned, most numbering systems were based on 10, because of the human anatomy. That could equally have developed into a base 20, for those who did not wear socks. In fact, the Aztecs of Central America and the Muisca of South America both used a base 20 system, based on counting fingers and toes. The Muisca had discrete numerals from 1 to 10, then used "foot" 1 to "foot" 9 to represent eleven to nineteen. Twenty was regarded as the "golden number" and higher numbers were expressed in terms of twenty, so seventy was three times twenty plus ten.
The Aztecs used dots to represent numbers up to nineteen, then a flag for twenty, repeating this as many times as necessary up to four hundred (twenty times twenty), which was represented by a sign depicting a fir tree (meaning as numerous as hairs), then the next unit, for eight thousand (twenty times twenty times twenty) was represented by an incense bag, which referred to the almost uncountable contents of a sack of cacao beans.
The ancient Babylonians used a base of 60. They in turn adopted this from the ancient Sumerians. From this we get a number of our measuring units – 60 seconds in a minute, 60 minutes in an hour. (The number of hours in a day came from the ancient Egyptians who split daylight into 10 hours together with a twilight hour at each end, then the same divisions for the night, giving 24 hours in total.
It was not until the third century AD that the idea of "place" was born, somewhere in northern India. This meant that the only characters needed to represent a number were those which make up the characters of the base of the numbering system – in the decimal system 1 to 9.
In the decimal system each place in a number representation counting from the right is 10 times the value of each "digit" in the next position to the right. Thus, fifteen can be written as 15 meaning one times ten plus five. Two hundred and seventy-three can be written as 273, meaning 2 times one hundred (ten times ten) plus 7 times ten plus three. With this system, we can represent almost any number with a string of digits from 1 to 9. I say almost because this does not take into account places which do not have a value of 1 to 9 in any of the places, such as one hundred and two, three thousand and forty-five. Obviously twelve (12) must be distinguished from one hundred and two (102) and three hundred and forty-five (345) must be distinguished from three thousand and forty five (3045).
Believe it or not, it took another one hundred years to realise the need for a character to represent no value in a place – zero. We can then write the first of these as 102 and the second as 3045.
This seems to be so obvious to us with the benefit of hundreds of years of study behind what we learn – but remember that it took thousands of years to arrive at the place system so in the light of that, another hundred years is quite short. So now one hundred and two is 1 times ten times ten 0 times 10 + 2 + 0 times ten. To simplify the writing of these numbers, we use x to specify times, + to specify plus and we use a superscript of 10 to indicate how many 10s to multiply for each place. So 102 is now 1x10 2 + 0x10 1 + 2x10 0 , (1x10x10+0x10+2) and 3045 is 3x10 3 +0x10 2 +4x10 1 +5x10 0 , (3x10x10x10+0x10x10+4x10+5). There is nothing mysterious about using superscripts, they are just a shorthand for telling how many 10s are to be multiplied in that place, just as we use x instead of times and + instead of plus.
0 and 1 are common to all modern numbering systems: binary (base 2) "digits" 0 and 1, octal (base 8) "digits" 0 to 7, decimal (base 10) "digits" 0 to 9, and hexadecimal (base 16) 0 to 15 where 11 to 15 are represented by A to F (because each place must be represented by just one character).
The binary system (the basis of all electronics) is easy to represent by two states – on and off or plus and minus or 0 and 1. 1 is 1, 2 is 10, 3 is 11, 4 is 100, 5 is 101, 6 is 110, 7 is 111, etc.
While working in binary is very useful because the two states are easy to produce a real-world circuit, the numbers start to get unwieldy as they grow. For example, 64 in binary is 100000 and the size escalates from there. That is why, in computer addressing, we use hexadecimal (base 16) so that the number of places does not grow so quickly.
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The January 1974 Flood
On the last weekend in January 1974 (Saturday 26-Monday 28, the Australia Day long weekend), flood waters spread through Jindalee, only a little more than a decade after its initial establishment. The 1974 flood remains the highest known flood since suburban development commenced but was not as high as the 1893 flood: see 'Floods in the Centenary Suburbs Area: Overview' on the Natural and Historical Features page http://cshsoc.wordpress.com/natural-and-historical-features/ and 'the 1893 Floods and PreSuburban 20 th Century Floods' http://cshsoc.files.wordpress.com/2012/06/floods-18932.pdf
In early 1974, only part of the available freehold land along the river was built on, and the area south and west of Curragundi Road had only scattered housing. The suburbs of Jamboree Heights and Mount Omanney had been formally launched a few years before but housing had not yet developed to the extent that it exists in 2012. Riverhills and Westlake suburbs had been officially started in 1973, the year before the flood: some housing existed but a considerable part of those areas was yet to be developed. Consequently, the major impact of the flood was experienced in Jindalee. Twenty two percent of residential land in Jindalee was flooded, while 15% of Westlake and Riverhills was flooded and 5% of Middle Park, Mt Ommaney and Jamboree Heights was flooded.
The 1974 flood followed the now familiar pattern, affecting some riverside properties but also backing up along the creeks and gullies. A 'runaway' gravel barge Koala rammed the Centenary Bridge on the upstream side, causing damage. The bridge was totally closed for some weeks after the flood. There was only a single lane of traffic for two years. (Image of Koala rammed against Centenary Bridge courtesy of Brisbane City Council).
Flood waters rose 15 feet (approximately 3 metres) above the top of the Jindalee Bowls Club. The Army assisted with evacuations of householders but residents also undertook rescues, using a privately owned boat. The continual heavy downpours of rain over the weekend exacerbated the difficulties in moving furniture and other household items out of the reach of rising flood waters.
The Looranah St and Curragundi Rd shopping precincts, then the main sources of household supplies, were flooded badly. As the plight of the isolated western suburbs community became known, food drops were made by Army helicopters.
Members of a youth group dived into the supermarket to obtain canned goods while the owners of the Looranah St Nursery made their premises available as a store where people could obtain goods. The youth group also assisted families with infants by obtaining fresh milk in buckets from Sir Hercules Sinnamon's farm: this involved crossing the flooded Jindalee Creek in the group leader's boat. The flooding of the main sources of household supplies, and the temporary closure of the Centenary Bridge, meant that residents had to obtain necessities from areas such as Oxley for some time after the flood. In the immediate aftermath of the flood, some residents including an Oxley-Corinda pharmacist went to work by boat, bringing supplies back the same way.
Some parts of the area were affected more severely than others. Telephone contact was lost as flood waters rose in one area and phones remained out of order: at the height of the flood, only a taxi radio provided communication between this part of Jindalee and the rest of Brisbane. However, in another part of Jindalee, residents were able to maintain telephone contact with family and friends outside the area. Electricity was not available for at least a week after the flood in most areas.
The image opposite shows the flooded Brisbane River and riverside properties at Jindalee, January 1974 (image courtesy of Gordon family).
The recollections of one Jindalee resident of the 1974 flood are recorded online at the following site: http://sharn-genealogyjottings.blogspot.com.au/ (scroll down to "Memories of My Suburb in the 1974 Brisbane Flood"); or Google "Sharn's Genealogy Jottings".
For the Bureau of Meteorology report on the 1974 flood, see Brisbane Floods January 1974 available in pdf format on the Bureau's website:
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Developmental rule of complex science
*Shigenori Maruyama 1
1. Earth-Life Science Institute, Tokyo Institute of Technology
Through the extensive compilation of research history for the last 500 years in natural science, the evolution of complex science can be summarized into three periods. These are: (1) Period of Description, (2) Period of Classification, and finally (3) Period of Systematization. Regarding biology, the first period (Period of Description) lasted a long time, following the binominal nomenclature by Carl von Linne (1707-1778). Afterwards, the distribution of animals and plants was classified over the world, and Ernst Haeckel (1834-1919) proposed the phylogenetic tree of life. Charles Darwin (1809-1882) also speculated the evolution of life which is generally known as the Period of Systematization. Now in 21st century, a similar cycle is on-going in gene-level research, which includes (1) cataloging the kinds of genes and composing organisms including prokaryotes and Eukaryotes), (2) classifying a large database of genes), and (3) the development of a model to discuss the origin and evolution of life. This cycle is common in any natural science field. In the case of planetary science, (1) a catalog of planetary bodies was created by Copernicus and Brahe in the 16th century, followed by (2) classification performed by Galileo in the 17th century, and later (3) systematization done by Galileo and Kepler in the 17th century. And now, the second cycle is underway with an ever-growing catalog of exoplanets beginning with the initial discovery in 1995 and now totaling more than 6,000. In the case of Earth Science, the first descriptive period was the cataloging of Earth's surface geology, which continued over 500 years. The classification of on-land geology by 1945 resulted in the geosynclinal-development model, with ocean geology being left until 1965. In 1968, immediately after the classification of ocean-floor geology and geophysics, the theory of plate tectonics was proposed. And then, classification of geologic units between ocean and continent had been achieved.
Keywords: complex science, Period of Description, Period of Classification, Period of Systematization
©2017. Japan Geoscience Union. All Right Reserved.
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African Love Grass – Fact Sheet
"Eragrostis curvula"
African lovegrass is a native of southern Africa. This grass was probably fi rst introduced to Australia by accident as a contaminant of pasture seed. Different cultivars of this grass have also been used as a soil stabiliser in erosion control situations. African lovegrass has been known to be planted in different locations and has naturalised in all Australian states on acidic, red, and especially sandy, soils.
Description
African lovegrass is a densely tufted, perennial species that can grow up to 1.2 m in height. The plant is generally erect but stems may bend at the lower nodes, where the whole plant often adopts a weeping habit.
Leaves: long strap-like narrow leaves varying in length and • colour from bright green to blue-green.
Seed: creamy to dark orange, almost brown. 0.3 to 0.7 mm • long. Seed heads can be up to 30 cm long.
Flowers: panicle 6-30 cm long, 10-20 cm broad. •
Roots: fi brous, mainly in the upper 50cm soil. •
A distinguishing feature of African lovegrass is that the basal sheaths, surrounding its crown at ground level, have very fi ne silky hairs.
Distribution
African lovegrass has become widely naturalized in Australia, mainly on coarse textured acid soils in higher rainfall environments. In New South Wales the species occurs on the Northern, Central and Southern Tablelands, and near Slopes and around Canberra and Bega.
Ecology
Seeds germinate in autumn or spring. Flowering begins in early summer. Ripe seeds present from January to March. Growth slows in winter, is susceptible to frosts and recommences as temperatures rise in spring. African lovegrass has a high reproductive rate and grows quickly in warm weather. It can form dense colonies, which crowd out other plants.
Problem
African lovegrass produces vast quantities of seeds, which very quickly develop into a large viable seed bank, making the plant very diffi cult to eradicate. It is extremely competitive with other pasture species and is an aggressive invader, quickly overtaking sparse, overgrazed or poor quality pastures. When mature, most varieties are unpalatable to stock and other favourable pasture grasses are usually consumed in preference to lovegrass.
It contains a low (3%) level of protein, resulting in stock doing poorly on pastures of African lovegrass. African lovegrass can form dense monocultures up to 1.2 m high. This can create environmental impacts, such as large fuel loads in the dry months, posing a fi re hazard, and competition with native species regeneration.
GLENRAC
Tel: 02 6732 3443
Fax: 02 6732 6628
Prevention
The best control strategy is to keep African lovegrass off the property. Any plants found should be destroyed before setting seed to prevent infestation. Successful control is a management problem requiring removal of the weed by cultivation or chemicals and replacing it with a competitive perennial pasture species.
Ensure purchases of fodder, stock, produce and soils are free of weed seeds. If stock is brought from infested areas they should be kept for at least 14 days in a holding paddock to clean out. Studies have shown that cattle feeding on African lovegrass can excrete viable seed up to 10 days after consumption. Seed can be moved around on stock, in fodder, produce, on motor vehicles and machinery and in soil.
Mechanical/physical control
Any physical disturbance of African lovegrass, such as slashing and ploughing, can promote spread and reinfestation. Therefore if mechanical practices are necessary, they must be carried out carefully and with clean equipment, which must also be cleaned after use.
Information provided by Glen Innes Severn Council, Weed Offi cer David Nixon. Previously published in GLENRAC news July/August 2008.
African Love Grass: Eragrostis curvula
This project supported by:
PO BOX 660, Glen Innes, NSW. 2370
Email: email@example.com web: www.glenrac.org.au | 1,697 | 876 | {
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Exploring Quadrilateral Diagonal Properties
GOAL
YOU WILL NEED
Create and test conjectures about properties of quadrilaterals.
EXPLORE the Math
Santos was making flying kites of different shapes with two cross pieces. He made a conjecture that the shape of each kite depended on how he arranged the diagonals. He started with perpendicular diagonals.
How can Santos predict the shape of a quadrilateral by using line and angle properties of the diagonals? ?
A. Draw two intersecting perpendicular line segments of any length. An example is shown to the right.
B. Create a shape using the endpoints of the segments as vertices and the segments as diagonals. An example is shown to the right.
C. Describe the quadrilateral you created.
D. Form a conjecture about what types of quadrilaterals you can construct with perpendicular diagonals.
E. Sketch and label an example of each type of quadrilateral.
F. Draw two intersecting non-perpendicular line segments of any length.
G. Create a quadrilateral using the segments as diagonals.
H. What types of quadrilaterals can you construct?
I. Sketch and label an example of each type.
* grid paper
* dynamic geometry software (optional)
Tech Support
For help on constructing a midpoint or a segment perpendicular to another segment in The Geometer's Sketchpad, see Appendix B-25 and B-26.
kite
a quadrilateral that has two pairs of equal sides with no sides parallel
conjecture
a guess or prediction based on limited evidence
Communication
Tip
"Isosceles" means having two equal sides. Triangles can be isosceles, and so can trapezoids.
isosceles trapezoid
trapezoid
Communication
Tip
The word "kite" has several meanings, including a flying toy that can be any shape, or a geometric figure.
A flying kite
A geometric kite
J. What is the arrangement of the diagonals for each shape?
isosceles trapezoid
rhombus
trapezoid
rectangle
irregular quadrilateral
parallelogram
kite
square
Reflecting
K. Could you form a square, a rectangle, a rhombus, and a parallelogram using these diagonals? Explain how you know.
L. Explain why a square is always a rhombus but a rhombus is not always a square. Refer to diagonals in your answer.
M. How do the relationships between the diagonals help you predict the shape of a quadrilateral?
In Summary
Key Idea
* The diagonals of certain quadrilaterals have special properties:
Need to Know
* You can identify the type of quadrilateral by using its diagonal properties.
FURTHER Your Understanding
1. Each quadrilateral ABCD below has these three vertices: , , and . Use diagonal properties to identify the coordinates of the fourth vertex D in each case. Explain your method. C 18, 4 2 B 13, 4 2 A 10, 0 2
a) rhombus
b) isosceles trapezoid
c) kite
2. Match each pair of diagonals with its quadrilateral. Explain your reasoning.
3. Explain why the quadrilaterals are in different parts of the Venn diagram. Refer to the properties of sides, angles, and diagonals of quadrilaterals.
4. The diagonals and the sides of a quadrilateral form four triangles. Complete the table for the triangles formed by these quadrilaterals. Draw diagrams to support your answers.
a)
c)
e)
b)
f )
i)
v)
ii)
iv)
vi)
kite
quadrilateral
parallelogram
rhombus
square
rectangle
trapezoid
isosceles
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Year 4 Newsletter Spring 1 2021
www.carterknowle.sheffield.sch.uk email@example.com
Tales as Old as Time
We hope that you all had a lovely Christmas break and wish you a happy and healthy New Year. We are so disappointed that this half term can't be as planned and we are really missing all of those children that are learning from home.
However, we have an exciting learning journey planned for Year 4 to experience this half term and hope you will enjoy supporting your child at home. We will continue to set daily work via the Purple Mash blog and one of the Year 4 Team will be in touch regularly but do please get in touch if we can help in any way.
Reading
We will be reading 'A Series of Unfortunate Events' and continue to 'infer' the feelings of characters based on what they do or say. In guided reading, we will study a variety of fiction and non-fiction (such as, explanations) revisiting skills learnt so far and exploring how language, structure and presentation contribute to meaning.
Writing
Our initial focus is on how to become creative story tellers. In our writing, we will be developing the range of expanded noun phrases we use as well as beginning to learn about literary devices such as metaphors and similes to enhance our character and setting descriptions. We will then write explanation texts linked to our class book. Throughout, we will focus on correct punctuation and use of a range of sentence types.
Maths
This half term we will be looking at fractions. We will start by looking at what a fraction is and finding equivalent fractions. We will then look at adding and subtracting fractions with the same denominator. It's also important to keep practising the times tables. Times Tables Rockstars is a great resource for this. https://ttrockstars.com/
Science
We will be learning about how all living things can be grouped in a variety of ways. We will explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment. Then, we will recognise that environments can change and that this can sometimes pose dangers to living things.
Computing
We will begin by looking at what makes a good animation and making our own. We will then look at how to create a sequence using code.
Music
We will listen to and respond to music from films and how it is used to develop atmosphere. We will create listening maps for 'Count Olaf' and compose music for a story.
PE
We will develop a range of netball skills (passing, footwork, marking, shooting and teamwork) and our flexibility, strength and balance through gymnastics.
RE
We will learn about various religious pilgrimages and understand their significance.
PSHE
We will explore our range of feelings and how to manage conflict. Also, we will study good hygiene, how to look after our mental health, and online safety.
Best Wishes Mrs Hailey-Holland, Miss Thurtle, Mrs Robinson
Suggested Reading: https://schoolreadinglist.co.uk/reading-listsfor-ks2-school-pupils/suggested-reading-list-for-year-4-pupils-ks2-age-8-9/
Robinson and Miss Walsh
Key Vocabulary:
Classify
Classification
Environment
Habitat
Characteristic
Vertebrate | 1,305 | 700 | {
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Amina's* story - Mother with a Hearing Impairment
Amina began losing her hearing in 1985 when she was 9 years old. As a child with a hearing impairment, Amina struggled in school. To make her way through school and home life, she invented her own sign language. After graduating, she joined the organisation and learned standard Kiswahili sign language through their programmes.
Amina became pregnant soon after and struggled immensely in her attempts to access maternal healthcare. "Our community has no
awareness about disability. They didn't think that I needed to have maternal health education...I missed so much", she shared. "I didn't go to my first prenatal appointment until I was seven months along. When I got there the nurses chastised me for coming in so late-- but I didn't know I was supposed to go in earlier! Even then when they were talking to me I didn't understand because no one there knew sign language".
At that point, Amina was afraid of delivering. "I felt so angry and bad because I didn't understand anything about how it was supposed to work". When her water broke Amina went to the hospital. She registered at the desk and signed that she had a hearing impairment. The secretary gestured for her to sit down in the waiting room. As her pain increased and she was still unattended, Amina took matters into her own hands. She made her way directly to the doctor's desk to show him that she was ready to deliver. "When he realised who I was he told me they had already called me several times!" Of course Amina did not hear her name being called, and this inaccessibility put her life and her baby's life in danger. She gave birth minutes later on the doctor's table.
After delivering a healthy boy, Amina knew she was not ready to have another child. She went to the local health clinic to get birth control pills. Because of the communication barrier, she did not understand how to take them. Six months later she returned for a check-up and was told she was pregnant again, less than a year after giving birth. "I was so confused", she remembered. This experience led Amina to stop having sex for many years because she feared becoming pregnant again.
Luckily, a few years after having her second child, Amina saw billboards that illustrated how to use condoms properly. She then attended a training about HIV/AIDS for people with disabilities where she received comprehensive family planning and reproductive health education. She was recruited to serve as an ambassador, sharing these messages with youth with hearing impairments in her community. "Now I know how to keep myself and my partner safe, and I am making sure young people with disabilities know too".
In 2016, Amina was ready to have another baby. This time she made sure to attend a hospital where she already had connections with the nurses who were aware of her impairment. As she went into labour, she unfortunately got complications and was taken to the operating theatre for a caesarean section. Inside the theatre, when the service providers were wearing surgical masks, she could no longer lip-read and understand what they were communicating to her. Amina panicked and tried for half an hour to make herself understood. "Finally the doctor understood the problem I was facing. After that all went well and I delivered a healthy baby!" | 1,140 | 687 | {
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COMMENTARY
Facts about Dehydration
Fotis Stergiou
*
COMMENTARY
Dehydration occurs when water intake is not enough to replace free water lost due to normal physiologic processes, including breathing, urination, and perspiration, or other causes, including diarrhea and vomiting. Dehydration can be life-threatening when severe and lead to seizures or respiratory arrest, and also carries the risk of osmotic cerebral edema if rehydration is overly rapid. Dehydration happens when your body doesn't have as much water as it needs. Without enough, your body can't function properly. You can have mild, moderate, or severe dehydration depending on how much fluid is missing from your body. Thirst is the most obvious sign of dehydration. Other signs include fatigue, lethargy, dizziness, headache, and muscle cramps. You may also urinate less often than you normally do, or have dark urine. In addition, your skin may be drier and less elastic than usual, and you may be prone to confusion and feeling faint.
Dehydration is a deficit of total body water, with an accompanying disruption of metabolic processes. It occurs when free water loss exceeds free water intake, usually due to exercise, disease, or high environmental temperature. Mild dehydration can also be caused by immersion diuresis, which may increase risk of decompression sickness in divers.
Most people can tolerate a 3-4% decrease in total body water without difficulty or adverse health effects. A 5-8% decrease can cause fatigue and dizziness. Loss of over ten percent of total body water can cause physical and mental deterioration, accompanied by severe thirst. Death occurs at a loss of between fifteen and twenty-five percent of the body water. Mild dehydration is characterized by thirst and general discomfort and is usually resolved with oral rehydration.
The hallmarks of dehydration include thirst and neurological changes such as headaches, general discomfort, loss of appetite, decreased urine volume unless polyuria is the cause of dehydration, confusion, unexplained tiredness, purple fingernails and seizures. The symptoms of dehydration become increasingly severe with greater total body water loss. A body water loss of 1-2%, considered mild dehydration, is shown to impair cognitive performance. While in people over age 50, the body's thirst sensation diminishes with age, a study found that there was no difference in fluid intake between young and old people. Many senior citizens suffer symptoms of dehydration. Dehydration contributes to morbidity in the elderly population, especially during conditions that promote insensible free water losses, such as hot weather.
The treatment for minor dehydration that is often considered the most effective is drinking water and stopping fluid loss. Plain water restores only the volume of the blood plasma, inhibiting the thirst mechanism before solute levels can be replenished. Solid foods can contribute to fluid loss from vomiting and diarrhea. Urine concentration and frequency will customarily return to normal as dehydration resolves.
It's normal to lose water from your body every day by sweating, breathing, peeing, and pooping, and through tears and saliva. Usually you replace the lost liquid by drinking fluids and eating foods that contain water. If you lose too much water or don't drink and eat enough, you can get dehydrated.
School of Science, Engineering and Technology, University of Abertay Dundee, United Kingdom
Correspondence: Fotis Stergiou. School of Science, Engineering and Technology, University of Abertay Dundee, United Kingdom, e-mail: email@example.com
Received: November 10, 2020, Accepted: November 18, 2020, Published: November 24, 2020
This open-access article is distributed under the terms of the Creative Commons Attribution Non-Commercial License (CC BY-NC) (http:// creativecommons.org/licenses/by-nc/4.0/), which permits reuse, distribution and reproduction of the article, provided that the original work is properly cited and the reuse is restricted to noncommercial purposes. For commercial reuse, contact firstname.lastname@example.org
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________________________________________
A Kaleidoscope of Festivities: Celebrating the Festival of Lights with Colourful Lanterns and Happy Little Hearts
Pune, Maharashtra | 24 th October, 2024
Diwali, the Festival of Lights, is celebrated all over the world. Diwali or Deepawali means 'rows of lights' symbolises the triumph of good over evil, light over darkness, and new beginnings. To soak into the spirit of the festivities, the pre-primary and primary section students of S.B. Patil Public school had a pre-Diwali bash on 24 th October, 2024. To double the celebrations the day was also marked as a bagless day.
The Diwali celebration at school means a festive look with lanterns and other decorative items adorning the classes and corridors. The activities permeate with an atmosphere of togetherness and hope. This was exactly the scene in the school premises. The students were all dresed up in their best traditional outfits. The teachers narrated the stories related to this festival; spoke about the significance of the festival, and also about why and how Diwali is celebrated.
The Nursery kids enjoyed a colour-dabbing activity on the paper cups, which were later transformed into colourful lanterns. To their joy, the tiny tots got their self-painted lanterns as a takeaway Diwali gift.
The Junior KG students immersed themselves into a diya decoration activity with various colours and glitter. The Senior KG students tried their hands at lantern-making using glazed paper. Using their little creative minds and and with the teachers' assistance, their efforts culminated into colourful lanterns which they proudly displayed later in the school corridors. All these activities help in the development of the students' fine motor skills.
As a part of bagless day, the Junior KG students had a book-reading session wherein they could pick any book from a bunch and go through it, observe the pictures and try to understand what the pictures are depicting. The Senior KG students had a story-telling session wherein students read simple storybooks and narrated the stories to the whole class. All these activities helped in instilling a love for reading at a very young age.
The Junior KG and Senior KG students also made Diwali greetings cards. They gifted these cards along with decorated diyas to the maushis as a token of appreciation - a lesson learnt through humanity - the theme of the month.
Meanwhile, the Red House of the organised a Diwali programme. Students as well as teachers donned colorful attire. The day started with a prayer following which information about Diwali was also shared. A re-enactment through a dane was performed by the students, and was the main attraction of the programme
To celebrate a safe Diwali, a video was shown to students, and based on it quiz questions were asked. Students also showcased their talents in the most stylish way by doing a ramp walk. And finally, the event ended with a dance performed Mr. Ajay Sir Chawaria and Ms. Varsha Kulkarni along with the students Ma'am
Although the festivities ended the students were overjoyed with the celebrations and looked forward to the Diwali vacation that commenced from the next day. | 1,271 | 665 | {
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Assumption Catholic School
2116 Cornwall Avenue
Bellingham, Washington 98225
Phone (360) 733-6133
Fax (360) 647-4372
www.school.assumption.org
STUDENTS RULES and RESPONSIBILITIES for the PLAYGROUND
(These rules are in effect from 7:40 a.m. to 3:30 p.m. on all school days)
1. Students are to show respect to each other, supervisors and care of equipment at all times.
2. When exiting or entering the building for recess students are to walk using the sidewalks and not walk or run on the grassy areas. A bathroom pass is required to reenter the building during recess. Do not bring food, candy or gum to the playground.
3. Students, K-4, must ask the supervisor to retrieve a ball which has gone off the grounds. 5th-8 th may retrieve balls that go out after first informing an adult they are doing so.
4. Students must stay on playground area. The playground area is: traffic loop, grassy playfield, playground equipment, paved walkway around the cross. The following areas are OFF LIMITS: Front of the school (Cornwall Ave), large main parking lot, the walkway between the gym and church (towards the street), area in front of the church, the pastoral center, the grassy area in front of the pastoral center, and the whole gym corner including the area by the letter signs rack and the area between the gym and the portable. No climbing in flowerbeds, bushes, trees or on fences and no digging in dirt or grass.
5. Students must not talk to anyone not associated with the school.
6. Students are expected to always demonstrate good sportsmanship. Students may pick their own teams, however if teams can't be agreed on, they should ask an adult for help making teams. Absolutely no tackling, pushing or shoving at any time.
7. Appropriate language will be used at all times on the playground.
8. No throwing rocks, wood chips or other harmful objects. When snow is present, students may not throw snow at each other under any circumstances. Snow structures are ok to build. No hitting balls against the building.
9. Play area rules: students K-4th: No jump ropes, balls or other equipment in the play area, On the
spinner students are to A) Take turns: 2 at a time plus 1 person to "spin", students should wait their turn in a spaced line along the edge of the playground; B) no hanging from coats or jump ropes on the spinner On the climbing structures A) No climbing on the very top, or across the top, of the bars or the small, covered "house" and tube area B) No jumping from the very top of the rock wall.
All students K-8 th must exercise caution and safety on the equipment. No climbing or hanging on to the top of the spinner, hang only from hands, not upside down.
10. Play stops when the bell rings. Equipment must be carried and put away, not tossed, bounced or thrown.
11. Shirts and blouses will be tucked in before entering the building.
12. Stop play in the basketball area (especially) so that parents and preschoolers can go by on the sidewalk without fear of injury. Balls should be held while people are walking by the lines of the key.
13. RipStik and Pogo Stick Rules:
- Students in grades 2 and up may use them.
- Do not use other equipment with the RipStiks and Pogo Sticks, such as pulling someone with a jump rope or hula hoop or bouncing and carrying balls while riding. It is unsafe and can cause loss of control and balance.
- Use the RipStik under your own power; help from a friend to balance is ok, but the friend should not push or pull you.
- No riding RipStik sitting down. Use standing, as intended, which allows for more control and slower speeds.
- Share in small groups, taking turns. If this proves challenging, establish 2-minute intervals.
- RipStiks and Pogo sticks are to only be used on sidewalk area on the gym side, from the gate to the cross and back. Never across the traffic loop area or on the sidewalk on the opposite side (field side).
- RipStiks should be ridden at a slow, safe speed and should not weave in and out of other students. They should not be used on the ramp from the exit of the building (exception may be given if a student is first learning and needs the railing.)
CONSEQUENCES: All playground supervisors/volunteers have the right and must enforce all the playground rules. If inappropriate behavior persists, a time out will be given. If there is an ongoing conflict around a particular sport or activity, that activity may be suspended for up to one week (or until new expectations can be set.) The student will be informed of the rule that was broken. The classroom teacher, principal and parent will be notified through a Playground Behavior Slip sent to the classroom after recess indicating student name and rule broken. Detention during recess or after school may be assigned. | 1,882 | 1,071 | {
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"Being a Rights Respecting School means that we learn how to be good citizens and contribute to the world around us. It also means that we learn about our rights as children and how our decisions affect others. We are taught how decisions that we make can have a big influence on people around us. We are actively implementing the information from the UNICEF Articles such as raising money for charities".
Saltley Academy has already achieved a Level 1 Rights Respecting Award, which is now known as Silver. This accomplishment could not have been done without the hard work of staff and students. We are currently working towards the Gold Award.
As an Academy, we have empowered the children by creating a steering group .This steering group will create opportunities for students to exercise their rights.
For more information on UNICEF or our work as a UNICEF Rights Respecting School, please look at the RRSA Steering Group section on our school website:
www.saltleyacademy.co.uk
Or the UNICEF website:
SALTLEY IS A RIGHTS RESPECTING SCHOOL!
Saltley Academy , Belchers Lane, Birmingham,
B9 5RX
Phone: 0121 566 6555
Some Articles that are included in the UN Convention on the Rights of the Child (UNCRC ) are:
- Article 3 (best interests of the child) The best interests of the child must be a top priority in all decisions and actions that affect children.
-
Convention applies
Article 2 (non-discrimination)
The to every child without
ever their ethnicity, discrimination, what-
gender, religion, any other status,
language, abilities or
whatever they think or say, whatever their family back-
ground.
- Article 28 (right to education) Every child has the right to an education. Primary education must be free and different forms of secondary education must be available to every child. Discipline in schools must respect children's dignity and their rights. Richer countries must help poorer countries achieve this.
These rights come directly from the UNCRC, written and agreed by the government of most countries around the world.
Each class in our school has its own 'Class Charter' to remind us of these rights while we are in lessons. These charters around school help us to keep the school united in its Rights Respecting ethos.
Article 19: You have the right to be protected from harm and should be kept safe. "Feeling safe is very important. Children need a good house, people who care about them and a cuddle every now and again!" - Kieran ,Year 8
Article 24: You have the right to good food, clean water and good health care.
"Children need to be able to eat nutritious food so that when they come to school they can concentrate in lessons and be physically and mentally healthy" - Jasmine, Year 8
Article 27: You have the right to a good standard of living.
"Children have to be sheltered from danger and harm. Everyone should be warm, clean and comfortable where they are living." - Saleem ,Year 11
Article 28: You have the right to a good quality education.
"Children have the right to learn, expand their knowledge and have a good future. They need to be taught about their surroundings, become aware of what's right and wrong, and learn about the lives that others lead." - Afnan, Year 10
Article 31: You have the right to play and rest.
" Children should be able to have time to play and relax. This means that they should have enough time to just be children." - Nadiyah ,Year 9 | 1,431 | 757 | {
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Activity Plan: Media Masters Rock Lyric Video Series
Title: Little Media Masters: Learning Digital Citizenship Through Music
Grade Level: Kindergarten–2nd Grade
Duration: 30–45 minutes per session (adaptable for shorter periods)
Objective:
Students will learn basic digital citizenship skills by watching, singing, and participating in hands-on activities inspired by the Media Masters Rock music videos.
Structure for Each Session (Aligned to Each Video Theme)
1. Introduction (5–7 minutes)
* Begin with a simple question: "What do superheroes do to make the world a better place?"
* Explain that Media Masters are like superheroes for the internet—they think first, act responsibly, and help others online and offline.
* Briefly introduce the video's theme (e.g., Who's Getting the Candy or How Full Is It?).
Materials Needed:
* Interactive board/projector for the lyric video.
* A superhero prop or visual (like a cape) to spark interest.
2. Watch & Sing Along (10 minutes)
* Play the lyric video for the class.
* Encourage students to listen for the song's "big idea" or "lesson."
* Play the video a second time, inviting students to clap, dance, or sing along.
Interactive Element:
* Pause the video occasionally and ask: What are they singing about? What should a Media Master do?
3. Hands-On Group Activity (15 minutes)
Option A: Superhero Circle
* Gather students in a circle and discuss:
* What do superheroes do to help people?
* What can we do to be superheroes on the internet?
* Use sentence starters to guide responses:
* "A Media Master always…"
* "A Media Master never…"
* Record their answers on a large poster labeled "Our Media Master Superpowers."
Option B: Sorting Game
* Prepare cards with scenarios or pictures (e.g., a happy face, a sad face, a truthful statement, or a hurtful one).
* Students work in pairs or small groups to sort the cards into categories: Helpful, Hurtful, Truthful, or Not Truthful.
* Discuss why they sorted each card the way they did.
Option C: Song Motions
* Assign simple motions to key lyrics in the video. For example:
* "Think First" – Tap your head.
* "Who's Getting the Candy?" – Pretend to eat candy.
* "How Full Is It?" – Hold your arms wide like a full basket.
* Replay the video and encourage students to perform the motions as they sing along.
4. Creative Time (10–15 minutes)
Option A: Create a Media Master Badge
* Provide paper, markers, and stickers.
* Students design their own "Media Master Superhero Badge" to show they are learning to think first and act responsibly.
Option B: Draw a Media Master Superhero
* Students draw themselves as superheroes helping the internet.
* Prompt ideas: "What does your superhero costume look like? What tools do you use to help others online?"
* Share their drawings in a "Media Master Gallery Walk."
Option C: Act It Out
* Create simple scenarios based on the video themes (e.g., deciding whether to share something hurtful or helpful).
* Students act out the scenario and decide together what a Media Master would do.
5. Reflection & Wrap-Up (5 minutes)
* Gather the class and review the lesson: "What did we learn about being a Media Master today?"
* Encourage students to complete one of these sentences aloud:
* "I can be a Media Master by…"
* "I learned that it's important to…"
* Play the video one more time as students sing along or dance to close the session.
Extensions for the Entire Video Series
1. Media Master Music Week
* Watch one Media Masters Rock video each day.
* Dedicate the last day to a fun superhero-themed dress-up day where students celebrate becoming Media Masters.
2. Family Connection
* Send home a simple worksheet that includes a link to the videos and prompts like:
* "Watch the video with your family. Talk about what it means to be a Media Master."
* "Draw a picture of your family using the Media Master rules online!"
3. Class Song Remix
* Help students rewrite one line of the song together, focusing on what they've learned.
* Record the class singing their remix and share it with parents or the school community.
Why This Plan Works
* Engaging for Younger Students: Movement, music, and visuals keep young learners focused.
* Simplified Concepts: Activities introduce digital citizenship in an ageappropriate way.
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Lamps Visualization Tool – Storyboard
Customers often lack confidence in making an online purchase of lighting without being able to see the merchandise in person. As a result, there are missed opportunities for sales or increased rates of return for online purchases. To help customers make informed purchases, the visualization tool was added to the lighting company's website. This tool allows customers to upload a photograph of their room, and then test how different lamps will look. While this is a useful tool, visitors to the website do not consistently use this tool to inform their purchasing decisions. There is a need for customer education to build awareness of this tool and to demonstrate how to use this tool.
Target Audience: Customers who are interested in buying lighting.
Objectives: Increase customer confidence in purchasing lamps online that results in a greater conversion of items placed in shopping carts to sales and a reduction of nondefective merchandise being returned. To accomplish this, the video demonstrates how to find and use the visualization tool to inform purchasing decisions.
Audio:
On-screen text:
On-screen graphics:
This lamp is a few inches taller than my nightstand, so I'm going to resize it to be just a little taller. Then I'm going to place it on my nightstand.
I'm not sure if I like that lamp, so I want to compare it to another one I liked. To go back to your initial search, click the "Continue Browsing" link.
Click on the picture of a different lamp to see more detail.
Scroll down to see more detail about the lamp, including the dimensions. This one is almost 26 inches tall and 16 inches wide. It's the right height and a little wider than what is ideal for my nightstand.
Click the View in your room button to see how it will look.
Click the Add to Current Room button to add it to the room with the other lamp.
This lamp is a bit shorter than the other lamp, and just 2 inches taller than my nightstand. I'm going to resize it to be just a little shorter than the other lamp and place it on my other nightstand.
I like the color, size, and shape of the second lamp better than the first, so I'm going to delete the first lamp from the room. Click on the lamp and click the Remove Item link.
I also want to see how this lamp looks when it is on both nightstands. To get a second lamp, click on the lamp and then click "DuplicateItem".
I resize this to match the size of the other lamp and place it on my other nightstand.
If I'm still unsure what looks best, I can browse for more lamps and repeat this process.
I'm really happy with this choice, so I'm going to add it to my cart to purchase and then check out.
Arrow with text: Continue browsing to compare lamps.
Arrow with text: Select the lamp you like.
Arrow with text: Make note of the lamp dimensions.
Arrow with text: Click View In Your Room.
Arrow with text: Click to add to current room.
Arrow with text: Resize lamp to fit room dimensions.
Arrow with text: Select lamp and click Remove Item to delete.
Arrow with text: Select lamp and click Duplicate Item to copy.
Arrow with text: Resize lamp to fit room dimensions.
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Energy Storage & Safety
Safety is a Critical Aspect of the Entire Electrical System, from Power Lines to Your Outlets
Safety is fundamental to all parts of our electric system, including energy storage. Each component of the electric system presents risks—from transformers and gas lines to power plants and transmission lines—and their safe operation is critical to provide the electricity that keeps our lights on, our refrigerators running, our homes air conditioned and heated, and our businesses operating. Energy storage is no different: with use of best practices and the proper design and operations, these facilities can mitigate risks and maintain safety while supporting reliable, clean electric service.
Battery Energy Storage Uses Technologies We Rely on Each Day
Batteries are present in every part of our lives, from mobile phones to laptops to electric vehicles – even toothbrushes and lawn mowers. Energy storage projects that power the electric grid, homes, and businesses utilize the same core technology as the battery that powers the phone in your pocket, just at a larger scale.
Energy Storage Systems are Regulated & Held to National Safety Standards
Because we rely on batteries in so many ways, the technologies have some of the most well-established safety features. On top of that, all energy storage projects must meet rigorous codes and standards to be permitted to operate – just like any other part of the electric system. Every battery technology that is installed on the electrical grid comes from a certified source. Every energy storage project integrated into our electrical grid is required to comply with national fire protection standards that are frequently updated to incorporate the best practices for hazard mitigation tools and strategies. State and local governments ensure energy storage facilities are installed and operated in compliance with their current standards.
Enel
Best Practices For Energy Storage Safety
Energy Storage Projects Use Numerous Strategies to Maintain Safety
Energy storage facilities use established safety equipment and strategies to ensure that risks associated with the installation and operation of the battery systems are appropriately mitigated. At every stage, from manufacturing to installation to operation, battery technologies and storage facilities use a variety of strategies to keep them safe. These strategies can include:
* Pre-Installation Standards and Testing: All modern batteries are designed and manufactured to adhere to and pass standard safety tests prior to operation. These safety standards and performance tests help to ensure that the technologies deployed in energy storage facilities uniformly comply with the highest global safety standards.
* Proper Temperature Management: All energy storage projects have thermal management systems, such as fans, ventilation, and heating and cooling equipment to maintain safe operating temperatures for the batteries.
* Sensors that Regulate Temperature: All projects are equipped with sensors that track battery temperatures and enable storage facilities to turn off batteries if they get too hot or too cold. A Battery Management System manages the charging and discharging of batteries similar to the system in your phone or computer.
* Safety Equipment: Energy storage facilities include equipment and systems designed to detect and suppress fires, to vent gasses, and incorporate fire-proof barriers. This safety equipment includes well-established tools deployed at all types of facilities across our electrical system.
* System & Component Certification: The Occupational Safety and Health Administration's (OSHA) Nationally Recognized Testing Laboratories (NRTL) provide screening, testing, and evaluation for battery energy storage technologies and components. Many energy storage technologies are also contained within certified enclosures designed to safely house them.
* 24/7 Monitoring by Trained Personnel: Energy storage facilities are monitored 24/7 by trained personnel prepared to maintain safety and respond to emergency events.
* Emergency Response Plans: All energy storage operators develop and maintain emergency response plans to ensure that, if there were an event, it is handled safely and according to best practices. Energy storage developers work with local fire departments and first responders for training and to share information about risks, response plans, and safety measures.
Relying on these measures, energy storage facilities are operated with a safety record consistent with the other technologies we rely on every day for electric service.
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Create and Animate a Puppet Challenge
Create a simple sock puppet with a distinct personality and voice
1. There are many different types of puppets, but for this challenge, we'll be focusing on the simple sock puppet. Check out the directions for building your own sock puppet (below). Remember, you can make your puppet as simple as you'd like. Its true personality will come from how you manipulate it and give it a voice.
2. Watch the several videos provided on how to manipulate and animate your puppet, with tips and instructions from professional puppeteers. These videos will really help you learn to imbue your puppet with personality while communicating clearly with your audience.
3. Practice and explore! Play around with different personalities and voices for your puppet. If you need some help, check out the "Questions to Ask Your Puppet" worksheet (below).
4. When you've found a combination that you like, record a video in which your puppet introduces itself to us! Keep in mind that we'd like to hear more from your puppet than you (no offense). Again, if you need some ideas of what to say, you can "interview" your puppet using the "Questions to Ask Your Puppet" worksheet. Remember to show us the skills you've learned about moving your puppet and creating a voice, and remember that your eye contact should be on your puppet!
5. Upload and Share using the link on the ACT Spotlight page.
BONUS: This is a great article on the many types of puppets throughout history
and how they're used
Building Your Puppet
1. Find a clean sock that's long enough to cover your arm. A crew sock or a knee sock would work great for this! The sock can be any color you like. It can be fuzzy or plain. It can even have stripes or polka dots! Just make sure there aren't any holes.
2. Slip the sock over your hand. Once you the sock on, make a C-shape with your hand. Put your fingers into the toe part. Try to get your thumb into the heel part. If you can't reach it, tuck the sock into the groove between your thumb and fingers. Open and close your hand. Your sock should already start looking like a puppet.
3. Use a marker to make two dots above the seam for the eyes. If you want your puppet to have a nose, make a dot for that as well.
Take the sock off. Spread it flat on the table. The marks for the eyes and nose may look out of place, but that's fine. This is why you made them while wearing the sock.
4. Glue some eyes onto the sock. You can do this with a hot glue gun, fabric glue, or tacky glue. For the actual eyes, you can use buttons, pompoms, or googly eyes. Or you can just use the eyes you drew with marker!
5. Give your puppet some (optional) decorations. Some ideas: Pom poms, felt, buttons, yarn, etc.
Videos from Professional Puppeteers
1. This video is a great overview of moving your puppet and making it speak. If you watch just one video, make it this one!
2. This video discusses how to operate your puppet's mouth.
3. This video is all about giving voice to your puppet.
4. This video talks about movement and gesture, and some questions to ask yourself about your puppet's personality.
5. This video is all about names and personality for your puppet.
Questions to Ask Your Puppet
Puppet's name:
What type of creature is your puppet (human, animal, alien, something else)?
Describe your puppet's walk or any particular gestures your puppet uses:
Describe your puppet's voice. Does your puppet use an accent?
Describe your Puppet's character. Who are they?
Occupation (job):
Family (parents, siblings, spouse, children, relatives):
Homeland:
Favorite food(s):
Favorite color(s):
Education:
Social class (wealth):
Hobbies or activities your puppet enjoys:
Dislikes:
Irritating habit(s):
What is your puppet's worst fear?
What is your puppet's biggest dream?
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Owston Park Primary Academy
Spoken Language
Progression of Skills
activity.
actions.
Drama, Performance and Confidence
EYFS
To express themselves effectively, showing awareness of listeners' needs. To speak confidently in a familiar group and will talk about their ideas.
Year 1
To speak clearly in a way that is easy to understand.
To speak in front of larger audiences, e.g. in a class
assembly, during a show 'n'
tell session.
To know when it is their turn to speak in a small
group presentation or play performance.
To take part in a simple role play of a known story.
To recite simple poems by heart.
Year 2
Year 3
Year 4
To speak confidently within a group of peers so that
their message is clear.
To practise and rehearse reading sentences and
stories aloud.
To take on a different role in a drama or role play and
discuss characters' feelings and reasons for actions.
To recognise that sometimes speakers talk
differently and discuss reasons why this might
happen.
To continue to build up a repertoire of poems learnt
by heart, appreciating these and reciting some
with an appropriate intonation to make the
meaning clear.
To rehearse reading sentences and stories
aloud, taking note of feedback from teachers
and peers.
To speak regularly in front of large and small audiences.
To participate in role play tasks, showing an
understanding of character by choosing appropriate
words and phrases to indicate a person's
emotions.
To prepare and perform poems and play scripts that
show some awareness of the audience when reading
aloud.
To begin to use appropriate intonation and volume
when reading aloud.
To use intonation when reading aloud to emphasise
punctuation.
To practise and rehearse sentences and stories,
gaining feedback on their performance from teachers
and peers.
To take on a specific role in role play/drama activities
and participate in focused discussion while remaining
in character.
To discuss the language choices of other speakers
and how this may vary in different situations.
To prepare and perform poems and play scripts with
appropriate techniques
(intonation, tone, volume and action) to show
awareness of the audience when reading aloud.
Vocabulary Building and Standard English
Year 5
To narrate stories with intonation and expression
to add detail and excitement for the listener.
To use feedback from peers and teachers (and from
observing other speakers)
to make improvements to performance.
To combine vocabulary choices, gestures and body
movement to take on and maintain the role of a
character.
To continually show an awareness of audience when reading out loud using intonation, tone, volume and action.
Year 6
To participate confidently in a range of different
performances, role play exercises and
improvisations (including acting in role).
To confidently perform texts (including poems
learnt by heart) using a wide range of devices to
engage the audience and for effect.
To gain, maintain and monitor the interest of the
listener(s).
To select and use appropriate registers for
effective communication.
events.
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Follow your pregnancy
Learn about your baby from conception to birth
Learn about your baby: How it all starts
Your pregnancy starts when during sexual congress the man's sperm fertilises an egg in your womb. We call that conception. Once fertilised, the egg cell begins to split into many cells. We count 40 weeks from conception, but it not so precise. The placenta that feeds the baby also begins to grow immediately.
Learn about your baby: 4 weeks
Now a start is made with his face and neck. The heart and veins continue to develop. The lungs, stomach, and liver start to develop, too.
Learn about your baby: 8 weeks
The fœtus (baby in development) is now a little over 1.27 cm in size. Eyelids, nose and ears are forming. The arms and legs are well formed. The fingers and toes separate and grow longer.
Learn about your baby: its home during pregnancy
Your unborn baby in its home. Here you see the foetus in the amniotic sack, the bag of water in which it grows inside your belly.
It measures about 5 cm and starts to make its own movements. The baby's heartbeat can be heard but only with a special instrument.
It now measures about 11-12 cm and weighs about 100 grs. The top of your uterus (belly) is now about 7-8 cm below your belly button. The baby's eyes can blink and the heart and blood vessels are fully formed. Its fingers and toes have fingerprints.
Now it weighs about 284 grs and is a little more than 15,24 cm long. Your belly is at the level of your belly button. The baby can suck a thumb, yawn, stretch, and make faces. Soon -- if you talk to him, caress him, he learns to recognise you!
Learn about your baby: ultrasound picture at week 20
If there are doubts about smooth progress, an ultrasound may be done at 20 weeks. On the ultrasound picture, the doctor cen see if the placenta is healthy and attached normally and if your baby is growing properly. You can see the baby's heartbeat and movement of its body, arms, and legs on the ultrasound. The sex of the baby is usually visible at 20 weeks. In some places, ultrasound is routine, not only for doubt.
Look at that happy smile! His weight is 500- 600 grs now. He responds to sounds by moving or his heart beats faster. If you feel jerking motions he has hiccups! It may feel it is upside down in the womb. It can hear music, your voice, feel your movements, feel if you touch him…
Foetus at 28 weeks
The baby is 35 cm long and weighs a kilo. He moves around and kicks a lot now. He is playing! If labour started too early, your baby could survive but it is really better he stays inside for 10 weeks more! Ask your doctor about preterm labor warning signs. Review your birth plan and prepare yourself for childbirth, learn the danger and warning signs, and how labour starts.
The baby weighs almost 2 kgs now and is moving around a lot. Skin wrinkles disappear as fat starts to form under the skin. Between now and his birth, your baby will gain up between one to two kilos more. Inside the womb, your baby is pale, no colour yet.
Is your birthplan ready? Have you collected all you need? Go to birthplan to check!
Babies differ in size. Boys are often bigger than girls, twins are smaller than singletons, also because the parents are bigger or smaller.. If your baby is small but growing steadily it is OK. At this stage he is about 47 cm and weighs close to 2,7 kg. The brain and lungs are nearly finished. The head is facing downwards by now, ready for the birth. Birth between 37-42 weeks is best.
There he or she is! The baby's due date for full growth is calculated for 40 weeks of gestation, but a full term birth can be from week 38 thru 42. If labour doesn't start spontaneously at 42 weeks, contractions (= labour) may be medically induced by the health provider for the baby's and your own safety. Your baby's skin colour will change to its real shade later.
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Name: ______________________________
A Tree is Like a Hungry Kid
By Mikki Sadil
What do you do when you are hungry? If you're like many people, you probably like something sweet for a snack. A tree is like a hungry kid because it needs food to grow, and it prefers sugar. It's not exactly the same sugar we find in candy and cookies, but it is a special kind called glucose that makes trees grow.
You might be thinking, How does a tree eat the food (sugar)? It doesn't even have a mouth! True, trees don't have mouths. They do have roots to take in water and minerals, but they don't really get
food through their roots either. Trees make their sugar in their leaves. The sugar is sent from the leaves into the branches, trunk, and even the roots. When a tree "eats," it is moving sugar from the leaves to all its other parts.
When your mom makes cookies, she uses a recipe with certain ingredients. When a tree grows, it uses its own version of a recipe, which is a process called photosynthesis. This process also has to have certain ingredients to work. Do you know what a recipe for photosynthesis would look like?
Recipe Card for Photosynthesis
Makes 1 Batch of Sweet, Delicious Glucose for Trees
Ingredients:
Light energy: comes from the sun.
Water: comes from the soil, gathered by the tree's roots.
Carbon dioxide: comes from the air.
Chlorophyll: comes from the cells of green plants.
Directions:
Mix the chlorophyll, carbon dioxide, and water together. Bring in energy from the sun. Soon, glucose sugar and oxygen will form through a process called PHOTOSYNTHESIS.
Photosynthesis occurs when a tree uses the sunlight and chlorophyll to convert carbon dioxide and water into glucose. The tree needs to eat this glucose to grow, and we know it is eating because the leaves are turning green. It isn't the glucose which turns the leaves green, however, it is the chlorophyll.
Trees grow the most in the spring and summer, where there is a lot of sunshine every day. When fall begins, the days grow shorter and there is less sun. This alerts the tree to begin getting ready for winter. The leaves begin to turn red, orange,
gold, and brown, because with less sunlight and water for photosynthesis, the green chlorophyll begins to disappear.
The leaf colors we see in the autumn have been in the leaves all along, but with so much green chlorophyll, we can't see them until the chlorophyll is gone. As winter begins to approach, the tree uses the food it has stored during the spring and summer, and goes into a rest period. Actually, the tree hibernates…just like bears do! The only difference is that bears lie down in a cave to sleep, and trees lose all their leaves and stand up to sleep.
Name: ______________________________
A Tree is Like a Hungry Kid
By Mikki Sadil
1. What substance does a tree use for food?
a. photosynthesis
b. chlorophyll
c. glucose
d. leaves
2. What four things does a tree need for photosynthesis?
_____________________________________________________________________________________________ _____________________________________________________________________________________________
3. What causes a tree's leaves to appear green?
_____________________________________________________________________________________
4. What signals a tree to prepare for winter?
a. The days become colder.
b. The weather becomes dry.
c. There are more rainy days.
d. There are fewer hours of sunlight.
5. How does a tree get water?
a. It makes water in its leaves.
b. It turns glucose into water.
c. It absorbs water through its roots.
d. It uses photosynthesis.
6. Why do a tree's leaves change color in the fall?
a. The tree has less chlorophyll.
b. The tree has less water.
c. The tree has no leaves.
d. The tree is growing quickly before the winter sets in.
ANSWER KEY
A Tree is Like a Hungry Kid
By Mikki Sadil
1. What substance does a tree use for food? c
a. photosynthesis
b. chlorophyll
c. glucose
d. leaves
2. What four things does a tree need for photosynthesis?
sunlight, water, carbon dioxide, and chlorophyll
3. What causes a tree's leaves to appear green?
the chlorophyll inside the leaves
4. What signals a tree to prepare for winter? d
a. The days become colder.
b. The weather becomes dry.
c. There are more rainy days.
d. There are fewer hours of sunlight.
5. How does a tree get water? c
a. It makes water in its leaves.
b. It turns glucose into water.
c. It absorbs water through its roots.
d. It uses photosynthesis.
6. Why do a tree's leaves change color in the fall? a
a.
The tree has less chlorophyll.
b. The tree has less water.
c. The tree has no leaves.
d. The tree is growing quickly before the winter sets in. | 2,004 | 1,074 | {
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IMMEDIATE RELEASE March 15, 2019 Lori Kawleski, RN BSN Public Health Planner email@example.com 715-345-5727 (phone) 715-345-5760 (fax)
FLOOD CLEANUP GUIDANCE
[Portage County]— Portage County Health and Human Services is urging local residents to use caution to protect themselves and their families following the weather conditions resulting in recent flooding experienced in our area. Flood water may be contaminated with bacteria or other hazardous substances. Anyone who gets a headache, upset stomach, or flu-like symptoms after being or working in flood waters should seek immediate medical attention.
Follow these tips during and after a flood:
* Do not drive through flood waters. It takes just 12 inches of rushing water to carry away a car. When you encounter flood water, turn around, don't drown.
* Stay out of flood waters. Flood water can contain bacteria, sewage, sharp objects, and other dangerous items.
* Drain basements slowly. Basements containing standing water should be emptied gradually – no more than 2-3 inches per day. If a basement is drained too quickly, the water pressure outside the walls will be greater than the water pressure inside, which may cause the basement floor and walls to crack and collapse.
* Shut off electrical power if you suspect damage to your home. Even if the damage isn't easily seen, shut off electrical power, natural gas and propane tanks to avoid fire, electrocution, or explosions. Get out of the home if a gas leak is suspected. Report suspected damage to your utility provider.
Where Government Serves the Community
RAYMOND F. PRZYBELSKI, DIRECTOR (715) 345-5350 or Toll Free (866) 920-2525 FAX (715) 345-5966
RUTH GILFRY HUMAN RESOURCES BUILDING 817 WHITING AVENUE STEVENS POINT, WI 54481-5292
Media Release
* Use battery-powered lanterns to light homes rather than candles. Candles could trigger an explosion if there is an undetectable gas leak.
* Use generators at least 20 feet from your home. Generators create carbon monoxide. In enclosed spaces, the carbon monoxide can build up and cause sickness or death.
* Throw out food if you can't be sure it's safe. Throw out any refrigerated food if your power was out for four hours or more. If frozen foods still have ice crystals, they can be refrozen. Any food that was touched by floodwaters— even canned food— should be thrown out.
* Look out for mold. Follow the recommended steps for cleaning mold growth.
Cleaning and sanitizing
* Materials that have been in contact with flood water for two or more days may have mold growth.
* Remove items that soak up water and can't be cleaned easily like leather, paper and wood.
* Open windows and doors to get fresh air in while you use bleach. Remember to never mix bleach with ammonia or any other cleaner.
* Wash hard surfaces with soap and warm water, rinse with clean water, sanitize with a mixture of 1 cup unscented bleach and 5 gallons of clean water, allow to air dry.
Well water testing
Private well owners that are concerned that their well has been affected by floodwaters should assume that the well is contaminated, do not drink or bathe in contaminated well water.
Signs that a well may be contaminated include:
* Floodwaters came into contact or ran over the top of a well.
* You notice changes in the taste, smell, or color of the water.
* You have a shallow well and live near areas that have been flooded.
If you have a well that touched flood water, follow steps to disinfect it. Well water test kits are available at Portage County Health and Human Services or Planning and Zoning Departments.
For more information, visit the Wisconsin Department of Health Services' Flood Hazards and Recovery page.
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Cry Baby- Why do infants cry?
Why do babies cry? This may seem l i k e a s i l l y q u e s t i o n , b u t sometimes you really want to know why your infant is crying.
Remember, newborns cannot talk. They can't even smile back at you until around six weeks of age. Why do babies cry? In short, newborns cry to communicate.
Ah, but what is it, exactly, that they try to communicate? Babies cry when they…
– Are tired.
– Are hungry.
– Feel too cold.
– Feel too hot.
– Need to be changed –I never really believed this reason before I had my twins. My firstborn couldn't have cared less if he was wet and could nap right through a really poopy diaper. Then I had my twins. I was amazed that their crying stopped if I changed the tiniest bit of poop or a wet diaper. Go figure.
– Are bored. Perhaps she is tired of the Mozart you play and prefers some good hard rock music instead. Maybe she wants a car ride or a change of scenery. Try moving her to another room in the house.
– Feel pain. Search for a piece of hair wrapped around a finger or toe and make sure he isn't out-growing the elastic wrist or ankle band on his clothing.
– Need to be swaddled. Remember a fetus spends the last trimester squished inside of her mom. Discovering her own randomly flailing arms and legs can be disconcerting to a newborn.
– Need to be UN-swaddled. Hey, some like the freedom to flail.
– Need to be rocked/moved. Dr. Lai's firstborn spent hours tightly wrapped and held by her dad in a nearly upside down position nicknamed "upside-down-hotdog" while he paced all around the living room.
– Check to see if there is a burp stuck inside her belly. Lay her down for a minute and bring her up again to see if you can elicit a burp.
– Does your baby seem gassy? Bicycle his legs while he is on his back. Position him over your shoulder so that his belly presses against you. You'd be gassy too if you couldn't move very well. The gassy baby is a topic for an entire post- talk to your doctor for other ideas.
– Are sick. Watch for fever, inability to feed normally, labored breathing, diarrhea or vomiting. Check and see if anything is swollen or not moving. Listen to his cry. Is it thin, whimper-like (sick) or is it loud and strong (not sick)? Do not hesitate to check with your pediatrician. Fever in a baby younger than eight weeks old is considered 100.4 degrees F or higher measured rectally. A feverish newborn needs immediate medical attention.
What if you're certain that the temperature in the room is moderate, you recently changed his diaper, and he ate less than an hour ago?
– Walk outside with your baby- this can be a magic "crying be gone" trick. Fresh air seems to improve a newborn's mood.
– Offer a pacifier. Try many different shapes of pacifiers. Marinade a pacifier in breast milk or formula to increase the chance your baby will accept it.
– Pick her up, dance with her, or walk around the house with her. You can't spoil a newborn.
– Try vacuuming. Weird, but it can work like a charm. Place her in a baby frontal backpack or in a sling while cleaning.
– Try another feeding, maybe she's having a growth spurt.
-When all else fails, try putting her down in her crib in a darkened room. Crying can result from overstimulation. Wait a minute or two. She may self-settle and go to sleep. If not, go get her. The act of rescuing her may stop the wailing.
-If mommy or daddy is crying at this point, call your own mom or dad or call a close friend. Your baby knows your voice and maybe hearing you speak calmly to another adult will lull her into contentment.
– Call your child's health care provider and review signs of illness.
– If you feel anger and resentment toward your crying baby, just put her down, walk outside and count to ten. It is impossible to think rationally when you are angry and you may hurt your child in order to stop your frustration. Seek counseling if these feelings continue.
Now for the light at the end of the newborn parenting tunnel: the peak age when babies cry is six weeks old. At that point, infants can cry for up to three hours per day. Babies with colic cry MORE than three hours per day. (Can you believe people actually studied this? I am amused that Dr. Lai won a prize in medical school for a paper on the history of colic). By three months of age crying time drops dramatically.
While most crying babies are healthy babies and just need to find the perfect upside-down-hot-dog position, an inability to soothe your baby can be a sign that she is sick. Never hesitate to call your baby's health care provider if your baby is inconsolable, and don't listen to the people who say, "Why do babies cry?…They just do."
———
Thanks to our Facebook friends for other ideas for what the cartoon baby is saying:
"Stop looking at me like that and please loosen this blanket and don't hold me up here like this and where is my hat my diaper is giving me a wedgie! JUST MAKE IT ALL STOP!"
"WHY CAN"T YOU LET ME GO BACK TO SLEEP, PEOPLE!"
———
Julie Kardos, MD with Naline Lai, MD ©2010 Two Peds in a Pod℠ | 1,987 | 1,257 | {
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Lightning
Gap fill
What is lightning and where does it ________ __________ ? It's __________ that starts in clouds. Lightning often stays inside a cloud or __________ to a nearby cloud. It also moves between a __________ and Earth.
To understand how it works, __________ a battery. It has two opposite ends: positive (+) and __________ (-). A dark storm cloud also has two ends. The upper __________ of the cloud is positive. The bottom __________ is negative. When you place a battery inside a __________ , something special occurs. The positive and negative parts come together. That's a __________ . Turn on the flashlight, and the circuit opens, electricity __________ and light appears. __________ __________ off, and the circuit is closed.
Dark clouds are like __________ batteries. If there is no circuit, there is no lightning. A circuit can be created when a line of negative energy __________ out of a cloud and __________ toward Earth. That line is not visible. It might connect with a line of positive _________ . That line could come from a tree, tower or the __________ . When the negative and positive lines come together, a sudden and __________ circuit is created.
This circuit is not lightning. It is a __________ . Negative energy from the cloud __________ down the path. Positive energy __________ up. Electricity is now __________ rapidly along the path. This fast-moving energy crashes into air in the __________ . That crashing __________ three events.
First, electricity heats up the air __________ the path. The temperature of that air is __________ than the sun. Second, intense __________ heat alters the colour of the air. For a brief moment, that line of air __________ like a flash of white or pale blue light. That's lightning. Third, that air produces a loud noise. That's __________ .
Back to the first question: what is lightning? It's the result of __________ flowing along a path. When we see lightning, we are actually observing a narrow __________ of extremely hot air. That air also makes thunder.
Lightning is attractive and dangerous. Each year, it kills __________ people. Like many things in nature, we can appreciate its beauty, but it also __________ our respect.
Listen to the story and fill in the blanks.
Synonym match
True or false
Choose the correct answer.
Match the words or phrases.
1. circuit
a. sets off
2. triggers
b. loop
3. deserves c. infinite
4. flows
d. merits
5. enormous
e. runs
1. Lightning makes electricity. T or F
2. Lighting is caused by fast-moving electricity. T or F
3. Lightning is loud. T or F
4. Lightning is actually a line of hot air. T or F
5. Lightning can jump out of the clouds. T or F
Lightning
Anagrams
1. triggers / events / three / That / crashing
2. to / Lightning / inside / nearby / or / a / a / stays / cloud / often / cloud / leaps
3. on / the / opens / electricity / and / light / appears / flows / and / circuit / flashlight / the / Turn
4. the / cloud / shoots / path / energy / from / the / down / Negative
5. the / result / along / path / a / electricity / flowing / It's / of
PTRACPAEEI
SOSHTO
NRWAOR
ESPAL
SALHF
RCITUIC
1. What kind of story is this?
2. Do you like lightning? Have you ever seen a big lightning storm?
3. Where does lightning come from?
4. Describe how lightning is like a battery.
5. Describe the three events that take place when a bolt of lightning appears in the sky.
Move letters. Make a new word.
ESL discussion questions
Talk about the story
Writing practice
Put the words in the correct order. | 1,709 | 833 | {
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Senior Nutrition News
Tips to Make Better Beverage Choices
The heat of summer is upon us, so it is especially important to make sure that you get enough fluids. What you drink is as important as what you eat. Many beverages contain added sugars and offer little or no nutrients, while others may provide nutrients, but too much fat and too many calories. Here are some tips to help you make better beverage choices.
* Drink water instead of sugary drinks. Regular soda, energy or sports drinks, and other sweet drinks usually contain a lot of added sugar, which provides more calories than needed.
* Water is usually easy on the wallet. You can save money by drinking water from the tap at home or when eating out.
* Manage your calories. Drink water with and between your meals. People take in about 400 calories per day as beverages — drinking water can help you manage your calories.
* Make water, low-fat or fat-free milk, or 100% juice the easy go to option in your home. However, it is recommended to limit 100% juice to no more than 8 ounce each day.
* Don't forget dairy. When you choose milk or milk alternatives, select low-fat or fat-free milk or fortified soymilk. Each type of milk offers the same amount of key nutrients such as calcium, vitamin D, and potassium, but the number of calories and amount of fat are very different between whole, 2%, 1%, and fat free milk.
* Water on the go. Water is always convenient. Fill a clean, reusable water bottle to quench your thirst throughout the day. Reusable bottles are also easy on the environment.
* Check the facts. Use the Nutrition Facts label to choose beverages at the grocery store. The food label and ingredients list contain information about added sugars, saturated fat, sodium, and calories to help you make better choices.
Citrus Cucumber Flavored Water
1 large lemon
1 large lime
1 large orange
1 large cucumber
8 cups cold water
1. Wash hands with soap and water.
3. Cut the citrus fruit into thin slices, with or without the peel, and put in a pitcher.
2. Scrub all fruit and cucumber thoroughly under running water.
4. Peel the cucumber and cut into thin slices, with or without the peel, Add cucumber slices to the fruit in the pitcher.
6. Drink within 2 days for best quality.
5. Add water, stir well and refrigerate for 2 hours before serving, then keep it cold to keep it safe.
Summer Breeze Smoothie
1 cup plain yogurt (non-fat)
6 strawberries (medium)
1 teaspoon vanilla extract
1 cup pineapple (crushed, canned in juice)
1 banana (medium)
4 ice cubes
1. Wash hands with soap and water.
3. Serve & enjoy.
2. Place all ingredients in blender and puree until smooth.
Sources: https://eiph.idaho.gov/WIC/Resources/General%20Nutrition/Make%20Better%20Beverage% 20Choices.pdf; https://www.foodhero.org/recipes/category/35; https://snaped.fns.usda.gov/nutrition-education/snaped-recipes/summer-recipes#recipe-2526 retrieved 07/20/22
For Information on Eat Smart Idaho classes, contact the Nutrition Instructor in your county:
Panhandle: Benewah, Bonner, Boundary,
Kootenai & Shoshone Counties 208-292-2525
North Central Idaho: Clearwater, Idaho, Latah,
Lewis, & Nez Perce Counties 208-883-2267
To contact the Eat Smart Idaho Coordinator: Kali Gardiner, RD, LD
Phone: 208-292-2525
E-mail – email@example.com
Web: www.eatsmartidaho.org
This work and material is supported and funded by USDA's Supplemental Nutrition Assistance Program-SNAP and the Expanded Food and Nutrition Education Program from the USDA National Institute of Food and Agriculture. USDA and University of Idaho are equal opportunity providers. | 1,662 | 838 | {
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ACTIVITY ABOUT HURRICANES :
* Find what the symbol refers to :
Student A will make students B guess what the symbols refer to.
*
TRAJECTORY :
this word is a similar too itinerary
THE EYE :
*
I am the thing on your face that use to see
STUDENT B
Student B will make students A guess what the symbols refer to.
* ISLAND :
My first syllable is the verb be to the third singular person and my last syllable is where the plants grow.
*
WIND :
My first letter is two « U » stick together, my two middle letter mean be inside something, and my last letter is « dit »
ACTIVITY ABOUT SORTING DIFFERENT WASTE : (print x3 )
SHORT LESSON :
* How should we sort waste ?
There is different trash for the different waste, by the way we can sort the waste by throw them in the correct trash or put them in a center of waste . So we have:
-The YELLOW trash -> all the plastic, can, cardboard, or paper
-The GREEN trash -> leftovers (rests of meals), not recyclable waste, hygienic products as tissues, all the paper that have grease on it
-COMPOST -> peeling, garden waste
-Center of waste -> bulky waste as a washing machine that don't work.
-CHARITY -> for the old clothes we don't wear anymore by exemple
SHORT LESSON :
* How should we sort waste ?
There is different trash for the different waste, by the way we can sort the waste by throw them in the correct trash or put them in a center of waste . So we have:
-The YELLOW trash -> all the plastic, can, cardboard, or paper
-The GREEN trash -> leftovers (rests of meals), not recyclable waste, hygienic products as tissues, all the paper that have grease on it
-COMPOST -> peeling, garden waste
-Center of waste -> bulky waste as a washing machine that don't work.
-CHARITY -> for the old clothes we don't wear anymore by exemple
SHORT LESSON :
* How should we sort waste ?
There is different trash for the different waste, by the way we can sort the waste by throw them in the correct trash or put them in a center of waste . So we have:
-The YELLOW trash -> all the plastic, can, cardboard, or paper
-The GREEN trash -> leftovers (rests of meals), not recyclable waste, hygienic products as tissues, all the paper that have grease on it
-COMPOST -> peeling, garden waste
-Center of waste -> bulky waste as a washing machine that don't work.
-CHARITY -> for the old clothes we don't wear anymore by exemple | 1,098 | 569 | {
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1 of 3
Debbie S. Miller
Alaska Author of Nature Books
Illustrated by Daniel Van Zyle
Alaska Northwest Books, 1996
ISBN: 0-88240-474-1
Ages 7 and up
(out of print)
AWARDS AND REVIEWS:
1997 Outstanding Science Trade Book for Children (starred book), National Science Teachers Association and the Children's Book Council
"Outstanding from a Learning Perspective"
- Parents Council Selection
"Flight of the Golden Plover is spectacularly illustrated with Daniel Van Zyle's artwork. Young bird enthusiasts will find this a compelling review of the incredible migration of the golden plover between Hawaii and Alaska. This is the first children's book to examine the plover's annual transoceanic migration."
- Children's Bookwatch
"Hawaiian resident Dan Van Zyle and Fairbanks author Debbie Miller have collaborated on a high-interest children's book about the golden plover explaining, in depth, its extraordinary migration patterns. With minute detail and near-reverence, Miller and Van Zyle offer readers a first-of-its-kind look at the behavior and incredible adaptations this unique bird makes in its annual Pacific Rim journey...Authentic and brilliantly drawn illustrations, authoritative text and an amazing subject combine to make an awesome presentation. Applause, applause!"
- Alaska Parenting
"This is a beautiful book in every possible way, with an incredible story to tell of bird migration. Miller's clear, sometimes poetic descriptions of golden plovers are enhanced by Van Zyle's full-page paintings...This book would be a worthwhile addition to any
08/24/2010 3:40 PM
2 of 3
library, institutional or personal."
- Manitoba Library Association
CREATING THE BOOK:
When I first saw a golden plover, some 25 years ago, I was hiking across the coastal plain of the Arctic National Wildlife Refuge. I was struck by its regal beauty, its distinctive whistles, and its ability to successfully lure me away from its nest by performing its "broken wing dance." When I learned that a species of this striking bird made a 3,000-mile nonstop migration between Hawaii and Alaska, I was stunned. I wanted to learn more about this incredible shorebird.
To study the Pacific golden plover, I traveled to Nome, Alaska, where I accompanied biologists Wally and Patricia Johnson who were researching golden plovers on their nesting grounds. I helped the biologists carefully locate the well-camouflaged nests on the tundra. I listened to their breeding calls, watched mating behavior, saw their brownspecked eggs, studied the "broken wing dance," and watched foxes on the prowl. I also traveled to Hawaii, where I often saw golden plovers on their wintering grounds. I observed them snatching insects from lawns, golf courses and open fields, and I watched them form communal roosts at night, on rock-lined shores near the edge of the moonlit surf.
After I wrote the story, I felt very lucky to be introduced to wildlife artist Daniel Van Zyle, Jon Van Zyle's identical twin brother. Jon and Daniel Van Zyle are both outstanding wildlife artists. As a Hawaiian resident, Dan knew the golden plover well, as they were in his backyard during much of the year. He also had a love and respect for this long-distance flier. We were lucky to find a publisher (Alaska Northwest Books) that allowed us to collaborate on this book.
FUN FACTS FOR KIDS:
Did you know that...
*A plover chick weighs about as much as five nickels?
*Golden plovers travel approximately 3,000 miles on their nonstop migration over the Pacific Ocean, between Alaska and Hawaii. They make the flight in about two days, averaging 60 miles per hour!
*One male golden plover has been studied for 18 years. This particular bird has returned to the same nesting area near Nome, year after year. This means he has flown 18 round trips to Hawaii, covering well over 100,000 miles in his life!
*When the three-month old golden plovers make their first migration to Hawaii they do so with no adult leaders! These birds have inherited the amazing instinct to find their wintering grounds, across thousands of miles of ocean.
08/24/2010 3:40 PM
3 of 3
email@example.com
in
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Dennis W. Creedon, Ed.D. Superintendent of Schools
Christine Shea-Coelho Special Ed Admin/CSE
Anna O'Connor Assistant Principal
Helen Horvitz Assistant Principal
Vincent Di Grandi Principal
OUR CHILDREN, OUR SCHOOL, OUR FUTURE
What to Do When Extra Help is Needed
If your child is struggling, you certainly want to help. Your child's teacher wants to help too. What can you do to make things better?
1. Talk to your child about struggles in school. Try to determine if the issue is related to lack of interest, poor organizational or study skills, gaps in learning, or something else.
2. Have your student show you their work. What do the contents of their backpack look like? Are they doing their homework? Are they doing poorly on graded assignments? How is their organization? Do they have a homework pad?
3. Take a close look at teacher feedback that you have received. What comments are made on report cards and progress reports? That feedback will yield important information.
4. Contact your child's teacher to confirm your findings. "I noticed that my son/daughter isn't doing well on weekly quizzes." Depending on your child's age and maturity, students may have this conversation with their teacher. Practice it at home. Self-advocacy is an important skill that we must teach to our students.
5. Develop a plan with your child and his/her teacher to improve the situation.
6. All teachers are willing and able to help your child outside of class time. If your child needs extra help, have him/her find out when it is available and then have your child attend. It helps to go with specific questions rather than saying, "I don't understand." And, it is best not to always wait until the day before the project is due or the test is being given.
7. To make the most of extra help, have your child be as specific as possible. Don't say, "I don't understand the social studies." It is better to say, "I memorized the definition of nationalism but I don't really know what that means."
8. Take advantage of opportunities to be in touch with your child's teacher, both through technology and in person. For example, attending back to school nights and parent-teacher conferences are important.
9. If your intervention and the extra help of your teacher are still not enough, consider contacting your child's counselor or administrator. We likely have the other extra supports from which your child would benefit.
All students face challenges in school. Struggle and perseverance are important parts of learning. Working together, we will ensure that every child is successful.
MAHOPAC MIDDLE SCHOOL
425 Baldwin Place Road
Mahopac, NY 10541
(845) 621-1330
FAX: (845) 628-5847 mahopac.k12.ny.us | 1,131 | 617 | {
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Tips for Coaches
Intervention:
* Using Y-adapter, listen as student works.
* When appropriate, change student's assigned computer; check headphones.
* Explain exercise/practice in Demo Mode.
* Print summary report (5 days) for each student; weekly share with students & classroom teachers.
* Show student Success Viewer; for next day, challenge him/her to work on my difficult exercise "second."
* Print and share error reports with students an d/or classroom teachers.
* Teach students the success indicators on the screen for each exercise.
Motivation:
* After first two weeks, offer incentives/reward program.
* Completion Certificate: Print; cut into 4ths; award ¼ as students qualify; glue in Fast ForWord folders.
* Vary the routine: Monday: Work in Socks Tuesday: Double Points in One Exercise Wednesday: Dim Lights Thursday: Prize for Increased Points Friday: Color/Create Percent Complete Chart
* Highlight first students progressing from one product to another with a photo poster in the lab!
Book Monkeys: Book Two
Directions: Click the yellow paw to start the exercise; Read the paragraph or chart and answer the questions by clicking the best answer.
* The librarian asks a question and other monkeys display possible answers on note cards.
* Points are awarded for each correct answer, and bonus points are awarded when the participant answers 10 trials correctly.
* The participant must click the response that best answers the question.
Book Monkeys helps develop working memory, vocabulary, and reading comprehension, skills that help students read and understand charts, tables, and extended blocks of text.
Hoof Beat
Directions: Click the yellow paw to start the exercise; Click the response that best answers the reporter's inquiry.
* The participant helps KPAW decide which answers to broadcast by selecting the most accurate response.
* Points are awarded for each correct answer, and bonus points are awarded after 10 correct answers.
Hoof Beat helps develop the understanding of semantics, syntax, and phonology, which are key components in becoming a flexible and fluent reader.
Lulu's Laundry Line
Jitterbug Jukebox
Stinky Bill's Billboard
Goat Quotes
Tips for Coaches
Directions: Click the yellow paw to start the exercise; Click the word or punctuation that best fits the paragraph shown.
* New choices will appear for the second blank.
* Points are awarded for each correct answer, and bonus points are awarded after 10 correct answers (a trial is one blank space in the paragraph).
* The participant must continue to fill in the missing words and punctuation until the paragraph is complete.
Lulu's Laundry Line helps develop an understanding of capitalization and punctuation while building sentence and paragraph comprehension skills.
Directions: Click the yellow paw to start the exercise; Click the letters that correctly spell the presented word.
* If an incorrect letter is clicked, the trials end and the correct word is displayed.
* Points are awarded for each correct answer, and bonus points are awarded after 10 correct answers.
* Also, the entire word must be correct before the Done button is clicked.
Jitterbug Jukebox helps develop phonological awareness, letter-sound association, and vocabulary, which are important, fundamental reading skills.
Directions: Click the yellow paw to start the exercise; Click the words that best complete the sentence on the billboard.
* The participant helps him get the missing words back on the billboard where they belong by selecting the correct word to fill in the appropriate blank spaces.
* Points are awarded for each correct answer, and bonus points are awarded after 10 correct answers.
Stinky Bill's Billboard helps develop decoding and the ability to recognize word meaning and sentence structure, which are critical skills for achieving reading fluency.
Directions: Click the yellow paw to start the exercise; Click the sentence that best paraphrases the headline above.
* The four newspapers below attempt to paraphrase the headline, but only one is correct.
*
* Points are awarded for each correct answer, and bonus points are awarded after 10 correct answers.
Goat Quotes helps develop the ability to recognize sentence comprehension and paragraph structure, which is important for proficient reading comprehension. | 1,900 | 840 | {
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"The thicker the carpet the greater the thermal insulation provided."
Thermal Insulation Performance of Carpet
Carpet is an exceptionally good insulating material.
Carpet fibres are natural insulators with low heat conduction values. In addition, the surface pile of carpet with its millions of tiny fibres traps air and further increases its thermal insulation.
As can be seen from the table, the thermal resistance of carpet is significantly higher than that of concrete and plywood, two common flooring materials, and similar to fiberglass insulation. In fact the insulation value of carpet can be up to 10 times higher than that of hard floor covering.
Thermal Resistance of Materials 1
*The R-value is used to measure a material's resistance to heat transfer or thermal resistance – the higher the R-value the greater the insulating effect.
The thickness of the carpet is the major factor determining the thermal insulation. The thicker the carpet the greater the thermal insulation provided. So when carpet is installed over underlay or carpet cushion further increases in thermal insulation are obtained.
Carpet can help to reduce energy costs in heating and cooling when there is a temperature differential between the indoor air and that under the floor. Uninsulated floors account for 10 to 20% of heat loss from a home.
The greatest benefit from a carpet is obtained when as large an area as possible, preferably wall to wall, is covered. This is because the reduction in heat loss is proportional to the area carpeted. 2
Footnotes
1. Carpet Buyers Handbook (R values converted to metric units used in Australia = m 2 K/W )
2. Thermal Insulation Properties of Wool Carpets - Wools of New Zealand (2002)
Research conducted by Wools of New Zealand found that the energy savings, both heating and cooling, were in the range of 8 - 12% as can be see from the following tables. 2
Electrical Power Saving (Room Heating) due to carpet installation in a one-room model house
A carpeted floor feels warmer under foot and does not require the heating that a smooth surface may. This will add further energy savings to those shown above.
Electrical Power Saving (Room Cooling) due to carpet installation in a one-room model house
A carpeted room promotes thermal comfort, saves energy and also contributes to a reduction in green house gas emissions that are a major cause of climate change. For this reason the Federal Government's Your Home Technical Manual (section 4.7) recommends insulating timber or elevated slab floors to reduce heat loss 3 . The NSW Government's sustainability rating certificate for housing, Basix 4 , rewards suspended floor insulation that can be effectively accomplished with carpet.
A carpeted room promotes thermal comfort, saves energy and also contributes to a reduction in green house gas emissions that are a major cause of climate change
About the Carpet Institute of Australia
The Carpet Institute of Australia Limited (CIAL) is the lead industry association for Australia's $1.6 billion carpet industry. CIAL represents carpet manufacturers accounting for 95% of Australian carpet production, as well as retailers and suppliers of goods and services to the industry.
Footnote
3. Your Home Technical Manual section 4.7 Insulation (see www.yourhome.gov.au/technical/fs47.html)
4. Basix tips on meeting certification standards at www.basix.nsw.gov.au/information/common/pdf/basix_ indices.pdf
PO Box 7172, St Kilda Road, Melbourne 8004 Tel: (03) 9804 5559 • Fax: (03) 9804 5560 Email: email@example.com • Web: www.carpetinstitute.com.au
Carpets012_5(2009)RMC | 1,621 | 770 | {
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THIRD GRADE NEWS
October 24, 2016
http://www.wcpss.net/forestvilleroades
Kelly Hotaling: email@example.com Brianna Johnson: firstname.lastname@example.org
Meghan Joyner: email@example.com Rhesia Mitchell: firstname.lastname@example.org
Bonnie White: email@example.com Jennifer Mason: firstname.lastname@example.org
Paige Peterson: email@example.com
Dates
Student Council Reps
* 10/24 El Senor Family Night 5:00-closing
* 10/28 Field Trip to NC State Live
* 10/25 Fall Picture Day
* 10/28 End of Quarter 1
* 11/15 Third Grade Math Family Night
* 10/31 School Make Up Day
Curriculum
Reading
* Students will focus on retelling stories and using their retell to help determine the main idea of a passage.
Writing
* Students will work on personal narratives.
Math
* Students will identify different quadrilaterals and describe the attributes of a particular quadrilateral. They will compare/contrast the attributes of different quadrilaterals.
Science
* Students will understand the human body systems and how they are essential for life: Protection, Movement, Support.
* Students will understand motion and factors that affect motion.
Congratulations to the following third graders who were selected by their peers to represent their classes as student council representatives!
* Nate
Ms. Hotaling's homeroom
* Haley
Ms. Johnson's homeroom
* Kymani
Mrs. Joyner's homeroom
* Valerie
Mrs. Mitchell's homeroom
* Mia
Mrs. White's homeroom
Field Trip
We're getting ready for our first field trip. Please note the following reminders as we prepare for our exciting event on Friday, October 28 th .
* Dress your child according to the weather forecast.
* Make sure you have turned in the permission form as well as paid for the trip.
* Make sure your child has brought their lunch for the trip if that's what you indicated.
* Make sure your child is at school on time as we will leave in the morning.
Red Ribbon Week
10/24 Pledge to Be Drug Free-Wear red!
10/26 I "Mustache" you to be Drug FreeWear a mustache!
10/25 Be too Cool to do Drugs-Wear shades!
10/27 "Being Drug Free is my Superpower"Dress as your favorite superhero or create one!
favorite team shirt!
10/28
Team up Against Drugs-Wear your | 1,111 | 581 | {
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7th Grade World History
Teacher Information
Carla Sells Rogersville City School 7 th -8 th Grade Social Studies
Email:
firstname.lastname@example.org
Phone: 272-7651
Planning Time: 2:10-2:55
Class Overview
Seventh Grade Social Studies is a comprehensive exploration of social, cultural, geographical, political and technological changes that occurred after the fall of the Roman Empire. Students will begin their study with the Roman Empire and conclude with a study of the exploration and settlement of the Americas in the 1400 and 1500's.
Class Calendar
* Please note that dates are tentative.
* Complete list of state standards for social studies may be found online at
https://www.tn.gov/content/dam/tn/education/standards/ss/Social_Studies_Standard s.pdf
August/September
-East Asia: 400-1500s - Standards Covered 7.01-7.11
September- Byzantine Empire: 400-1500's - Standards Covered 7.12-7.14
September
-Southwest Asia and North Africa: 400-1500's - Standards Covered
7.15-7.20
October- West Africa: 400-1500's - Standards Covered 7.21-7.26
November- Middle Ages in Western Europe: 400-1500's - Standards Covered 7.27-7.39
December/January- Early Modern Europe, Renaissance, Reformation, Scientific Revolution: 1400-1700's - Standards Covered 7.40-7.52
February-Indigenous Civilizations of the Americas: 400-1500's - Standards Covered 7.53-7.57
March-The Age of Exploration: 1400-1700's - Standards Covered 7.58-7.65
April- Wrap-up, Review, Testing
May- Colonization Project
Projects
The month of May will primarily be devoted to a research project covering Colonization of the Americas. Students will work on the majority of the project in- class.
Required Materials
* 5 Subject Spiral-Bound Notebook
* Glue
* Pencils and highlighters
* Tape
* Crayons/markers
Grading
The student's average will be determined by grades in the following areas:
* Notebook - 100 points
* Quizzes- 100 points
* Tests- 200 points
* Homework- 20 points
* Class Participation- Points vary depending on the class assignment
Students will be made aware of upcoming quizzes and tests, including the dates of notebook checks. Remind texts will be sent. Please sign up for texts or emails at remind.com/join/sells8. Students have a handout with instructions on signing up for Remind texts.
A
Final Note
The syllabus may be modified at any time.
"Life is like a throw to first base. Always aim high!" Kevin Youkilis | 1,328 | 631 | {
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Examples of exercises for the stimulation of auditory attention – CHILDREN
EXERCISE 1: WHAT DO YOU HEAR?
Aim: Stimulation of auditory attention in the field of perception
Task: Read the instructions. Try to imagine what you hear.
1) Close your eyes and imagine you are lying in the middle of a meadow.
2) Close your eyes and imagine you are sitting at the railway station.
3) Close yoyur eyes and imagine you are standing in the middle of the zoo.
4) Close your eyes and imagine you are lying in the middle of the forest.
5) Close your eyes and imagine you are standing in the middle of a supermarket.
EXERCISE 2: I AM QUICK TO RECOGNIZE YOU!
Aim: Stimulation of auditory attention in the field of speech and language
Task: The assistant will read the words below. Squat down on the floor every time you hear a word for an animal or fruit.
BLUEBERRY, SHED, BEAR, DOG, PONYTAIL, BASKET, OSTRICH, TOOTH, HOUSE, CONE, BUTTERFLY, MOON, WOLF, APPLE, GRASS, MOUSE, YOURS, THANKS, SCHOOL, JAY, OH, PEAR, DRIVE, EYESIGHT, WHALE, CHAMELEON, CANDY, ELEPHANT, PUDDLE, DOG, PAW, ROBOT, PATH, GOAT, LION, ANGUISH, WOOL, KIWIFRUIT, HAIRS, FISH, DUCK, STRAWBERRY, JOY, PADDLE, DORMOUSE, MUSHROOM, SLIPPER, BOAT, BUMBLEBEE, NEWSPAPER, UMBRELLA, EARTHWORM, SWING, BENCH, ONE, FIG, DOORHANDLE, RHINO, BEAK, COW, BLACKBIRD, LEAF, SISTER, FROG, HILL, CAVE, CHAMOIS, SHOVEL, MESS, BANANA, BASKETBALL, FOX, BIRD, YOGHURT, PEACH, FLOCK, BOX, NANNY GOAT, FIG , BIRD, MOM, RAINBOW, DREAMS, DOOR, CAT
EXERCISE 3: THE MOVING STORY
Aim: Stimulation of auditory attention in the field of motoric functions
Task: The assistant will read a story. Show what you hear.
Ben woke up, stretched, yawned and took a deep breath. He washed his face and hands and brushed his teeth. Later he made breakfast. He buttered his toast and drank his cocoa. After breakfast he went out. As it was raining he put on his wellingtons and opened his umbrella. He happily jumped in the puddles. In the forest he found some mushrooms and picked them. He also picked chestnuts. While he was walking home he was shaking from the cold. At home he took off his wet clothes and put on some warm socks and his slippers. He decided to build a high tower of bricks but he lost interest quickly and went to play ball. First he hit it and later he rolled it. After lunch he watched cartoons and ate popcorn. He was tired so he fell asleep quickly. | 1,258 | 720 | {
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Module 3: Investigating Growth and Decay
TOPIC 2: USING EXPONENTIAL EQUATIONS
Where have we been?
In this topic, students explore strategies for distinguishing exponential functions that represent growth scenarios versus those that represent decay, and methods for solving exponential equations. Students begin by comparing the value of a simple interest account and a compound interest account. They graph and write equations for these two scenarios and then compare the average rate of change of each for a given interval. Students then examine the structure of the exponential equations to recognize scenarios in which exponential functions grow or decay by a certain percent. Throughout the rest of the topic, students solve real-world problems that can be modeled by exponential functions, including one that requires students to combine function types to best model the scenario.
Students know the rules of exponents and are familiar with the structure of exponential functions from their work in the previous topic. Their previous work to transform an exponential function has prepared them to make sense of real-world scenarios that they are modeling in this topic. Students understand what it means to determine a solution for an equation.
Where are we going?
This topic represents students' fi rst deep dive into solving equations that represent nonlinear functions. As students gain profi ciency in solving increasingly complex equations, they are able to model more interesting and complex real-life phenomena.
Exponential Growth and Decay
An exponential growth function has a b-value greater than 1 and is of the form y 5 a ? (1 1 r) x , where r is the rate of growth. The b-value is 1 1 r. An exponential decay function has a b-value greater than 0 and less than 1 and is of the form y 5 a ? (1 2 r) x , where r is the rate of decay. The b-value is 1 2 r.
TOPIC 2:
Family Guide • M3-79
I Feel the Earth. Move.
How do scientists measure the intensity of earthquakes? You may know that scientists who study earthquakes—seismologists—refer to a scale known as a Richter scale when reporting the strength of an earthquake. The Richter scale is a kind of exponential scale.
The scale generally goes from 1 to 9 (though it doesn't really have an upper limit), but an earthquake which has an intensity of 6 on the Richter scale is 10 times more powerful than an earthquake which measures 5.
One of the strongest earthquakes in history occurred in Chile on May 22, 1960. This earthquake measured an amazing 9.5 on the Richter scale—over 30,000 times stronger than a magnitude 5 earthquake!
Talking Points
Key Terms
Exponential functions in real-world contexts is an important topic to know about for college admissions tests.
Here is a sample question:
A car valued at $21,000 depreciates at a rate of 17% per year. What is the value of the car after 5 years?
To solve this, students should know to use the model for exponential decay, y 5 a ? (1 2 r) x , where a represents the initial value, r represents the rate of decrease, and x represents time.
In 5 years, the car will be worth $8271.99.
M3-80 •
TOPIC 2:
Using Exponential Equations
simple interest
In a simple interest account, a percent of the starting balance is added to the account at each interval. The formula for simple interest is I 5 Prt, where P represents the starting amount, or principal, r represents the interest rate, t represents time, and I represents the interest earned.
compound interest
In a compound interest account, the balance is multiplied by the same amount at each interval. | 1,562 | 777 | {
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Hope for the Future
The Benefits of Planning for the Future using myBlueprint
As students consider transitioning to a new grade in September or transitioning to the next stage of life, it is important for them to develop goals and to reflect on their interests and opportunities. Planning for the future improves mental health as it provides purpose and a sense of hope, especially during uncertain times.
Setting goals for the future provides hope.
* Decide upon and create a routine with a weekly agenda that is visible in your work/learning space. An agenda provides structure and a sense of normalcy in uncertain times. Include youth in this creation to help them have a voice in the routine and structure of their learning routine.
* Set personal goals along with learning goals. This will allow everyone to have something to look forward to during the day. Celebrate accomplishments as they happen.
* Educators can support creating a routine by checking on learning goals with students. For example, students may record a video clip discussing something they learned, and teachers may respond with a video clip of their own. This can help maintain connection while working remotely.
* Consider setting SMART goals (Specific, Measurable, Attainable, Realistic and Timely) using the myBlueprint's Goal Setting tool to outline what you are excited to learn by the end of the year. Break the goal down into smaller steps to make it achievable.
Exploring interests connects learning to preferred futures.
* Encourage youth to ask questions and be curious about their futures. Students could connect with adults in their community to talk about their interests and ask questions about potential career paths.
* Ask students what they are interested in learning about most (at school, at home, and in their community), and what they need to further explore those interests.
* Discuss global issues that need to be dealt with for the world to be a better place. Focus on those of interest and what potential skills, knowledge, and/or occupation would help.
* Talk about the future and what will be next for students.
* Students may use myBlueprint's Who Am I surveys to learn more about themselves and their interests. Students can reflect on what interests stood out in their report, and what it means for their exploration of career opportunities.
Connecting the world of work to learning provides meaning.
* Make connections between occupations, interests and skills. Ask questions about how students can plan for the next grade or stage of life. Support students to review their goals regularly and think critically about how they relate to their plans for the future.
* Develop long term goals alongside weekly personal and learning goals. Where would you like to be 6 months from now? 1 year from now? 5 years from now? Regardless of where students are in their educational career, they can explore occupations/post-secondary options and critically think about what's coming next.
* Challenge students to find an occupation that they know something about and one that they have never heard of before. Explore the skills required for each occupation and what they would need to do to pursue either occupation.
* Use myBlueprint's Occupations search tool to find occupations related to their favourite subject. For example, if a student loves science, use that word to start the occupations search. Then, take it one step further and view the requirements or skills needed to enter that occupation.
Accessing myBlueprint
Grades 4 and 5
Visit www.myBlueprint.ca and click Log In. Enter the following credentials for your school district:
Focusing on the future reminds us that today's challenges will pass.
* Forget perfectionism and take the time to acknowledge mistakes through the learning journey. When students reflect on how they can overcome a challenge, it strengthens their skills to continue. Mistakes are a necessary part of learning.
* Embrace the reality that each day will be a little different. Be prepared for a possible sense of unease when learning remotely but try to focus on your preferred future.
* Use myBlueprint's Goal Setting tool to set a SMART goal to write weekly journal reflections about how your learning is going. Additional reflections can include how you are doing emotionally, a highlight from the week, and any challenges or questions you have.
Looking for a visual on what a remote learning week could look like from a student perspective? Watch myBlueprint's video: A Week-at-a-Glance: A Student's Perspective.
Grades 6 to 12
Visit your district landing page:
* ADS-North
* ASD-East
* ASD-South
* ASD-West
View the information poster for Grades 6 to 12. | 1,834 | 915 | {
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