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Kentucky Kitchens ~ Holiday Help for the Hungry
TEACHING GUIDE
Objectives
- to acquaint participants with food insecurity in Kentucky
- to raise awareness about the USDA Community Food Security Initiative
- to prompt community action to reduce hunger
- to promote locally-grown and produced foods
- to strengthen Kentucky’s local food systems
Resources
- Kentucky Kitchens ~ Holiday Help for the Hungry (FN-JLT.143) fact sheet and Corel presentation. Available online at http://www.ca.uky.edu/agcollege/fcs/factshts/
- Food & Agriculture: Consumer Trends and Opportunities - An Overview, provides an overview of local food systems. Available online at http://www.uky.edu/Agriculture/AgriculturalEconomics/extpubs.html
- USDA Food Security Initiative online at http://www.reeusda.gov/food_security/foodshp.htm
- Kentucky Community Food Security Contact List, January 2000, available from Pam Sigler, University of Kentucky Cooperative Extension Service. 859-257-3888, email@example.com
- Other fact sheets in the Kentucky Kitchens series:
- Kentucky Kitchens: Sharing Your Skills, FN-JLT.133
- Kentucky Kitchen Kits, FN-JLT.134
- Kentucky Kitchens: Tea Time, FN-JLT.148
Programming Ideas
- Use this program as part of your holiday programming.
- Work with Agriculture and Youth agents to organize community food drives and gleaning activities.
- Work with other agencies interested in community food security.
Background Information
In an effort to cut hunger in half by the year 2015, the USDA Community Food Security Initiative is creating and expanding grass-roots partnerships that build local food systems and reduce hunger. A 1998 USDA study indicated that about 36 million Americans - including 14 million children - live in households that suffer from either hunger or food insecurity.
A 1998 Second Harvest Food Bank Network study indicated that over 21 million Americans obtain supplemental food from food pantries and hot-meal programs. While hunger and food insecurity occur throughout America, they particularly affect the working poor, senior citizens, children in poverty, residents of low-income inner cities and isolated rural areas, the homeless, and single-parent households.
Evaluation and Reporting
Use the evaluation form included with this teaching guide. Document progress toward community food security by recording activities related to World Food Day, holiday food drives, gleaning activities, Kentucky Kitchen Kits distributed, etc. Report programming under PAC 410 and the priority indicator for ‘Food Access and Affordability’.
Evaluation: Kentucky Kitchens ~ Holiday Help for the Hungry
Please let us know what you think about this program ~
1) I learned something new about food insecurity.
Yes No
2) I learned something new about my community food system.
Yes No
3) I plan to take action against hunger in my community.
Yes No
4) Your comments about Kentucky Kitchens ~ Holiday Help for the Hungry?
5) And, the last thing I want to say is...
Thanks for your feedback! | 1,501 | 643 | {
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Jesus said that Nathanael would see something great. What did He tell Nathanael?
Follow the directions to write the correct letters on the lines below.
1. Change the $\Delta$'s to A's, the $\Box$'s to E's, the $\bigcirc$'s to I's, the $\Diamond$'s to O's, and the $\star$'s to U's.
2. Change the 2's to N's, the 3's to S's, and the 4's to F's.
3. Change the D's to L's and the L's to D's. Change the W's to Y's and the Y's to W's.
4. Change the C's to M's and the M's to C's. Change the G's to H's and the H's to G's.
5. Change the $\bigoplus$'s to V's and the $\heartsuit$'s to P's.
“$\text{W \Diamond \star}$ $\text{Y \bigcirc D D}$ $\text{3 \Box \Box}$
$\text{G \Box \Delta + \Box 2}$ $\text{\Diamond \heartsuit \Box 2}$ $\text{\Delta 2 L}$
$\text{t}$ $\text{G \Box}$ $\text{\Delta 2 H \Box D 3}$ $\text{\Diamond 4}$ $\text{H \Diamond L}$
$\text{\Delta 3 M \Box 2 L \bigcirc 2 H}$ $\text{\Delta 2 L}$
$\text{L \Box 3 M \Box 2 L \bigcirc 2 H}$ $\text{\Diamond 2}$ $\text{5 G \Box}$
$\text{3 \Diamond 2}$ $\text{\Diamond 4}$ $\text{C \Delta 2}$.”
---
Jesus Calls Some Disciples
Jesus went to Galilee. He found Philip and said, “Follow Me.” Philip found Nathanael and told him about Jesus.
Find the path through the maze to help Jesus get to Philip and then to Nathanael.
---
Hillcrest Presbyterian Church
818 E Norton
Springfield, MO 65803
417-833-1746
www.hillcrestpcs.com
Enter your SECRET CODE to unlock games @ games.childrensbulletins.com
SECRET CODE: AMY715
Philip said, “We have found the One about whom Moses and the prophets wrote!”
Begin with the center letter.
Follow the direction of the arrows underneath the lines.
Move from circle to circle to find the name.
After Jesus spoke to him, what did Nathanael declare?
Write the word that is opposite the one given.
Use the numbers to write the letters on the lines below.
ABOVE 4 7 13
RIGHT W 3 9 12
EMPTY 2 5 1
FRONT 6 8
SAD 10 15
INSIDE 17 14 16 11
“3 6 4 4 16”, 15 13 5 6 3 7 17 10 7
14 13 9 13 2 12 13 11;
15 13 5 6 3 7 17 10 7
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VALUE was less than that of sheep. Slave owners found it cheaper to work their slaves to death ..., and buy new ones than to treat them with consideration and permit them to propagate.
For instance, in Rome, slaves were slaughtered by the tens of thousands in the arena for the delectation of the populace. The Roman gladiators were slaves. Rome butchered her slaves when they were plentiful and cracked and fell when the slave supply became so far away that they were too difficult and too costly to obtain. Caesar murdered and pillage Gaul, while Governor of that Provence for no other reason than that he desired to capture prisoners of war and sell them into slavery. He became very rich of the slave trade. This murdering and pillaging of Peoples actually wiped out many superior Peoples, and high civilization of the past. At the same time the constant warfare that was, necessary to supply the slave market with captives weakened the victorious nations. It sap them of men and material.
Assyria made her slaves fight and capture more slaves for her. She treated her slaves more cruelly than any other nation of antiquity. Unless it was Rome.
Spain, once mighty mistress of Europe and America was a slave State. She was as cruel to her slaves, and as wasteful of them as is conceivable possible.
The Negro race only had the late end of slavery. It was the Portuguese who started the African Slave-Trade.
EVINRUDE means SERVICE
We know too what our people suffered and we are thankful too that we were brought from darkness to the light. July 1st, 1863 the emancipation proclamation took place. Its now one hundred and one years since slavery was abolished - at least physical slavery. But mental slavery still exist.
Now let us turn the hands of the clock of time back a little and see what progress has been made, during that time. It would look more like tragic simplicity for me even to try to start, when being fully receptive to the fact, that the Intellectual development of the human race has been suddenly, almost abruptly, raised to a higher plane than that upon which it had proceeded from the days of the primitive troglodyte to the days of great grandfathers. It is characteristic of this higher plane of development that the progress which until lately, was so slow must henceforth be rapid. Man's mind has become more flexible, the resistance of innovation has weakened, and our intellectual demands are multiplying, while the means of satisfying them are increasing. We find ourselves in the midst of a mighty revolution, of human thoughts - consequently - we must confine the price of progress to Liberty -- Liberty came to a race crouching under Egyptian wips - and led them forth from the house of Bondage - She hardened them in the wilderness, and made of them a race of conquerors. The free spirit
BLUE BAND -Holland's Best
of the mosaic took their thinkers up to heights where we beheld the unity of God. And inspired their poets with strains, that still phase the highest exaltation of thought. Liberty, Why, who can stop Liberty? Didn't Liberty dawned on the Phoenican coast and ships passed the Pillers of Hercules to plow the unknown sea? She broke in partial light on Greece, and marbles grew to shape of ideal beauty, word became the instruments subtlest thought, and against the scanty malitia of all free vities the countless hoasts of the great King broke like surges against a rock. Yes she cast her beames on the four acre farms of Italian husbandman and born of a strength a power came forth that conquered the world! Didn't she glinted from shields of German warriors, and Agustus wept his legions out of the night that followed hereclipse? Her slanting rays fell again on free cities, and a lost learning revived, modern civilization began. A new world was revealed - And as Liberty grew so grew art, wealth, power, knowledge and refinement. In the History of every nation we find the same truth. It was the strength born of Magna Charta, that won grecy and agincourt. It was the revival of Liberty from the despotism of the Tudors that glorified the Elizabethan age. It was the spirit that brought a crowned tyrant to the block that planted the seed of a mighty tree. It was the energy of ancient freedom that, the reunite is had gain unity, made Spain the mightest power of the world only to fall to the lowest depth of weakness when tyranny succeeded Liberty. What Liberty should do for the nations of the world - that fully accept and loyally cherish her the wonderous inventions, which are | 1,665 | 959 | {
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St. Margaret Clitherow School Values
LOVE
Jesus said:
“Love God with all your heart and with all your mind and with all your strength; and you must love your neighbour as you love yourself.”
Mark 12:30
Choose to be compassionate, helpful and kind.
Love God and all things created by God,
love ourselves and each other.
PEACE
Jesus said:
"Peace is what I leave with you; it is my own peace that I give you. I do not give it as the world does. Do not be worried and upset; do not be afraid."
John 14:27
Jesus lives in us, our families, our school, our church, our world. Jesus is our guide, let us follow Him!
PEACE
Live calmly and in harmony with those around you, wish good will and freedom from strife, for all.
TRUTH
Jesus said:
“I am the way, the truth, and the life. The only way to the Father is through me.”
Jesus lives in us, our families, our school, our church, our world. Jesus is our guide, let us follow Him.
Luke 14
TRUTH
Have the courage to honestly say what is accurate, factual and true.
Jesus lives in us, our families, our school, our church, our world. Jesus is our guide, let us follow Him.
HOPE
Jesus said:
“I’m sending you what my Father promised, Wait here in the city until you receive power from heaven.”
Luke 24:49
Jesus lives in us, our families, our school, our church, our world. Jesus is our guide, let us follow Him!
HOPE
Confidently trust in God and His promises, especially when it is hard to do so.
COURAGE
Jesus said:
“If you stand before others and are willing to say you believe in me, then I will tell my Father in heaven that you belong to me.”
Jesus lives in us, our families, our school, our church, our world. Jesus is our guide, let us follow Him.
Matthew 10:32
COURAGE
Bravely stand up for what is right, even when you stand alone.
Jesus lives in us, our families, our school, our church, our world. Jesus is our guide, let us follow Him.
FORGIVENESS
Jesus said:
“This is my blood, the blood of the promise. It is poured out for many people so that sins are forgiven.”
Matthew 26:28
Jesus lives in us, our families, our school, our church, our world. Jesus is our guide, let us follow Him.
FORGIVENESS
Accept an apology from someone and make an apology when you need to.
Receive forgiveness from God in the sacrament of reconciliation.
Jesus lives in us, our families, our school, our church, our world. Jesus is our guide, let us follow Him.
FREEDOM
Jesus said:
“You will know the truth, and the truth will make you free.”
Jesus lives in us, our families, our school, our church, our world. Jesus is our guide; let us follow Him!
John 8:32
FREEDOM
Use free will and the teachings of Jesus to make the right choices.
Jesus lives in us, our families, our school, our church, our world. Jesus is our guide; let us follow Him!
FAITH
Jesus said:
“...if you have faith, it will happen.”
Matthew 21:21
Jesus lives in us, our families, our school, our church, our world. Jesus is our guide, let us follow Him!
FAITH
Have the confidence to accept, trust and believe in God.
JUSTICE
Jesus said:
“If you judge others, you will be judged the same way you judge them. God will treat you the same way you treat others.”
Matthew 7:2
Jesus lives in us, our families, our school, our church, our world. Jesus is our guide; let us follow Him!
JUSTICE
Be fair, merciful and truthful in our actions and work for equality.
Jesus lives in us, our families, our school, our church, our world. Jesus is our guide; let us follow Him!
GOODNESS
Jesus said:
“When you look at people and want to help them, you are full of light.”
Jesus lives in us, our families, our school, our church, our world. Jesus is our guide, let us follow Him! Luke 11:35
GOODNESS
Make behaviour choices where the consequence of actions are considered first; and that involve being generous, helpful and causing no upset or harm. | 1,709 | 964 | {
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1. Which of these states an OPINION about Tice Davids?
- A. He swam across the Ohio River.
- B. His owner found a boat and set off after him.
- C. He went off on an underground road.
- D. His owner went home without finding him.
2. In the second paragraph, it says that fugitive slaves were called “passengers.” Which of these is the best synonym for the adjective fugitive?
- A. excited
- B. worried
- C. disobedient
- D. fleeing
3. Why weren’t runaway slaves completely safe when they reached the free states in the North?
- A. There weren’t any Underground Railroad stations in the North.
- B. There were no swamps in which to hide.
- C. Almost all northerners were in favor of slavery.
- D. They could still be caught there by professional slave catchers.
4. In paragraph three, it says that escaping slaves needed to have stamina. Which of these word pairs are the best synonyms for stamina?
- A. politeness and courtesy
- B. kindness and thoughtfulness
- C. strength and endurance
- D. wisdom and knowledge
5. Why did most workers on the Underground Railroad operate in secrecy?
- A. They were ashamed to admit that they were helping slaves escape.
- B. They could be imprisoned or fined for what they were doing.
- C. They didn’t want to be rewarded for their efforts.
- D. It made it more fun to act in secrecy.
6. In paragraph four, it says that stationmasters “often used prearranged signals.” The word prearranged starts with the prefix pre. What is the meaning of this prefix?
- A. not
- B. before
- C. after
- D. many
7. About how many slaves did Harriet Tubman lead to freedom?
- A. 300
- B. 19
- C. 13
- D. 3,000
8. Which of these statements about the Underground Railroad is true?
- A. Only white people acted as stationmasters and conductors.
- B. Escaping slaves usually traveled during the day.
- C. Levi Coffin was an important conductor who guided many slaves north.
- D. The final destination for many runaway slaves was Canada. | 937 | 519 | {
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Langoustine – A large Norwegian prawn
Do you ever wonder …..
where the food you eat comes from
or
the clothes you wear are made?
Look at a label on your clothes now
Learners can look at clothes labels. Write these on whiteboard and briefly discuss to introduce the learners to the fact that goods come from many distant countries.
What we do every day contributes to greenhouse gas emissions.
In this session you will find out about the journey the langoustines take and consider the impact this has on the environment.
Greenhouse gas – A gas that causes the greenhouse effect. CO2 (Carbon Dioxide) is the most well known. This can cause a rise in average temperatures.
Environment – surroundings or conditions we live in.
This session will take you on a journey from Scotland to Thailand and back again. You will visit the Suez Canal and the docks at Grimsby.
On the way you will:
• identify the importance of sustainable activities
• explain the supply chain
and
• calculate the carbon footprint for langoustines
Sustainable development – All systems-the economy, society and environment coming together in harmony to preserve the planet.
Supply chain – the processes involved in the production and distribution of a product
Carbon footprint – the amount of carbon dioxide released into the atmosphere as a result of the activities of an individual, organisation or community
Introductory Activity
• Dominoes
Activity 1
• Find out the supply chain for langoustine
Activity 2
• Research the length of the supply chain for the langoustine
• Calculate the carbon footprint
Activity 3
• Discuss findings and what changes you would make and why
Activity 4
• Guess the word/phrase
Introductory Activity - Sustainability Dominoes Guidance Notes
The sheet supplied can be used to make dominoes to use as a starter activity for the lesson. Depending on the level of learner, the number of words used can be reduced to simplify the activity. However, the key words are:
- Environment
- Sustainable development
- Carbon footprint
- Greenhouse gas
- Supply chain
- Shipment
- Fishery
- Langoustine
- The sheet could also be used as a matching activity, again, adjusting to level of group.
Activity 1, 2 & 3 – Researching length of supply chain Guidance Notes
• Learners might find www.bing.com/maps useful for this activity. Typing ‘sea distances’ into the search engine will also generate sites useful for calculating sea distances.
• There is also a good introduction to the port of Laem Chabang at www.laemchabangport.com
• Approximate distances and carbon footprint (kg):
1. Stornaway – Ullapool 50 miles 2.02
2. Ullapool – Southampton Dock 241 miles 40.53
3. Southampton Dock – Laem Chabang nr Mueang Chon Buri, Thailand 8852 (nautical) miles 358.10
4. Laem Chabang – Sahaphat Group, Lamphun near Chiang Mia, Thailand 482 miles 81.06
5. Sahaphat Group – Laem Chabang 913 miles 81.06
6. Laem Chabang – Grimsby, UK 9132(nautical) miles 369.43
Total 19239 932.24
Activity 4 - Guess the Word/Phrase Guidance Notes
• Depending on group size, this could be carried out with whole group or by putting class into small groups. One of the group members, or with a partner, is given or can choose one of the words previously used in the starter activity.
• Ask the learner(s) to explain the words without using these in their explanation. They can draw pictures, mime and use the spoken word. The rest of the group need to work out the word or phrase they are explaining. The person with the correct answer goes next. | 1,626 | 822 | {
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THE OWL AND THE PUSSY CAT
BY EDWARD LEAR
CREATED ESPECIALLY FOR TRACEY
The following is a list of the most common causes of hearing loss:
- **Age**: As we age, our hearing can naturally decline due to the normal wear and tear on our ears and the aging process.
- **Noise Exposure**: Prolonged exposure to loud noises can damage the sensitive hair cells in the inner ear, leading to hearing loss. This is often referred to as noise-induced hearing loss.
- **Medications**: Certain medications, including some antibiotics, chemotherapy drugs, and aspirin in high doses, can cause hearing loss as a side effect.
- **Infections**: Infections such as mumps, measles, and meningitis can cause hearing loss, especially in children.
- **Trauma**: Traumatic events like head injuries or blows to the ear can cause hearing loss by damaging the structures of the ear.
- **Genetics**: Some people inherit genes that make them more susceptible to hearing loss.
- **Congenital Deafness**: Babies can be born with hearing loss due to genetic factors or complications during pregnancy or childbirth.
- **Autoimmune Disorders**: Conditions like lupus and rheumatoid arthritis can sometimes affect the inner ear, leading to hearing loss.
- **Circulatory System Issues**: Problems with blood flow to the ears, such as from high blood pressure or heart disease, can impact hearing.
- **Tumors**: Tumors in or around the ear can compress the nerves responsible for hearing, causing hearing loss.
- **Earwax Buildup**: Excessive earwax can block the ear canal and prevent sound from reaching the eardrum, leading to temporary hearing loss.
- **Foreign Objects**: Inserting objects into the ear canal, such as cotton swabs or hairpins, can cause injury and lead to hearing loss.
- **Viral Infections**: Viral infections like chickenpox and shingles can cause hearing loss, particularly in older adults.
Each of these causes can result in varying degrees of hearing loss, which may range from mild to severe. Understanding the specific cause of your hearing loss can help in choosing the most appropriate treatment options.
Presented to Tracey
Enjoy reading this book
Love from Jo xxx
THE OWL AND THE PUSSY CAT
By
EDWARD LEAR
With the original illustrations by the Author
This is a recreation of ‘The Owl and Pussycat’ by Edward Lear.
First published by Frederick Warne & Co., Ltd. in 1871.
This edition is published by
Signature Book Publishing a division of Signature Gifts Ltd,
23 Vaughan Road, Harpenden, AL5 4EL.
Printed in the United Kingdom.
Edward Lear wrote the poem, *The Owl and the Pussy-Cat* for a three-year-old girl, Janet Symonds, the daughter of Lear’s friend poet John Addington Symonds and his wife Catherine Symonds in 1871. It became popular with young children due to the characters, imagery, and a few nonsense words throughout.
This recreation includes Lear’s original ink drawings, which look simple at first glance, but include details that can easily be missed. Lear earned a living as an “ornithological draughtsman” employed by the Zoological Society, and later by the Earl of Derby in 1832 to draw birds from his private menagerie. Lear’s skill in drawing birds can be seen in the exquisite illustrations throughout this book.
Edward Lear’s *The Owl and the Pussy-Cat* has been reproduced here in its entirety to be passed on to the next generation, along with a poem published posthumously about the offspring of this famous pair.
- Created especially for Tracey -
Honey
- Created especially for Tracey -
THE OWL AND THE PUSSY-CAT.
I.
The Owl and the Pussy-Cat went to sea
In a beautiful pea-green boat,
They took some honey, and plenty of money,
Wrapped up in a five-pound note.
- Created especially for Tracey -
The Owl and the Pussy-Cat.
The Owl looked up to the stars above,
And sang to a small guitar,
“O lovely Pussy! O Pussy, my love,
What a beautiful Pussy you are,
You are,
You are!
What a beautiful Pussy you are!”
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Skywarn nets are convened when requested by the NWS Office at Upton or at the discretion of the Coordinator or Deputy Coordinator. Snowfall reporting is not considered high priority traffic and if no net is progress, please submit your reports directory to Upton via email using the address on your Spotter ID card. Be sure to include your name, callsign, spotter id, time and location when submitting your report!
- When snow accumulates 1 inch (especially when none is forecast)
- When snow accumulates 3 inches (the NWS issues an advisory for 4 inches)
- When snow accumulates 5 inches (the NWS issues a warning for 6 inches)
- When snow accumulates 1 inch in 1 hour
- Storm Total Snowfall
Adapted from *Snow Measurement Guidelines for National Weather Service Snow Spotters* from the National Weather Service Forecast Office, Wakefield, Virginia
**Before the First Snow**
First choose a convenient spot away from the obstacles such as a house, garage, shed, fence, large bushes, and trees. Generally it should be about 10-12 feet from a 6 foot fence. These objects aid in the piling up (drifting) of the snow near them. The ideal spot will usually be in the middle of your back or front yard away from trees and not in an area frequently disturbed by pets. The oval denotes the best place to measure snow. When measuring take several readings within the oval.
**Measure Snow Using a Snowboard**
The goal is to achieve the most representative and accurate measurement of snow accumulation, which is widely known to be obtained using a snowboard.
A snowboard should be any lightly colored board that is about 2 feet by 2 feet. A piece of plywood painted white works very well. Ideally, it should be painted white to minimize heating by sunlight. Place your snowboard in the spot you have chosen. Mark the location of the snowboard with a stake so you can find it after a fresh snowfall.
**Measuring Snowfall**
Snowfall is measured to the nearest tenth of an inch. Measure the greatest amount of snowfall that has accumulated on your snowboard since the last observation. You can measure on a wooden deck or ground if a snowboard is not available. Snowfall should not be measured more than 6 times in 24 hours. You can measure the hourly snowfall rate, but do not clean off your board each hour. Only clean off the board when you take one of the six daily measurements. Once the snow ends, add up the measurements from each time the snowboard was cleaned to reach a storm total.
Special cases:
- Snow falls and accumulates on the snowboard, but then melts. In this case, the snowfall is the greatest depth of snow observed on the board before it begins to melt. If this occurs several times, measure the snowfall after each snow shower and add each measurement for the total snowfall.
- Snow falls and melts continuously on the board. In this case, if the snow never reaches a depth of a tenth of an inch, then a trace of snowfall is recorded.
- Snow has blown or drifted onto the snowboard. In this case, take several measurements from around the yard where the snow has not drifted, being careful only to measure new snow. Take an average of the various measurements to arrive at a total.
- Sleet counts towards total snowfall, freezing rain accumulation does not.
Measuring Snow Depth
The depth of snow on the ground includes both new snow and old snow which was in place. Measure the total snow depth at several locations in your yard which have not drifted or blown. Take an average of these measurements to arrive at the snow depth. Sometimes old snow can be very hard and crusty underneath the new snow. Be sure that the ruler gets all the way down to the underlying ground. Snow depth and newly fallen snow is measured to the nearest inch.
Relaying Real Time Information
Real time reports are just as important to the NWS as snowfall measurements. Here are a few examples of information that would be beneficial to forecast and warning operations.
- Change in precipitation type (rain to snow, snow to freezing rain, etc)
- Snow Accumulation of 1 inch or more
- Heavy Snowfall Rate (example: snowing at 1 inch per hour)
- Significant Blowing or Drifting snow
- Is the snow, ice, or blowing snow having a major impact on travel
- What is occurring is not what is in the forecast
- Property damage
- Power outages
- Flooding | 1,692 | 938 | {
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Journal
Spend some time thinking about the question below and journal your thoughts or share them with a parent.
What helps you remember that God is with you?
Day 1
After watching, write one thing that:
1. You liked:
................................................................................................................................
2. You learned:
................................................................................................................................
3. You’d like to know:
................................................................................................................................
Watch this week’s episode of The So & So Show by going to: https://bit.ly/PreteenSundaysatHome
Even if you already saw it at church, feel free to check it out again!
Day 2
Read Acts 27:1–28:10
If you’re up for the challenge, get a sheet of paper and make an origami paper boat!
Check out the link for some guidance if you need:
http://bit.ly/3JBnYxu
You can also look for a container around the house that resembles a ship.
Then read Acts 27:1–28:10 out loud and act out what is happening in the story using your boat. If you have small action figures, you can use those as well.
This was no ordinary cruise, was it? Those sailors must have felt so alone out in the open seas, and one bad thing after another kept happening.
But Paul knew the truth that God was with them, and his faith saved not just himself, but everyone on board.
(If possible, save your boat for later this week!)
Day 3
As you read through Acts 27:1–28:10 yesterday, you saw that Paul spent a lot of time talking to God, and God even talked to Paul through an angel once.
It’s important to remember that when bad things happen, God is with you.
Personalize this prayer and then pray it out loud, thanking God for being with you even when bad things happen.
Dear God, thank You for always being with me. I remember when ________________ happened, how hard it was. But you were always with me. It makes me feel _______________ to know You’re with me, even when bad things happen. Please help me to always turn to You and please fill me with Your peace when bad things happen. In Jesus’ Name, I pray. Amen.
Day 4
Sometimes hearing other people’s stories helps us to remember that God is with us when bad things happen.
Think of a few people who follow God and can answer this question:
When is a time that you went through something bad but knew God was with you? How did that make you feel? Did it change your perspective on what you were going through?
Find either a blank sheet of paper and some colorful writing utensils or a few different colors of construction paper and a black marker or pen. Cut the paper into strips. Take a few of the strips with you and write down some key phrases from the interviews that will help you remember the stories later. Hold on to all of the strips for tomorrow.
Day 5
What helps you remember that God is with you?
Grab the strips from yesterday, and using a Bible or Bible app, look up these verses and write them out on the remaining strips of paper.
- Joshua 1:9
- Isaiah 41:10
- Hebrews 13:5
- Psalm 23:4
- John 14:15–16
Take all the strips (including the ones from yesterday) and fold them in half. If you still have your boat from earlier this week, put your strips in there—if not, just find a container you can put them in. Keep the container so that any time you’re having a hard day or maybe you’re nervous about something, you can grab a strip and remember God is with you! | 1,559 | 773 | {
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Spencer Is In This Story
Bird
Cody was a bird. One day he flew past a cat. The cat was on a hill. "What are you doing?" Cody asked the cat.
Falling Star
One night Cody was outside with his dad. "Help, help!" they heard from up in the sky. "Look, Dad. A star is falling," said Cody.
Octopus
One day Cody woke up. He was an octopus. "Mom, I am an octopus," said Cody.
Basketball
Good morning, teacher, said Cody as he walked into his classroom before school. Good morning, said his teacher who was sitting at the teacher's desk. How can I help you? I want to be a basketball, said Cody. Why do you want to be a basketball? asked his teacher.
Collection M1 - 4 multiple page stories
By Clark Ness
Visit www.clarkness.com for more free stories and ebooks
Bird
Spencer was a bird.
One day he flew past a cat.
The cat was on a hill.
What are you doing?
Spencer asked the cat.
I am sitting on a hill, said the cat.
Come and fly with me, said Spencer.
I cannot fly, said the cat.
That is too bad, said Spencer.
I will go and fly all around, said Spencer.
I will then come back and tell you all about it, he said.
That would be nice, said the cat.
So Spencer went and flew all around.
He then came back to the cat.
Spencer told the cat what he had seen.
The cat was happy.
Thank you, said the cat.
You are welcome, said Spencer.
Falling Star
One night Spencer was outside with his dad.
"Help, help!" they heard from up in the sky.
"Look, Dad. A star is falling," said Spencer.
"What should we do?" said his dad.
"I know what to do," said Spencer.
He ran and got a big net.
Spencer took the net and quickly caught the star just before it hit the ground.
"Thanks for saving me," said the star.
"What should we do with this star now?" asked Spencer's dad.
"We need to throw it back up into the sky," said Spencer.
Spencer grabbed the star out of the net and threw it back up into the sky.
"Thanks so much," said the star from high up in the sky.
Spencer was proud that he had saved a falling star.
Octopus
One day Spencer woke up. He was an octopus.
Mom, I am an octopus, said Spencer.
That is nice. Now figure out what to do with your eight arms, said his mom.
Spencer thought and thought.
I think I will play some music, he said.
He got out a guitar and played it.
He got out a trumpet and played it.
He got out a drum and played it.
He then got out a maraca and played it.
I bet I can play all of these at once with my eight arms, said Spencer.
He picked up the maraca. He put the drum next to him. He picked up the trumpet. He then picked up the guitar.
He began to play music with the guitar, the trumpet, the drum, and the maraca.
Your band sounds great, said his mother.
Thanks, Mom. It is fun to be a one octopus band, said Spencer.
Good morning, teacher, said Spencer as he walked into his classroom before school.
Good morning, said his teacher who was sitting at the teacher’s desk. How can I help you?
I want to be a basketball, said Spencer.
Why do you want to be a basketball? asked his teacher.
I think it would be fun to fly in the air and then go swish through the basketball net, replied Spencer.
Okay you can become a basketball. Please come over here, said the teacher. Spencer’s teacher reached inside the teacher’s desk and pulled out the lucky buffalo coin. Spencer walked over to the teacher’s desk. His teacher held the coin above Spencer’s head.
Basketball, basketball, basketball, said the teacher.
There was a loud poof, followed by some white smoke, and Spencer was a basketball.
One of Spencer’s friends walked into the classroom just at that time.
Do you want to go out and play basketball? asked Spencer the basketball. His friend stopped right in his tracks and looked at the talking basketball.
How can a basketball talk? he asked.
It’s me, Spencer, said Spencer.
Our teacher used her lucky buffalo coin and turned me into a basketball.
Boy, you must have done something really bad for her to turn you into a basketball, said the friend.
No, I didn’t. I asked her to turn me into a basketball because I wanted to be a basketball, said Spencer with a big smile.
You kids can go outside and play, said the teacher. You have about five minutes before school will start. Just remember to bring Spencer back inside.
Spencer’s friend grabbed Spencer the basketball and ran outside with him.
Cool basketball, said the other kids on the playground.
It is just me, your friend, Spencer, said the basketball.
Neat, said the kids.
The kids all played basketball with Spencer the basketball.
Does it hurt being a basketball? asked one of the friends.
Not a bit, said Spencer. Shoot me through the hoop again.
One of the kids picked up Spencer and took a shot. Swish went Spencer.
That sure is fun, said Spencer. Thanks.
The school bell then rang. Spencer’s friend went back into the classroom with Spencer and walked over to their teacher.
The teacher held up the lucky buffalo coin and said, Spencer, Spencer, Spencer. There was a poof, then some white smoke, and Spencer was Spencer the boy again.
Thank you. It was a lot of fun being a basketball. Maybe tomorrow I can be a baseball, said Spencer.
I am glad you had fun. We can see about you being a baseball tomorrow. Now, time for school, said the teacher. | 1,806 | 1,248 | {
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Program: CREATE
1. Write a new story
2. Edit a story
3. Make or change a set of pictures
4. Add pictures to a story
5. See a completed story
6. Print or dump pages
7. Look at a disc
IMPORTANT
When you first use the program you will choose either:
1. Write a new story or 3. Make or change a set of pictures
The other options will not be needed.
WRITING A STORY
You will be asked to give a title for the story. This must be 7 letters or less. It is best to use one word.
(If you want a longer story title you can always write it on page 1.)
You may choose to have lines on the page when you are writing.
Do not press [RETURN] to start a new line unless you want to leave a whole line (or part of a line) blank.
If you do press [RETURN] a marker will appear but this will not be seen in a completed story.
To delete letters move the cursor to the correct position (with the arrow keys) and press [DELETE]. The letter to the left of the cursor will be deleted.
To insert letters move the cursor and type the new letter. It will appear above the cursor.
To turn the pages press [TAB]. You can then use the arrow keys $\leftarrow$ and $\rightarrow$ to go backwards or forwards through the pages.
DO NOT press [ESCAPE] until you have finished your writing session. When you are ready to save the story press [ESCAPE] and have a data disc ready.
It is not necessary to leave blank pages for pictures.
Once a story has been saved you may edit it by choosing:
2. Edit a story.
DRAWING PICTURES
Choose option 3. Make or change a set of pictures.
Then choose 1. Make a new set of pictures.
Move the cursor around the grid with the arrow keys.
To make the cursor move more slowly press [TAB] once. Press [TAB] again to make it move fast.
Press the SPACE bar to fill a box.
Press SHIFT to empty a box.
Press C to add a colour block and then choose a colour (or D to delete the colour block).
A colour block will colour the filled squares on all three lines to the right of the colour block.
Press ESCAPE to see how the picture will appear without the grid.
A completed picture may be moved up and down and the border may be changed or removed.
Up to 12 pictures may be drawn but you do not have to complete them all now.
If you want the next picture to be similar to the last one press N when you are asked if you want a fresh screen.
When you save a picture set you may give it the same name as your story.
ADDING PICTURES TO A STORY
Once you have completed a story and a set of pictures you may put them together. You will be asked for the name of the picture set and then the title of the story. Press the SPACE bar to turn the pages.
Press COPY when you want to add a picture and then choose which picture you wish to use.
Pictures may be used in 3 different ways:
1. Still picture
2. Moving picture
3. Two picture animation
(Borders are automatically removed when moving pictures or animations are chosen).
Moving pictures
You may choose from 6 different types of movement. You may also choose how many times the movement is repeated and the speed of movement.
Two picture animation
A second picture must be chosen. You can choose how many times the animation is repeated and its speed.
When you have finished adding pictures you may see the story before it is saved. The completed story will have the same name as the story-without-pictures.
Printing and dumping pages
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CREATE YOUR OWN POLLINATOR GARDEN
The work of pollinators helps us to grow the majority of food crops and allows us to create the beautiful flower gardens we love. They are essential to our survival, yet many of them are at risk. A major threat to their survival is habitat loss through expanding urban and agricultural development. The other serious impact occurs with the use of pesticides either by direct contact or by infecting the plants pollinators visit.
What are pollinators?
Pollination occurs when pollen grains are moved between two flowers by wind or animals. Pollination allows plants to reproduce and almost 80% of flowering plants rely on animal pollinators.
Often when we think of pollinators, we think of bees. They are the most important of the pollinators, with 5 different families of bees in Ontario: the Apidae (honeybees, bumble bees, carpenter bees, some other solitary bees); Andrenidae (andrenid bees); Halictidae (sweat bees); Megachilidae (leafcutter and mason bees) and Colletidae (plasterer bees). Contrary to popular belief, most bees are not aggressive and unlikely to sting unless directly threatened.
Pollinating flies such as flower or hover flies look similar to bees and wasps because of their colour and markings. While these flies are effective pollinators, they also have larvae that are predatory or parasitic on aphids and other unwanted insects.
Butterflies, skippers and moths also play an important role in pollinating plants. Their long tongues can reach nectar in open or deeper flowers.
Pollinating beetles, wasps, hummingbirds and some bats are also active in pollinating many plants.
Habitat for Pollinators
Choose native plants with a diversity of flower shapes and colours. Bees prefer blues, purples, white and yellows. Butterflies are drawn to many colours including red, through blue or violet. Hummingbirds are most attracted to red trumpet or bell shaped flowers.
Ensure there are plants flowering throughout the season from early spring to fall.
Shrubs and trees such as apple, blueberry, dogwood, cherry and willow will provide pollen or nectar early in spring when many plants aren’t in bloom yet.
Consider late blooming flowers for the fall, such as aster, cup plant and goldenrod.
Plant in clusters of 3 or 5 to attract the attention of pollinators.
Provide water in the garden to quench their thirst. A shallow dish or bird bath with partly submerged stones as a perch for drinking.
Even a small balcony can provide pots of flowers for passing pollinators.
Allow some leaf litter to remain in your garden as a site for bumblebees to overwinter.
Logs and old stumps in the sun are ideal for bees that nest in cavities.
Don’t cut back all your plants in fall or leave an area of your yard to go “wild” with grasses, wildflowers and brush to provide nesting, sheltering and overwintering sites. Some bees overwinter in plant stems.
Leave some patches of open soil in sunny, well drained south facing areas for ground nesting bees.
Provide food for caterpillars—most require certain native plants ie. Butterfly Weed for Monarch butterflies
And above all, avoid the use of pesticides.
**Native Plants to Attract Pollinators**
Spring Bloom: Apple, blueberry, cherry, dogwood, serviceberry, eastern redbud, flowering current, viburnum, choke cherry, columbine, violet, willow, wild strawberry, smooth leaved honeysuckle and ninebark.
Summer Bloom: Bergamot, native roses ie Carolina rose, buttonbush, milkweeds, coneflower, Culver’s root, dogbane, fleabane, hyssop, meadowsweet, yarrow, New Jersey tea, beard-tongue, cardinal flower, prairie clover, sumac, elderberry, raspberry and trumpet vine.
Late Summer/Fall Bloom: Aster, blue vervain, Black-eyed Susan (*Rudbeckia hirta*), Clematis: Virgin’s Bower, Joe-Pye weed, native sunflowers, blazing-star, ironweed, goldenrod, cup plant, blue lobelia, jewelweed and shrubby cinquefoil.
**References**
MacPhail, Victoria. (n.d.). Toronto Plant Guide for Attracting Pollinators, David Suzuki Foundation.
Mac Rae, Maria. (2008). *Gardening For Pollinators*, Canadian Wildlife Federation, Kanata, ON
Photo Credit
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Conservation Tips
**INDOOR**
- DO regularly inspect your home for leaks
- DON’T leave the tap running when brushing your teeth
- DO install a low flow showerhead
- DON’T turn on the tap full blast when washing your hands
- DO take short showers or shallow baths
- DON’T run the dishwasher until it is full
**THE THREE R’s**
**Reduce:** Reducing your water use is as simple as turning off the tap while brushing your teeth, and operating dishwashers/washing machines with full loads.
**Repair:** Fix leaks as soon as you find them. Leaky taps and toilets can cost you money.
**Retrofit:** Install faucet aerators, replace an old showerhead with a low-flow model, or replace an old toilet with an ultra-low flush model. Water used in the bathroom can be reduced by up to 50%.
**OUTDOOR**
- DO leave grass clippings on the lawn
- DON’T water your lawn in the hot sun or on a windy day
- DO use a bucket & a hose with a shut-off nozzle to wash the car
- DON’T water your lawn more than twice a week
- DO keep your mower blades sharp to avoid tearing the grass
- DON’T mow your lawn until your grass has reached a height of 2 ½”
Getting to Know Your New Meter
The Township of Bonnechere Valley will read your meter for billing purposes, but should you wish to monitor your own consumption, here’s how:
- Shine a flashlight over the flashlight icon (located on the register) to turn the LCD display on
- Take a reading at a set time of the day
- Take a 2nd reading at the same time the next day
- The difference between the two readings is your daily water consumption
**Leak Indicator**
*(displays a possible leak)*
| Status | Description |
|--------------|-----------------------------------------------------------------------------|
| OFF | Indicates that there are no leaks |
| Flashing | Indicates water usage for more than 50% of the time during a 24 hour period |
| Continuous ON| Indicates water usage at least once every 15 minutes during a 24 hour period. There is most likely a leak in your home |
**Flow Indicator**
*(displays direction of water flow)*
| Status | Description |
|----------|---------------------------|
| ON | Water in use |
| OFF | Water not in use |
| Flashing | Water is running slowly |
| (-) | Indicates reverse flow |
| (+) | Indicates forward flow |
**LCD Display**
The 9 digit LCD displays your meter reading in cubic metres (m³).
\[ 1 \text{ m}^3 = 1,000 \text{ litres} \]
\[ 1 \text{ m}^3 = 220 \text{ imperial gallons} \]
The last four digits of the reading are decimal points. In the example above, the meter reading is 26.3987 cubic metres. | 1,469 | 631 | {
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Answer all 18 questions. Answer essay questions as briefly as possible.
The following might be names of patterns: Abstract Class, Abstract Factory, Active Object Model, Adapter, Application Controller, Bridge, Builder, Chain of Responsibility, Collaborator, Command, Composite, Decorator, Dependency Injection, Dynamic Factory, Façade, Factory Method, Flyweight, Interpreter, Iterator, Master-Slave, Mediator, Memento, Null Object, Observer, Prototype, Proxy, Singleton, Schema, Smart Variables, Specification, State, Strategy, Template Method, Value Object, Visitor.
1. (2 points) What design pattern would you use to make it easy to change the implementation of an abstraction? Give only one pattern.
2. (2 points) What design pattern would you use when you have a group of related objects that are designed to work together and you need to insure that they are used together? Give only one pattern.
3. (2 points) What design pattern might you use when you wish to reduce tight coupling between classes? Give only one pattern.
4. (2 points) What design pattern should you think of when you want to hide how you construct a complex object? Give only one pattern.
5. (2 points) Which design pattern would you use when you want a client to create a new object without explicitly specifying the class of the new object? Give only one pattern.
6. (2 points) What design pattern would you use when you have a class that you need to extend but do not want to subclass it? Give only one pattern.
7. (2 points) What design pattern would you use to reduce dependence on hardware and/or software platforms? Give only one pattern.
8. (2 points) Which design pattern would you use to alter a class when you do not have the source code for the class? Give only one pattern.
9. (2 points) Which design pattern would you use to reduce tight coupling? Give only one pattern.
10. (2 points) Which design pattern would you use when you want to specify at runtime which method to use to satisfy a request? Give only one pattern.
11. (10 points) Circle the correct answer for each of the following.
True False The facade pattern is used to lower coupling between different subsystems.
True False In the chain of responsibility a request will be handled.
True False The abstract factory pattern promotes consistency among products.
True False The flyweight pattern is used to save storage when you have large sized objects.
True False Template methods lead to an inverted control structure.
True False In implementing an abstract factory the singleton pattern is often used.
True False The mediator pattern requires the abstract Mediator class.
True False The prototype pattern can reduce subclassing.
True False The singleton pattern permits a variable number of instances.
True False The decorator pattern often results in a system composed of lots of little objects that all look alike.
12. (10 points) The Template Method, Factory Method and the Abstract Factory are related. Besides being creational patterns how are the three related?
13. (10 points) Explain how the Chain of Responsibility pattern works.
14. (10 points) Some design patterns can be described as changing the skin of an object others can be described as changing the guts of an object. What design pattern(s) would be considered changing the skin of an object?
15. (10 points) The Proxy, Bridge and Adapter share a similar structure. What is the difference between the patterns?
16. (10 points) Design patterns have consequences, some good and some bad.
a. Give one good consequence of the Decorator pattern.
b. Give one bad (or negative) consequence of the Decorator pattern.
17. (10 points) In the Composite pattern one can place the child management operations (add, remove) either in the Composite class or the Component class. What are the trade-offs of putting them in the Component class?
18. (10 points)
a. What is the difference between an object adapter and a class adapter?
b. What is an advantage of an object adapter over a class adapter? | 1,813 | 851 | {
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He Does All things Well
Mark 7:31-37
Jesus is still in Gentile territory. He takes a big route, heading north first to Sidon from Tyre and then down to Decapolis, east of the Sea of Galilee (cf. 5:20). He may have spent eight months, approaching a quarter of his ministry, in Gentile territory. This isn’t a random account from his time there, but intentionally included by Mark who relates Peter’s eyewitness testimony. This healing is very unique in detail, and the details are purposeful and powerful. What should we know about how Jesus felt and what he did for Gentiles, and how should it impact us? Mark doesn’t just tell us what Jesus did for this individual Gentile, but it’s enormous significance for the world since the one who does all things well has come.
Seven Actions
1. Jesus takes him aside.
2. Jesus puts his fingers into his ears.
3. Jesus touches his tongue.
4. Jesus looks up into heaven.
5. Jesus groans.
6. Jesus commands him to “Open up!”
7. Jesus instructs them not to tell anyone.
An Equal and Opposite Reaction
Even Jesus Christ seems to encounter Murphy’s Law! The more he charges them to be quiet, the more they spread it around (v36). Perhaps Jesus touched the man’s ears first because he ought to hear first, then speak (Jms. 1:19). If only he wasn’t a teacher, people wouldn’t misunderstand and disobey him.
A Bigger Story
In verse 35 the word for blindness (mogilalos) occurs only one other time in the Bible, in Isaiah 35:
4 Say to those who have an anxious heart, “Be strong; fear not! Behold, your God will come with vengeance, with the recompense of God. He will come and save you.” 5 Then the eyes of the blind shall be opened, and the ears of the deaf unstopped; 6 then shall the lame man leap like a deer, and the tongue of the mute sing for joy. For waters break forth in the wilderness, and streams in the desert. (vv4-6)
This is a prophecy about Israel coming out of exile. God will work all these blessings but only after he arrives in vengeance and recompense. Jesus has been taking vengeance in Israel or Decapolis, but he has been sighing and preparing to sigh his last on the cross. God is concerned with getting Israel out of Exile, but his means is to conquer our slavery to sin first, and let us lead the world to freedom and justice. He opens our stopped ears to hear his Word. He takes our tongues full of poison, and loosens them to sing for joy, speak edifying words. When he does this for us, even our disobedience can’t keep us from proclaiming, “He does all things well!”
Today’s Passage: Mark 7:31-37
31 Then he returned from the region of Tyre and went through Sidon to the Sea of Galilee, in the region of the Decapolis. 32 And they brought to him a man who was deaf and had a speech impediment, and they begged him to lay his hand on him. 33 And taking him aside from the crowd privately, he put his fingers into his ears, and after spitting touched his tongue. 34 And looking up to heaven, he sighed and said to him, “Ephphatha,” that is, “Be opened.” 35 And his ears were opened, his tongue was released, and he spoke plainly. 36 And Jesus charged them to tell no one. But the more he charged them, the more zealously they proclaimed it. 37 And they were astonished beyond measure, saying, “He has done all things well. He even makes the deaf hear and the mute speak.”
1. After leaving Tyre and Sidon, where did Jesus go (verse 31)? Do you think he knew a lot of people there?
2. Jesus met many people who were different from his race, who didn’t have faith in God like he did, who didn’t live where he had. What was different about this man and how did Jesus interact with him (verses 31-33)?
3. What did Jesus tell the people to do, and how did they respond to Jesus’ instruction (verse 36)?
4. Draw a picture of the healed man singing and jumping in the air for joy.
Memory Verse to Recite Next Week:
And they were astonished beyond measure, saying, “He has done all things well. He even makes the deaf hear and the mute speak.”—Mark 7:31-37 | 1,554 | 976 | {
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Hot Weather Precautions
Severe heat may cause illness or even death. When temperatures rise to extreme highs, reduce risks by taking the following precautions.
**Hot weather precautions to reduce the risk of heat exhaustion and heat stroke**
- Stay indoors and in an air-conditioned environment as much as possible unless you’re sure your body has a high tolerance for heat.
- Drink plenty of fluids but avoid beverages that contain alcohol, caffeine or a lot of sugar.
- Eat more frequently but make sure meals are balanced and light.
- Never leave any person or pet in a closed, parked vehicle.
- Avoid dressing babies in heavy clothing or wrapping them in warm blankets.
- Check frequently on people who are elderly, ill or may need help. If you might need help, arrange to have family, friends or neighbors check in with you at least twice a day throughout warm weather periods.
- Make sure pets have plenty of water.
- Salt tablets should only be taken if specified by your doctor. If you are on a salt-restrictive diet, check with a doctor before increasing salt intake.
- If you take prescription diuretics, antihistamines, mood-altering or antispasmodic drugs, check with a doctor about the effects of sun and heat exposure.
- Cover windows that receive morning or afternoon sun. Awnings or louvers can reduce the heat entering a house by as much as 80 percent.
**If you go outside**
- Plan strenuous outdoor activities for early or late in the day when temperatures are cooler, then gradually build up tolerance for warmer conditions.
- Take frequent breaks when working outdoors.
- Wear a wide-brimmed hat, sun block and light-colored, loose-fitting clothes when outdoors.
- At first signs of heat illness (dizziness, nausea, headaches, muscle cramps), move to a cooler location, rest for a few minutes and slowly drink a cool beverage. Seek medical attention immediately if you do not feel better.
- Avoid sunburn: it slows the skin’s ability to cool itself. Use a sunscreen lotion with a high SPF (sun protection factor) rating.
- Avoid extreme temperature changes. A cool shower immediately after coming in from hot temperatures can result in hypothermia, particularly for elderly or very young people.
**If the power goes out or air conditioning is not available**
- If air conditioning is not available, stay on the lowest floor out of the sunshine.
- Ask your doctor about any prescription medicine you keep refrigerated. (If the power goes out, most medicine will be fine to leave in a closed refrigerator for at least 3 hours.)
- Keep a few bottles of water in your freezer; if the power goes out, move them to your refrigerator and keep the doors shut. | 1,087 | 556 | {
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TIMESTAMPED STUDENT QUESTIONS
1. What is the view from the right about the Constitution? (1:05)
2. What is the view from the left about the Constitution? (1:26)
3. List two requirements to be President of the U.S. (2:02)
4. Who chooses the President? (2:15)
5. Why was this system for electing the President set up? (2:28)
6. The President has powers in five broad categories. List them. (3:06)
7. What defines a President’s formal powers? (3:16)
8. What else are formal powers called? (3:24)
9. What title does the President have that relates to his military powers? (3:44)
10. List three foreign policy powers the President has. (4:26)
11. What Presidential speech appears on television early each year? (4:55)
12. List two legislative powers held by the President. (5:13)
13. List two judicial powers held by the President. (5:29)
14. Why did the Framers give the President such limited formal powers? (5:38)
15. What has happened to Presidential power over the course of the last 200+ years? (5:47)
Extra Credit or Discussion Question
- Does your view of the Constitution adhere more to the view on the left or the right?
- Should military service be a requirement to become President?
- “Most citizens would agree that protecting the country from foreign invasion is the number one job of government.” In your opinion, what are the top three jobs government should do? Feel free to place the cited “number one” anywhere on your list -- or leave it off.
- What things do modern Presidents do that appear to go beyond their formal powers as explained in the video?
STUDENT QUESTIONS
1. Some of the President’s powers do not appear within the written text of the Constitution. What are these powers called?
2. What military power was given to Congress as a way to check Presidential power?
3. What has been true during the 20th and 21st centuries most of the times the President has sent troops into conflict?
4. Why did the War Powers Resolution not end up being a very effective check on the President’s military powers?
5. Executive agreements look like treaties but aren’t, and unlike treaties, they don’t have to be ratified by 2/3 of the Senate. Where in the Constitution are executive agreements authorized?
6. Because the President appoints the cabinet, or heads of executive branch departments, he assumes a specific inherent power. What is it?
7. What informal powers does the President have to influence the legislative process?
8. Why would Congress willingly give its lawmaking power to the President?
9. The President’s most important legislative power is the ability to give executive orders. What are these?
10. Other than by another executive order, how else can these orders be cancelled?
11. What huge disadvantage does an executive order have, compared to a regular law?
12. What is “executive privilege?”
13. In what landmark Supreme Court case did the judicial branch overrule a President’s efforts to claim executive privilege?
14. What usually happened once a President has established a new, implied power?
Extra Credit Questions / Discussion Prompts
- Congress and the President share military powers in that only Congress can declare war, but the President is the one who decides when and where troops will be sent into conflict. Is this the best way to organize the use of military powers? If not, how would you arrange them differently?
- There is potential for Presidents to abuse their powers and hide the evidence by claiming executive privilege. Should there be strict limits on a President’s ability to make these claims? How could such limits implemented? (Remember the old adage: that if you set up a guardian, you then have to worry about who will guard the guardian.) | 1,657 | 813 | {
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It rains all day
Thru the month of May.
And then sometimes, that's all.
Sometimes of course,
It could float a horse,
Because it rains all fall;
And fall is when
It rains again,
Until the year is ended;
And the house and boat
Begin to float
Until they are upended.
One year in May
On a sunny day,
The rain came down not quite;
As far as the eye
Could see the sky
Was for the ducks a fright.
For weeks and weeks
In all the creeks
The water did run slower;
The grass turned brown,
In all the town,
You could not hear a mower.
Some folks of cheer
Just drank more beer,
But fisherfolk weren't pleased;
They washed no food
And in bad mood
Raccoons got dry and sneezed.
Arch Cape dried
And creek rocks fried
For weeks some forty-four;
Then on the scene
Came Miss Irene
Who said "We'll have no more!
This drought's a pain,
We need some rain,
We'll call the Bottle Genie!"
(We all know,
Of cappuccino,
The plural's cappuccini)
To call him out,
Now do not shout:
Rub bottle to call the Genie.
Rubbed bottle green
Did Miss Irene,
And offered cappuccini.
The Genie heard
The magic word
And popped out of the flask.
"For cappuccini,"
Said the Genie,
"I'll do whatever you ask!"
Said Miss Irene,
"Please change the scene;
We want our rain to pour!"
"Give me the brew
And then for you
I'll give you rain and more!"
He tipped it up
And drank the cup,
And all the sky grew dark.
From Arch Cape Creek
To Onion Peak
The dogs began to bark.
The sun went out
Irene did shout,
"I think I felt a drop!"
And then it rained
And rained and rained
And did not want to stop
Arch Capers dripping
Said while sipping
Salal juice by the logs,
"It's plain to see
Here by the sea,
It's raining cats and dogs,
And polliwogs,
And big green frogs,
And lots and lots of water.
Who rubbed that flask?
Why you should ask
Irene the Christie
Daughter!"
"So please Irene,
Do not be mean,
But teach the Genie reason.
Cappuccino
Will let him know
That rain should have a season!"
To bet on rain
Don't take the plane,
No need to go to Reno
For now Irene
Can change the scene
By brewing cappuccino.
So give the Genie
Cappuccini
And let him make for you
A day that's fine
With nice sunshine
A Great Birthday for you
Jim Markham
August 1997 | 927 | 603 | {
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STUDENT HEALTH SERVICES
The Board of Education contracts annually with the Monroe Health Center to provide health services for school pupils. Each school is visited by a nurse once each month. The principal is notified of the date the nurse will be at the school. Also, nurses are subject to emergency health calls by school principals.
Inasmuch as the state law requires that all children entering school for the first time be immunized against specific diseases, some of the nurses' time is spent in carrying out this and other immunization programs.
During the school year when communicable diseases are prevalent, the nurses make an effort to see that the pupils, teachers, and parents are aware of the symptoms, care, treatment, and prevention of such diseases.
The health nurses are available for conferences with teachers and parents. These conferences are devoted to an exchange of views and observations of those pupils who have a specific health or psychological problem. In many instances following the teacher-nurse conference, home visits are made to discuss the pupil's condition with the parents and assist when necessary in securing correction of any defects the child might have. While in the home the nurse is in a position to give health instruction to the entire family. She may also refer any specific information back to the teacher, who in turn will be able to do a better job of teaching the child.
Upon request of the principal, the nurse will conduct periodic inspections of pupils that can be done without the aid of a physician. These include eyes, teeth, throat, skin, and general appearance of the pupil. The parents are notified of any defect found and asked to take the child to their family physician or dentist for further examination and diagnosis. The necessary follow-up visits are made by the health nurse.
At every opportunity the nurse gives health talks to the pupils on whatever subject is pertinent at the time. The pupils are encouraged to ask questions about their own health problems so they may develop a more scientific attitude toward health.
In addition to visits made to the schools, the nurses are available to discuss and assist with any health problems that might arise in the schools.
Exclusion of Pupils with Infectious Disease
Subject to the rules of the State Board of Education, the teacher of the school, or the principal of a graded school or high school, shall exclude from the school any pupil known to have or suspected of having any infectious disease, or any pupil who has been exposed to such disease and shall immediately notify the parents to take the child to their family physician. Any pupil so excluded shall not be readmitted to school by the teacher or principal thereof until such pupil has complied with all the requirements of the rules governing such cases, or has presented a certificate of health signed by the family physician or other proper health officer.
Immunization and Tuberculin Skin Test
The West Virginia State Law requires that all children entering school for the first time be immunized against diphtheria, polio, rubeola, rubella, tetanus and whooping cough. No child shall be admitted or received in any of the public schools of the state until he or she has been successfully immunized for these diseases, unless the parents provide a certificate from a reputable physician, showing that a successful immunization is impossible or improper at the time of enrollment.
All first grade pupils and all students transferring from a school located outside this state shall furnish a certificate from a licensed physician stating that a tuberculin skin test approved by the director of the department of health has been made within two months prior to the beginning of the school year or during the first seven months of the current school year. Test results must be recorded on the certificate. Positive reactors to the skin test must be immediately x-rayed, and receive annual x-rays thereafter, or at more frequent intervals if medically indicated. Pupils found to have tuberculosis in a communicable stage will not be allowed to attend school until their disease has been arrested and is no longer communicable.
Medical Examinations for Interscholastic Athletic Participation
Every candidate for a team in the interscholastic athletic program of the secondary schools must have a medical examination, and be pronounced physically fit by a reputable member of the medical profession before he/she is allowed to participate in the interscholastic program.
Legal Reference: School Laws of West Virginia: 18A-5-1; 16-3-4; 16-3-4A | 1,853 | 889 | {
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ASSIGNMENT 1: SHOPPING SUSTAINABLY
TIP:
A teacher can do this assignment with students before a class trip or a family can shop for groceries using sustainable methods.
Here’s how:
- Make a list of groceries needed for the class trip or for the household
- Take as many cloth/canvas shopping bags and/or baskets you may need to carry all the groceries. If buying snacks or cooked food, take a tiffin carrier or tupperwares from home.
- Carpool to the store and shop!
- Make sure you buy in bulk as less plastic would have been used to pack a large amount of food for instance a bigger bottle of juice instead of small 100 ml bottles
- Try to buy products wrapped in biodegradable and/or recyclable material like cardboard, paper and glass
- Make sure you buy only what you need so that you don’t have to throw away uneaten food or unused products
- Pack the groceries into the cloth/canvas shopping bags when paying at the checkout counter
OPTION
A teacher or head of the household can also do all of the above at a night market or pasar malam and a wet market (though this will require bringing your recycled plastic bags and more reusable tupperwares/containers)
ASSIGNMENT 2: DEBATE THE GREEN
Here's how:
With your teacher organize an interschool debate with the various motions:
- Solid Waste is a Moral Failure
- Recycling is for Wimps!
- We Need More Landfills not Forests
- Save Earth, Save Yourself
ASSIGNMENT 3: A PICTURE IS WORTH A THOUSAND WORDS
Here’s how:
Organise a photo contest at school or with the Residents’ Association themed “Waste”. Pictures of waste that make the most impact on our conscience wins. A rough guide for this is as follows:
Set up an organizing committee for the photo contest. One good move is to involve your local Parliament and State Reps, the municipal council as well as the Ministry of Housing and Local Government if possible. NGO involvement can be in an advisory and technical role.
Set up a fundraising committee to raise money via sponsorships or personal donations. Prizes for winners in the form of cameras, camera gear or hardware, holiday vouchers and hampers should also be solicited from relevant companies. Companies can also be partners for better media coverage and resources, plus it can be part of their CSR initiatives.
Advertise the contest in newspapers or via e-mails, facebook and other online social platforms. Partner with the media.
Draw up contest rules and regulations and register each participant.
Invite a panel of judges and set a deadline for the last submission.
Announce the contest winners in newspapers, via e-mail and post.
Set a day for the prize giving ceremony in a school or multipurpose hall. Invite press.
In conjunction with World Earth Day on 22 April or World Environment Day on 5 June, discuss with your teacher on organizing a photo competition at school or in your community. The topic of the competition is EcoBloopers. The contestant with the funniest picture(s) of people throwing rubbish or doing funny things with rubbish wins! | 1,343 | 647 | {
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Elisha sent a messenger to say to him, "Go, wash yourself seven times in the Jordan, and your flesh will be restored and you will be cleansed."
2 Kings 5:10 (NIV)
Crossword Puzzle
Naaman Healed of Leprosy
ACROSS
1. The river where Naaman was told to dip
6. The one who told Naaman's wife about the prophet
7. Someone who serves in the army
8. The country where Naaman went for healing
9. How Naaman looked after dipping in the Jordan
DOWN
2. How Naaman felt when he was told what to do
3. The disease that Naaman had
4. The prophet who told Naaman what to do
5. The person Naaman first went to for healing
7. The number of times Naaman was told to dip
Word Search
ST. PATRICK’S CATHEDRAL,
THUNDER BAY
6TH SUNDAY IN ORDINARY TIME
FEBRUARY 11TH, 2024
Multiple Choice Quiz
Choose the word that best matches the definition. You can find the answers in 2 Kings 5:1-14.
1. How Naaman felt when he was told what to do
A. sad B. happy C. angry D. tired
2. The one who told Naaman’s wife about the prophet
A. a girl B. a king C. a soldier D. a prophet
3. How Naaman looked after dipping in the Jordan
A. muddy B. clean C. wrinkled D. clean
4. The country where Naaman went for healing
A. Syria B. Israel C. Aram D. Egypt
5. The number of times Naaman was told to dip
A. three B. five C. seven D. ten
6. The person Naaman first went to for healing
A. a girl B. Elisha C. a soldier D. the king
7. The prophet who told Naaman what to do
A. Elisha B. Moses C. Isaiah D. Elijah
8. The river where Naaman was told to dip
A. Nile B. Jordan C. Abana D. Pharpar
9. The disease that Naaman had
A. leprosy B. measles C. cancer D. acne
10. Someone who serves in the army
A. king B. soldier C. prophet D. girl
So he went down and dipped himself in the Jordan seven times, as the man of God had told him, and his flesh was restored and became clean like that of a young boy. 1 Kings 5:14 (NIV)
Fill in the Blanks
Complete the sentences by filling in the blanks with the correct words from the word bank below the story.
So Naaman went with his ___________ and chariots and ___________ at the door of Elisha’s house. Elisha sent a messenger to say to him, “Go, wash yourself ___________ times in the ___________, and your flesh will be restored and you will be cleansed.”
But Naaman went away ___________ and said, “I thought that he would surely come out to me and stand and call on the name of the LORD his God, wave his hand over the spot and ___________ me of my ___________. Are not Abana and Pharpar, the rivers of Damascus, better than any of the waters of Israel? Couldn’t I wash in them and be cleansed?” So he turned and went off in a rage.
Naaman’s ___________ went to him and said, “My father, if the prophet had told you to do some great thing, would you not have done it? How much more, then, when he tells you, ‘___________ and be cleansed!’” So he went down and dipped himself in the Jordan seven times, as the man of God had told him, and his flesh was restored and became ___________ like that of a young boy.
2 Kings 5:9-14 (NIV)
angry Jordan seven leprosy horses
stopped clean cure Wash servants
Follow God's Directions! | 1,448 | 923 | {
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1. **Bat House**
One of the most important parts of our eco friendly pest control program would be the bat boxes such as this one! Our boxes have indeed been filled several hundred bats per box with each bat being able to eat several thousand mosquito sized insects in a night. Although there are many mosquitoes around bats, they play an important role in our ecosystem and we’re working to promote the conservation and understanding of these vital species.
2. **Purple Martin**
While it’s been found that purple martins don’t eat as many mosquitoes as they were once thought to, they do eat a variety of other insect pests such as the dog and deer fly. These pests are an integral part of our eco friendly pest control program.
3. **Florida Anise Area**
The Florida anise is a native shrub found along stream banks and in low areas throughout Hammock Bay. While this shrub retains its shiny aromatic foliage all year round, only produces its characteristic showy red flowers in the spring. Be sure not to miss the show!
4. **Bluebird Box**
During the 2007 bluebird nesting season, Hammock Bay fledged four bluebirds from boxes just like this one. This particular box fledged eight young bluebirds in two different nesting success. We at Hammock Bay are particularly proud and happy for our bluebirds and wish them an even better nesting season in 2008.
5. **Blackwater Stream**
This blackwater stream system has several large cavity trees near the crossing. These trees serve as an important source of food for some wildlife and a safe home for others. The “holes” that you can observe down the tree trunks are referred to as tree cavities due to the fact that they’ve been excavated by animals for a home. If you’re real quiet at dawn and dusk you may see Roscoe emerge for his nightly feeding.
6. **Beaver Pond**
While this pond was originally created by beavers it serves as a host to a variety of flora and fauna native to Hammock Bay. More than a dozen different types of mosquito eating dragonflies can be seen here various times throughout the year. This pond also serves as a waterfowl feeding site throughout the winter with the wood duck being one of its most colorful, year-round residents.
7. **Butterfly House**
These butterfly houses provide a safe shelter from inclement weather for a large variety of native and migratory butterfly species throughout most of the year at Hammock Bay.
8. **Black Titi Area**
This native Florida shrub, pronounced (Tye-Tye), can be found in most areas throughout Hammock Bay. This shrub forms dense thickets or colonies through roots sprouting when excelled by most other species of plants thus reducing competition for limited resources. | 1,023 | 572 | {
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How are Information Technologies Changing Our Lives at Home, School, Work and in Cities?
What is IT? What are ITs Basic Concepts? What Kind of Benefits Does IT Create?
To Understand the Meaning of Knowledge is Wisdom. How Does Information Sorted? What Sort of Characteristics Does IT Have?
What are the Effects of IT on the Effective and Productive Usage of Resources?
What is Bit, Byte, Mega, RAM, ROM, MIB, PC, LAN, WAN, Intranet, ADSL, Pixel, Resolution, DPI, USB, HTTP and URL?
Mechanical Advancements improved our Muscle Power and Computers are Improving our Brain Power. Why?
What is a Computer? What are the Main Parts of a Computer?
What Should we Take Care of When Buying a Computer, Cell Phone, and Camera?
What is 3D Printer, VOIP, Cloud Computing, ADSL, Linux, 3G and 4G?
What is the System Approach in Management? Why is it Important to Managing Firms, Schools, Cities and all other Types of Organizations?
IT is Supporting White Colors Jobs but Taking over Blue Color Jobs yet it Threatens the Capitalist. Why?
How Was the Internet Born? What Effects Does it Have on Globalization?
What is Html, Htm and Mht? What is a WEB Site and How Can you Get One?
What is a Virus? How do They Contaminate your System and How do you Protect yourself Against Them?
What is e-Government, e-Municipality, e-City, e-Learning, e-Teaching, e-Commerce and e-Work?
What is Information Economy and Society? How do they Become?
To Become Information Society the Economy has to be Directed by Information Sectors. Why?
Information Economy is Based on the Digitization of information. Why?
What are the Differences Between Education, Teaching and Learning?
How does IT Become Instructional Technology (IT)? How Is IT changing Teaching and Learning System?
What are the Purposes of Turkish FATIH and EBA Projects in Education System?
What is IT Aided Learning (ITAL) or Teaching (ITAT)?
What are the Competitive Advantages of Cities? What is Information City?
What are MMIS, CMIS, GIS, CSS, MWN, CSMS, Wi-Max and LTE?
Is it Possible to Have Internet in Anywhere and on Anytime? How?
What is Discovery, Invention, Innovation and Diffusion?
What is the Next High Tech Industries? Space? Environment? Green?
What is the Next Social System? Space Society? | 1,156 | 524 | {
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Carla Kenney is currently farming two properties: her homestead in Gary, and another location in Crown Point. She focuses on heirloom vegetables and herbs, including 77 varieties of greens which include lettuce, cabbage, swiss chard, mustards and, mostly, collards. Her regenerative practices include crop rotation, pollinator plantings, and compost application.
Her Story
Carla never considered herself a gardener, but when her mother got sick in 2017, she needed a place to put her energy. One day, when she was driving home from the hospital, she passed a garden center where they had flats of vegetables for 99 cents. She bought a flat of cabbages, a flat of cayenne peppers, and a flat of bell peppers. Carla planted her first garden as a distraction, but it was also a way to connect with her mom, who had been an avid flower gardener. "I would talk to her about what was happening in the garden. It was always a bit of a joke, how I hated getting in the dirt. But now look at me."
Her mom passed away after four months in the hospital, but her legacy lived on as Carla kept gardening. She started growing herbs to cut down on salt and add anti-inflammatory foods to her diet. Before long, Carla decided to grow her favorite vegetable: collard greens. Her mother always said collards from her home state of North Carolina tasted better than the ones she could get in Gary, and she attributed that to the soil. But one summer, when Carla was visiting her grandmother in eastern North Carolina, she went to the store to buy collard greens, and realized that the collards of her mother's youth were actually a different variety—cabbage collards. Her discovery led her to start researching
ADVICE FOR NEW FARMERS:
Research! Learn how to maximize your soil health. Your product is only as good at the stuff you are growing your food in. Nutrition starts with the soil. What is going to maximize your soil?
collards and, eventually, participating in the Heirloom Collards Project.
Now Carla is involved in seed trials, tracking lettuce and collard varieties to see how long they produce in her climate. She calls herself a “meticulous record keeper” which enables her to farm intensively on her small acreage, experimenting and improving each season.
What is the Heirloom Collards Project?
The Heirloom Collards Project is “working for the recognition and respect of collards as a key component of American food culture so their seeds and stories will never be forgotten.” Individuals from across the US are working to regenerate collard varieties, cultivate seed stock, and preserve the history of collards in this country. Find out more at www.heirloomcollards.org.
What is Next?
Eventually, Carla hopes to return to her family roots in eastern North Carolina and start a farm-to-table bed and breakfast in Edenton, North Carolina.
Learn more and sign up for this free mentorship opportunity at: sandcountyfoundation.org/mentorship or contact Nikki D’Adamo-Damery at: firstname.lastname@example.org
The Land Ethic Mentorship program serves historically underserved (socially disadvantaged, beginning, limited resource, and veteran) farmers and ranchers with resources to support their conservation and production goals. Sand County Foundation’s network of Leopold Conservation Award-winning farmers and ranchers, who have been recognized for extraordinary conservation achievement, serve as program mentors. Mentors support their mentees as they develop their conservation and agricultural practices to balance farm productivity, ecosystem health, and community wellbeing.
Sand County Foundation inspires and empowers a growing number of land owners and managers to ethically care for the land to sustain water resources, build healthy soil, enhance wildlife habitat, and support outdoor recreation.
www.sandcountyfoundation.org | 1,499 | 786 | {
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Match each of the following terms to its definition:
| Term | Definition |
|---------------|-----------------------------------------------------------------------------|
| Interference | the ability for sound to spread out and go around obstacles in its path |
| Doppler effect| the change in the frequency of sound as its source moves in relationship to a listener |
| Elasticity | the ability of an object to return to its original shape after being deformed |
| Loudness | the perceived frequency of sound |
| Sonar | a device used by ships in which sound is sent below the surface to create a picture of what is below the ship |
| Resonance | the vibration that occurs in objects near or attached to the source of sound |
| Pitch | the constant distance between two waves |
| Diffraction | the ability for sound to spread out and go around obstacles in its path |
1. Diffraction - the ability for sound to spread out and go around obstacles in its path
2. Doppler effect - the change in the frequency of sound as its source moves in relationship to a listener
3. Elasticity - the ability of an object to return to its original shape after being deformed
4. Loudness - the perceived frequency of sound
5. Pitch - the constant distance between two waves
6. Resonance - the vibration that occurs in objects near or attached to the source of sound
7. Sonar - a device used by ships in which sound is sent below the surface to create a picture of what is below the ship
© Copyright NewPath Learning. All Rights Reserved. Permission is granted for the purchaser to print copies for non-commercial educational purposes only. Visit us at www.NewPathWorksheets.com
Match each of the following terms to its definition:
| Term | Definition |
|---------------|-----------------------------------------------------------------------------|
| Interference | the ability for sound to spread out and go around obstacles in its path |
| Doppler effect| the change in the frequency of sound as its source moves in relationship to a listener |
| Elasticity | the ability of an object to return to its original shape after being deformed |
| Loudness | the perceived volume of sound |
| Sonar | a device used by ships in which sound is sent below the surface to create a picture of what is below the ship |
| Resonance | the vibration that occurs in objects near or attached to the source of sound |
| Pitch | the perceived frequency of sound |
| Diffraction | the bending of waves around obstacles |
1. **diffraction** - the ability for sound to spread out and go around obstacles in its path.
2. **Doppler effect** - the change in the frequency of sound as its source moves in relationship to a listener.
3. **elasticity** - the ability of an object to return to its original shape after being deformed.
4. **interference** - the constructive and destructive overlap of two or more waves.
5. **loudness** - the perceived volume of sound.
6. **pitch** - the perceived frequency of sound.
7. **resonance** - the vibration that occurs in objects near or attached to the source of sound.
8. **sonar** - a device used by ships in which sound is sent below the surface to create a picture of what is below the ship. | 1,877 | 695 | {
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Summer stories: Take stock, look ahead, dig into data
Linda Shaw, Education Lab editor, The Seattle Times
The usual suspects
Summertime topics:
-- School district budgets
-- School board elections
-- Test score release
-- Teacher contract negotiations
Dig into data
Good time to analyze new data
-- Teacher absenteeism
-- Ninth-grade course failure
-- College-going rates by region/district
Is friction driving out Seattle school superintendents?
By John Higgins Seattle Times education reporter
Just days before Seattle school Superintendent José Banda interviewed with the Sacramento School Board for its top job, he sent a blistering email to his own board members about their treatment of his staff over the selection of new elementary-school math textbooks.
Banda and his staff wanted the same textbook that a review committee had recommended. But four of the seven board members had pushed for — and ultimately got — a different math book, and it was their exchanges with Banda’s staff leading up to that choice that prompted his email, which was sent on the eve of the board’s vote.
“Over the past few weeks my staff’s professionalism and ethics have been called into question,” Banda wrote in the June 3 email. “Assertions have also been made implying the process was fixed or slanted toward a certain result. More troubling still, one senior staff person’s integrity has been called into question so consistently that I feel it borders on defamation.”
Lots of district special programs for incoming kindergartners, where students spend a week or two in school before it officially starts. If happening in your districts, what’s the evidence that they’re helpful?
On a recent morning in South Seattle, Kristin Alfonzo challenged her preschoolers to make the number 7 using beads strung across two rows of pipe cleaners.
One 5-year-old boy slid four beads across the top and three across the bottom. Another did the reverse, and one kid pushed all seven on one row.
“I see many different ways of making 7!” Alfonzo said over the ruckus of kids counting out loud.
Preschools typically leave math for grade school, in the belief that 4- and 5-year-olds aren’t old enough to understand what 7 stands for. Decades of brain science now show that waiting is a mistake.
Look ahead
New challenges for Dreamers
-- Are they having hard time getting status renewed?
-- Are they having trouble getting jobs after graduation?
Teachers and the new federal politics
-- Are some of your teachers getting training to help them support immigrant students and their families?
Under the new federal education act (ESSA), each state will have a lot of leeway in deciding how to judge school and district performance. How is your state defining school quality?
Round II: Another top teacher explains more of jargon you hate
By Linda Shaw
In our quest to illuminate some of the education jargon you’ve said confuses and confounds you, today we offer plain-spoken definitions of five more terms, provided by National Board Certified teacher Spencer Olmsted from Olympia. Thanks, Spencer!
He follows Mark Gardner, a Camas high-school teacher (also nationally certified) who tackled three terms last week.
Both Olmsted and Gardner write for the Stories from School blog, a project of the Center for Strengthening the Teaching Profession, a Washington nonprofit.
He chose to define manipulatives, formative assessment, constructivist, scaffolding and number sentence.
Here’s Olmsted:
**Formative Assessment:** Formative assessments are measures teachers make in the process of teaching that help them make decisions about instruction. By assessing where students are during a lesson or unit, teachers can make adjustments to suit individual student or small-group needs. Formative assessments are like little checkpoints on the road map, whereas summative assessments tell us whether or not we have reached our destination. | 1,664 | 787 | {
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What is Condensation?
Condensation is the appearance of water on cold surfaces. It occurs where moist air comes into contact with air, or a surface, which is at a lower temperature.
Water produced from condensation is generally noticeable where it forms on non-absorbent surfaces (i.e. windows or tiles) but it can form on any surface and it may not be noticed until mould growth or rotting of material occurs.
Landlords - How to Reduce Condensation
1. Produce Less Moisture
Some normal daily activities produce a lot of moist air very quickly. To minimise the amount of moist air, which leads to the formation of condensation, you need to:
• If you have a tumble dryer put the outlet pipe through an outside wall, not out of a window as this may allow the moisture to return to the inside of the house.
2. Ventilate to Remove Moisture to the Outside
Your home can be ventilated without creating draughts by:
• Installing an extractor fan, they only consume 1/5 the power of a 100watt bulbs.
• If you are replacing windows, ensure they have trickle ventilators.
• Do not block permanent ventilators or airbricks installed for heating or heating appliances. (This could lead to a dangerous build up of carbon monoxide which can be fatal).
3. Insulate, Draught-proof and Heat your Home
Condensation forms more easily on cold surfaces, for example walls and ceilings. These surfaces can be made much warmer by improving insulation and draught-proofing. (This will also help keep the whole house warmer and reduce heating costs). A warmer house means less condensation.
• Insulate your loft, but don’t block the openings under the eaves.
• Get rid of mould and condensation, then draught-proof windows and doors.
• Don’t draught-proof bathrooms, kitchens or rooms where a gas burning appliance or solid fuel is installed. These appliances need a constant source of fresh air to ensure proper and safe combustion.
• See what energy efficiency measures are available to you. Generally, your gas and electricity supply company will provide free help and advice.
What is Condensation?
Condensation is the appearance of water on cold surfaces. It occurs where moist air comes into contact with air, or a surface, which is at a lower temperature.
Water produced from condensation is generally noticeable where it forms on non-absorbent surfaces (i.e. windows or tiles) but it can form on any surface and it may not be noticed until mould growth or rotting of material occurs.
Tenants - How to Reduce Condensation
1. Produce Less Moisture
Some normal daily activities produce a lot of moist air very quickly. To minimise the amount of moist air, which leads to the formation of condensation, you need to:
- Cover pans when cooking and don’t leave kettles boiling longer than necessary.
- Avoid using paraffin and portable bottle gas heaters.
- Dry washing outdoors. If it’s raining, use a clothes airer in the bathroom with the door closed and the window or fan open.
- Do not dry washing directly on room radiators as this produces more water vapour and cools the room at the same time. Ask yourself “Where will all the water vapour from the drying clothes go?”
- Run the cold water first when filling a bath as it prevents steam production.
2. Ventilate to Remove Moisture to the Outside
Your home can be ventilated without creating draughts by:
- Keeping a small window open a little, or opening a window ventilator when the room is in use.
- Opening the kitchen or bathroom windows to let steam and moisture out.
- Use an extractor fan, they only use 1/5th the power of a 100watt bulb.
- Ventilate your bedroom by leaving a window slightly open at night.
- Closing the kitchen and bathroom doors when the rooms are in use to stop the warm moist air producing condensation in other cooler rooms.
- Don’t clutter wardrobes and cupboards; it could stop the air circulating.
- Don’t block ventilators, air bricks and chimneys.
- Dry your windows & windowsills every morning
- Don’t push beds and sofas against outside walls which are always colder and attract condensation. Make sure there is a 9 inch (225cm) gap. Bedding can get damp if air cannot circulate around it.
3. Heat your Home
Keep the heat on low all day in very cold weather, condensation is less likely to form in warm houses. | 1,690 | 931 | {
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Quicksand
Download the teacher notes, student workbook and technician notes that accompany this resource at rsc.li/3PhT8f2.
Learning objectives
By the end of this session, you will be able to:
• Follow instructions for making a non-Newtonian fluid.
• Describe the properties of a non-Newtonian fluid.
• Apply information about the properties of a non-Newtonian fluid to another context.
Non-Newtonian fluids
A non-Newtonian fluid can change its behaviour by acting as either a solid or a liquid depending on the force applied to it and the conditions surrounding it.
Examples of non-Newtonian fluids include slime, ketchup, shaving foam and quicksand.
Consumer products technician
Watch the video and meet Robert, a consumer products technician. He studies different materials’ behaviours to develop and improve the properties of consumer products.
What is quicksand?
Quicksand is a non-Newtonian fluid usually found near riverbeds or the seashore.
It is made when water floods into sand quickly and is often formed where there are floods or underground springs.
Quicksand has unusual properties that make it difficult to escape from.
Humans and animals can easily get stuck and sink in quicksand.
Environmental chemist
Meet James, an environmental chemist, who helps to protect the environment by assessing the risks to life from certain chemicals in soil, water and air.
Activity 1
What is the best way to escape from quicksand?
▶ See student workbook
What is the best way to escape from quicksand?
You will make a sample of a non-Newtonian fluid called ooze.
Ooze is a colloid of tiny, solid particles of cornflour suspended in water which behaves in a similar way to quicksand.
Your task is to use ooze to find the best way to escape from quicksand.
Explore and answer the questions in your student workbook as you experiment.
Answers
(a) If a force is applied quickly, the ooze will resist movement and become more viscous, behaving like a solid. The ooze flows like a liquid when a gentle force is applied.
(b) To escape from quicksand, you should try swimming towards firm ground very slowly. The more slowly you move, the less the quicksand will resist your movement.
Challenge
i. You could walk on ooze by running quickly over it as it would then behave like a solid.
ii. Running would apply a force quickly, stopping you sinking into the ooze.
iii. There are many non-Newtonian fluids. Examples include ketchup, honey, toothpaste, some paints, blood, melted butter and shampoo.
Acknowledgements
This resource was originally developed by Liverpool John Moores University to support outreach work delivered as part of the Chemistry for All Project.
To find out more about the project, and get more resources to help widen participation, visit our Outreach resources hub: rsc.li/3CJX7M3.
Unless explicitly stated, all images are © Royal Society of Chemistry.
The Royal Society of Chemistry gratefully acknowledges the permissions granted to reproduce copyright material in this resource. Every effort has been made to contact the holders of copyright material, but if any have been inadvertently overlooked, the Royal Society of Chemistry will be pleased to make the necessary arrangements at the first opportunity. | 1,353 | 674 | {
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Astrophysics and Cosmology
To explore the birth of the universe, the formation of stars and galaxies and the fundamental structure of space and time, SLAC researchers develop cutting-edge technologies for sensitive experiments located deep underground, on the Earth’s surface and in space.
Top National Priorities
SLAC’s astrophysicists and cosmologists pursue research in areas identified as top priorities for U.S. high-energy physics for the next decade. They want to understand our universe – from its smallest constituents to its largest structures. Several of these research topics are also covered by SLAC’s particle physics program.
The Early Universe
Our universe was born 14 billion years ago in the Big Bang and has been expanding ever since. But what exactly happened in those very first moments? Many researchers believe that the infant universe underwent a period of exponential growth, or inflation, when the cosmos was only a trillionth of a trillionth of a trillionth of a second old. Scientists search for signs of inflation in the oldest observable light, which covers today’s sky as faint microwave radiation known as the cosmic microwave background (CMB). SLAC researchers are helping to develop next-generation detectors for the CMB-S4 experiment, which will probe inflation’s fingerprints in greater detail than ever before.
Dark Matter
One of the biggest mysteries of modern science is dark matter – an invisible form of matter that affects the rotation of galaxies and bends the path of light. Scientists don’t know yet what dark matter is made of, but they carry out a number of experiments to find out more. SLAC researchers helped build the LUX-ZEPLIN experiment, which sits deep underground at the Sanford Underground Research Facility in South Dakota and produced its first, world-leading results in 2023. SLAC designed and built the detectors for the underground SuperCDMS-SNOLAB experiment and are pursuing new directions as well, including developing quantum sensors to detect light dark...
matter particles. SLAC researchers also continue to analyze data from the Fermi Gamma-ray Space Telescope, whose main instrument was assembled at SLAC, and are developing new ways to probe dark matter with cosmic surveys.
**Dark Energy**
In the late 1990s researchers discovered that instead of slowing down as previously believed, the universe is actually expanding at an ever-increasing rate. But what causes this acceleration, whose unknown driving force is dubbed “dark energy”? Scientists study dark energy by looking at how the distribution of galaxies changes the farther they are out in the universe. This is done in deep astronomical surveys that photograph large portions of the sky in unparalleled detail.
SLAC is taking part in the recently completed Dark Energy Survey (DES), the ongoing Dark Energy Spectroscopic Instrument (DESI) survey, and is completing Vera C. Rubin Observatory’s 3.2-gigapixel Legacy Survey of Space and Time Camera (LSST), which will being taking data in 2025. SLAC will also host the image processing center for the 10-year LSST survey; 20 terabytes of images will be sent to SLAC from Chile each night and analyzed in real time to identify changes in the sky, from asteroids to distant exploding stars.
**Putting It All Together: Cosmic Evolution**
At the Kavli Institute for Particle Astrophysics and Cosmology (KIPAC), researchers from SLAC and Stanford bring the resources of modern computational, observational and theoretical science to bear on our understanding of the universe. They develop theories for the evolution of the cosmos – from the Big Bang to the formation of the first stars and galaxies to the complex structures we observe today – and test them against a wealth of experimental and observational data.
At KIPAC’s Visualization Lab, scientists turn this information into stunningly beautiful full-color, high-definition 3-D videos that help researchers understand their data and inspire and educate the public at planetarium shows.
Left column: A computer simulation visualizes the filaments of dark matter thought to underpin the Universe’s structure of galaxies and galaxy clusters. Visualization by Ralf Kaehler, Oliver Hahn and Tom Abel (KIPAC). Above: Audiences watch a 3-D movie at KIPAC’s Visualization Lab. | 1,848 | 843 | {
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Prayer and Worship
It is important that our children understand that there is a purpose to prayer. We pray four times a day - at the beginning of the day, before lunch, after lunch and at the end of the school day. We have KS1 and KS2 prayers and each year group has their own book of prayers to learn and say together. Each child is given their own prayer journal when they join the school to write prayers during their time in the school.
In October and May we pray a chaplet of the Rosary asking for the intercession of Mary for our intentions. Pupils are invited to be part of our Advent and Lent Art and Prayer groups to join us in prayer, reflection and crafts based on themes from the Christmas and Easter stories.
Singing Worship
Every Wednesday the school gathers together to sing songs of praise to God and listen to the important messages our Chaplaincy team deliver from the Wednesday Word.
Child Led Liturgy
Each week, pupils in each class prepare and lead their class in worship. In EYFS and KS1 they are guided by adults to prepare for this. In KS2 the children independently plan their own worship using Google Classroom to liaise and plan together. Each liturgy is planned around the four parts - the gathering, listening to the Word, responding to the Word and sharing the Mission. Each class has a child-led liturgy celebration book.
Teacher Led Liturgy
Teachers plan a weekly worship for their class to allow time for reflection and prayer based on a religious theme. They are linked to the liturgical season, Sunday’s Gospel, or other religious themes such as Saints.
Celebration Assembly
Each Friday the whole school community comes together for a special liturgy. We also celebrate the achievements of the school that week, awards are presented and two children in each class are chosen to receive the Pupil of the Week certificates. We end the week together by praying and thanking God for all He has helped us to achieve that week. Each class will also lead an assembly throughout the year based on a religious theme.
Mass
Throughout the year we have the joy of celebrating the Sacrament of the Eucharist in school. Our local Parish Priests come into school and celebrate Mass throughout the year. Children help to prepare and lead the Mass through Altar Serving, reading and bringing up the gifts.
during Mass. On different occasions parents and guardians are invited to join us for Mass in school.
**Liturgies**
To mark important events in the Church’s liturgical year, we hold special Liturgies e.g. Harvest and Remembrance.
**Retreats**
Retreats are organised by our Chaplain Mrs Walker linked to one of the Catholic Social Teaching Principles.
Rosary Club
The 1st October marks the beginning of the month of the Holy Rosary. Rosary club began with a deeper look into the Sorrowful mysteries in reflection.
“I learnt about the Sorrowful mysteries in Jesus’ life”.
“I got a chance to reflect on the Bible stories.”
“I learnt and listened to the Sorrowful mysteries and it calmed me down. I liked how I felt closer to God.”
Art and Prayer Groups
Art & Prayer groups continue during Advent and Lent as a wonderful opportunity for your child to grow closer to God and gain a deeper understanding about the true meaning of Lent and Easter. We begin each session with a different prayer focus and then move onto an art/craft activity to bring home.
Parent Prayer Groups
Inviting parents to join their children in our Chapel has been a valuable opportunity to pray together and explore the mysteries of the Rosary.
Family Prayer Packs
During Advent our ‘Travelling Cribs’ visit each family. These contain special books on the Christmas story, a prayer journal and resources to create a special prayer space at home as a family. Our Lenten Prayer packs help us prepare as a school for the journey that Christ took to the cross during Lent and that first Easter. It continues to visit one family each night in the lead up to Easter. Prayer forms the basis of the Christian life and is the opening of the heart to God in an exchange of love. There are many different ways of entering into prayer with your child, most important is the need for this quiet reflection. | 1,594 | 865 | {
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**Owen Mapp: Dragons & Taniwha—50 Years an Artist Carver**
*until - 20 March*
This exhibition celebrates 50 years of bone carving by contemporary artist Owen Mapp. He has been influenced by objects he has seen in museum collections of ancient Scandinavian and Asian origin and has been greatly inspired by Māori taonga and culture. Through many years of dedication he has refined the art of bone carving and has shared his skills and techniques with emerging carvers. He has played a large role in the revival of finely-carved bone and his beautiful objects are highly sought after by both museums and private collectors in New Zealand and internationally.
*Shetland Viking Dragon, Taniwha Awarua, 2018*
*Exhibition developed and toured by Pātaka Art + Museum*
**Year 11+**
This is a great opportunity for students to see a range of designs and get a close look at the fine details and skill involved in carving these objects. We will discuss the different pieces, their designs and the cultural references that Mapp has used in his work.
---
**2020 pattillo WHANGANUI ARTS REVIEW**
*29 February - 17 May*
The annual Whanganui Arts Review is the longest running event of its type in the country and is a valued component of the Sarjeant’s exhibition programme. Featuring work in a variety of media from a broad range of people living in the Whanganui region, from school students to senior citizens. This exhibition is an excellent opportunity for students to see the wealth of creative talent that their local community has to offer.
Kathryn Wightman
*Austin*
Winner of the 2019 pattillo
Whanganui Arts Review
**Hands-on practical sessions:**
- **Clay faces** Years NE –13
We will view a variety of portraits focusing on facial proportions and expressions. Students will learn basic clay building techniques before sculpting a face out of clay to hang on the wall, these will be fired and returned to schools.
- **Landscape painting** Years 3 –13
We will explore a variety of artworks where students will learn about elements of a landscape - foreground, middle ground, background and horizon line. We will also discuss how to create depth in their own work by overlapping one object with another. Students will paint a landscape that explores what they have learnt.
---
**the pattillo project**
**Dr Kathryn Wightman: Digital Parent**
*until - 03 May*
Dr Kathryn Wightman, the inaugural winner of the pattillo project in 2019 has created a stunning exhibition. For this show her work is focusing on the concerns she has about our children living in a digital world, how data about them is shared (knowingly and unknowingly) and how they interact with data on the internet. She has done this by creating a large glass work which looks like a section of vintage floral carpet. Each glass panel has been meticulously screen printed using layers of coloured powdered glass and then kiln fired to set the layers. Small patches of light play across the surface hinting at information, making you aware of something coming and going but you are never quite sure what it is. Accompanying the large glass work is a bright candy coloured tower consisting of 3D printed shapes. On close inspection you start to see that some of the pieces have the familiar profile of a face and some have been digitally altered and are more elusive.
**Hands-on practical sessions:**
- **Flower collage** Years NE –year 2/3
We will discuss flowers and their many different forms before students draw their own beautiful composition of flowers. They will cover their drawing in a thin layer of coloured tissue paper using collage. The finished works could be displayed back at school as one large wall work.
- **Flower screen-prints** Years NE –13
Students will draw their own flower silhouettes before cutting them out and screen printing them onto sheets of coloured paper to create their own amazing flower prints. These can be intricate or simple depending on the students skill level.
- **A tower of faces** Years 4 –13
We will look closely at the side profile of a head, focusing on the shape before students draw a silhouette of a face onto folded paper to create a 3D profile. These will be cut out, glued together and each head will be placed onto string to create a hanging tower of brightly coloured heads.
---
**Education Programmes/Services are FREE!** | 1,789 | 924 | {
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Nicole M. Breton BS, RDH
• An average of 22,000 annually occurred among children less than 18 years of age.
• Over 80% of all dental injuries involve the upper teeth.
• 30% of preschoolers have had a dental injury of some kind.
• Of all sports, baseball and basketball were associated with the largest number of dental injuries.
• Children with primary teeth, less than 7 years old, sustained over half of the dental injuries in activities associated with home furniture.
• Outdoor recreational products and activities were associated with the largest number of dental injuries among children ages 7-12 years of age.
Management and dental trauma evaluation
• Check airway, breathing, and circulation
• Determine if there is any other life-threatening injuries present.
• Perform a neurological exam.
• Assess the cervical spine.
• Evaluate extra oral soft tissue injuries.
• Conduct intraoral examination
• Determine if the injury is to primary or permanent teeth
• Assess availability of dental care
Three broad categories resulting from impacts during play to the soft tissues, the jaws and teeth.
- **Soft Tissues** – bruises, lacerations and cuts to the lips, cheeks and tongue.
- **Jaws** – Dislocations of the lower jaw (mandible) or fractures of the upper arch (maxillary).
- **Dental** – Tooth related this can be as simple as a chipped tooth or as serious as an avulsion (tooth removed from the socket).
• The goal is to try and save the teeth that have been affected.
• Avoid tooth loss
• Assessment, diagnosis and treatment will differ from damaged baby teeth and adult teeth.
Immediate treatment – Within 5 minutes
For a tooth that has been completely knocked out (avulsed tooth)
- Physically trying to place the tooth back into the socket
- Rinse the tooth with clean water (Do not scrub or scrape the root surfaces)
- Hold the tooth’s crown and push it back into the socket. You will need to hold the tooth in the socket for several minutes to keep it from extruding back out of the socket.
- It is okay if it’s not completely aligned the dentist can adjust it later.
What if no one can replant the tooth?
- Control the bleeding with pressure
- Place the tooth in either cold milk or the patient’s saliva to keep it from drying out.
- If the person needs to be transported to their dental provider/emergency room immediately.
Why replant the tooth within 5 minutes?
- Evidence suggests that placing the tooth back into the socket is an important factor for long-term survival of knocked-out teeth.
Transporting the tooth in milk or the person's own saliva will keep the tooth from drying out. If the tooth dries out, it will be unable to regenerate the periodontal ligament cells.
What if a baby tooth is completely knocked out?
• Primary teeth (baby) are different than adult teeth and the treatment is different.
• Primary teeth are generally not replanted into the socket.
• The reason is for not replanting is the primary tooth may cause an infection to spread to the permanent tooth, it may also affect the eruption pattern of the permanent tooth.
Urgent Treatment – Within 6 hours
A painful injury from a permanent tooth moved from its original position
- This will cause the tooth/teeth to be driven in or out of the jaw.
- This may cause a fracture to the roots of the teeth.
- The person should seek treatment as soon as possible.
- If the person has a dental provider it’s best to contact them immediately.
- The dentist may be able to splint the teeth back together.
Dental Injuries
Primary (baby) Tooth Injuries
• If the child is unable to bite and close his teeth together normally, you should contact the child’s dental provider as soon as possible or go to the emergency room.
• Primary teeth can be treated up to 6 hours; this will usually not have an impact on the long-term outcomes.
• Contact the child’s medical and/or dental provider. | 1,696 | 844 | {
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ECP STEM Action and District-Business Partnership Plan
Brentwood School District
February 27, 2019
Our Story...
Brentwood’s STEM Story
Engineering through F1
https://youtu.be/GILtTiQvqag
Vex Robotics
Computer Science
https://youtu.be/aoZtCnKuDRw
https://youtu.be/7FvXbMVbZtw
Discovery From STEM Activities and Readings
- Scientific process
- Start with a question
- Conduct research
- Create a theory
- Computations
- Trial and Error
- Solution
- Further analysis needed?
Corporate Visit Take-Aways
• Many job opportunities in the STEM fields
• Global opportunities exist as well
• PPG is
• Not just paint. Not just glass.
• Experimentation Process
• Perseverance
• Negative results are still results
• Advancement available in all fields and at all levels
• More practical applications in the classroom
Colleague Interviews
• STEM
• Uses higher level thinking skills and 21st century learning skills
• Peer interaction and collaboration
• Gives students opportunities to understand a career pathway
• Hands on activities
• Technology is more meaningful if used in a purposeful way
• Additional STEM electives
• Explore STEM curriculum
Practice Standards and CEW Standards
• Integrated currently
• More collaboration needed to map how we are integrating them across the curriculum
• Identify standards that need further integration
• Entrepreneurship and Job Shadow Experiences
Authentic Problem-Based Learning Opportunities
Lessons/Units
- Suggest each course incorporate a research-based project
- Create opportunities for students to truly experience the trial and error process
Courses
- Continue to connect with local universities and organizations to build courses of study (TSA, CMU, F1, Pitt) that inherently have PBL content/process
- Offer a summer STEM opportunities through partnerships with other school districts
PPG/Brentwood Partnership
Spring 2019
- Visit to PPG Springdale
- Brentwood Communications students
- Create a video to showcase
- Our partnership with PPG
- Career paths within the corporation
- Interview select PPG Springdale employees
- Career preparation
- Current responsibilities
- Deliverable
- Video that will be shown during high school open house next fall
PPG/Brentwood Partnership Fall 2019
- September 2019
- High school Open House
- Showcase partnership through video showing
- November 2019
- In-House STEM problem-solving event
- For all 10th grade students
- Showing of partnership video
- Complete application-based activities that promote critical thinking and problem-solving
PPG/Brentwood Partnership Spring 2020
- Student Visit to PPG Springdale
- Top four teams of three students
- Tour and participate in further problem-solving
PPG/Brentwood Partnership 2020-2021 and beyond...
• Job Shadowing/Network Opportunities
• Students who participated in PPG event in Spring 2020
• Hands-on experiences within a field of interest | 1,672 | 675 | {
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History of state lands managed by DNR
Original upland and aquatic lands grants
On November 11, 1889, Congress admitted Washington as the 42nd state of the United States. To encourage settlement in the west, the state was given land from the "land rich-cash poor" federal government. More than 3 million acres were transferred or promised to the state in the original grants. These included forests, prairies and grasslands all across the territory.
Unlike many states, Washington kept most of the granted trust lands to continue generating income over time. The income goes to specific public purposes such as construction of schools, universities, prisons, institutions and Capitol buildings.
In addition, with statehood Washington became the owner of about 2.6 million acres of aquatic lands - tidelands and the submerged lands under Puget Sound, navigable lakes and rivers. These lands are managed as a "public trust," that is, for all the people of Washington. Revenues from leases and permits pay for the stewardship of the aquatic lands, for grants for local projects that provide public access to the water of the state, and for aquatic habitat restoration.
Adding forest trust lands
Beginning in the 1930s, the state acquired about 620,000 acres of forestlands. These had been privately owned, but most had been logged and abandoned, and reverted to county ownership for non-payment of taxes. Some other logged-over lands were bought by the state for as little as 50 cents per acre.
The counties had no one to manage the land, fight fires, and plant new tree seedlings and cut back competing vegetation that would kill the young trees. The lands were deeded to the state to remain forever as forest, and in return, the counties receive part of the revenue from the lands.
These Forest Board lands are managed as two separate state trusts. DNR
and its predecessors reforested these lands. Today, commodity sales from them provide income for public services in the counties in which the lands are located. Services include roads, schools, hospitals, libraries and fire districts in the 19 Forest Board counties. The lands also provide income for the state general fund.
**A "permanent endowment" for all generations of Washingtonians**
Trust and other state lands are managed for all generations of people of Washington. As steward of the resources, DNR takes care that the resources are sustainable and that the present generation does not receive more benefits at the expense of future generations. While protecting public resources such as fish and wildlife, water quality and quantity, and slope stability, DNR earns substantial funds.
For example, during the past 10 years, all of the state lands managed by DNR - upland trusts and aquatic lands - earn an average of about $250 million per year for the beneficiaries and the public. Projects and services are paid for with this money - money that does not come from taxes. | 1,148 | 591 | {
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thousand, but in an unhappy twist, goldfish have become the new carp. In 1997, the Fishway barred just 22 oversized goldies. Last year, more than 2,500 were prevented entry. But because the submerged grates were built to exclude carp not goldfish, small goldfish continue to slip into Cootes Paradise, producing more young and filling the niche the carp have vacated.
And once goldfish settle in, they are hard to evict. For more than a decade, the Hamilton Conservation Authority (HCA) has fought an on-and-off battle to oust goldfish from a small pond high on the Niagara Escarpment. In an effort to protect habitat for the endangered Jefferson salamander, the agency has trapped, netted, electro-fished and even poisoned the predatory fish with rotenone, a plant-based toxin. “We’ve removed thousands of goldfish, but some are still present,” says HCA aquatic ecologist Colin Oaks. “The best way to get rid of them is to prevent them from getting in in the first place.”
Pet owners who “free” their goldfish probably do not think of themselves as lawbreakers, but they ought to take a look at the federal Fisheries Act. For first offenders, the potential maximum fine for dumping a goldfish (or any other fish) into waters “where it is not indigenous” is a cool $100,000.
Even if that punishment is rarely applied, it underlines the seriousness of messing with our lakes. “I just don’t think we’re getting the message out: this practice is harmful to Canada’s native fish,” Boston says. She argues for more education, including signs discouraging fish dumping on urban waterfronts and coaching for new fish owners.
Goldfish breeder Andrew Bridgemohan agrees. “Most goldfish hobbyists don’t have enough education on the harm their fish can do in the wild.” On his farm in Breslau, near Kitchener, Bridgemohan raises fancy goldfish—retailing at up to $500—for what he calls “the BMW crowd.” He also imports thousands of small fish from Asia that are destined to become lower-cost stockers in ponds and nursery stores. When it comes to goldfish marketed as 59-cent pet store specials, it is easy to imagine at least some of these creatures as impulse purchases. And, when the reality of fish feeding and bowl cleaning settles in, some of these former pets are exiled to local creeks. To prevent that, the Canadian Association of Aquarium Clubs, along with governments and other partners, has launched a campaign against fish dumping and flushing. Owners are urged to offer unwanted goldfish to other hobbyists, schools or pet stores, or list them as giveaways online. The association also runs a fish rescue service to “rehome” the adoptees.
Could the goldfish problem get worse? Yes. Goldfish have a cousin, *Carassius gibelio*—Prussian carp. It looks so much like a goldfish, it may have entered western Canada in a shipment of fish destined to be pets or even food. Prussian carp has the rare capacity to reproduce without the need for its own species’ sperm, says Jonathan Ruppert, an adjunct professor in the Department of Ecology and Evolutionary Biology at the University of Toronto. Females clone themselves by hijacking the sperm of other closely related species in a process called gynogenesis. “They reproduce at such high rates, I think of it like a swarm,” Ruppert says.
The carp have expanded eight-fold in their southern Alberta range during the past 15 years and are pushing eastward through the Saskatchewan River system. Halas says the fish are well equipped for cold weather, thanks to their northern Eurasian ancestry, and could cross-breed with goldfish, making the offspring potentially more vigorous. “There needs to be more control,” Halas argues. “We need to invest more resources in checking what kinds of fish are getting shipped to us.”
This is a lot of bad news to attribute to the family’s quietest pet. But stopping the influx of invaders and discarded pets is only part of the solution. The long-term fix is greater care for Ontario’s waters so they are less like goldfish bowls and more like habitat-rich havens for native species. Given cleaner water, native predators including hungry northern pike, lurking bass and swamp-loving bowfin will gobble stray goldfish.
Wilder waterways benefit everyone, including the kids fishing at Wheatley Provincial Park. To raise a new generation of naturalists and water protectors, more free-range kids are needed, in more wild spaces, with fewer free-ranging invasive species—including Bubbles.
**Ray Ford** is a farmer near North Bay, and a longtime contributor to ON Nature. | 1,783 | 980 | {
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What will my child learn in Reception?
The Statutory EYFS Curriculum
Prime Areas of Learning and Development
- Communication and Language
- Personal, Social, and Emotional development
- Physical Development
Specific Areas of Learning and Development
- Literacy
- Mathematics
- Understanding the World
- Expressive Arts and Design
Overarching principles
1. Developing the **unique child**
2. Building **positive relationships** (with adults and children)
3. Enabling the environment **with teaching and support from adults** for learning
4. **Learning and development**
What does this look like?
Whole class teaching
1-1 adult-led activities
Partner work
Group activities
Outdoor activities
Hand on activities
Learning through play
Characteristics of Effective Learning - 'The Golden Thread'
• **playing and exploring** - children investigate and experience things, and ‘have a go’
• **active learning** - children concentrate and keep on trying if they encounter difficulties, and enjoy achievements
• **creating and thinking critically** - children have and develop their own ideas, make links between ideas, and develop strategies for doing things
How is the Statutory EYFS Framework assessed?
By the end of the year, staff will assess each pupil against given statements and make a holistic, best fit judgement if they have met the ELG (Early Learning Goal).
**Prime Areas of Learning and Development**
- **Communication and Language**
- Listening, attention & understanding
- Speaking
- **Personal, Social, and Emotional development**
- Self-regulation
- Managing self
- Building relationships
- **Physical Development**
- Gross motor skills
- Fine motor skills
How is the Statutory EYFS Framework assessed?
By the end of the year, staff will assess each pupil against given statements and make a holistic, best fit judgement if they have met the ELG (Early Learning Goal).
Specific Areas of Learning and Development
- **Literacy**
- Comprehension
- Word reading
- Writing
- **Mathematics**
- Number
- Numerical Patterns
- **Understanding the World**
- Past and Present
- People, Culture and Communities
- The natural world
- **Expressive Arts and Design**
- Creating with materials
- Being imaginative and expressive
How is English Martyrs’ ambitious in the curriculum for EYFS?
- We add Shape, space and measure to Maths
- We give children the opportunity to access Computing and Online Safety
- Pupils access 3 hours of RE a week
- Forest school opportunities weekly
- Pupils access Collective Worship weekly
- All our subject leaders monitor their subjects right from Reception to Year 6
- Reception follow the same behaviour system
RE curriculum
1. Creation and Covenant
2. Prophecy and Promise
3. Jerusalem to Galilee
4. Desert to Garden
5. To the ends of the Earth
6. Judaism (World Faiths)
How can you help?
Reading – LW and reading for pleasure
Embedding independence at home
Seesaw – What to look out for
Come and see your child in action!
14th November 9-9.25am - Basic Skills Drop In
15th November 9-9.25am - Phonics Drop In | 1,588 | 684 | {
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Tulips are brightly colored spring flowers that are popular around the world for being one of the first in a series of perennials that signal the end of winter each year. Like most flower garden additions, how you plant the blooms can make all the difference when it comes time for them to shine. Tulips are spring blooming geophytes that use bulbs as storage organs according to Edwin Visser, director of merchandising, Breck's Holland. "Tulips in the wild are found in a band stretching from Southern Europe to Central Asia."
They belong to the genus *Tulipa*, according to Chad Husby, Ph.D. and chief explorer at Fairchild Tropical Botanic Garden, which includes about 75 species. "The large flowers and diversity of color have made them popular ornamentals for over 1,000 years since they were first introduced to cultivation in Persia."
Related: Everything You Need to Know About Montauk Daisies
**Plant in Moderate Temperatures**
Tulips prefer moderate temperatures: full sun in cooler climates where the sun provides additional warmth, and partial shade in hotter areas. "Tulip bulbs need a chilling period of about three months to re-bloom," according to Husby. "In cold climates (USDA hardiness zones four to seven), this can be done in the ground or in an outdoor storage area." In hotter climates (like USDA zones eight to 10), they should be refrigerated for three months before planting.
**Soil Drainage Is Key**
"Tulips should be covered with at least eight inches of soil and need good drainage," Husby adds. They are sensitive to wet soil, and aside from real drought conditions, should not be watered artificially. "Excess water often causes rotting."
Use Fertilizer to Give Tulips a Leg Up
While they don't require fertilizer, if you want to offer your blooms a boost Husby suggests doing it at the time of planting. "It is best to use a bulb formulation that is low in nitrogen," he says. "This helps them to build up reserves for the next season, though they already have what they need stored in their bulbs for the current blooming season."
Buy "Dry" Bulbs
If you want to add some tulips to your yard, Visser says they're best grown from bulbs. "This is the most affordable and most exciting way," he says. "You can buy tulips in pots in the spring, but this is expensive, and you won't have the choice of varieties that suppliers of 'dry' bulbs offer in the fall."
After a few years, you may need to buy new bulbs, Visser adds, since some varieties will only flower for three to 10 years. If you decide to go ahead and buy an already flowering plant from your local nursery, Husby suggests putting it into a container instead of the ground, which could be too cold for the unestablished plant.
Plant Them in the Fall
Tulips are very much loved by gardeners because they give a nice color display to a border before most perennials emerge; on the flipside, they go dormant relatively early to give space for your favorite perennials, says Holger Winenga, the horticulturist at LongHouse Reserve. To get the best results you should plant your tulip bulbs in the fall, so that they can bloom the following spring. "They drop their foliage in the summer and prefer to stay relatively dry during their dormancy," he says. | 1,235 | 722 | {
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9th Grade History
"Ladder of Success"
STAFF
Editor - Virginia Kolbe
Assistant Editor - Roger Shelt
Art Editor - Alice Skates
Quixotic - Cecil Murry
Rare - Ronald Eberly
Silly - Pauly Emery
Trim - Milfred Baldwin
Unique - Jim Netcher
Vivacious - Kenneth Griesinger
Witty - Raymond Cole
Xciting - Jane Lane
Youthful - Harry Schaechterle
Zealous - Gene Miller
CLASS HISTORY OF 1951
The Eighth Grade Class of 1951 began in 1943 with 25 pupils enrolled in the first grade.
Edith Eaton, Marilyn Stites, and Virginia Griesinger moved away in the second grade, which left 22 pupils to start the third year of school.
In 1945 Donald Kraus left, and Carl Tovatt and Tom Smith entered making the total 23.
In 1946 Ruth Eberly, Willard Carroll, Zada Crowe, and Richard Lichtenwald left and Paulyann Emery entered making 20 pupils starting the 5th grade. Our enrollment stayed the same during our 5th year of school.
In 1948 Bill Miller left in the 6th grade leaving 19 enrolled.
In 1949 Ruth Ann Gorsuch left and Alice Skates entered, making the same amount to start our last year of grade school.
In 1950 Jim Netcher, Milfred Baldwin, Larry Lather and Julianne Smith entered, and Bernard Dachenhaus left our grade.
* * * *
CLASS ABC's
Artistic - Alice Skates
Bashful - Ronald Peabody
Clever - Jane Frey
Devilish - Wayne Beaverson
Enthusiastic - Dean Cook
Feminine - Julianne Smith
Gracious - Mary McCance
Happy-go-lucky - Tom Smith
Intelligent - Roger Shelt
Juvenile - Bill Kirkendall
Kidder - Eddie Gamber
Leader - Carl Tovatt
Merry - David Dauer
Nuisance - Larry Lather
Ornery - Larry Watkins
Popular - Virginia Kolbe
IDEAL GIRL
Eyes - Pauly Emery
Hair - Virginia Kolbe
Figure - Jane Frey
Smile - Alice Skates
Personality - Julianne Smith
Height - Jane Lane
Profile - Mary McCance
IDEAL BOY
Eyes - David Dauer
Hair - Bill Kirkendall
Physique - Cecil Murry
Smile - Wayne Beaverson
Height - Carl Tovatt
Profile - Larry Watkins
Voice - Eddie Gamber
Dimples - Roger Shelt
PIKE IS $21.00 RICHER
In February the last Farmers' Institute was held. After all expenses were deducted, a total of $21.00 was left. The Institute officers voted to give the school this $21.00. We wish to express our thanks to these officers and the people of Pike Township for this gift. We can certainly put it to good use.
* * * *
CLASS PERSONALITIES
Name - Milfred Ray Baldwin Jr.
Date of Birth - June 10, 1937
Favorite Song "On Top of Old Smoky"
Favorite Color - Red
Favorite Flower - Rose
Desired Occupation - Farmer
Choice of High School - Wauseon
Favorite Sport - Basketball
We graduate from Grade 8 - May 23! | 1,452 | 724 | {
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Music Composition Guidance
All participants must also follow Official Rules for Participation.
MUSIC COMPOSITION is the process of creating a new piece of music. The composer (the student submitting the entry) is a person who expresses their original thoughts and ideas through the use of sound changes over time. The composer may submit an entry performed by an individual or group and/or make use of a sound library generated performance of a score composed in its entirety by the student. Composers are not required to perform their composition themselves.
All instruments, sounds, styles, and combinations are accepted. Software may be used to produce an audio recording that does not include commercially pre-programmed imported MIDI or other source files. Entries containing algorithmic composition techniques are not accepted. Whether an entry displays formal composition technique or a simple approach, it will be judged primarily on how well the student uses his or her artistic vision to portray the theme, originality, and creativity. Use of copyrighted material is prohibited.
- Primary, Intermediate, and Special Artist divisions do not require musical notation. The student may choose to submit iconic (“made-up”), traditional, or tablature notation, if desired.
- Middle School and High School divisions require notation, either traditional or tablature.
- Notation software may be used to create a score.
- Whether the score is handwritten or computer-generated, appropriate instrumentation and voicing are required for the performance.
- For electronic copies of notation, accepted file type is PDF.
Tips for Audio Quality
- Do not place the recording device on top of an instrument(s) or speakers.
- Turn off all noise-making devices in the room (air conditioners, fans, telephones, etc.).
- Record a short test and listen to it. If needed, change the recording volume or microphone location.
- Record two seconds of silence before and after performing your composition.
Submission Instructions:
- Only new pieces of artwork inspired by the theme may be submitted.
- Each entry must be the original work of one student only.
- Performance must not exceed 5 minutes in length or 1 GB (one gigabyte) in file size.
- Record using a CD, DVD, or flash drive. Save as a data file, not an audio CD or DVD movie. Video files are not accepted.
- Accepted file formats are MP3 and WAV
- Label the CD/DVD/flash drive with name, title of artwork, arts category, and division.
- Provide score/notation (required for middle and high school) on 8.5 x 11 paper (one-sided only). Do not mount or bind. If provided electronically, provide in PDF format.
- Number each score/notation page and write name of the student on the back of all pages
- Place CD/DVD/flash drive, score/notation (if required), and student entry form in a full-page closeable manila envelope.
- Submit electronically if/as instructed by Free State PTA | 1,312 | 597 | {
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Teaching your child to deal with anger
Anger is a normal reaction to frustration. As a child grows, he (or she) must be taught to tolerate frustration and, when possible, to change events for the better. You, the parent, can help him discover that he is not the only one who gets angry and that anger and frustration are normal parts of life that everyone must face. While it is important for children to express their emotions, many children can be taught positive and socially acceptable strategies to deal with the instant when they start getting angry or frustrated.
Teaching strategies to children for dealing with their anger is particularly difficult because, often, you don't know ahead of time when your child is going to become angry. You have no choice therefore, but to use the time between outbursts to help your child learn how to deal effectively with angry feelings. Providing consequences for acting on anger, or discussing the situation after it's over—common parenting practices—will not teach your child how to deal with anger. In fact, such discussions may, over the long term, make him angrier.
Use the four Ps (Practice, Praise, Point out, Prompt) and follow the five steps for teaching your child how to deal with anger. Each step is important.
**Step 1. Practice blowing bubbles**
As strange as this may sound, at first, practice blowing real (soap) and imaginary bubbles with your child every day. Blowing bubbles teaches your child a behavior that is incompatible with getting nervous, anxious, or angry because it teaches your child to breathe slowly by taking deep breaths—a coping method he can use to defuse anger as soon as it starts. Notice, then, identify the first signs of your child's anger—expressions such as a sigh or a grimace.
**Step 2. Praise your child and then identify rewards**
Sit down with your child and set up some rewards that he can earn by practicing blowing bubbles every day, not just when he gets frustrated or angry. Don't skip rewards! Rewards are essential to teaching your child the skills he needs to deal with anger.
**Step 3. Point out your own successful coping methods**
Try to identify times when you deal effectively with your own stress, and point these out to your child. Mention how you are coping in a given situation so that he can see how he could deal with a similar experience. Then enlist your child's help in blowing your imaginary bubbles when you are frustrated, so he can learn that you also use strategies to help you keep your temper.
**Step 4. Prompt, and then remain calm**
When your child starts to get upset, encourage him to practice blowing bubbles to calm himself down. Then stay out of the situation completely. The sooner you prompt your child, the easier it will be for him to try it on his own. If you wait until your child completely loses his temper the exercises probably will not help. Remember: Don't allow your dread of a "meltdown" to keep you from enforcing discipline! When your child is upset, it is especially important to address him quietly, in a matter-of-fact manner.
Throughout the day, whenever your child starts getting angry, mention how he can blow imaginary bubbles. And then be patient. It will take time for your child to be able to catch himself as he starts to get angry.
**Step 5. Don't get drawn into your child's situation**
Avoid eye-to-eye confrontation whenever your child is angry. Everyone loses during a confrontation. Try to stay with whatever disciplinary strategies you've agreed on, and don't suddenly start changing strategies just because now you are angry. Don't be drawn into negotiations. Doing so only makes it harder for you to avoid getting angry.
Because anger-management skills are difficult to learn—and because they are so very important—practice them with your child often during the first month.
Remember: The sooner a child notices that he is starting to get angry, the easier it is for him to do the bubble or breathing exercises, and the more effective the exercises will be. The more you concentrate on teaching these skills, and the less you intervene when your child is angry, the quicker your child will learn to deal with his own anger. Once he has dealt with his own anger, he won't need nearly as much help from you. Then he will be able to use his new coping skills for the rest of his life.
To underscore what you have taught your child, remember the four "Ps":
- **Practice** the new behavior
- **Praise** your child for practicing
- **Point out** examples of people losing their temper or maintaining their calm when this happens in everyday situations
- **Prompt** your child when he needs to use his self-calming skills
© Edward B. Christopherson, 2002. Adapted with permission. All rights reserved. | 1,723 | 989 | {
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STAMP OUT BRAZILIAN PEPPER!
by Paul and Sherry Cummings
The Florida Native Plant Society has a goal of educating the public to the advantages of using native plants in landscaping. The Society should also take some responsibility, however, for the opposite side of the coin: that is, the problem of educating the public to the disadvantages of the troublesome non-native plant, making every effort to see that they are removed from the landscape scene.
Some of the most common and destructive non-native trees in Florida are the melaleuca, the Australian pine, and the Brazilian pepper. These exotics are lush and fertile trees. They are so fertile, in fact, that they crowd out the native species. They were introduced as landscape and windbreak plants, but adapted so well that they quickly escaped cultivation. They now dominate the areas in which they grow, creating their own monoculture, to the exclusion of native plants and many wildlife species.
Of these exotics, Brazilian pepper (Schinus terebinthifolius) deserves our primary attention, for a number of reasons. It is widely distributed in the moist soils of peninsular Florida, occupying many sites formerly inhabited by native vegetation. Its growth pattern is such that it covers large areas of ground completely, shading out and eliminating any plants that might try to grow under it. It belongs to the same family as poison ivy and presents the same hazard of causing skin reactions in humans.
It has the cosmetic advantage over the other two primary exotic pest trees by having red berries and reminding us of holly. In fact, it is commonly referred to as Florida holly. Because of this, many uninitiated people think of it as both beautiful and native, and, therefore, desirable both in landscaping and in attracting birds.
In an effort to begin to eliminate this troublesome pest, it is important to wage a war against it on three levels. The first step is to discourage the use of the term Florida holly. Whenever we hear or see the Brazilian pepper incorrectly referred to as Florida holly, we should ensure that the speaker or writer is made aware of the error, and knows the reason for our distress with this incorrect name. The elimination of the term Florida holly from our vocabulary will go a long way toward the eradication of this tree.
Secondly, landscape architects, authors of landscape books, and nurserymen should be made aware of the drawbacks of this plant, both in cultivation and in the wild. Properly informed, they should make valuable allies in our battle. Our goal here is to stop the Brazilian pepper from being recommended for landscaping by any source and to discourage reproduction and sale by the nursery trade.
Lastly, whenever we see a seedling growing in the wild, we should pull it up to keep it from spreading.
Working together against this troublesome tree, we may accomplish the seemingly impossible task of keeping the Brazilian pepper from taking over the entire southern part of peninsular Florida.
Won’t you help? | 1,158 | 601 | {
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India weather: Temperature passes 50C Celsius in northern India
A heatwave has suddenly borne down on millions of people, killing several as the temperature passes 50C Celsius.
Temperatures passed 50 degrees Celsius in northern India as an unrelenting heatwave triggered warnings of water shortages and heatstroke.
The thermometer hit 50.6 degrees Celsius in the Rajasthan desert city of Churu over the weekend, the weather department said.
All of Rajasthan suffered in severe heat with several cities hitting maximum temperatures above 47 Celsius.
In May 2016, Phalodi in Rajasthan recorded India’s highest-ever temperature of 57 Celsius.
The Indian Meteorological Department said severe heat could stay for up to a week across Rajasthan, Maharashtra, Madhya Pradesh, Punjab, Haryana and Uttar Pradesh states.
Several deaths from heatstroke have already been recorded.
About 200 million people live in northern India.
A red alert severe heat warning has been issued in the capital New Delhi as temperatures passed 46 Celsius, and residents were advised not to go out during the hottest hours of the day.
Even in the hill state of Himachal Pradesh, where many wealthy Indians go to escape the summer heat, temperatures reached 44.9 Celsius in Una.
Several major cities, led by Chennai, have reported fears of water shortages as lakes and rivers start to dry up.
In the western state of Maharashtra, farmers struggled to find water for thirsty animals and crops.
"We have to source water tankers from nearby villages as water reserves, lakes and rivers have dried up," said Rajesh Chandrakant, a resident of Beed, one of the worst-hit districts.
"Farmers only get water every three days for their livestock."
Raghunath Tonde, a farmer with a family of seven, said the area has suffered worsening shortages for five years.
"There is no drinking water available for days on end and we get one tanker every three days for the entire village," Tonde told AFP.
"We are scared for our lives and livelihood," he added.
The *Hindustan Times* newspaper said many Beed residents had stopped washing and cleaning clothes due to the water shortage.
More than 40 per cent of India faces drought this year, experts from Gandhinagar city's Indian Institute of Technology, warned last month.
The annual monsoon — which normally brings much needed rain to South Asia — is running a week behind schedule and is only expected to hit India's southern tip on June 6, the weather department said.
And private forecaster Skymet has said there will be less rain than average this year.
The Indian peninsula has seen a drastic change in rainfall patterns over the past decade, marked by frequent droughts, floods and sudden storms. | 1,140 | 554 | {
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World War 2
These are your child’s homework activities for this term. Activities may be linked to the topic your child is studying in class or a specific curriculum subject. Children will need to draw on a range of subject specific skills to complete these activities. Some tasks may be independent, whereas others may include working together to produce, make or solve something. Your child can select activities which they are interested in and want to achieve. Please remember that tasks can be done to suit your circumstances week to week, that may be a little each week or more one week and less another thus allowing greater flexibility to work on home learning in an ever-busy world.
When your child has completed a task, please upload a photo (or document) to Showbie. Every child has their own Showbie login and this term we will be celebrating our homework in class using the Showbie platform. All tasks are to be uploaded by Wednesday 9th December. Your child be encouraged to talk about the activities they have been completing at home using Showbie to share their efforts. We look forward to seeing how many activities you can complete!
| Shorter Activities | Art and design | Science/Maths | D&T |
|-------------------|---------------|--------------|----|
| **English/Maths games** | Draw and label a piece of military machinery EG; bomb, bayonet, anti-tank weapon or tank. | Which materials would be good for making blackout curtains for windows? How could we test them? Which material is the best? | Make a model of an air raid shelter. Maybe you could use a shoe box to show the outside of the shelter and put in the things that you would find inside of the shelter. |
| **Maths** | Research old British money. Write some maths problems using old money for a friend to solve. | Learn a wartime dance (such as the lindy hop). Which musical artist will you choose for your performance? | Using a map of the world, locate the countries that were involved in the world war. Colour code it with allies and axis. |
| **History** | Research the D-Day landings. Create an information booklet or poster explaining what happened on the day. Where did soldiers come from? Why were they there? | Research popular wartime toys and make a version that is made completely out of recycled materials. | Write a short biography about Alan Turning and why he was so helpful during the war? What did he do that was so helpful? |
| Free Choice | BONUS ACTIVITY |
|-------------|---------------|
| This activity is a free choice. You can choose an area of interest that is linked to our topic. Then decide on how you want to show your learning. Will you make a model? Write a story? Create a non-fiction booklet? Make a map? Build something? Create something? Use ICT? Work with others or independently? Decisions!! Decisions!! | Write an announcement that could have been played out on the radio in WW2. Here is an example to help you: https://www.youtube.com/watch?v=MkTw3_PmKtc&safe=true Perform it as if you were the Prime Minister. | | 1,282 | 644 | {
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6.5 Food and drink
Policy statement
We regard snack and meal times as an important part of our day. Eating represents a social time for children and adults, and helps children to learn about healthy eating, and to develop some independent skills. At snack and meal times, we aim to provide nutritious food, which meets the children’s individual dietary needs.
Procedures
We follow these procedures to promote healthy eating in our setting.
- Before a child starts to attend the setting, we ask their parents about their dietary needs and preferences, including any allergies. (See the Managing Children who are Sick, Infectious or with Allergies Policy.)
- Parents/Carers record information about their child’s dietary needs in the Personal Information Record and sign the form.
- We regularly consult with parents to ensure that our records of their children’s dietary needs – including any allergies - are up-to-date.
- We display current information about individual children’s dietary needs so that all our staff and volunteers are fully informed about them.
- We implement systems to ensure that children receive only food and drink that is consistent with their dietary needs and preferences, as well as their parents’ wishes.
- We provide nutritious food for meals and snacks, avoiding large quantities of saturated fat, sugar and salt and artificial additives, preservatives and colourings.
- We provide snacks from various cultural backgrounds, providing children with familiar foods and introducing them to new ones.
- We take care not to provide food containing nuts or nut products where we have a child who has a diagnosed allergy to nuts.
- Through discussion with parents and research reading by staff, we obtain information about the dietary rules of the religious groups to which children and their parents belong, and of vegetarians and vegans, as well as about food allergies. We take account of this information in the provision of food and drinks.
- We show sensitivity in providing for children’s diets and allergies. We do not use a child’s diet or allergy as a label for the child, or make a child feel singled out because of her/his diet or allergy.
- We organise meal and snack times so that they are social occasions in which children and staff participate.
- We use meal and snack times to help children to develop independence through making choices, serving food and drink and feeding themselves.
- We provide children with utensils that are appropriate for their ages and stages of development and that take account of the eating practices in their cultures.
We have fresh drinking water constantly available for the children. We inform the children about how to obtain the water and that they can ask for water at any time during the day.
We inform parents who provide food for their children about the storage facilities available in our setting.
We discourage children from sharing and swapping their food with one another.
For children who drink milk, we provide milk.
**Packed lunches**
Where children bring packed lunches, we:
- can provide refrigeration for perishable contents of packed lunches or they can contain an ice pack to keep food cool;
- encourage parents to provide sandwiches with a healthy filling, fruit, and milk based deserts, such as yoghurt or crème fraîche. We discourage sweet drinks and can provide children with water.
- discourage packed lunch contents that consist largely of crisps, processed foods, sweet drinks and sweet products such as cakes or biscuits. We request parents/carers to cut grapes and cherry tomatoes in half to reduce the risk of choking.
- provide children bringing packed lunches with plates, cups and cutlery; and
- ensure that staff are with children to eat their lunch so that the mealtime is a social occasion.
**Legal framework**
- Regulation (EC) 852/2004 of the European Parliament and of the Council on the Hygiene of Foodstuffs.
**Further guidance**
- Safer Food, Better Business (Food Standards Agency 2011)
This policy was adopted by **CROWMARSH PRE-SCHOOL** (name of provider)
On **14TH NOVEMBER 2016** (date)
Date to be reviewed **NOV. 2018** (date)
Signed on behalf of the provider
Name of signatory **Reynolds**
Role of signatory (e.g. chair, director or owner) **MICHELLE REYNOLDS CO-CHAIR.**
**Other useful Pre-school Learning Alliance publications**
- Nutritional Guidance for the Under Fives (Ed. 2010)
- The Early Years Essential Cookbook (2009)
- Healthy and Active Lifestyles for the Early Years (2012) | 1,914 | 921 | {
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SOUTHERN AFRICAN SENIOR MATHEMATICS OLYMPIAD
FEMSISA MATHEMATICS OLYMPIAD
(SASMO)
GRADE ELEVEN
DATE: 12 OCTOBER 2017
FINAL ROUND
TIME: 120 MINUTES
Instructions:
1. This booklet has 20 questions.
2. Use the answer sheet provided. Enter your answer in the block.
3. All working details must be done in the space provided.
4. Calculators are not permitted.
5. Diagrams are not necessarily drawn to scale.
6. The first 15 problems carry one mark each and the next 5 carry 2 marks each.
7. You have 120 minutes for the paper which works out to an average of 6 minutes per question.
8. Read the questions carefully before answering.
1. Write down the smallest surd
\[ \sqrt{5} ; \sqrt[3]{11} ; \sqrt[4]{24} \]
2. If \( P = 2x^2 - 4x + c \) and the minimum value of \( P \) is 5 then find the value of \( c \).
3. If \( f(x) = \frac{-4}{x^2} \) then simplify \( \frac{f(x+h) - f(x)}{h} \) if \( h \neq 0 \)
4. Solve for \( k \)
\[ \sqrt{2k+1} - \frac{24}{\sqrt{2k+1}} = 5 \]
5. Rewrite \( y = \frac{2x+3}{x-1} \) in the form \( y = \frac{a}{x+p} + q \) and then write down the value of \( a+p+q \).
6. 852 digits are used to number the pages of a book from 1. How many pages does this book have?
7. Solve for \( x \)
\[ 6 \geq \frac{2}{x-2} \]
8. If \( f(n+1) = 2n + 5 \) then find \( f(n) \) which is of the form \( an+b \)
9. Determine the ordered pair \((x;y)\) such that it satisfies both equations and \( y \geq 0 \):
\[ 3^{x+1} + 4y = 91 \]
\[ 3^x + 2^{y+2} = 41 \]
10. Simplify to a single ratio.
\[ \frac{\sin x - \frac{1}{\sin x}}{\frac{1}{\tan x}} \]
11. 480 writing pads are distributed equally among a certain number of students. If there were 20 less students each would have received 2 more writing pads. Determine the number of students.
12. The diagram represents a cube with diagonal AB which is equal to $8\sqrt{2}$. Determine the volume of the cube.
13. Solve for x
$$\sqrt{4x + 9} - \sqrt{2x + 1} = 2$$
14. 7 people went to a party and all sat next to each other on the same side of the table. How many different arrangements are there if the 2 couples have to sit next to each other?
15. Find the sum of the first 15 terms of the series:
$$\frac{1}{1 \times 5} + \frac{1}{5 \times 9} + \frac{1}{9 \times 13} + \frac{1}{13 \times 17} \cdots \cdots$$
16. The rectangle ABCD is such that D is on the X-axis. The equation of AB is $y = \frac{5}{9}x + 12$; A the y intercept. If diagonal BD which is parallel to the Y-axis is 17 units then determine the coordinates of C.
17. The graph A alongside is defined by $y = -x^2 - 4x + 5$. The graph is reflected about the X-axis. It is shifted 1 unit to the right. What is the defining equation of the new graph?
18. Consider the series
\[ 4^2 - 6^2 + 8^2 - 10^2 + 12^2 - \ldots \ldots \ldots 52^2 - 54^2 \]
Calculate the sum of the numbers of the series?
19. In the adjacent figure \( BC = CM; \) \( BK:CA = 3:2. \)
Determine the ratio of \( CL: LA \)
20. A; B; C; D and E play soccer or netball but not both.
A soccer player’s statement is always false.
A netball player’s statement is always true
A says B plays netball
C says D plays soccer
E says A does not play soccer
B says B does not play netball
D says E and A play different games. How many play soccer?
MARKS: 1-15: 15 X 1 = 15
16-20: 5 X 2 = 10
TOTAL: 25 | 1,789 | 1,117 | {
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## Fractions
### Selected National Curriculum Programme of Study Statements
Pupils should be taught to:
- count up and down in tenths; recognise that tenths arise from dividing an object into ten equal parts and in dividing 1-digit numbers or quantities by ten
- recognise, find and write fractions of a discrete set of objects: unit fractions and non-unit fractions with small denominators
- recognise and use fractions as numbers: unit fractions and non-unit fractions with small denominators
- recognise and show, using diagrams, equivalent fractions with small denominators
- add and subtract fractions with the same denominator within one whole (for example, $\frac{5}{7} + \frac{1}{7} - \frac{6}{7}$)
- compare and order unit fractions, and fractions with the same denominators
- solve problems that involve all of the above
### The Big Ideas
Fractions are equal parts of a whole.
Equal parts of shapes do not need to be congruent but need to be equal in area.
Decimal fractions are linked to other fractions.
The number line is a useful representation that helps children to think about fractions as numbers.
### Mastery Check
Please note that the following columns provide indicative examples of the sorts of tasks and questions that provide evidence for mastery and mastery with greater depth of the selected programme of study statements. Pupils may be able to carry out certain procedures and answer questions like the ones outlined but the teacher will need to check that pupils really understand the idea by asking questions such as ‘Why?’, ‘What happens if …?’, and checking that pupils can use the procedures or skills to solve a variety of problems.
| Mastery | Mastery with Greater Depth |
|---------|----------------------------|
| Six girls share three bars of chocolate equally. Four boys share two bars of chocolate equally. Does each girl get more chocolate, less chocolate or the same amount of chocolate as each boy? Draw a picture to show that your reasoning is correct. | Jo ate $\frac{1}{4}$ of a pizza and Sam ate $\frac{1}{2}$ of what was left. Mike ate the rest of the pizza. Draw a diagram to show how much pizza Jo, Sam and Mike each ate. |
| Mastery | Mastery with Greater Depth |
|---------|----------------------------|
| True or false?
Explain why.
\[ \frac{1}{2} \quad \frac{1}{3} \quad \frac{1}{2} \quad \frac{1}{4} \]
The shape is divided into 4 equal parts. Do you agree?
Explain why. |
| Shade in 0-7 of this rectangle. | This is 0-4 or \( \frac{2}{5} \) of a bag of marbles. How many marbles are in a full bag? |
| Fill in the numerators to make the answer less than 1.
Find three different ways to complete the calculation.
\[ \frac{1}{8} + \frac{1}{8} = \]
Fill in the numerators to make the calculation correct.
How many ways can you do it?
Explain how you know you have found them all.
\[ \frac{1}{8} + \frac{1}{8} = 1 \] |
| Mastery | Mastery with Greater Depth |
|---------|----------------------------|
| On a number line labelled 0 to 1, mark $\frac{1}{5}$, $\frac{2}{5}$ and $\frac{4}{5}$.
On a number line labelled 0 to 1, mark $\frac{1}{6}$, $\frac{1}{3}$ and $\frac{1}{2}$. | On a number line labelled 0 to 1, mark $\frac{1}{6}$, $\frac{1}{3}$ and $\frac{1}{2}$.
How big is the interval from $\frac{1}{6}$ to $\frac{1}{3}$?
How big is the interval from $\frac{1}{6}$ to $\frac{1}{2}$? |
| Hamsa says the diagrams below show that $\frac{1}{4} > \frac{1}{2}$.
Do you agree?
Explain why. | What fraction of the square is shaded?
Explain your reasoning. |
| What fraction of the bar does each section represent?
Draw two more bars of the same size and divide one into eighths and the other into sixths.
Which number is greater, a tenth, an eighth or a sixth?
How do the bars help you to explain your reasoning? | Only a fraction of each line is shown. The rest is hidden behind the blue screen. Which whole line is the longer?
Explain your reasoning. |
First: $\frac{1}{2}$
Second: $\frac{1}{3}$ | 1,873 | 1,020 | {
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April 2016
Learning Activities
I. A quick look at the contents--find the answers.
1. Obama said that in Garland, he has chosen a ______ man and an _______ judge. (p. 1)
2. The important New York primary election is on _______________. (p 1)
3. Wombats are short-legged marsupials that are native to ____________________. (p. 1)
4. ______ ________ _________ is the Library of Congress’s Poet Laureate for 2015-16. (p. 2)
5. The cherry trees in Washington DC came from the people of ___________. (p. 2)
6. The ______ is the national tree of the U.S. and many other countries. (p. 3)
7. Over 10,000 Japanese Americans were interned at Manzanar during _____ _____ ___. (p. 5)
8. Norman Mineta and Mariko Yamada are examples of people who have served and are serving as ___________ __________ in the U.S. (p. 5)
9. Sexual harassment is the legal name for very __________ ____ some people treat other people. (p. 6)
10. “The 33” film is based on the real events of the mining disaster that occurred in _____ in _____. (p. 6)
II. More careful reading--find these answers:
A. From “Celebrate Earth Day on April 22” (pages 1 and 3)
1. Methods used on sustainable farms protect the _____, _______, and air.
2. Sustainable farmers return nutrients to the soil by ________________.
B. From “The Arai family koi pond” (page 5)
1. President Roosevelt’s Executive Order 9066 called for ___________ __________.
2. The land at Manzanar was surrounded by __________ _____ fencing.
C. From “Family histories: Two have long careers in politics and public service” (page 5)
1. Mineta served as Secretary of ____________ and later as Secretary of ____________.
2. During Yamada’s six years in the Assembly, she saw 31 of her _____ signed into _____.
D. From “How to avoid or stop sexual harassment at work or school” (page 6)
1. Sometimes harassers are fellow ____________ or fellow ____________.
2. The first step that may help to stop harassment is to _______ ____.
III. What is your favorite photo in this issue? Why do you like it?
IV. Writing suggestions: The deadline for the April issue is March 18. In observance of Mother’s Day, send us stories about important women in your life. Other suggestions include what citizenship means to you, your birthday or anniversary celebrations, your job, your life, favorite sports or any topic of general interest.
Crossword puzzle answers in alphabetical order: demands, dirt, duty, earth, endured, expected, pat, persuasive, pond, profit, refuses, reunion, scraps, soil, victor, worms
See our website www.easyenglishtimes.com for the Answer Key and a new vocabulary matching exercise.
© Easy English Times: Duplication permitted for instructional purposes.
Easy English Times Crossword Puzzle
April 2016
All words are from VOCABULARY HELP
Across
4. To 'hit pay dirt' means to make a valuable discovery or large ________, a financial gain.
5. The Arai family created a Japanese koi fish ________, a small body of still water.
7. ________ are little invertebrate animals with long slender, soft bodies and no arms or legs.
9. Their family has a ________ every two years. All the members of the family gather together.
10. Loose soil, earth, and ground is also called ________.
11. There were 33 men who ________ the Chilean mine disaster. They suffered patiently.
12. President Obama said that it is his ________ to nominate a Justice. It is his responsibility.
13. Worm composting is using worms to recycle food ________. The worms eat small pieces of food.
Down
1. A ____________ person is good at persuading someone to do or believe something.
2. The idiom 'out of the blue' refers to something that happens that is not ____________. People don't believe that it will happen.
3. Another word for the winner in a contest or battle is ____________.
5. Harassers sometimes touch, grab, or ________ people in ways that they do not want or like. They might tap them with a soft, light touch.
6. In the film 'The 33', Maria ________ answers about what is happening. She strongly requests answers.
8. The upper layer of earth in which plants grow is called ________.
9. Mario ________ to give up hope when things look grim. He is not willing to give up.
11. The planet we live on is ____________. | 2,026 | 1,033 | {
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CLASS HISTORY
Esther Pearson, 1916.
In the year of our Lord nineteen hundred thirteen, seventy-nine timid freshmen came to the Crookston School of Agriculture seeking knowledge. With Mr. and Mrs. McCall as class advisors, they began to climb the ladder of success.
With Miss Brown as director, they took part in literary societies, and gave a program every third week in the auditorium. All of these were well attended and closely listened to because such excellent artists are bound to compel attention. Our verdure became more and more subdued as we learned how to apply gravity and gravitation tests to corn, and the important maxim that to every action there is an equal and opposite reaction.
We did not neglect the social side of our life for we entertained the school at a big party. We then proved to be excellent hostesses. At the party given to us by the old students, we had the honor of riding in an American airship, but we were not sure whether we would alight as pole-landers or laplanders.
The second year we returned to school and enrolled as Juniors. We were no longer bashful and backward, but took part in athletics, won the class championship in basket ball, and when the field meet was held, showed our skill by scoring against the Seniors.
Our class supplied prominent members to debating clubs, and won a number of debates against members of other classes.
During our Junior year we witnessed the erection of the magnificent Senior Hall on the campus, to serve as a boys' dormitory. In the same year a central heating system was installed for our comfort and warmth. We now believed we were living in luxury. In our Domestic Science department, we found Miss Catlin, with her never-to-be-forgotten smile, taking the place of Miss Kadlec, who had decided that if our work should be done accurately we must be given wholesome food. It was in this year also that Miss Hovey, our music teacher, with her winning manner and gentle ways accomplished the work of melting an ice-Bergh.
Miss Olsen and Mr. Sewall had, while we were at home spending our summer vacation, decided that two heads put together were better than one.
It was in this momentous year that a three months' short course was established for the advantage of boys and girls, who do not have the opportunity of taking up the regular three years' course.
After Christmas we were entertained by Mr. and Mrs. McCall who gave us a delightful party, where we took the entrance examination in Forestry. Some of us passed by getting good marks, others by our good looks, and some of us by our reputations. Mr. McCall decided that we were such a nice group of Juniors he would take a flash light picture of us to save for the future when he wanted to have some fond recollections.
Although for a period of two years we were treated as minor characters by the upper classes, we, ourselves, knew what places we were occupying. During this time some of our number were claimed by victories, more by defeats, and others by adverse circumstances, until, at the beginning of the third year, there were only forty-two of us left. According to Darwin and his theory of evolution, those who have survived are the fittest.
We began this year by enjoying with the school, a camp-fire festival. Everyone took part and fried his bacon in true woodsmen style over the glowing fire. We are proud to say that our class carried off the honors in the relay race. On Thanksgiving the students and faculty were served an elaborate dinner at which the Senior boys acted as waiters. They did their work as well as any of the girls who serve in the boarding club could have done. In the evening the world's favorite play, "Kindling the Hearth Fire," was given in three acts in the auditorium.
We, girls of the Senior class, have nourished the faculty this year, giving them 100 grams protein, 500 grams carbohydrate, and 70 grams of fat per person, and as proof of the success of this feat, we boast a corps of teachers who are free from dyspepsia. | 1,477 | 850 | {
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1. Given the following balanced equation, answer the questions following it:
\[ 9\text{Na} + 4\text{ZnI}_2 \rightarrow 8\text{NaI} + \text{NaZn}_4 \]
a. If 2.50 moles of Na are reacted, how many moles of ZnI\(_2\) will be consumed? (1 mark)
Answer __________
b. In order to produce 0.350 moles of NaI, how many moles of ZnI\(_2\) would be consumed? (1 mark)
Answer __________
c. If you needed to produce 35.976 g of NaI, how many moles of Na would you need to start with? (2 marks)
Answer __________
d. If you completely react 526.68 g of ZnI\(_2\), what mass of NaZn\(_4\) will be produced? (3 marks)
Answer __________
e. In order to produce 692.538 g of NaI, what mass of ZnI\(_2\) is required? (3 marks)
Answer __________
2. Given the following balanced equation, answer the questions following it:
\[ 2\text{NF}_3(g) + 3\text{H}_2(g) \rightarrow \text{N}_2(g) + 6\text{HF}(g) \]
a. If 15.008 L of hydrogen gas are consumed at STP, how many moles of HF would be formed? (3 marks)
Answer _______________________
b. In order to produce 3.50 grams of N\(_2\), how many Litres of NF\(_3\) at STP would be required? (3 marks)
Answer _______________________
c. If 188.608 L of N\(_2\) are formed at STP, how many Litres of HF would be produced at the same time? (3 marks)
Answer _______________________
d. If 482.8 g of NF\(_3\) are consumed, how many molecules of H\(_2\) would be consumed at the same time? (3 marks)
Answer _______________________
e. If \(2.7692 \times 10^{23}\) molecules of HF are produced, what volume of N\(_2\) would be produced at STP? (3 marks)
Answer _______________________
f. What mass of H\(_2\) would be required to produce 282.24 L of HF at STP? (3 marks)
Answer _______________________
g. The consumption of 1.12 L of H\(_2\) at STP would result in the formation of how many moles of HF? (3 marks)
Answer _______________________ | 1,104 | 581 | {
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1. What type of optic is represented in the center of the diagram above?
a. Is it a mirror or a lens (1pt)? **Lens**
b. Is it concave or convex (1pt)? **Convex**
2. What do the red perpendicular short lines represent (1pt)? **focal points or focal distance**
3. Label the principle axis on the diagram (1pt)
4. Draw the image that would be produced from this Object (green arrow) and Optic.
a. (3pts for the correct Image + 3pts for drawing light rays entering and exiting the Optic)
b. (2 pts) Characterize the resulting image with at least three of the following terms that describe its relationship to the Object (terms: real, virtual, inverted, upright, shrunk, magnified)
5. Still considering the diagram on page 1, the optic’s focal distance is 22cm and the Object’s distance is 11cm:
a. (5 pts) Calculate the Image’s distance. Show your work including the formula.
b. (5 pts) Calculate the Image’s magnitude. Show your work including the formula.
\[ \frac{1}{f} = \frac{1}{i} + \frac{1}{o} \rightarrow \frac{1}{22} = \frac{1}{i} + \frac{1}{11} \quad i = -22 \text{ cm} \]
\[ m = \frac{-i}{o} \rightarrow m = \frac{-(-22)}{11} \quad m = 2 \text{ cm} \]
6. Draw a concave lens (1pt). Is its focal distance >0 or <0 (1 pt)?
7. Draw a concave mirror (1pt). Is its focal distance >0 or <0 (1pt)?
8. Draw a convex lens (1pt). Is its focal distance >0 or <0 (1 pt)?
9. Draw a convex mirror (1pt). Is its focal distance >0 or <0 (1pt)?
II. Physical Optics (30 point total)
1. Identify the missing labels on the diagram to the right (4pts):
1a. Microwave
1b. Visible
1c. Ultraviolet
1d. X-rays
2. What does the dark blue line represent, and what are its typical units of measure (2pts)?
Frequency, Hertz (Hz)
3. What does the red line represent and what are its typical units of measure (2pts)?
Wavelength, nm
4. This diagram is a __________ spectra (1pt).
electromagnetic
5. Label the missing part of this diagram (8pts):
6. Is the lens in the eye a convex or concave lens (1pt)?
Convex
7. Identify items on the following spectra graph:
a. The label "T (%)" on the Y-Axis is an abbreviation for what (1pt)? **transmittance %**
b. The blue trace on the graph represents an optical filter that is doing what (1pt)?
**allows 80% of light from 450 to 500 nm through**
c. The red trace on the graph represents an optical filter that is doing what? (1pt)
**allows 80% of light from 500 to 550 nm through**
d. The green trace on the graph represents an optical filter that is doing what (1pt)?
either of the two: 1) blocks/reflects light from 450-500 nm
2) allowing 90% of >500nm through
e. Using the three optical filters represented in the graph above, design an arrangement of these filters to collect blue/green light into Detector 1 and green light into Detector 2. Briefly describe how the light moves through the device. Use the partially labeled figure below (8pt):
(green trace="Filter1", blue trace="Filter2", and red trace="Filter3")
1) white light hits Filter 1, allows >500 nm through and reflects <500 nm
2) Filter 2 allows only 450-500 nm through
3) Filter 3 allows only 500-550 nm through | 1,653 | 898 | {
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Pita Party Pizzas
**Shopping List**
- Whole Wheat Pita
- Mozzarella Cheese
- Canned Tomato Sauce
- Parmesan Cheese
- Dried Oregano
- Tomatoes
- Peppers
- Broccoli
- Mushrooms
**Directions**
**ATTENTION KIDS: Always cook with a grownup!**
Putting the tomato sauce on top of the cheese keeps the pita from becoming soggy.
**STEP 1:** Preheat the oven to 500°. Place the pita halves on a baking sheet and transfer to the oven. Bake for two minutes then remove the baking sheet from the oven.
**STEP 2:** Sprinkle each pita half with 2 tablespoons mozzarella, being sure to leave a 1/4-inch lip around the edge. Top each pita half with 1 tablespoon tomato sauce, 2 teaspoons Parmesan cheese, your vegetable toppings, and a pinch of oregano, and return to the oven. Bake until the cheese is melted and just beginning to brown, about 5 minutes. Serve.
**YOU WILL NEED**
- 2 mini whole-wheat pita breads, split in half horizontally to make two circles
- 1/4 teaspoon dried oregano
- 1 cup shredded mozzarella cheese
- 1/4 cup canned tomato sauce
- TOPPINGS: tomatoes, peppers, broccoli, mushrooms
- 2 tablespoons plus 2 teaspoons grated Parmesan cheese
**Nutrition Facts**
Serving Size: 1 pizza (22g)
Servings Per Container: 4
| Nutrient | Amount Per Serving | % Daily Value |
|-------------------|--------------------|---------------|
| Calories | 140 | |
| Calories from Fat | 70 | |
| Total Fat | 8g | 12% |
| Saturated Fat | 4 g | 20% |
| Trans Fat | 0g | |
| Cholesterol | 20mg | 7% |
| Sodium | 410mg | 17% |
| Total Carbohydrate| 10g | 3% |
| Dietary Fiber | 1g | 4% |
| Sugars | 1g | |
| Protein | 12g | |
**Vitamin A 6%**
**Vitamin C 26%**
**Calcium 25%**
**Iron 4%**
*The % Daily Value (DV) tells you how much a nutrient in a serving of food contributes to a daily diet. 2,000 calories a day is used for general nutrition advice.*
*Daily Values may vary by age or gender.*
*Calories per gram:*
- Fat 9
- Carbohydrate 4
- Protein 4
PBS Kids GO! logo is a registered mark of PBS and is used with permission pbskids.org/lunchlab © 2009 Lunch Lab, LLC | 1,549 | 629 | {
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Q.1. Encircle the right answer, cutting and overwriting is not allowed. (1x10=10)
1. Election of the board of directors is done by shareholders;
a) Through special resolution (c) in special meeting
b) In annual general meeting (d) in statutory meeting
2. Among different managerial styles, which of the following allows most rapid decision making?
a) Autocratic (c) free reign
b) Democratic (d) None of these;
3. ________ includes the rules and regulations necessary to manage the internal affairs of the company.
a) Memorandum of Association (c) Prospectus
b) Articles of association (d) All of above
4. A set of marketing tools-product, price, place and promotion is known as
a) Marketing Mix (c) Both A&B
b) Market segmentation (d) None of above
5. Motorcycle and car are different products, but both fulfill the need for transport is an example of;
(a) Brand competition (c) market competition
(b) substitute product competition (d) None of the above
6. Portion of the undistributed profit transferred to which of the following?
(a) General reserves (c) appropriation account
(b) Retained earnings (d) all of the above
7. A joint stock company may be wound up voluntarily in which of the following ways;
a) Fails to submit statutory report (c) expiry of period
b) Fails to start business within one year of incorporation (d) all of Above
8. A certificate of ownership of a business is a;
a) Bond (c) contract
b) Mutual fund (d) stock
9. Products purchased by companies to produce other products;
a) Consumer goods (c) service
b) Industrial goods (d) inventory
10. Which of the following is a disadvantage of partnership?
(a) Distribution of work (c) profit sharing
(b) Sufficient capital (d) limited liability
Q.2. Give short answers.
i. What are objectives of business?
ii. Discuss risk management.
iii. Define merger.
iv. How can the name of firm be chosen?
v. Explain declaration of solvency.
vi. Explain life insurance.
vii. What do you mean by partnership at will?
viii. Give five examples of housing societies.
ix. Define the concept of artificial person.
x. Give a list forms of combinations.
Q.3. Give answers of the following questions.
i. What different types of middlemen can be engaged in trade? Discuss!
ii. Define cooperative society. What are its characteristics and principles? Distinguish briefly between a company and cooperative society.
iii. Define risk. Discuss in detail classification of business risk. | 1,266 | 612 | {
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‘Umar ibn al-Khattab was the second, and probably the greatest, of the Moslem caliphs. He was a younger contemporary of Muhammad, and like the Prophet, was born in Mecca. The year of his birth is unknown, but was perhaps about 586.
‘Umar was originally one of the most bitter opponents of Muhammad and his new religion. Rather suddenly, however, ‘Umar became converted to Islam, and thereafter was one of its strongest supporters. (The parallel with the conversion of St. Paul to Christianity is striking.) ‘Umar became one of the closest advisors of the prophet Muhammad, and remained so throughout Muhammad’s life.
In 632, Muhammad died without having named a successor. ‘Umar promptly supported the candidacy of Abu Bakr, a close associate and father-in-law of the Prophet. This avoided a power struggle and enabled Abu Bakr to be generally recognized.
Moslem territory at the death of Muhammad, 632 A.D.
Area controlled by Arabs at the death of 'Umar, 644 A.D.
* Battles
Arab expansion under 'Umar ibn al-Khattab.
as the first caliph (i.e., as the “successor” of Muhammad). Abu Bakr was a successful leader, but he died after serving as caliph for only two years. He had, however, specifically named ‘Umar (who was also a father-in-law of the Prophet) to succeed him, so once again a power struggle was avoided. ‘Umar became caliph in 634, and retained power until 644, when he was assassinated in Medina by a Persian slave. On his deathbed, ‘Umar named a committee of six persons to choose his successor, thereby again averting an armed struggle for power. The committee chose Othman, the third caliph, who ruled from 644 to 656.
It was during the ten years of ‘Umar’s caliphate that the most important conquests of the Arabs occurred. Not long after ‘Umar’s accession, Arab armies invaded Syria and Palestine, which at that time were part of the Byzantine Empire. At the Battle of the Yarmuk (636), the Arabs won a crushing victory over the Byzantine forces. Damascus fell the same year, and Jerusalem surrendered two years later. By 641, the Arabs had conquered all of Palestine and Syria, and were advancing into present-day Turkey. In 639, Arab armies invaded Egypt, which had also been under Byzantine rule. Within three years, the Arab conquest of Egypt was complete.
Arab attacks upon Iraq, at that time part of the Sassanid Empire of the Persians, had commenced even before ‘Umar took office. The key Arab victory, at the battle of Qadisiya (637) occurred during ‘Umar’s reign. By 641, all of Iraq was under Arab control. Nor was that all: Arab armies invaded Persia itself, and at the battle of Nehavend (642) they decisively defeated the forces of the last Sassanid emperor. By the time ‘Umar died, in 644, most of western Iran had been overrun. Nor had the Arab armies run out of momentum when ‘Umar died. In the East, they fairly soon completed the conquest of Persia, while in the West they continued their push across North Africa.
Just as important as the extent of ‘Umar’s conquests is their permanence. Iran, though its population became converted to Islam, eventually regained its independence from Arab rule. But Syria, Iraq, and Egypt never did. Those countries became thoroughly Arabized and remain so to this day.
‘Umar, of course, had to devise policies for the rule of the great empire that his armies had conquered. He decided that the Arabs were to be a privileged military caste in the regions they had conquered, and that they should live in garrison cities, apart from the natives. The subject peoples were to pay tribute to their Moslem (largely Arab) conquerors, but were otherwise to be left in peace. In particular, they were not to be forcibly converted to Islam. (From the above, it is clear that the Arab conquest was more a nationalist war of conquest than a holy war, although the religious aspect was certainly not lacking.)
‘Umar’s achievements are impressive indeed. After Muhammad himself, he was the principal figure in the spread of Islam. Without his rapid conquests, it is doubtful that Islam would be nearly as widespread today as it actually is. Furthermore, most of the territory conquered during his reign has remained Arab ever since. Obviously, of course, Muhammad, who was the prime mover, should receive the bulk of the credit for those developments. But it would be a grave mistake to ignore ‘Umar’s contribution. The conquests he made were not an automatic consequence of the inspiration provided by Muhammad. Some expansion was probably bound to occur, but not to the enormous extent that it did under ‘Umar’s brilliant leadership.
It may occasion some surprise that ‘Umar—a figure virtually unknown in the West—has been ranked higher than such famous men as Charlemagne and Julius Caesar. However, the conquests made by the Arabs under ‘Umar, taking into account both their size and their duration, are substantially more important than those of either Caesar or Charlemagne. | 2,006 | 1,099 | {
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### Questions for Parents/Guardians
**What do your children do online?**
(Choose all that apply)
- [ ] Chat
- [ ] Play games
- [ ] Use Facebook or Twitter
- [ ] Study and do homework
- [ ] Other
- [ ] No idea
**Are your child’s online friends the same as their real-life friends?**
- [ ] Yes
- [ ] No
- [ ] Don’t know
**Do you know how to check on who your child is talking to online?**
- [ ] Yes
- [ ] No
**Have you checked your child’s online privacy settings recently?**
- [ ] Yes
- [ ] No
**Are you aware of how much information your child shares online with their friends?**
- [ ] Yes
- [ ] No
**Have you talked to your child about the dangers of meeting online friends?**
- [ ] Yes
- [ ] No
**Have you discussed ‘stranger danger’ with your children?**
- [ ] Yes
- [ ] No
**If your child was accessing unsuitable websites, would you know what to do to prevent this?**
- [ ] Yes
- [ ] No
**If your child was being bullied online, would you know how to resolve this?**
- [ ] Yes
- [ ] No
**Do you know how to remove unpleasant, harassing or inappropriate images or videos of your child from the internet?**
- [ ] Yes
- [ ] No
**Do you know how to monitor your child’s internet and computer activities?**
- [ ] Yes
- [ ] No
**Do you know how to minimise cyberbullying comments from Facebook and the internet?**
- [ ] Yes
- [ ] No
**Which of the following should you do with unpleasant content sent to your child over the internet?**
(Choose all that apply)
- [ ] Take a screenshot or print-out as evidence
- [ ] Turn the computer off
- [ ] Report to the police
- [ ] Inform the school
- [ ] Ignore it
**Your child is uploading videos to YouTube. Is this a good idea?**
- [ ] Yes
- [ ] No
- [ ] Not sure
**Have you shown your children how to use e-safety tools such as privacy settings?**
- [ ] Yes
- [ ] No
**Do you know how to use e-safety tools such as privacy settings?**
- [ ] Yes
- [ ] No
**Do you have clear rules about what information your child can give out on the internet?**
- [ ] Yes
- [ ] No
**Do you know what products are available to monitor, block, and report online activity and abuse?**
- [ ] Yes
- [ ] No
**Do you know the SMART e-safety rules are?**
- [ ] Yes
- [ ] No
**Is your child’s computer in a family space, or in their private bedroom?**
- [ ] Family space
- [ ] Private space
**Do you talk to your children about avoiding unwanted content and emails?**
- [ ] Yes
- [ ] No
**Have you discussed with your children when to delete or not reply to emails?**
- [ ] Yes
- [ ] No
**Can you easily monitor what websites your child is visiting?**
- [ ] Yes
- [ ] No
**Have you attended school parents’ meetings about e-safety?**
- [ ] Yes
- [ ] No
**Are you satisfied with the level of e-safety information provided by your child’s school?**
- [ ] Yes
- [ ] No
**Do you think your child’s school does enough to promote e-safety and keep you up to date with new developments?**
- [ ] Yes
- [ ] No
**Do you feel that you can ask your child’s class teacher, form tutor or year group leader for advice regarding e-safety?**
- [ ] Yes
- [ ] No
**Do you feel that you can ask your school’s e-safety officer/co-ordinator for advice regarding e-safety?**
- [ ] Yes
- [ ] No
**Are you happy with your level of e-safety knowledge?**
- [ ] Yes
- [ ] No
**Do you think your school needs to develop closer links between parents and teachers to keep you up to date with e-safety developments?**
- [ ] Yes
- [ ] No
**Is there anything specific you’d like to know from the school about e-safety?**
Please specify below: | 1,815 | 959 | {
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Dear Parents,
It is in our homes — within our families, our everyday lives — that most people experience God and all the realities of our faith life.
We can never really understand and celebrate any of the sacraments if we haven’t already lived them in our daily lives.
That is so true for the Sacrament of Reconciliation. We live reconciliation continually day in and day out. The sorrow, apologizing, understanding, forgiveness, making up, sharing peace, making things better — and then starting all over again — that happens constantly in families is how children learn about God’s unconditional love and forgiveness.
This poster isn’t just for the days and weeks preceding the first celebration of reconciliation. Keep it handy to frequently share your thoughts, faith, and prayer as you reflect on the gift of God’s forgiveness, and your desire to be a person of peace and forgiveness in your corner of God’s world.
Immediate Preparation for the Sacrament
Talk with your children about his/her faith formation session and his/her thoughts and feelings about the sacrament.
Pray acts of sorrow (contrition) frequently with your family.
Read Scripture together and talk about what Jesus is telling us for our lives today.
How to Celebrate the Sacrament
Welcome your child warmly with a hug and kiss as he/she comes from the reconciliation room.
Talk happily about God’s forgiveness and willingness to help us start over.
Make her/his favorite dinner or go out for ice cream after the sacramental celebration. During dinner pray in thanksgiving for God’s love.
Ways to Use the Poster
Act of Contrition: Use this prayer as part of your family dinner or night prayer. Include an examination of conscience and sign of peace.
How I Celebrate Reconciliation: This is a step-by-step description of how the Church celebrates Rite I of the Sacrament of Reconciliation. Talk about them with your child so that they feel very comfortable with the steps.
An Examination of Conscience: These questions can be used during family prayer at dinner or bedtime. All shouldn’t be used at one time; pick and choose a few for each occasion. Include a Scripture reading, a prayer of sorrow and a sign of peace.
After the Celebration of the Sacrament: Warmly welcome your child as he/she returns from celebrating the sacrament. Offer encouragement to complete the penance given by the priest — often a prayer or kind action. Together, give thanks to God for His forgiveness.
The Lord’s Prayer: This prayer is constantly important in our lives as Catholics. It has a unique place in the Sacrament of Reconciliation. Pray it often and beyond these days of sacramental preparation. Use the ideas here to talk together and pray.
Daily Reflection: This is a practice that has been important in our Catholic tradition for hundreds of years. Change it to fit your family, and use it at dinner or bedtime. You will not only grow in God, but you will grow together.
Family Sharing Questions: In the car, at the dinner table, and/or before bed, share a simple (but deep!) question or open-ended sentence. And don’t stop once reconciliation is celebrated for the first time. Continue to talk about your God-moments with one another.
Things that Parents Can Do to Help Children Prepare/Celebrate the Sacrament of Reconciliation
• Model forgiveness in your relationships with your spouse, family, and your friends so your children will witness it.
• Encourage (don’t force) your children to make up and/or say “I’m sorry” when there has been a disagreement.
• Help your children recognize a few simple faults for which they are responsible and can be sorry.
• Watch for opportunities to forgive your children when they have done wrong and are sorry.
• Give example by celebrating the Sacrament of Reconciliation yourself.
• As a family, participate in a parish reconciliation service, especially during Advent and Lent.
• Occasionally during your family dinner prayer include a family examination of conscience.
• As you watch TV together, talk about the actions and events that are portrayed. Where do you see the need for forgiveness and reconciliation?
Examination of Conscience for Parents
Do I make an effort to see everyone in my family as good people? When we disagree, do I step back and look for the goodness in them?
How much time do I spend with my family? When I am with them, do they have my full attention?
Do I show my appreciation and gratitude to my family? Do I compliment them, thank them — or do I spend more time concentrating on what I don’t like?
Am I ever sarcastic with family members? When we argue, do I say things intentionally to hurt them?
Am I careful about using things that belong to other people in the family?
Do I take time to pray with my family? Do I talk with them about God?
Do I make time to really listen to other family members?
Examination of Conscience for Families
Do people look at us and say, “See how they love one another … and others?”
As a family, do we care for creation?
Are we interested in and care for others beyond our own family circle?
How did we respect one another this week? How do we reach out to those who are needy, to those who are lonely, to those who might be different than we are?
How do we make peace in our family? How do we spread peace around? What can we do about world peace? | 2,040 | 1,110 | {
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DoE AND DENMARK LAUNCH FIRST WIND POWER PORTAL
FIRST ONLINE INFORMATION PORTAL FOR SA WIND POWER LAUNCHED
South Africa's first online resource for wind power, Powered by Wind, has been launched by the South African Department of Energy in partnership with the Embassy of Denmark in South Africa.
Powered by Wind (www.poweredbywind.co.za) is a backbone of the South African Wind Energy Awareness Campaign which provides an easily accessible online information portal for all the South African target groups including: Government; Business; Local Communities; Primary School Children - particularly Grades 5-7; and NGOs. It features dedicated General, Learner and Educator sub-portals, each with its own tailored information.
Speaking of the importance of the Wind project, Minister Peters, says: "we trust that the information we have brought to our learners, communities within the immediate vicinity of the wind energy projects, and our partners in the wind energy sector, will inspire everyone to want to learn more about wind energy and to work together with government to take this sector to greater heights for the sustainable development of our nation."
"With the Powered by Wind website we are taking the SA Wind Energy Awareness Campaign to a new phase, creating a digital respository for all things about wind power. It is an important achievement for South Africa's renewable energy efforts as it provides various target groups with current and contextual information on wind power," comments René Rosager Dinesen, Ambassador of Denmark in South Africa.
"Furthermore, with dedicated portals for both educators and learners we are - at an early age - instilling the importance of renewable energy in the world's efforts to diversify our energy sources" Ambassador Dinesen adds.
Both the Learner and Educator portals offer e-book learning, quizzes, FAQs and various other interesting facts around wind power that are particularly useful for our target market of Grades 5-7 learners as well as their educators. Furthermore, a lesson plan has been developed for educators to aid them when conducting lessons about wind power which forms part of the school curriculum.
The General portal is aimed at South African businesses, NGOs, Government Departments; and developers. It contains more high-level information on SA's wind power posture while also dispelling common misperceptions and myths.
Information on wind power has become critical to access following amongst others the implementation of the Renewable Energy Independent Power Producers programme. Through the REIPP some provinces such as the Western and Eastern Cape will see the construction of multiple sites for wind power projects, hence the need to ensure the development of a factual database for wind energy projects.
All the information is easy to read, extract and download. Additionally, Powered by Wind is accessible via the SA Wind Energy Awareness campaign's *smart tagging digital arm which essentially allows people to scan a simple tag code/bar code via their smart phones (cellphone with a camera and Internet access). The tag can be scanned here:
At the helm of the wind energy awareness campaign are two uniquely created characters which were officially launched at COP17 in Durban during December 2011. Known as Mr Wind and Mrs Coal, the two mascots have endeared themselves to all who have seen them, in the DVD as well as all other material associated with the campaign.
Through the dialogue of the two characters, the campaign is able to easily demonstrate to all target groups how wind and coal are energy sources that can work together to create sustainable energy for current and future generations.
Please visit www.poweredbywind.co.za for more information and to become part of this exciting phase in South Africa's renewable energy efforts.
Issued by: At Vogue Communications Agency
For: The Department of Energy in partnership with the Embassy of Denmark
Contact: Sasha Endemann at 082 805 6302 or email@example.com | 1,743 | 767 | {
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GRAHAMS ISLAND STATE PARK
NATURE
Devils Lake is located in the heartland’s prairie pothole region. As the glaciers retreated some 10,000 years ago, they left thousands of small depressions, sometimes called potholes, “kettles” or sloughs, that collect water. These wetlands are prime waterfowl habitat, providing viewing areas for snow and blue geese, ducks and grebes. Woodland birds unique to North Dakota settings are abundant, such as warblers, flycatchers, Baltimore orioles and woodpeckers. Other bird species worth looking for are the common goldeneye, red-necked grebe, Forster’s tern, cormorants and northern waterthrush.
Although mixed grass prairie is the predominant natural vegetation of this region, the woodlands associated with Devils Lake make up a large portion of Grahams Island’s natural vegetation. The densely wooded landscape of Grahams Island supports bur oak, northern hickberry, green ash, American elm and boxelder. North Dakota’s state flower, the prairie rose, blooms in abundance at Grahams Island. Some of the wildlife found in the park include red fox, raccoon, squirrels, white-tailed deer, coyote and beaver, as well as wild turkeys.
DID YOU KNOW
Devils Lake, North Dakota’s largest natural lake, is home to Grahams Island State Park an 1,122 acre park on the lake’s west side. The lake is a closed drainage basin, marked by periods of fluctuating water levels.
The Sioux called the lake “Mini-Wakon,” thought to mean “Spirit” or “Holy Water.” Influenced perhaps by Indian legends of drowned warriors and massive waves, early explorers translated the phrase as “Bad Spirit.” The name later became Devils Lake.
The first known white settler was Captain Duncan Graham, who arrived shortly after the War of 1812. The Scot trader and trapper, for whom Grahams Island State Park was named, married Hazah, twin sister to Sioux Chief Way-A-Given Agee.
In 1839, the U.S. Government sent Joseph Nicollet and John Charles Fremont, “The Pathfinder,” to make topographical maps of the area. Fremont wrote in his journal, “Enchanted Waters is a beautiful sheet of water, the shores being broken into pleasing irregularity by promontories and little islands.”
The lake supported commercial fishing with pickerel caught by pitchfork and “stacked like cordwood in wagons and shipped east.” Grahams Island was permanently settled by the 1880s. Chief sources of island income were from wood and cattle. Other communities sprang up around the lake. In 1882, the city of Devils Lake was founded by H.M. Creel.
The lake served as a means of transportation for settlers. In 1833 a Mississippi River steamboat operator, Edward Heeram, launched a small sidewheel steamer, the Minnie H, on Devils Lake. His boat provided transportation between the north and south shores for several decades. From 1883–1886, Irvine Church operated a flat-bottomed ferry across Mauvais Coulee. The town of Church Ferry takes its name from this short-lived business venture.
In 1988, the North Dakota Parks and Recreation Department assumed management of a system of state parks and recreation areas on Devils Lake. Rising lake levels necessitated the closure of the Narrows State Recreation Area in 1995 and Shelvers Grove in 2004.
TRAIL INFORMATION
Hiking Trail: The 2.1 mile hiking trail at Grahams Island is open to hiking and biking. The trail meanders through ash/oak woodlands which provide an opportunity to bird watch, photograph waterfowl and wildlife, and view 130 different plant species that are native to Grahams Island.
Cross Country Ski Trail: There are approximately 3 miles of Cross Country Ski Trails. These trails are maintained for winter activity. The snow conditions determine availability of trails. Trails are groomed weekly in the winter and are ready to ski.
(701) 766-4015
www.parkrec.nd.gov
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Now Hear This...
Ready Mixed Concrete Industry and Hearing Protection
Some ready mixed concrete industry employees may be subject to noise-levels at their work locations that require implementation of procedures to counter the danger of hearing loss. When frequencies of sound enter the ear canal and vibrate the ear drum, it is transported to the cochlea in the center of the ear. The cochlea contains liquid and very sensitive hair cells. These frequencies create waves in the liquid, picked up by the hair cells, which are transferred to the brain, which allows one to experience noise. Loud and excessive noise can damage the hair cells and eventually cause hearing loss.
What is “Too Loud”?
Most hearing loss occurs slowly. So slowly, in fact, that most people don’t notice it occurring until it’s too late and their hearing is gone. Sound is measured in units of decibels (dB). An average quiet room is about 20dB, a running belt conveyor is about 85dB, a cement blower is 100dB and an aggregate-hopper vibrator is around 105dB. In accordance with OSHA protocol, there must be hearing protection if one is subject to over 85dBA for 8 hours or more. Wear hearing protection always when the decibel level reaches 90. Workers likely need hearing-protection if someone talking 2 feet away and still difficult to hear. Follow company policies about hearing protection. There are two basic types of ear protection; ear plugs and earmuffs. Both provide a reduction of 15dB to 30dB if worn correctly. Ear plugs come in several styles: custom-molded, reusable, disposable roll-down foam, and canal caps. Earmuffs cover the entire ear and have a rubber strip that provides a seal when the muffs are worn correctly. Using both instead of one alone can provide an extra 5 to 10dB reduction in noise.
Think First and consider hearing protection when:
- Loading a mixer truck
- Filling cement or fly ash silos
- Near conveyor belts
- Operating a loader
- Using a grinder or cutting tools
- At a construction site
- In or near a block plant
- Working in a confined space
- Double hearing protection when chipping out a mixer drum
Resources
For more information on hearing loss prevention please follow the links below:
OSHA: [Hearing Conservation](#)
NRMCA: [Hearing Conservation Program](#)
Contacts
Gary Mullings: firstname.lastname@example.org | Kevin Walgenbach: email@example.com | 1,014 | 522 | {
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Blah Blah
Bish Bosh
The man is playing the piano with sheet music in front of him.
ALARM MUSIK
The music of the 20th century is a rich and diverse tapestry, woven from a multitude of influences and styles. From the early 1900s to the present day, composers have pushed the boundaries of what music can be, creating works that challenge traditional notions of harmony, rhythm, and form.
One of the most significant developments in 20th-century music was the rise of serialism, pioneered by Arnold Schoenberg. Serialism involves the systematic organization of musical elements such as pitch, rhythm, dynamics, and timbre. Schoenberg's twelve-tone technique, which uses all twelve notes of the chromatic scale in a specific order, revolutionized composition and opened up new avenues for musical expression.
Another important movement was the development of electronic music, which emerged in the 1950s and 60s. Composers like John Cage and Karlheinz Stockhausen explored the possibilities of sound synthesis and manipulation, creating works that pushed the limits of what could be considered music.
In the latter half of the 20th century, there was a growing interest in experimental and avant-garde music, characterized by its non-traditional structures and techniques. Composers like John Zorn and Steve Reich experimented with complex rhythmic patterns and repetitive structures, while others like Philip Glass and Terry Riley created minimalist compositions that emphasized simplicity and repetition.
The 21st century has seen a continuation of these trends, with composers exploring new technologies and pushing the boundaries of what is possible in music. The use of digital technology has allowed for new forms of composition and performance, while also opening up new avenues for collaboration and experimentation.
In conclusion, the music of the 20th century is a fascinating and dynamic field, full of innovation and creativity. From the pioneering work of Schoenberg to the cutting-edge experiments of today's composers, the music of the 20th century continues to inspire and challenge listeners around the world.
In 1985, he founded the electronic music group "Klangforum Wien" and has been its artistic director since then. He is also a member of the Austrian Composers' Association and the Austrian Music Publishers' Association. In addition to his work as a composer, he is also active as a performer, producer, and teacher. He has composed for various media, including film, television, and theater, and has collaborated with many renowned musicians and artists. His compositions have been performed in numerous countries and have received critical acclaim. He has also written several books on music theory and composition.
The chef is preparing a dish in the kitchen.
The drummer is a key member of the band, providing the rhythmic foundation for the music.
The man in the striped shirt stands with his arms crossed, looking thoughtful.
The 1980s saw the emergence of a new generation of composers, including John Adams, whose works often incorporate elements of minimalism and post-minimalism. Adams' compositions are known for their use of electronic instruments and unconventional orchestration, which has helped to expand the boundaries of classical music.
In the 1990s, composers such as Philip Glass and Steve Reich continued to explore the themes of repetition and transformation in their work. Their compositions often feature simple melodies and rhythms that are repeated and transformed over time, creating a sense of movement and progression.
Today, classical music continues to evolve and adapt to changing cultural and technological landscapes. Composers like George Benjamin and Kaija Saariaho have incorporated elements of electronic music and world music into their compositions, while others like John Luther Adams have drawn inspiration from nature and the environment.
As we look to the future, it is clear that classical music will continue to be a vibrant and dynamic art form, with composers pushing the boundaries of what is possible and audiences embracing new sounds and experiences. | 1,674 | 1,333 | {
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World War I
The War To End All Wars
World War I was also known as the Great War and The War To End All Wars. It was a global conflict that began in Europe in 1914 and lasted until 1918. The war was fought between the Allied Powers: Great Britain, France, Russia, Italy, Portugal, Greece, Serbia, Romania and the United States and the Central Powers; Germany, Austria-Hungary, Bulgaria and the Ottoman Empire.
What started WWI?
On the 28th June 1914, Archduke Franz Ferdinand, heir to the Austro-Hungarian throne and his wife, Duchess of Hohenberg are assassinated by Gavrilo Princip, a Bosnian Serb nationalist. A month later, Austria-Hungary declares war on Serbia and Europe rapidly descends into chaos.
Facts About WWI
- The war started on 28th July, 1914.
- The war ended on 11th November, 1918.
- The war was fought against the Allies and the Central Powers.
- It was a war of destruction.
- The War ended when Germany signed the Armistice (11th Nov, 1918).
- It is estimated that about 20 million people (soldiers and civilians) died.
- The last battle fought in WWI was the Battle of Mons.
- The first convoy of Australian and New Zealand soldiers destined for the war in Europe left Albany on 1st November 1914.
- The first tank to be used in action was invented by the British – named Mark I, in 1916.
- Soldiers did not wear metal helmets in 1914. The French were the first to introduce them in 1915.
Nurses in WWI
By the end of WWI, about 90,000 women from the British Empire had volunteered as nurses. More than 3,000 were Australians and about 550 were from New Zealand. Just like the men, the nurses were decorated for bravery with eight (8) receiving the Military Medal during WWI.
WORLD CASUALTIES
There were 20 million deaths and 21 million wounded. The total number of deaths includes 9.7 million military personnel and about 10 million civilians.
The Two Sides in WWI
Over 30 nations declared war between 1914 and 1918. The majority joined on the side of the Allies. The Allies' original members were the British Empire, France, and Russia. Later Italy and United States joined. The Australia and New Zealanders fell under the British Empire. The other side was known as the Central Powers which was Germany, Austro-Hungarian and the Ottoman Empire.
The War Lasted
4 Years 3 Months 13 Days
Why do we wear poppies?
The reason poppies are used to remember those who give their lives in battle is because they are the flowers which grew on the battlefields after World War One ended.
Australian Infantry Uniform
The Australian service dress jacket was made of Australian wool and its loose fit and pleated back gave the soldiers more movement. The four large pockets were very useful and the uniform was made with double thick cloth down the back where the soldiers pack rubbed against. The pants were corduroy worn with wool wrap puttees ‘legwarmers’. The slouch hat is the most distinctive part of the uniform. The “Rising Sun” badge on the collar and the fold of the slouch hat was distinctive to the Australians.
The Anzacs
The Anzac legend was born on 25th April 1915, when some 16,000 soldiers of the Australian and New Zealand Army Corps (ANZACs) landed on the shores of Gallipoli. ANZAC stands for Australian and New Zealand Army Corp. Today, Anzac’ represents all men and women who serve Australia and New Zealand.
MORE THAN 50,000
More than 50,000 Australians served at Gallipoli.
AUSTRALIAN CASUALTIES
61,678 Number of Australian soldiers that died in WWI.
155,000 Number of Australian soldiers wounded in WWI.
NUMBER OF Australians served
More than 416,000 Australians enlisted during WWI, with more than 330,000 serving overseas. Many served in Gallipoli, the Western Front and the Middle East.
Anzac Biscuits
Before Anzac biscuits were sweet and golden, they were called ‘hard tacks’ an oatmeal biscuit, rock hard and sent to the Australian soldiers at Gallipoli. After the Australian and New Zealand soldiers landed at Gallipoli on 25th April 1915, they were named ANZAC Biscuits. | 1,886 | 963 | {
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UNDERSTANDING THINKING
COURSE SYLLABUS (2021-2022)
Understanding Thinking
Class Meeting Times: Wednesdays 17:00-18:30
Location: Trivastrasse 13
Course taught in English
Teacher Information:
Karsten Miermans (critical thinking)
Email: email@example.com
0177-2390536 (reachable 9 AM-9 PM)
Teacher Information:
Laila Khorasani (neuroscience)
Email: firstname.lastname@example.org
Office hours: By appointment
Course Description
What will we learn?
This course will investigate how humans think, from two main perspectives: (1) the strengths and weaknesses of human thinking; and (2) how brains make thinking possible.
(1) Karsten will focus on understanding how we think, and what skills and principles to adopt to think better. Unfortunately, you’ll frequently see during this course that we humans frequently fall into ‘thinking traps’, in particular when we use intuitive reasoning. Such pitfalls are now well-documented by scientists (neuroscientists, amongst others!), and you’ll learn how to protect yourself against several of them. One of the tools that we’ll develop over the year is ‘Bayesian reasoning’: a broadly applicable framework to systematically use evidence to form beliefs. In fact, every student will use Bayesian reasoning over the course of the year to a topic of their own choosing.
(2) With Laila you’ll dive into the basic principles of neuroscience, by first reviewing the building blocks of the brain. We will primarily review neural functioning, however there are also many other cell types that work in conjunction with neurons that we will also learn about. Once you have a clear grasp of this, we will apply your knowledge to populations of neurons that work together to create your holistic experience. However, these processes do not always occur perfectly, which is why we will also learn about various diseases and disorders of the brain that can affect cognition. Lastly, we will investigate attempts to artificially create intelligence and how these networks relate to the human model. Original scientific literature will be embedded throughout the class so you can begin to familiarize yourself with how science is conducted in the laboratory, and how we turn experimental results into our fundamental understanding of how biology works. If interest and time allows, we may also study comparative neuroscience, or compare the brains of different organisms.
How will we work?
Each session will start with a lecture, followed by small group work and discussion. The critical thinking component (Karsten) will also involve a project for each student, where the student
learns to apply the techniques we learn to a topic they care about. We don’t plan to have homework for this course. We hope to also organize one or more field trips (to a real neuroscience lab, for example).
Learning Goals
At the end of this course, students will:
- Be aware of some of the common pitfalls of human thinking
- Be able to systematically examine claims from multiple perspectives
- Be able to systematically update one’s beliefs based on evidence
- Understand the basics of the brain: from a cellular to a structural level
- Describe classic neuroscience research techniques and how they illuminate information about the nervous system
- Learn to critically analyze the strengths and limitations of scientific methodology
- Understand the underlying circuitry behind biologically and artificially intelligent systems
- Consider the implications of advancing neurotechnology to augment the human experience
Topics
CRITICAL THINKING
I. Reasoning
II. Evidence & updating on evidence
III. Cognitive biases & thinking traps
NEUROSCIENCE
I. Introduction to Neuroscience
II. Neuroscience Behind Cognition
III. Neural Circuits: Function and Dysfunction
IV. Replicating the Brain: Artificial Intelligence | 1,709 | 768 | {
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Guide to using a Sleepytot to teach your baby to self settle
Guide to using a Sleepytot to teach your baby to self settle.
**Stage 1.** Attach 4 dummies to the sleepytot so your baby can easily find their dummy in the dark. Put the sleepytot in your babies hand and help your baby by guiding the dummy to their mouth, so they can easily fall asleep. Do this for all sleeps for 1-3 days.
**Stage 2.** Keep handing your baby the sleepytot for each sleep, but allow them to find the dummy and put this in their mouth on their own. This allows them the space to learn to find and replace their own dummy. They are on the way to self settling.
**Stage 3.** Place the sleepytot in the cot, and bounce or tap near the sleepytot to physically get your babies attention, this teaches them to reach for their own sleepytot and find and replace their own dummy. Do this for another 2-3 days.
**Trouble shooting:**
**Q:** What if my baby throws their sleepytot at me?
A: This can quickly become a game, either place it back in the cot with no fuss, or give your baby/toddler some space for a few minutes and then return the sleepytot to the mattress not their hands. (or expect it to be thrown at you again!)
**Q:** How do I eventually ditch the dummy?
A: Use the sleepytot as their comforter and simply take away the dummies. We try to be positive with toddlers and use rewards and role play to teach your toddler to settle without their dummy.
**Q:** How do I know if my baby is hungry or needs their dummy back?
A: Up until solids are well established it’s very common for your baby to need to be fed at night. If they settle quickly with their sleepytot and dummy, then they are probably not hungry.
www.babysleepconsultant.co.nz
facebook.com/babysleepconsultantnz
About the Author
Emma is the founder of Baby Sleep Consultant NZ/Aus, a certified infant and child sleep consultant, happiest baby on the block educator and trains sleep consultants internationally. Emma has her own 3 children, and understands the struggle to get enough sleep is leaving many parents in today’s modern world stressed and struggling to cope.
Emma’s studies in biology at the University of Auckland have led her to strongly believe that sleep is a necessity not a luxury. Sleep is responsible for regulating your mood, and appetite, it is the time where your memories move from short term to long term (you’re your babies, who is learning a lot of new skills each day!)
Sleep is when the brain cleans itself, and your immune system strengthens, it’s no surprise when you are tired and run down, you get sick.
Sleep is when your children grow, and your cells repair themselves!
Good sleep can improve post-natal depression symptoms, and lack of sleep can bring on PND.
Wanting to focus on improved sleep is not a selfish want as a parent, both you and your children will benefit from better sleep.
Please don’t hesitate to get in touch or check out our website for more sleep help. www.babysleepconsultant.co.nz
Emma Purdue
Emma is the owner and founder of Baby Sleep Consultant, she is a Certified Infant and Child Sleep Consultant, Lead Educator for Baby Sleep Consultant Training, Happiest Baby on the Block Educator, has a Bachelor of Science and Diploma in Education, she is a Gentle Sleep Expert and Mother of 3. | 1,231 | 745 | {
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16 modules. Let us guide you toward taking control of your future.
1. **What is Leadership?**
Start your journey to being the leader in your life by learning the traits of great leaders, and define what leadership means to you.
2. **Define Transformative Moments**
Learn what "Transformative Moments" are and how they impact you. You'll come away with an entirely new perspective on life.
3. **Find Your Unique Strengths**
In this powerful and confidence-boosting lesson, you'll connect with people you know to learn your Unique Strengths.
4. **Construct Your Vision**
Crafting your future plan starts here. You'll define what you want to achieve in life, and what success means to you.
5. **Understand Ego, Fears & Motivation**
Learn how to identify and confidently overcome your fears, while learning what motivates you in making your dreams a reality.
6. **Crystallize Your Vision**
A vision requires clarity. You'll learn to confidently and clearly share your dreams and definition of success with others.
7. **Learn to Enroll Others**
You can't achieve everything alone. You'll identify Unique Strengths in others and build a powerful network & support system for yourself.
8. **Set Goals**
Learn how to set measurable and achievable goals across all areas of your life, while removing stress from the process.
ACCOUNTABLE OR VICTIM?
Don't sabotage your success. Learn how to avoid "victim" behaviors, take personal accountability, and fully become the leader in your life.
SET STEPS
Learn how to set "Next Steps". These will be your stepping stones toward making immediate progress on your goals.
CHOOSE YOUR ACCIDENT
Check in with where you're at in the Stages of Learning. You'll also identify the people and choices that can help you move toward success.
PRACTICE & FOCUS
How long does it take to become a pro? Learn how to practice and build focus so you can tackle your dreams and master your Unique Strengths.
LEADERSHIP & CONFIDENCE
Level up your confidence. Outline your ideal day, learn how to protect your energy, and project confidence through understanding others better.
APPRECIATE THE MOMENT
Learn how to gain value from every moment of your day, and apply what you learn to your future plan.
TAKE TIME FOR GRATITUDE
Learn how to practice gratitude to find inner peace, open new doors for yourself, and celebrate your wins.
DREAM BIG!
You now have the skills and knowledge of your strengths to achieve your dreams. It's time to take action on your Roadmap plan.
"Project OTY is a great tool to better understand yourself and how to set yourself up for success in your life and career."
-Hannah B.
Click Here to Start Your Roadmap Journey | 1,164 | 582 | {
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Where is Yellow?
Authors: Lê Thu Phương Quỳnh, Parul Batra
Illustrator: Nguyễn Thị Ngọc Bích
Translator: Brian Kavanagh
Level 2
Once, there lived a box of paint tubes in an artist’s house.
The yellow tube said to her box mates,
“I don’t want to paint with you all.
I don’t want to become thin and ugly.”
That same day, the artist decided to paint the most beautiful painting ever for all the children in the world.
The artist painted the trees with **brown**.
But something was missing. What was it?
The artist painted the leaves with **green**.
But something was missing. What was it?
The artist painted the sky with blue.
But something was missing. What was it?
She painted the blooming flowers with red and pink.
Still, something was missing.
She painted the **scarlet** dragonflies, the **lime green** parrots, the **snow white** rabbit and the **grey** elephant.
But something was STILL missing.
What do you think was missing in the painting?
The artist opened the window and looked outside.
Now she knew what was missing. It was the sun!
11/16
“Yellow? Yellow! Yellowwwww!”
She needed yellow to paint the sun.
Do you know where yellow was hiding?
Yellow was nowhere to be seen!
But what about the most beautiful painting for all the children in the world?
What could be done?
Yellow thought and thought.
Then she stuck her head out of her hiding place, whispering, “Here I am. You can paint the sun now. But... only take a little of me.”
There! The artist could now paint the most beautiful painting ever for all the children in the world.
Do you like it?
16/16
This book was made possible by Pratham Books' StoryWeaver platform. Content under Creative Commons licenses can be downloaded, translated and can even be used to create new stories - provided you give appropriate credit, and indicate if changes were made. To know more about this, and the full terms of use and attribution, please visit the following [link](https://creativecommons.org/licenses/by/4.0/).
**Images Attributions:**
Page 11: [Top view of a village](#) by Nguyễn Thị Ngọc Bích © Room to Read, 2012. Some rights reserved. Released under CC BY 4.0 license.
Page 12: [A woman looking up to shelves with books, dolls and tubes of colours](#) by Nguyễn Thị Ngọc Bích © Room to Read, 2012. Some rights reserved. Released under CC BY 4.0 license.
Page 13: [A woman sitting sadly by a window](#) by Nguyễn Thị Ngọc Bích © Room to Read, 2012. Some rights reserved. Released under CC BY 4.0 license.
Page 14: [A woman talking to a tube of yellow paint](#) by Nguyễn Thị Ngọc Bích © Room to Read, 2012. Some rights reserved. Released under CC BY 4.0 license.
Page 15: [A woman looking up to a colourful painting](#) by Nguyễn Thị Ngọc Bích © Room to Read, 2012. Some rights reserved. Released under CC BY 4.0 license.
Page 16: [A tube of yellow paint hiding behind a painting](#) by Nguyễn Thị Ngọc Bích © Room to Read, 2012. Some rights reserved. Released under CC BY 4.0 license.
---
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Some rights reserved. This book is CC-BY-4.0 licensed. You can copy, modify, distribute and perform the work, even for commercial purposes, all without asking permission. For full terms of use and attribution, [http://creativecommons.org/licenses/by/4.0/](http://creativecommons.org/licenses/by/4.0/)
Where is Yellow?
(English)
A beautiful picture is being painted for all children in the world. Every tube of paint in the palette is excited to be a part of it – except for yellow. He decides to escape, leaving the painting unfinished. What will the painter do?
This is a Level 2 book for children who recognize familiar words and can read new words with help.
Pratham Books goes digital to weave a whole new chapter in the realm of multilingual children’s stories. Knitting together children, authors, illustrators and publishers. Folding in teachers, and translators. To create a rich fabric of openly licensed multilingual stories for the children of India and the world. Our unique online platform, StoryWeaver, is a playground where children, parents, teachers and librarians can get creative. Come, start weaving today, and help us get a book in every child's hand! | 1,829 | 1,018 | {
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MALULA, Syria— There is no indication that Jesus ever set foot in this village whose houses are carved out of the salmon-colored stone of Mount Qalamun. But here in this Christian enclave in the mountains of Socialist, predominantly Sunni Moslem Syria, the ancient language that He and His disciples spoke can still be heard.
Malula, population 4,000, is the largest of three villages near Mount Qalamun where Aramaic is the spoken language. Aramaic mingled with Arabic is also heard in masses at the Syrian Orthodox Church in the old part of Damascus.
But religious leaders and scholars of the language say the ancient tongue is rapidly dying and little can be done to prevent its extinction.
"The language will die in 40 years," said Msgr. Francois Abou Mokh, the Archbishop of Damascus, who was born in Malula. "The new generation has never learned Aramaic. They only speak Arabic." The Causes of Decline
Aramaic has fallen victim, as have dozens of other languages, to economic progress and social mobility in Syria. Only 30 years ago, there were no schools here. Now children of the villages learn Arabic, Syria's national language, in state-run schools.
In addition, more than a third of the village residents are in Damascus, either for advanced education or for work. Many people commute daily to the Syrian capital to sell sheep and goat products, the mainstay of the village.
Aramaic as spoken here is a lovely language to hear: more flowing and, in the view of some, less guttural than modern Arabic. But Bishop Abou Mokh said the two languages, as well as Hebrew, are similar and are derived from the same lost language.
"Consider our Arabic greeting - salaam, that is, hello, or peace," the Bishop said. "In Hebrew it's shalom. In Aramaic it's schlomo." Aramaic has had a distinguished and long history in this region. Scholars here say Aramaic emerged at least 900 years before the birth of Christ.
Jews learned Aramaic in Babylon before the birth of Christ during their exile from Palestine. When they returned, Hebrew had been relegated to a religious language, like Latin for Catholics today, and Aramaic was the spoken tongue, the Bishop said.
All of what is now Syria had become Christian and spoke Aramaic by the second century, Bishop Mokh said.
The Arab invasion of the region in the seventh century brought not only Islam but also a new language, both of which were imposed on the region. Too Poor to Matter
But Malula and two other nearby villages - Jabaadin and Bakhaa - were extremely poor and of too little consequence to spend much time and effort capturing. So they remained isolated.
Bishop Abou Mokh says it was the isolation that allowed Aramaic to survive. There were no roads to Malula 40 years ago. Bakhaa remained almost inaccessible by highway until the 1960's, when a paved road was finally built.
Of the three, only Malula remains Christian. About 300 years ago the two other villages converted to Islam, an act of rebellion against severe fasting requirements imposed by the Byzantine Oriental Church, Bishop Abou Mokh said. Malula did not convert because it had traditionally been a Christian sanctuary.
Near the top of Mount Qalamun, some 5,000 feet above sea level, is the tomb of St. Takla, a pupil of St. Paul's, who came here to escape her pagan father. Cut off by the steep mountain, she prayed for help. The mountain reportedly split into two, creating a narrow passage through which she escaped. A convent marking the spot, which contains her crypt, is among the oldest in the world, residents of Malula say.
Syrians from villages that refused to convert to Islam moved here, making Malula a fervently Christian place.
map of Lebanon, Syria, Jordan and Israel | 1,566 | 817 | {
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The Decline of Standardized Testing in Canada
by Michael Zwaagstra
This study examines how standardized testing has changed in Canada over the last twenty years. There are three clear national trends: [1] standardized tests today place less emphasis on subject-specific knowledge; [2] standardized tests are not given the same value as they once were; [3] standardized tests are administered less often and at fewer grade levels. In addition, the impact of the COVID-19 pandemic on the future of standardized testing in Canada is of some concern.
The first trend is that standardized tests today place less emphasis on subject-specific knowledge than they did twenty years ago. Instead, most of these tests now focus on generic literacy and numeracy skills. This is consistent with a general shift among many provinces away from knowledge in their curriculum guides. Nowhere is this trend more apparent than in the province of British Columbia, where the new curriculum places a strong emphasis on so-called higher-order learning rather than on knowledge and memorization. The problem with this approach is it assumes that literacy and numeracy are easily transferable skills when the reality is that these skills are heavily dependent on content. Unfortunately, when provincial assessments no longer measure content knowledge, there is little incentive for teachers to help students acquire the background knowledge they need to be successful.
The second major trend is that standardized tests are not given the same value as they once were. In many provinces, standardized tests (other than those written in Grade 12) do not count toward students’ final grades. Even in the provinces where they do count, the percentage value of these tests has steadily declined. As a case in point, Alberta’s Grade-12 diploma exams were once worth 50% of a student’s final grades. Several years ago, this was reduced 30%, and for the 2021/22 school year, is down to only 10%. Students are less likely to take these tests seriously if they know it will not have a significant impact on their final grades. While it is understandable that standardized tests written by younger students would not be included in final grades, it is disappointing that they often do not affect high-school grades either. It makes sense for standardized tests to have at least some value, particularly at the high-school level.
The third national trend is that standardized tests are administered less often and at fewer grade levels. The shift away from standardized testing in Saskatchewan and Manitoba has been particularly striking. While Saskatchewan used to administer standardized tests several times between Grades 4 and 11, it now only has standardized tests at the Grade-12 level, and even these tests are written only by students in courses with non-accredited teachers. Meanwhile, Manitoba had once planned to implement standardized testing in the four core subjects of mathematics, English or French language arts, science, and social studies at Grades 3, 6, 9, and 12. Today, Manitoba students write standardized tests only at the Grade-12 level and in only two subjects.
The study also notes how two smaller provinces, Manitoba and Prince Edward Island, have gone in opposite directions with standardized testing: Prince Edward Island added more tests and Manitoba scrapped nearly all of them. Interestingly, while Manitoba students once outperformed Prince Edward
Island students on the Programme for International Student Assessment (PISA), these two provinces have essentially switched places. It is striking that two provinces that chose different paths regarding standardized testing have seen such disparate results on their PISA scores.
Finally, the study raises a concern about the impact of the COVID-19 pandemic on standardized testing. At the outset of the pandemic, many provinces cancelled standardized tests outright, or at least made them optional. While this initial response was understandable, standardized tests are now being disrupted for the third year in a row. Unless provincial governments are prepared to defend the value of these tests, it will be tempting to give in to political pressure and abolish them entirely. As life gradually returns to normal in Canada, it is important that standardized tests not become a casualty of this pandemic.
In the end, provincial governments need to place a stronger emphasis on standardized testing. If Canadian students are going to successfully compete against other students from around the world, they need to be well educated. Standardized testing is an important component of a quality education system.
The Decline of Standardized Testing in Canada by Michael Zwaagstra
Click here to read the full report
Why standardized testing in Canada is important
Pop Quiz
- Fair measurement of student achievements
- Helps teachers stick to curriculum
- Can compare data from each province
- Allows comparison from classroom to classroom | 2,045 | 926 | {
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VILLAS — The Judge Nathaniel Foster House, circa 1730, will soon be owned by the County Division of Open Space and Farmland Preservation Program after receiving a small amount of money to Lower Township. The township plans to restore the house as a historic site.
The Foster House, located at 1649 Bayshore Road, remained in ownership of the original family until 1908 when it was sold for $5,000 to the Sakevich family. The Cape May County Historical and Genealogical Society purchased it in 1920.
The house is of First Period heavy timber construction with large corner posts and mortise and tenon joints, according to research from the Museum of Cape May County.
The corner posts can be seen in the second floor bedrooms.
The kitchen features the original fireplace used for cooking. The iron crane that held pots remains in the kitchen, as does the hearth. A brick arch supports the large fireplace above. The original wood paneling and hardware remain in the kitchen. A window in the attic leads to the second floor which is behind a door in the parlor. A number of small doors, which are of double thickness and feature a crossbass Bible ornament, lead to the fireplace.
The rafters in the attic, which are numbered with Roman numerals, are hand-hewn and pegged together.
Jeff Hilgert, a member of the board, pointed out a cast iron fire back in the living room fireplace. It is marked with “Bustine,” the location of an iron works and preservatory historic site from the mid-1800s.
The parlor walls, which would have been wood paneled, were later replaced with plaster walls, he said.
Nathaniel Foster (1700-1769) purchased 100 acres of land on what is now West Jersey Avenue. The property stretched from Bayshore Road to the bay and from the ocean to the present-day Ocean Avenue. Foster was a direct descendant of one of the original Swedish families who came to settle in Cape May County around the late 1600s. He recorded his first earmark, used for paying taxes, in 1720. On the 1727 deed to the property, his occupation is listed as carpenter.
Foster was appointed Justice of the Peace for Cape May County in 1739 and served through almost 30 years. When he died in 1769, he left his estate to his son, Salathiel, and to his grandson, Reuben, the son of his deceased daughter, Gertrude Salathiel (1725-1792) served as an officer in 1775 in the Battle of Monmouth from Cape May County. In 1777, during the Revolution, he served as captain of the 3rd Company Battalion, also of Cape May County. He went on to become a farmer who owned land and probably owned part of Five Mile Island near Wildwood. Reuben Foster (1780-1870) and his son, Downs Edmunds Foster (1807-1880), probably remodeled the front portion of the house. They added a smaller front hall and changing fireplaces in the parlor and upstairs bedrooms around 1830.
Later in life, Downs Edmunds Foster became the keeper of the Cape May Lighthouse for many years. Hilgert said the house has remained intact since it has remained in the ownership of the original family. “Because it was in the family, they wanted it just like it was and had a plan that went on for generation after generation and they really didn’t change all that much,” he said.
The original corner post is visible in a second-floor bedroom. Ceilings and doorways are high compared to today’s standards. The home appears to have been painted white although the planks are narrower than some of the era, Hilgert said.
Two other structures exist on the property that are not part of the house: an outhouse and shed. The house’s original exterior would have included either a layer of pink-tinted shingles. Hilgert said he hopes to replace the paint on the beadboard from the element.
Hilgert said due to declining government support, the museum was unable to purchase the Foster House but was able to preserve the home from demolition. | 1,510 | 877 | {
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Code of Conduct for Child Safety
Anglican Diocese of Melbourne
Easy English
Hard words
This book has some hard words.
The first time we write a hard word
- the word is in blue
- we write what the hard word means.
You can get help with this book
You can get someone to help you
- read this book
- know what this book is about
- find more information.
About this book
This book is written by the Anglican Diocese of Melbourne.
This is our Code of Conduct for Child Safety.
Code of Conduct means the rules we must follow to keep children safe.
In this book, we call it the code.
Who must follow the code?
You must follow the code if
- you work or volunteer at the Church
and
- you interact with children at the Church.
Children means anyone under 18 years old.
Why do we need the code?
The code helps us decide if
- you should work with us
- you need help to work in the Church safely.
We can take **disciplinary action** if you do not follow
- the code
- Church rules
- your work contract.
Disciplinary action means we might change
- what you are allowed to do in the Church
- who you can work with in the Church.
Who checks that you follow the code?
The **Diocese** will check if everyone follows the code.
The Diocese includes people in the Anglican Church of Melbourne.
**Kooyoora** will also check if everyone follows the code.
Kooyoora is a group that
- is **not** part of the Church
- helps the Church follow the code
- helps the Church do the right thing.
What are our standards?
Our standards say
- what you must do
- what you must not do
- what some Church leaders must do.
For example, Vicars.
What you must do
You must
- know what the standards say
- follow the standards
- keep children safe
- complete clearance checks
- clearance checks mean the Diocese say you are safe to work with children.
You must tell someone if a child is **abused**.
Abused means someone gets hurt by another person or group of people.
You must tell someone if you think a child
- is being abused
- was abused in the past
- might be abused in the future.
Abuse can be
- **physical**
- physical abuse means someone hurts the child
- **verbal**
- verbal abuse means someone says mean things to make the child feel bad
- **sexual**
- sexual abuse includes kissing and any sexual touch.
If you think a child is **not** safe and might be abused, you can tell
- Victoria Police
- Kooyoora.
Before you work with children you must read and sign the Diocese’s Child Safety **Statement of Commitment**.
The Statement of Commitment is a document everyone must sign to keep children safe.
Before you work with children you must read the Diocese’s Child Safety **Guidelines**.
Guidelines include rules and tips everyone must read to help them follow the code.
What you must not do
You must
- **not** hurt children
- **not** punish children
- **not** treat other people in the Church badly because they follow the code
- **not** give dangerous things to children.
It is okay to give children a small amount of red wine for Holy Communion.
What leaders must do
Leaders must
- make sure everyone follows the code and all other child safety laws and rules
- make the Church a safe place
- talk to Kooyoora to check a person is safe to work at the Church.
More information
For more information contact The Anglican Diocese of Melbourne.
Call 03 9653 4220
Website www.melbourneanglican.org.au
If you need help to speak or listen use the National Relay Service.
Call 1800 555 660
Website communications.gov.au/accesshub/nrs
Give the relay officer the phone number you want to call.
Notes
This Easy English document was created by Scope (Aust) Ltd. in November 2021 using Picture Communication Symbols (PCS). PCS is a trademark of Tobii Dynavox, LLC. All rights reserved. Used with permission. This document must not be sold to third parties. The images must not be reused without permission. For more information about the images, contact Scope on 1300 472 673 or visit scopeaust.org.au | 1,720 | 939 | {
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What’s in a Name?
Students grow different varieties of the same crop to test their suitability to the school’s garden soil and climate.
To discover that there are many varieties of each vegetable.
Varieties are bred by plant scientists working for seed companies and are developed for their different characteristics. Some tomatoes, for example, make big fruits; some resist pests and diseases; some do well in certain climates and poorly in others; some grow longer, shorter, rounder, firmer, redder, bigger, faster, and so on. Many varieties are hybrids and do not reproduce the same seed from season to season. But you can save the seeds of nonhybrid varieties and develop seeds that are especially well-suited to your garden.
- What’s in a Name? Lab Sheet, 1 per student, page 429
- a dug and fertilized garden bed
- different varieties of one particular vegetable such as carrots or lettuce
- science journals
Prepare a garden bed for planting.
Picture a lettuce plant. What types of lettuce have you seen? More than one image should come to mind, because there are many different types of lettuce! Some have dark green leaves and some have red leaves; some have curly leaves and some have long, straight leaves; some taste sweet; some are crunchy. These different types of lettuce are called varieties. Just as two sisters are closely related but different, so there are different varieties of each vegetable. Do you think some varieties may taste better than others? Would they grow better in our soil than others? Let’s find out if certain vegetable varieties are better for our climate and soil than others.
1. Have students divide a garden bed or planter box into several equal sections and sow or transplant each section with one variety of one particular vegetable (for example, each section is a different type of lettuce). Have them label each section with variety name and date planted, and water well.
2. Have students read the information on the seed packets and record their predictions about which variety will grow the best, taste the best, be the tallest, be the quickest to harvest, and so on.
3. Have students treat all the varieties exactly the same: thin plants at the same time if necessary, water the plants the same amount, and so on.
4. Have students make weekly observations and record all the information on charts.
5. When students harvest the crop, have a tasting party.
| # GERMINATED | PEST DAMAGE (SCALE 0-5) | ROOT LENGTH IN INCHES | TASTE (SCALE 0-5) |
|--------------|-------------------------|-----------------------|-------------------|
| A B C D | A B C D | A B C D | A B C D |
CARROTS: NANTES = A CORELESS = C HALFLONG = B LONG = D
**WRAP UP**
Which variety produced the most? Which grew the most? Which tasted the best? Which factor is the most important? Is it better to have short, sweet carrots or long, bland ones? Which would you rather grow if you were a farmer? (Ask the class to vote on the best variety.) Would this variety necessarily be the best to grow no matter where you live? Why might another variety do better somewhere else? (different climate, different soil, shorter or longer growing season)
**DIGGING DEEPER**
1. Have one student in the class call your local Agricultural Extension Agent and ask for a list of recommended vegetable varieties for your area. (Did they pick the same vegetable variety that your class did?)
2. Become plant breeders. Plant nonhybrid varieties and save seeds of the plant that grows the best. Continue from season to season until you have developed a seed especially suited to your garden. | 1,590 | 769 | {
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Guest Lectures: Awareness on Responsible Consumption
A series of short presentations, public talks and lectures are delivered, organized and hosted by TSUULL University and made accessible for all.
TSUULL opens up a dialogue with the Student Community to raise awareness on Responsible Consumption coming up every day at the place we live, we work and walk. We will look at a variety of colorful up-cycled objects made from different materials and show how discarded cardboard, aluminum and plastic can be used again to create a new object which is both durable and hard wearing.
Sourcing materials and producing the clothes are the most polluting parts of a fashion supply chain – this industry being responsible for 8-10% of all carbon emissions. During our public talk we’ll discuss how to reduce the consumption of clothes and make this process more eco-friendly, and, moreover, how to buy second-hand clothing more responsibly.
Participants learn more about sustainable materials, reduction of water and energy consumption with small steps and risks of the fast-fashion industry.
COMPOST IS THE MOST!
DIGGING DEEP INTO BLACK GOLD MAGIC
Sustainable Development Goal 12 (SDG 12 or Global Goal 12), titled ‘responsible consumption and production’, is one of the 17 Sustainable Development Goals established by the United Nations in 2015. The official wording of SDG 12 is ‘Ensure sustainable consumption and production patterns’ which calls for a comprehensive set of actions from businesses, policy-makers, researchers and consumers to adapt to sustainable practices.
In order to inform students about the possibility of making this world free from garbage an open lecture was held by “Valeriia Sofina”. During this open lecture, students were immersed in the world of composting and gradually learned about this wonderful technique. They learned the science behind the process and researched about the entire microcosm of organisms responsible for the magic of “black gold.” They looked at different types of compost and analyzed the main practical mistakes and invented dozens of ways to use garbage which results wonderful compost. Finally, they learned about the role of compost in a sustainable society and answered the question “Is it just peace of garbage or a revolutionary movement against the consumer society?”
CAR-FREE MARATHON
Recently, we have had marathon for students in accordance with SDG 3 adopted by all United Nations Member States in 2015. This time, we wanted to encourage students to use more toxic emissions free vehicle and help environment.
University held marathons because they can be key to sustain the livelihoods of current and future generations. Our planet is running out of resources and populations are continuing to grow and it’s causing an increase in cars and air pollution.
In this marathon, 100 more participants took part than last year. In the end, the participants were rewarded for their work.
‘PLASTIC-FREE DAY’
The industrial Revolution brought many discoveries, including new materials. Polyethylene, the main component of disposable plastic, was discovered in England in 1933, paving the way for the mass production of plastic bags. The aggressive growth of single-use plastics has led to the creation of huge amounts of waste. To make matters worse, the world produces five trillion plastic bags every year, while the total amount of plastic waste generated annually is 400 million tons.
We have organized “Free plastic day” project with the goal of keeping the environment clean and engaging in responsible production. More than 60 university students, volunteers and even their teachers participated in this project and cleared the university area and its surroundings of plastic. | 1,531 | 710 | {
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BURGERS
Learning Objective:
To be able to make a burger and evaluate the process.
Have you finished the planning for your burger? If so, you can make your burger today. YAY!
Read over your plan and think carefully about the ingredients and equipment you will need. What has your teacher provided you with? Do you need to make any changes to your plan?
Which patty are you making? Turkey, beef or vegetarian?
Let’s take another look at the steps needed to make the patty you will be cooking today. Click the name of the one you are cooking.
Beef
Turkey
Vegetarian
Beef Patties
Step 1:
Put the mince, chopped onions, mixed herbs, garlic, chilli and egg into a mixing bowl and mix together with a spoon.
Step 2:
Grab chunks of the mixture and roll it in your hands. Using both palms, squash the patties until they are slightly flat.
Step 3:
With adult supervision take your patties to a stove. Put the pan on the hot plate and pour some oil in. Place the patties carefully in the pan.
Step 4:
After about five minutes flip your patties with an egg flip to cook the other side.
Then, EAT THEM!
Step 1:
Crack two eggs into a cup. Using a fork whisk the eggs lightly.
Step 2:
Put all the ingredients into a bowl with the bread crumbs and mix together.
Step 3:
Grab handfuls of the mixture and roll into balls. Flatten the balls with your palms.
Step 4:
With adult supervision, heat a pan on the stove and pour some olive oil in it.
Step 5:
Carefully place the patties in the pan and cook for about five minutes.
Step 6:
Turn the patties with an egg flip and cook for a further five minutes. Then, EAT THEM!
Step 1:
Drain the chickpeas and put them in a bowl. Use your hands and fingers to break the chickpeas.
Step 2:
Put all the ingredients into the same bowl and mix together with your hands.
Step 3:
Grab handfuls of the mixture and mould into balls.
Step 4:
Flatten the patties with the palms of your hands.
Step 5:
Place the patties into a pan with oil and cook for five minutes on both sides.
Step 6:
Then, EAT THEM!
Discuss with your class the food safety and hygiene points you need to remember when cooking. Record your ideas here.
Before we get started, can you discuss these questions with your table group.
How will you make sure the burger patty is cooked correctly?
What will you do if something doesn’t go to plan?
How will you know if you have completed all the steps?
How will you present/layer your burger for viewing?
Now you can start making your burgers. Cook safely and ask for help if you need it. ENJOY!
Plenary
Now that you have made your burger and layered it correctly, get into groups of three to taste the burgers. Cut each burger into three pieces and try each one.
Can you rate the three burgers you tasted? What categories will you use and how will you rate them? Decide with your group. Remember to respect your group members and their efforts. | 1,138 | 680 | {
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Shapes of Society
Written by: Jonathan Hsiao
Illustrated by: Story Spark AI
Once upon a time, there lived the “happy,” “perfect” shape beings in the “idealistic society.” Those shape characters all have the same size, colour, and perfect cube shape.
In a world where people believe the cube is the best shape of all kinds, people celebrate their uniform appearances and refuse to be different. Everyone appreciates the shape of a cube more than anything else; everyone only appreciates the shape of a cube.
The government measured everybody to ensure everyone in the society was perfect. With rulers, they try to find any imperfections in one’s shape. One by one, citizens were measured individually and carefully. The world doesn’t want someone who’s not a perfect cube.
Those who didn’t fit the criteria of a perfect cube had to fix the problems themselves. In other words, they were asked to cut their edges and shred their bodies to fulfill the societal norm.
Like a factory, society produces many identical-shaped beings every year. They all have the same size, the same colour, and most importantly, the same shape and the same belief.
However, cubes are not the best solution to everything. Cars, for example, cannot travel efficiently with cubic tires. The rough surface and the pointy corners stop cars from travelling fast.
At the same time, the flat roof of a cubic building can also be problematic. Whenever it rains, the roof collects the rainwater, which causes drainage issues and headaches.
But on a large scale, however, those inconveniences were tolerable. No one wanted to change or challenge the world on their own. Who could dare to oppose?
Until one day, the real disaster came. A massive earthquake struck the city, destroying the homes of many people. Buildings with cubes alone are too vulnerable, and they soon collapsed.
Many people died in the earthquake, and many more were injured. But beyond grief, people started wondering what they could’ve done differently.
The disaster itself leaves irreversible scars on each and every citizen in the society. Not only do those scars make everyone unique, but they also challenge how people see themselves.
As the people in the society open their minds to shapes other than cubes, they regain their colour and uniqueness. Although they started to look different from each other, they made the world better together.
As more and more people opened their minds, society became more and more diverse and colourful. While some choose to remain cubic, unique shapes like triangles, circles, and stars are given the chance to shine in the new world as they value and respect each other.
With the inclusion of diverse shapes, the new world could tackle issues like cubic tires and drainage problems with new designs. Moreover, with everyone’s help, they could even go beyond what’s possible.
After all, the shape beings no longer have to cut their edges and shred their bodies. In this new, colourful world they created for each other, they can live happily as who they are.
The End | 1,081 | 610 | {
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You are the Salt and Light!
Jesus says we are the salt of the earth. Have you ever tasted food that wasn't salty enough? It can taste pretty bland. But do you notice when food has the right amount of salt? Usually we don't think about it. It's kind of hiding in the food and making it taste good. Jesus wants us to be like the "salt" in the world, with the goodness and truth that He gives us.
Jesus also says that we are the light of the world. Can you imagine a completely dark world: no sun or lights or anything? It would be pretty scary. You'd never know what was happening or where you were going. That's what the world can be like for people who don't have the light of God's truth. It's our job to bring the truth to the world so that everyone can see that God loves them.
We have to bring God's light everywhere we go. But we must be gentle with people who don't understand the truth. Otherwise it would be like shining a light in someone's eyes, and they wouldn't be able to see anything. We need to start out like little candles, lighting the way so that people can follow us toward God.
What did Jesus tell us we should be like?
Colour in the spaces according to the code to find out!
+ blue
- white
- orange
□ brown
• red
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Saint Scholastica
February 10
Scholastica was born around the year 480 in Italy. She was the twin sister of Saint Benedict of Nursia.
Benedict and Scholastica both loved God and dedicated themselves to Him at a young age.
When Benedict started a monastery, Scholastica began a convent.
We can meet here every year to talk about God!
The brother and sister visited each other once a year.
Then one time... This will be the last time you see Benedict...
Let's build here!
Three days later when Benedict was in his monastery he had a vision of a dove going up to heaven when Scholastica died.
Benedict refused to stay longer when Scholastica asked, but then she prayed and a huge storm came!
You refused my request but God listened!
Saint Scholastica and her brother Saint Benedict are a great example to us of how brothers and sisters can help each other to become holy. Do you ever pray with your brothers or sisters or friends? You can help each other become saints!
Salt and Light Crossword Puzzle
Use the words at the bottom to fill the blanks. Then you can put them in the puzzle.
A = across
D = down
______ 2D ______ 5D to his disciples: "You are the ______ 11D of the ______ 6A But if salt ______ 15D its ______ 20A with what can it be seasoned? It is no longer ______ 17D for anything but ______ 21A be thrown out and trampled underfoot. ______ 8A ______ 3D the light of the ______ 10D A ______ 1D set on a ______ 13A cannot be ______ 7D Nor do they light a lamp and then put it under a bushel ______ 12D; it is ______ 18D on a lampstand, where it gives ______ 16A to ______ 14A in the ______ 19A Just ______ 18A your light ______ 4A shine before others, that they may see your good ______ 9A and glorify your heavenly Father."
MUST JESUS MOUNTAIN CITY LIGHT
SAID DEEDS BASKET EARTH WORLD
GOOD HOUSE HIDDEN YOU SET ALL
SALT TASTE LOSES ARE SO TO | 1,300 | 775 | {
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NECK EXERCISES
These exercises help to stretch and strengthen your neck. Before beginning an exercise, read all its instructions. While exercising, breathe normally and use smooth movements. If you feel new or increasing pain, stop the exercise. If pain persists, tell your healthcare provider.
☐ ACTIVE NECK ROTATION
1 Lie on your back with your knees bent and your feet flat on the floor. For extra comfort, place a neck roll or a rolled-up towel under your neck. Look straight at the ceiling.
2 Turn your head slowly to the side, keeping your chin level.
3 Hold for _____ seconds. Return to center. Repeat _____ times on each side, bringing your head back to starting position between each turn. Do _____ sets a day.
CAUTION
• Don’t force any motion.
• Go only as far as you can comfortably.
☐ FACE CLOCK
1 Lie on your back with your knees bent and your feet flat on the floor. Look straight ahead.
2 Imagine your head against the face of a clock. Slowly draw the outer edge of the clock with your nose. Go clockwise first, then counterclockwise.
3 Repeat _____ times in each direction. Do _____ sets a day.
CAUTION
• Don’t stay in one position too long. Keep your head moving to avoid tightening your muscles.
☐ TENSION RELEASE
1 Sit up straight in your chair. Tucking your chin slightly, tilt your head to the left.
2 Placing your left hand on the upper right side of your head, gently pull your head to the left. Hold for _____ seconds, then return to the starting position.
3 Repeat _____ times on each side. Do _____ sets a day.
CAUTION
• Don’t force any motion.
• Go only as far as you can comfortably.
☐ SHOULDER SQUEEZE
1 Bend your elbows and point your fingers upward. Lift your elbows out from your sides until your wrists are at shoulder height.
2 Keeping your fingers pointing up, push your elbows backward to squeeze your shoulder blades together. Hold for _____ seconds. Slowly return to the starting position.
3 Repeat _____ times. Do _____ sets a day.
CAUTION
• Don’t arch your back.
• Don’t hunch your shoulders.
• Don’t hold your breath.
NECK EXERCISES
These exercises help to stretch and strengthen your neck. Before beginning an exercise, read all its instructions. While exercising, breathe normally and use smooth movements. If you feel new or increasing pain, stop the exercise. If pain persists, tell your healthcare provider.
☐ ACTIVE NECK ROTATION
1 Lie on your back with your knees bent and your feet flat on the floor. For extra comfort, place a neck roll or a rolled-up towel under your neck. Look straight at the ceiling.
2 Turn your head slowly to the side, keeping your chin level.
3 Hold for _____ seconds. Return to center. Repeat _____ times on each side, bringing your head back to starting position between each turn. Do _____ sets a day.
CAUTION
• Don’t force any motion.
• Go only as far as you can comfortably.
☐ FACE CLOCK
1 Lie on your back with your knees bent and your feet flat on the floor. Look straight ahead.
2 Imagine your head against the face of a clock. Slowly draw the outer edge of the clock with your nose. Go clockwise first, then counterclockwise.
3 Repeat _____ times in each direction. Do _____ sets a day.
CAUTION
• Don’t stay in one position too long. Keep your head moving to avoid tightening your muscles.
☐ TENSION RELEASE
1 Sit up straight in your chair. Tucking your chin slightly, tilt your head to the left.
2 Placing your left hand on the upper right side of your head, gently pull your head to the left. Hold for _____ seconds, then return to the starting position.
3 Repeat _____ times on each side. Do _____ sets a day.
CAUTION
• Don’t force any motion.
• Go only as far as you can comfortably.
☐ SHOULDER SQUEEZE
1 Bend your elbows and point your fingers upward. Lift your elbows out from your sides until your wrists are at shoulder height.
2 Keeping your fingers pointing up, push your elbows backward to squeeze your shoulder blades together. Hold for _____ seconds. Slowly return to the starting position.
3 Repeat _____ times. Do _____ sets a day.
CAUTION
• Don’t arch your back.
• Don’t hunch your shoulders.
• Don’t hold your breath. | 1,811 | 940 | {
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Estimated Time
To give students practice under more realistic testing conditions, allow them 30 minutes to answer all of the questions in this practice test.
Question 3 Answer C is correct. Scientists use seismic waves to determine the composition and size of Earth’s interior. Answers A and D are incorrect because scientists can drill only a few kilometers into Earth’s crust, not enough to reach the interior layers nor to directly observe them. Answer B is incorrect because rock samples at the surface tell us little about the interior of Earth.
Question 4 Answer G is correct. Convection causes materials of different temperatures and densities to rise and fall in the mantle. This movement drives volcanic activity at the surface. Answer F is incorrect because radioactive decay provides only a very small amount of Earth’s internal energy. Answers H and I are similar forms of energy transfer that provide little energy transfer to the surface.
Understanding Concepts
Directions (1–5): For each question, write on a separate sheet of paper the letter of the correct answer.
1. The crust and the rigid upper part of the mantle is found in what part of the Earth?
A. the asthenosphere
B. the lithosphere
C. the mesosphere
D. the stratosphere
2. Because phosphorus rarely occurs as a gas, the phosphorus cycle mainly occurs between the
F. biosphere, geosphere, and hydrosphere
G. biosphere, geosphere, and atmosphere
H. geosphere, hydrosphere, and atmosphere
I. biosphere, hydrosphere, and atmosphere
3. How are scientists able to study the composition and size of the interior layers of Earth?
A. by direct observation
B. by analyzing surface rock samples
C. by using seismic waves
D. by deep-drilling into the interior layers
4. Which of the following methods of internal energy transfer drives volcanic activity on Earth’s surface?
F. radioactive decay
G. convection
H. kinetic transfer
I. conduction
5. Earth’s primary external energy source is
A. cosmic radiation
B. the moon
C. distant stars
D. the sun
Directions (6–7): For each question, write a short response.
6. What do decomposers break down to obtain energy?
7. What scientific principle states that energy can be transferred but that it cannot be created or destroyed?
Reading Skills
Directions (8–9): Read the passage below. Then, answer the questions.
Acid Rain
Acid rain is rain, snow, fog, dew, or sleet that has a pH that is lower than the pH of normal precipitation. Acid rain occurs primarily as a result of the combustion of fossil fuels—a process that produces, as byproducts, oxides of nitrogen and sulfur dioxide. When combined with water in the atmosphere, these compounds form nitric acid and sulfuric acid. When it falls to Earth, acid rain has profound effects. It harms forests by damaging tree leaves and bark, which leaves them vulnerable to weather, disease, and parasites. Similarly, it damages crops. And it damages aquatic ecosystems by causing the death of all but the hardiest species. Because of the extensive damage that acid rain causes, the U.S. Environmental Protection Agency limits the amount of sulfur dioxide and nitrogen oxides that can be emitted by factories, power plants, and motor vehicles.
8. According to the passage, which of the following contributes to the problem of acid rain?
A. the use of fossil fuels in power plants and motor vehicles
B. parasites and diseases that harm tree leaves and bark
C. the release of nitrogen into the atmosphere by aquatic ecosystems
D. damaged crops that release too many gases into the atmosphere
9. Which of the following statements can be inferred from the information in the passage?
F. Acid rain is a natural problem that will correct itself if given enough time.
G. Ecosystems damaged by acid rain adapt so that they will not be damaged in the future.
H. Human activities are largely to blame for the problem of acid rain.
I. Acid rain is a local phenomenon and only damages plants and animals near power plants or roadways.
Interpreting Graphics
10. F
11. B
12. Answers may vary. See Test Doctor for a detailed scoring rubric.
Answers
Understanding Concepts
1. B
2. F
3. C
4. G
5. D
6. dead organisms
7. First Law of Thermodynamics
Reading Skills
8. A
9. H | 1,949 | 956 | {
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The Lunar Module, named Eagle, is shown in this view from the Command Module, Columbia, during the Apollo 14 mission. The American flag is visible on the side of the Lunar Module. The Lunar Module is equipped with scientific instruments and equipment for conducting experiments on the Moon's surface. The astronauts used the Lunar Module to land on the Moon and conduct their mission objectives.
Eiffel Tower
The Iberdrola Tower is a 105-meter (344-foot) tall skyscraper located in Bilbao, Spain. It was designed by architect Norman Foster and completed in 2006. The tower is part of the Euskadi Ta Askatasuna (ETA) headquarters and serves as the headquarters for the energy company Iberdrola. The building features a unique curved glass facade that reflects the surrounding environment.
The International Space Station (ISS) is a large space station or habitable artificial satellite in low Earth orbit. It is a collaborative project between five participating space agencies: NASA, Roscosmos, JAXA, ESA, and CSA. The ISS is the largest single satellite ever built, and it has been continuously occupied since November 2000. It serves as a microgravity and space environment research laboratory in which crew members conduct experiments in biology, human biology, physics, astronomy, meteorology, and other fields.
The Moon is Earth's only natural satellite and is the fifth-largest natural satellite in the Solar System, with a diameter 3,474 km. It is the largest natural satellite in the Solar System relative to the size of its primary planet, having 27% the diameter of Earth and 60% its volume. The Moon is slightly larger than the planet Mercury.
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The Apollo 17 astronauts, Eugene Cernan and Harrison Schmitt, drove the Lunar Roving Vehicle (LRV) on the surface of the Moon during their third extravehicular activity (EVA). The LRV was a four-wheeled vehicle that allowed the astronauts to travel farther and faster than they could on foot. It was equipped with scientific instruments and cameras to help the astronauts gather data about the lunar environment. The LRV was also used to transport samples collected by the astronauts back to the Lunar Module for analysis. The LRV was a crucial tool in the Apollo program and played a key role in advancing our understanding of the Moon and the solar system. | 1,012 | 701 | {
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STAY-AT-HOME HERO
Written & Illustrated by Tatiana Tucker
Copyright @ 2020 by Tatiana Tucker
All Rights Reserved
To my family and all the healthcare workers and scientists working to battle Covid-19 across the world
Stay-at-Home Hero
Written and Illustrated by Tatiana Tucker
Danny was feeling angry. He wanted to go see his friends but his parents said no. Everything was different and weird because of something called Coronavirus.
"I know you are frustrated," Mamma said, "but you are a stay-at-home hero! We are helping to keep people safe from getting sick by staying apart for a while."
The boy sat on the couch, staring out the window at the houses across the street.
Mamma explained: Coronavirus, or Covid-19, is a germ that gives people fevers, coughs, and trouble breathing. If you feel sick, tell the person who takes care of you. Little kids mostly just feel icky for a few days, but older people can get sick for longer.
A hand reaching out, with a thought bubble above it containing abstract shapes and patterns.
Some people have to go to the hospital and use a machine that helps them breathe, while doctors and nurses take care of them.
Doctors, nurses, scientists, and everyone working in the hospitals are superheroes.
A person is lying in a hospital bed, connected to various medical equipment. A doctor or nurse is attending to them, possibly performing a procedure or checking their vital signs. The scene conveys a sense of care and medical attention.
Danny felt scared. Thinking of people sick and in hospitals made him worry and his tummy feel woozy.
Mamma gave him a big hug, "It's okay to feel scared, buddy, but there are ways we can help fight the virus, and protect our community."
A mother and child sit together, hugging.
Wash hands! Lots of bubbles, lots of scrubbing, and singing handwashing songs pop the virus germs and wash them away.
The water flows from the faucet, washing away the dirt and grime from the hands.
Play outside with your family but keep a big bubble apart from other people. This keeps germs from spreading.
Blowing bubbles in the park.
Talk to friends, neighbors and grandparents on the phone, videos, or letters. Tell them something that made you smile today!
LOVE YOU -
Write cards and bake cookies for the doctors and nurses.
Thank You for Keeping us safe!
xoxox
Think of fun new games to play in your home.
Maybe plant a garden!
I am a boy who loves to cook. I love to make spaghetti and meatballs, and I also love to make cookies. I have a favorite recipe for chocolate chip cookies that I learned from my grandmother. She taught me how to mix the ingredients together and how to shape the dough into balls. I always make sure to add extra chocolate chips to my cookies because I think they taste better that way. After I finish making the cookies, I put them in the oven and wait for them to bake. When they come out, I can't wait to eat them!
Danny felt a little better. He was sad he couldn't visit his friends or grandparents, but was excited to be a stay-at-home hero.
"Don't worry my love, It's not forever," said Mamma. "It's going to be hard for a while and you will have lots of different big feelings, but I am so proud of you for being a stay-at-home hero and fighting the coronavirus with me."
A boy stands in front of a television, casting a shadow that resembles a superhero.
All afternoon Danny ran around with sticks and pretended to pop the germs, but he knew he was also helping to protect his community for real, and Danny felt proud.
The boy was playing with his dog on the couch when he heard a knock at the door. He ran to answer it, but it was just his mother coming home from work. | 1,237 | 826 | {
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BIN BOOT CAMP
Welcome to Bin Boot Camp!
Time to get up close and personal with your rubbish :-)
We're setting you the task of understanding your waste habits, and how you can go about making changes...
So glove up, get set and go for it!
YOU WILL NEED...
- A week's worth of rubbish from as many of your bins as you dare. Including recycling and food waste if you have it.
- A tarpaulin or large container to tip the waste out into.
- Smaller containers/bags for separated waste (label as you go).
- Your 'Trash Table' (print from page).
- Gloves
- A pen
1. Empty that bin! You may want to cover the floor first!
2. Separate the rubbish into the small containers/bags and label accordingly.
3. Count and record your waste on the 'Trash Table'.
Make sure you are wearing gloves, and ensure you do not touch your face, eat or drink whilst handling any rubbish.
EVALUATE!
- If you are able to, weigh your waste.
- How much would your weeks waste equate to over a month? What about a year?
- What rough percentage is single use plastic?
- What percentage is recyclable?
- How can you improve?
Check out the Cheat Sheets and see what changes you could make.
| ITEM | WHERE WILL IT END UP? | WHAT CAN I DO TO IMPROVE? |
|------|----------------------|--------------------------|
| | Landfill/recycling/compost... | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
The average person in the UK throws away nearly 500kg of waste every year. Between us, that's enough to fill Trafalgar Square to the top of Nelson's column every day!
30 million tonnes of waste is generated from UK households every year. 5.9 million tonnes of that is packaging.
Every year, the UK throws away 240 million slices of bread, 920,000 whole bananas, 2.2 million slices of ham, 5.9 million glasses of milk, 5.8 million potatoes, 1.2 million tomatoes and 1.3 million apples.
In the UK, we throw away 13 billion steel cans every year. That's enough to reach the moon three times! Steel can be recycled indefinitely.
13 Billion plastic bottles are used every year in the UK alone.
Wet wipes are mostly made with plastic. They make up to 93% of material causing drain blockages and do not biodegrade.
reusable bottle
reusable cup
lunch box
metal/wooden straw
washable wet wipes
wooden cutlery
lunch bag
beeswax wraps for sandwiches
Cheat Sheet
Soap bar
Reusable razors
Shaving soap
Shampoo bar
Wooden comb
Bamboo toothbrush
Reusable pads
Menstrual cups
Mouthwash tablets
Silk floss
Solid deodorant
Washable cotton pads
Recycled loo roll
Plastic free
reusable freezer bags
loose fruit and veg
loose pasta, rice, spaghetti etc...
swap to loose leaf tea
buy canned, not plastic
save jars for refilling
reusable snack bags
plastic free, eco friendly cleaning products
natural cleaning tools (that won't shed microplastics)
washable dish cloths
bicarbonate of soda (great for cleaning the loo!) ;-)
refillable & DIY cleaning products
vinegar and lemon juice surface spray | 1,974 | 782 | {
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Tuesday 4th October
Using efficient methods to add money
£4.86 + 99p = [ ]
[ ] = £1.99 + 99p
£4.86 + £1.99 = [ ]
[ ] = £1.99 + 98p
£4.86 + [ ] = £7.85
£3.97 = [ ] + £1.98
[ ] + £3.99 = £8.85
£4.97 = £2.99 + [ ]
‘Choose two items and find the total cost.’
‘Choose another two items and find the total cost.’
‘Jim looks at the items for sale and chooses some to buy with his pocket money.
Which items did he buy if he spent:
- £4.98
- £4.97
- £6.98?
Could he spend £5.98?’
Thursday 6th October
Using efficient methods to find change
Daisy is spending her birthday money. She buys a new t-shirt for £5.49.
She pays with a £10 note.
How much change will she get?
Challenge
Daisy is spending her birthday money. She buys a t-shirt for £12.99 and a hat for £5.49.
She pays with a £20 note.
How much change will she get?
Extra spicy challenge
Daisy is spending her birthday money. She buys a new t-shirt for £8.99, a baseball cap for £7.49 and some sunglasses for £2.99. How much change does she get from two £20 notes?
| Cost of item | Amount paid | Change |
|-------------|-------------|--------|
| £8 | £10 | £2 |
| £7.99 | £10 | |
| £7.49 | £10 | |
| £7 | £10 | |
| £6.49 | £10 | |
| Cost of item | Amount paid | Change |
|-------------|-------------|--------|
| £8 | £10 | £2 |
| £7.99 | £10 | |
| £7.49 | £10 | |
| £7 | £10 | |
| £6.49 | £10 | |
Friday 7th October
Using efficient methods to find change—sheet 2
£5.00 – 99 p = □
‘Mark each calculation with a tick or a cross.’
✓ or ✗
| Calculation | Answer |
|-------------|--------|
| £5.00 – £2.30 = £3.70 | ✓ |
| £10.00 – £1.70 = £8.30 | ✓ |
| £3.90 + £1.10 = £5.00 | ✓ |
| £7.60 + £3.40 = £10.00 | ✓ |
7a. A packet of crisps costs 147p. Jed buys 2 packets. He gives the shop keeper a £5 note.
A. The change will be 206p.
B. The change will be two £1 coins and four 1p coins.
Which is correct? Prove it.
7b. A lolly costs 107p. George buys 2 lollies. He gives the shop keeper a £5 note.
A. The change will be one £2 coin, two 5p coin and four 1p coins.
B. The change will be 286p.
Which is correct? Prove it. | 1,506 | 754 | {
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Hypoglycaemia
Hypoglycaemia means low blood glucose. It is often called a ‘hypo’ and is defined as a blood glucose level less than 4.0mmol/l.
Some people don’t feel the symptoms of a hypo at this level but it is important to treat any level less than 4.0mmol/l.
Signs and symptoms of hypoglycaemia:
There are many different signs and symptoms of hypoglycaemia and not everyone will experience them all. Below are some of the signs and symptoms that may be experienced.
- Feeling shaky
- Hunger
- Pale
- Headache
- Stomach ache
- Mood swings
- Poor concentration
- Feeling dizzy
- Feeling confused
- Feeling unsteady
- Slurred speech
- Jelly legs or tired legs
Possible causes of hypoglycaemia:
- Exercise
- Overestimating the amount of carbohydrate in a meal (and therefore taking more insulin than needed)
- Not finishing a meal after giving insulin
- Illness
- Going a long time without eating
- Stress and worry
Overnight hypos can occur. Talk to your team if this is causing you concern.
Remember, if there are any of these signs or symptoms:
- Check the blood glucose level
- If it is below 4.0mmol/l take immediate action
- Treatment will be dependent on the child or young person (CYP)’s weight. Turn the page for more information
Treatment of hypoglycaemia: Insulin pen therapy
| BODY WEIGHT RANGE | MILD (Able to self-manage) | MODERATE (Needs some help to manage) | SEVERE (Unable to self-manage) |
|-------------------|----------------------------|-------------------------------------|-------------------------------|
| Less than 15kg | Give 5g fast acting carbohydrate e.g. 55ml Lucozade Energy, 20ml Lift (Gluco juice), 1 and a half glucose tablets, 1 Jelly baby, 1 and a half Starbursts, 50ml cola, Half a tube of glucogel | | Glucogel Squeeze gel slowly into the mouth. The gel should be swallowed. |
| 15kg-30kg | Give 10g fast acting carbohydrate e.g. 110ml Lucozade Energy, 40ml Lift (Gluco juice), 3 glucose tablets, 2 Jelly babies, 3 Starbursts, 100ml cola, 1 tube of glucogel | | |
| 30kg-50kg | Give 15g fast acting carbohydrate e.g. 170ml Lucozade Energy, 60ml Lift (Gluco juice), 5 glucose tablets, 3 Jelly babies, 5 Starbursts, 150ml cola, 1 and a half tubes of glucogel | | |
| Over 50kg | Give 20g fast acting carbohydrate e.g. 220ml Lucozade Energy, 80ml Lift (Gluco juice), 6 glucose tablets, 4 Jelly babies, 6 Starbursts, 200 ml cola, 2 tubes of glucogel | | |
Wait 15 minutes and recheck blood glucose levels. If blood glucose is still less than 4.0mmol/l, repeat glucose treatment. It is not uncommon to have to repeat this more than once.
The CYP should start to recover in 15 to 30 minutes.
When blood glucose level is above 4.0mmol/l, a small (10g) carbohydrate snack MAY* be required e.g. a small piece of fruit, 1 digestive biscuit, 1 oat biscuit (e.g. hobnob), 2 rich tea biscuits, 1 fig roll, 1 packet of mini cheddars or 1 box of raisins
*This may depend on any planned activity over the next few hours.
Reference: ISPAD Clinical Practice Consensus Guidelines 2018: Assessment and management of hypoglycemia in children and adolescents with diabetes | 1,687 | 854 | {
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Meningococcal Vaccine for Preteens and Teens
Why does my child need MCV4 vaccine?
The meningococcal conjugate vaccine (MCV4) protects against 4 types of meningococcal disease, an infection that doesn’t happen very often, but can be very dangerous when it does. Meningococcal meningitis is a bacterial infection that can make the lining of the brain and spinal cord swell. This can cause brain damage, hearing loss, and learning problems. The meningococcal bacteria can also cause sepsis, which is an infection in the blood. This infection can lead to the loss of an arm, leg or other parts of the body. Even if they get treatment, about 1 in 10 people with meningococcal disease will die from it.
Meningococcal disease can spread from person to person. The bacteria that cause this infection can spread when people have close or lengthy contact with someone’s saliva, like through kissing or coughing, especially if they are living in the same place. Teens and young adults have a higher risk for meningococcal disease.
Meningococcal disease can become very serious, very quickly. The MCV4 shot is the best way to protect teens from getting meningococcal disease.
When should my child be vaccinated?
Teens are at higher risk of getting meningococcal disease. Preteens should get the first MCV4 shot when they are 11 or 12 years old, before they become teens and their risk is higher. Older teens need a booster shot when they are 16 years old, so they stay protected when their risk is the highest.
Teens who got MCV4 for the first time when were 13, 14 or 15 years old should still get the booster shot when they are 16 years old. If your older teens didn’t get an MCV4 shot at all, talk to their doctor about getting it as soon as possible. This is really important if they are about to move into a college dorm or go into the military.
What else should I know about the vaccine?
MCV4 has been studied very carefully and is safe and effective. It is recommended by the Centers for Disease Control and Prevention (CDC), the American Academy of Family Physicians, the American Academy of Pediatrics, and the Society for Adolescent Health and Medicine.
Like many vaccines, MCV4 may cause mild side effects, like redness and soreness where the shot was given (usually in the arm). A few people who get the vaccine will get a fever. Some preteens and teens might faint after getting MCV4 or any shot. Sitting or lying down to get the shot and then for about 15 minutes after the shot, can help avoid fainting. Serious side effects from MCV4 are rare.
How can I get help paying for these vaccines?
The Vaccines for Children (VFC) program provides vaccines for children ages 18 years and younger, who are not insured or under-insured, Medicaid-eligible, American Indian or Alaska Native. You can find out more about the VFC program by going online to www.cdc.gov and typing VFC in the search box.
Where can I learn more?
Talk to your child’s doctor or nurse to learn more about MCV4 and the other vaccines that your child may need. You can also find out more about these vaccines on CDC’s Vaccines for Preteens and Teens website at www.cdc.gov/vaccines/teens. | 1,291 | 722 | {
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Feature Plant
Sunflowers
The big bright smiley faces of the Sunflower will bring a burst of colour to your garden! These are easy flowers to grow all year round. The key requirements are lots of sunshine and minimal water! Not only are they wonderful to look at with their large tall stalks and bristly leaves, they are great for attracting bees and birds to your garden, who love the brown centers that ripen into heavy heads filled with seeds.
Common varieties are heat and drought-tolerant and are able to be grown in all different climates. Plant these flowers where they’ll receive plenty of sunshine and in soil that is well-drained and rich in organic matter. There are a variety of sizes that can be grown in gardens and pots if you’re short on space. Keep up a regular dose every 2-3 weeks with Katek Neptune Seaweed Extract Liquid Fertilizer and your sunflowers will be flowering in abundance, with brighter colours and healthier stalks!
Did You Know?
Plants really do respond to sound, it’s a well known wives tale, but it’s true! Play some relaxing music or talk to your plants to give them a boost in growth from the vibration of your voice.
To forget how to dig the earth and to tend the soil is to forget ourselves.
Mahatma Gandhi
Feature Product
Neptune Liquid Seaweed
New Neptune Seaweed Concentrate!
A complete garden treatment for healthy plants!
Not only does Neptune promote fruiting & flowering and strong root development it also builds pest and disease resistance!
Available in 1L, 5L & 20L bottles.
Now is a great time to plant an avocado tree! Keep an eye out for Hass and other varieties in your local nursery.
Plant herbs and seedlings under movable shade cloth to protect them from the harsh summer sun.
It may pay to hold off on any pruning. At this time of year it may cause sunburn on new shoots and kill off plants.
It’s a great time to get flowering shrubs, trees and natives established before the cool autumn change comes along!
**Super Chicken’s Top Tips**
**Vegetables/Herbs**
**Cool Climate/Temperate**
- Asian Greens
- Celery
- Lettuce
- Silverbeet
- Capsicum
- Silver Beet
- Tomato
- Broccoli
- Chillies
- Silverbeet
**Subtropical**
- Beans
- Lettuce
- Tomato
**Tropical**
- Capsicum
- Lettuce
- Tomato
---
**Feature Garden**
Jade Simpkins has a house block with a large backyard in Beerwah, Qld. Searching for something to revive her dead, weed-infested lawn, Jade gave us a call at Katek HQ. The perfect product for the job was our Katek Super Grass.
“We have been trying to bring our back lawn back to life for around 3 months without success. We looked into fertilizers and decided that Katek was worth a try. Bam! After just one use of Katek Super Grass the results were astonishing!”
We watched our lawn take off! Huge thank you to Katek Fertilizers for their great advice and product knowledge, our lawn is now looking 100% healthier and lush! The dogs are loving the new green grass to run around on, we will definitely be using it again!” | 1,239 | 692 | {
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FAST FACTS ON PEST PREVENTION
Not all pests can be eliminated. But there are steps to take to minimize the presence of ants, roaches, and rodents.
Don’t feed them!
• Store food in thick plastic, glass, or metal containers with tight lids. (Even if left in a desk drawer.)
• Clean up spilled food immediately.
• Wash dishes immediately after each use.
• Always put food, pet food, and other snacks away and do not leave out overnight.
• Use a thick plastic or metal garbage can with a tight lid.
• Avoid propping open exterior doors and windows.
• Clean under refrigerators, stoves, furniture, and similar areas.
Don’t house them!
• Eliminate possible nesting sites, including cluttered storage areas.
• Look for gaps and cracks around doors, windows, vents, drains, pipes, and electrical, plumbing, cable, and gas lines.
Look for signs!
• Droppings and sightings are the most obvious indication that a problem exists.
What’s at stake?
Rodents and other pests transmit more than 30 diseases, directly and indirectly. For example, hantavirus is transmitted to humans from the droppings, urine, or saliva of mice and rats. The disease begins as a flu-like illness with fever, chills, and muscle aches, but it can progress to life-threatening respiratory failure.
Some insects also transmit diseases. A single housefly can carry more than one million bacteria. And notoriously hard-to-kill cockroaches are considered an asthma trigger for some people.
Cleaning up after pests requires precautions, including appropriate personal protective equipment (PPE) and adequate ventilation.
More information:
OSHA,1910.141(a)(5) Vermin control: Every enclosed workplace shall be so constructed, equipped, and maintained, so far as reasonably practicable, as to prevent the entrance or harborage of rodents, insects, and other vermin. A continuing and effective extermination program shall be instituted where their presence is detected.
https://www.cdc.gov/nceh/publications/books/housing/cha04.htm
When to call?
Call when there are visual sightings, verbal accounts of sightings, visual evidence of pest activity, sounds, smells, or other environmental concerns. The Architect of the Capitol has a pest management contractor with a preventive maintenance schedule for both public and private spaces. The contractor is also on call 24/7 to increase remediation efforts as needed.
Need help?
To request assistance with a pest control issue, please call the Senate Service Center at 4-3141, the House Service Center at 5-4141, or the Capitol Service Center at 8-8800.
THE OFFICE OF COMPLIANCE
www.compliance.gov | 1,138 | 560 | {
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Pelvic floor muscle exercises
The importance of exercise
When muscles are not used they become weak, reducing a person's ability to perform normal tasks such as carrying, lifting, and climbing stairs. Regular exercise is the most important way of keeping muscles strong.
It is particularly important that strength is maintained in a group of muscles known as the pelvic floor. These muscles stretch between the pubic bone at the front of the pelvis, and the sacrum (tail bone) at the back. They form a hammock-like support for the organs of the pelvis: the bladder; lower bowel; and, in women, the uterus. The passages leading from these organs, the urethra; anus; and, in women, the vagina, all pass through this muscular support.
Your pelvic floor muscles are involved in bladder and bowel control, and also help sexual function in men and women.
Causes of weakening
Often the pelvic floor muscles are weakened. This can happen because of chronic constipation causing straining, being overweight, ageing, chronic cough or a general lack of exercise. In women, pregnancy, childbirth and reduced hormone levels after menopause can also contribute to weakened pelvic floor muscles.
While pelvic floor problems are more common in women, they are not uncommon in men and can lead to similar problems.
Consequences of a weak pelvic floor
Most of the time the pelvic floor muscles work automatically, keeping the bladder and bowel closed. But they can also be deliberately tensed and relaxed, for example when suppressing the urge to pass urine, or controlling the need to have a bowel action.
The consequences of weak muscles in this area are often very embarrassing. There may be leakage of urine (and sometimes faeces) during exertion such as jogging, coughing and sneezing; passing wind from the bowel; and, in women, prolapse (sinking) of the uterus causing a heavy feeling in the vagina.
Simple yet effective
As with muscles in the arms and legs, regular exercise of the pelvic floor muscles will maintain their strength. The following pelvic floor exercises, also known as Kegel exercises, are easy to do and can be done without anyone knowing — while driving a car, watching TV, sitting at your desk, or standing in a shopping queue.
- Imagine you want to stop yourself passing wind, or that you need to suppress an attack of diarrhoea. Breathe out as you tense the muscles, hold it for 5 to 10 seconds (you should be feeling an 'upward' movement) and then relax for 5 to 10 seconds. Repeat the sequence as many times as you can, up to 10.
This needs to be done several times a day. The full benefits may not be obvious for several months, so be persistent. This should become a life-long habit.
If you are having difficulty performing the pelvic floor exercises, your doctor may recommend seeing a physiotherapist to help you learn to exercise the correct muscles.
Last Reviewed: 14/05/2013
Copyright: MIMS Australia, 2014. All rights reserved.
The material provided by MIMS Australia Pty Ltd is intended for Australian residents only, is of a general nature and is provided for information purposes only. The material is not a substitute for independent professional medical advice from a qualified health care professional. It is not intended to be used by anyone to diagnose, treat or prevent any disease or medical condition. No person should act in reliance solely on any statement contained in the material provided, and at all times should obtain specific advice from a qualified health care professional. MIMS Australia Pty Ltd, its servants and agents are not responsible for the continued currency of the material or for any errors, omissions or inaccuracies in the material, whether arising from negligence or otherwise, or from any other consequences arising there from. | 1,484 | 776 | {
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2. Teaching Guide
This project enables students to learn about:
a) the properties of soap;
b) putting forward suggestions of how they will proceed;
c) controlling variables to arrive at a valid conclusion.
2.1. Learning Outcomes by Lesson
At the end of lessons 1, students are expected to be able to:
- Compare various soaps by cost/g;
- Cooperate as a team and with the whole class to ensure comparisons of cost/g can be made across a range of soaps.
At the end of lesson 2, students are expected to be able to:
- Carry out an experiment to compare the solubility of soaps;
- Put forward a meaningful procedure to enable soaps to be compared;
- Answer questions in writing related to interpreting and checking the completeness of a table.
At the end of lesson 3, students are expected to be able to:
- Interpret results from the experiment on comparing the solubility of soaps;
- Carry out a set of tests to determine the cleansing ability of soaps;
- Answer questions in writing related to factors affecting the choice of soap.
At the end of lesson 4, students are expected to be able to:
- Explain the manner in which soaps act a cleaning agents;
- Determine the ‘best’ soap with justifications related to general factors and cleaning ability.
2.2. Suggested Teaching Strategy
1. This project can precede teaching about the cleaning ability of soap. It draws on the students prior knowledge in this area and can lead to the questions why some soaps were more effective than others, or why we now use detergents rather
than soaps to clean clothes. It also precedes a consideration of what soap is or how it is made.
2. Part 1 is a simple exercise and to initiate this, the teacher may ask students themselves to bring in samples of soap. If this is the case, the teachers should instruct students to ensure that the price of the bar of soap is clearly marked on the outside of the soap and that the soap is wrapped so that the brand name is clearly visible.
3. The experiments in part 2 will need some planning on the part of the teacher. As it is not important that experiment 2 is undertaken for exactly 1 hour, probably the best procedure here is to initiate this experiment at the beginning of the lesson following part 1 and to remove the soap at the end of the lesson. The soap then dries until the students again meet in class which may be 1 day or longer.
4. During the rest of the lesson, students can design a further experiment and carefully explain what they hope this experiment will contribute to a comparison of different soaps. Students can also be guided to discuss the questions given for this part of the project. But most important of all, students can develop their ideas on how they might study the cleaning power of the soaps in the main part of the project which will follow in the next lesson. The teacher can collect these at the end of the lesson.
5. The teacher will be able to study the suggestions of the students for their project and prepare the required apparatus for this. Largely this will mean making available ‘dirty’ samples of cloth that can be compared easily using the facilities available in the laboratory.
6. Following the experiments, it is important that students write up their projects and put forward their reasons for deciding on the ‘best’ soap.
2.3. Achieving the Objectives
1. Recognising factors that affect the choice of soap to buy.
This aspect is achieved by undertaking parts 1 and 2 of the project. It should be further consolidated by the reasoning given by the students in determining their ‘best’ buy in part 4.
2. Put forward and carry out a procedure for testing the cleaning ability of soaps.
This is part 3 of the project and the teacher will determine the students’ ability to achieve this objective by marking written record of their suggested procedures and then observing and guiding their actions during the following practical session.
3. Put forward reasons for deciding on the ‘best’ buy.
This is an integral component of part 4 of the project and the teacher will be able to determine how far this is being achieved by seeing the written records of students.
4. Ability of students to work as a member of a group.
This is achieved during the actual project in parts 1-4 in which students are expected to undertake the project as a group. Special attention to cooperation can be placed in part 1 where the results across groups will most probably be required. | 1,671 | 935 | {
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Mediterranean Style
You may have heard of vegetarian and pescatarian diets, but what about their lesser-known cousin, the Mediterranean diet? Many people think that the Mediterranean diet is a specific dietary plan, but it is actually a style of eating and living that originates from countries bordering the Mediterranean Sea such as Greece, Italy, and Spain. This lifestyle approach also involves daily physical activity and has been consistently linked with positive health benefits. Read below to find out how you can experience the positive health benefits from the Mediterranean lifestyle whether you are at Rutgers or at home.
Fruits, Vegetables, and Whole Grains
The Mediterranean diet is centered around fruits, vegetables and whole grains. These foods can replace most, if not all, highly processed foods (pre-packaged food items with added ingredients) in your diet.
**How-To:** Create a flavor-packed bowl by starting with a base of whole grains and adding your favorite veggies and plant-based or lean proteins. Top it all off with a yummy sauce or dressing.
Healthy Fats
Remember, not all fats are created equal. Healthy fats (e.g. mono and polyunsaturated fats) can be found in nuts, seeds, and olive oil. These sources of fats are Mediterranean staples that provide essential nutrients.
**How-To:** Replace creamy dressings or condiments with olive oil-based alternatives. Try adding nuts and seeds to your salad for a crunch in place of croutons.
Protein Portions
The Mediterranean diet emphasizes fish as a main protein source, along with plant-based protein. Other meats are not omitted completely but are enjoyed in controlled portions a few times a week.
**How-To:** Salmon, tuna, and trout are all excellent options that include omega-3 fats. To boost your plant-based protein intake, try beans, lentils, or hummus.
Water, Water, Water!
By choosing to drink water with your next meal, you are already practicing a key component of the Mediterranean diet. A refreshing glass of water helps keep you hydrated and is free of added sugar.
**How-to:** Mix things up by choosing sparkling water or adding a lemon slice for some flavor.
Sea all the Benefits of this Healthy Lifestyle?
Revised by: Gabby Harrison
Reviewed By: Dr. Peggy Policastro, RDN-IFNH and Dining Services
References: Casas, Rosa, et al. "Long-Term Immunomodulatory Effects of a Mediterranean Diet in Adults at High Risk of Cardiovascular Disease in the PREvención Con Dieta MEDiterránea (PREDIMED) Randomized Controlled Trial." *The Journal of Nutrition*, vol. 146, no. 9, 2016, pp. 1684–1693., doi:10.3945/jn.115.229476. Accessed on September 18, 2020. | 1,187 | 577 | {
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The White Plains Carillon
By Elaine Massena
For more than 30 years, through all the changes in White Plains, the bells heard daily from atop the County Courthouse have been a delightful constant.
When Westchester County broke ground for its proposed 20-story courthouse, the fifth County Courthouse to be built in White Plains, Brian Wallach had already dreamt of the music, which would be heard from its tower. Wallach was the president and founder of the White Plains Beautification Foundation. He imagined how music played from atop the new courthouse would beautify the city for all: “Beautification is more than the physical, it is the audible. It is more than flowers and benches, it is music,” he says.
In 1969, as Urban Renewal was about to change the face of White Plains dramatically, 32 members of the Beautification Foundation traveled at their own expense to visit eight cities in five countries in Europe. Their goal was to gather ideas, which could be related to their own city, and to have input into decisions, which would be made about the look of White Plains in the future.
The group included city officials, county officials, city planners, and others active in civic affairs at the time. They visited war-damaged cities such as Rotterdam and Hanover, Germany as well as Amsterdam, Stockholm and Helsinki. They toured and viewed public art and fountains, and saw how open space was incorporated into the flow of city life.
In Amsterdam the group heard the bells playing from the Royal Palace and learned that it was a Schulmerich carillon, made in the United States. They decided that this would be a wonderful way to beautify White Plains. A committee flew to the Schulmerich Company’s home in Pennsylvania to learn more about the carillons and soon began raising funds to bring a carillon to our city.
The idea for the bells was just one which the group succeeded in bringing to White Plains. Wallach recalls that there was no outdoor dining in White Plains at that time, and that fountains were not allowed because they were considered dangerous. Take a look around the city today and see how things have changed!
Carillon music has a rich history dating back to the 15th century. Traditionally, a carillon consisted of at least 23 large bells arranged in chromatic sequence and played from a keyboard, similar in design to an organ but larger. It has the largest dynamic range of any mechanical instrument. The Schulmerich Company is the world’s largest producer of carillons and bells and one of only four producers of hand bells in the world. The Schulmerich Carillon, which the Beautification Foundation chose, was an electronic device, which amplified tones produced on small bronze rods. The Americana model had the equivalent of 111 bells and was a concert instrument with a playable console. The amplified tones were equal in volume to those produced by over 79,000 pounds of cast bells. After five years of fundraising, the Beautification Foundation had raised the $25,000 needed to purchase the carillon. A bronze plaque in the courthouse names the chief contributors. After approval by the Westchester County Legislature, it was installed on the top floor of the courthouse and donated to the county by the foundation. The carillon was dedicated on Nov. 22, 1974.
By the late 1990s, the technology had changed, parts were no longer available for the original equipment, and it was replaced with a Tyme Stryke model from Schulmerich, again purchased by the Beautification Foundation and donated to Westchester County. The new carillon played for the first time as we welcomed the new millennium. This carillon is run digitally and can be programmed with up to 500 songs, which are encoded in groups on “auto-bel” cards, about the size of a credit card. Four speakers on the roof of the courthouse broadcast the chimes and concerts. A committee of Beautification Foundation members headed by Beth Wallach chooses the selections to be played which include seasonal and patriotic pieces. Our carillon also tolls for sad occasions; such as it did during the memorial for 9-11. It plays the Westminster chimes on the hour and half hour from 8 a.m. until 9 p.m. The Carillon plays concerts Monday through Saturday at 12:15, 3, 5, 6, and 7 p.m. and on Sunday at 4 and 7 p.m.
Wallach, justifiably proud of all the Beautification Foundation’s many projects, says that he hopes the daily carillon music will “reach the soul and spirit of all the people of White Plains.” | 1,717 | 955 | {
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PART II.
THE GLASSWARE AND MACHINERY OF THE BABCOCK TEST.
4. The Regular Bottles. [Fig. 1.] The regular Babcock test bottle should contain at least 40 c. c. up to the neck. The neck is graduated from 0 to 10 per cent. Each division of the graduated scale represents .04 c. c. Five of those divisions are equivalent to one per cent. of fat, when one pipette of 17.6 c. c. milk is used.
5. The Pipette. [Fig. 2.] The pipette should contain, when filled to the mark, 17.6 c. c. A pipette of this size will deliver a little less than 17.5 c. c. and when of milk of average specific gravity, will weigh 18 grams. The pipette should be accurately calibrated. It can be tested by weighing the amount of mercury necessary to fill it to the mark. The weight of mercury should be 239 grams. Always be sure and buy a pipette marked 17.6 c. c. There are other sized pipettes on the market but they are “fool” pipettes and should never be used.
6. Acid Measure. [Fig. 3.] A glass cylinder with a lip to pour from and a single mark at 17.5 c. c. is the best form for general use.
7. Cream Bottles [Fig. 4.] are the same as the regular bottle except that they have a bulb in the neck capable of holding 10 per cent. of fat.
FIG. 1.
FIG. 4.
FIG. 2.
FIG. 3.
8. Skim Milk Bottles are capable of holding twice the amount of the regular bottle, and when they are used it should be remembered that two pipettes of milk and two measures of acid are delivered. Each division on the scale of the neck on this bottle is equivalent to one-tenth per cent. of fat, instead of two-tenths per cent. as is the case in the regular bottle where only one measure of milk and one of acid is used.
9. Machine for Whirling. There are many different styles of machines, but all operating on the same principle. A machine should be capable of making from 700 to 1,200 revolutions per minute. A small wheel should make more revolutions than a large one.
10. About the Motion. In machines where the motion is transmitted by belt or friction, the adjustment should be kept tight enough to avoid slipping, as otherwise the motion may be much less than is intended, and result in an imperfect separation of the fat.
11. The Acid. Commercial sulphuric acid having a specific gravity of 1.82 to 1.83 should be used. The stronger is preferable. It is very important that the acid used have approximately the right strength. If it is considerably too weak the casein will not all be cut out, and being mingled with the fat will give an unsatisfactory test.
If the acid is only a trifle too weak, the use of a little more may give a good test. If the acid is too strong it will turn the fat to a dark color. A good test may be obtained with too strong acid by using a little less acid. The acid should not be diluted.
12. Weak Acid. If acid is only a trifle too weak you will get good results by warming the milk to $70^\circ$ or $75^\circ$ each test. If your acid is so weak that when testing milk at $50^\circ$ you have a white sediment in the lower end of the fat column, you may get good results by testing the milk at $70^\circ$ or $75^\circ$ with the same acid.
13. Boiling Water. Boiling water should be provided for filling the bottles after they have been whirled for the first time, and for warming the contents of the bottles in cool weather. Distilled or rain water is the best for filling the bottles.
MAKING THE TEST.
14. Sampling the Milk. Every precaution should be taken to have the sample represent as nearly as possible the whole lot of milk from which it is taken.
Milk fresh from the cow while still warm and before the cream is separated in a layer may be thoroughly mixed by pouring three or four times from one vessel to another. Milk that has stood until a layer of cream has formed should be poured more times, until the cream is thoroughly broken up and the whole appears homogeneous.
No clots of cream should appear upon the surface when the milk is left quiet for a moment. Milk should not be poured more times than is necessary, as extended mixing in this way is liable to churn the cream forming little granules that quickly rise to the surface. When this occurs it is impossible to obtain a | 1,682 | 1,005 | {
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Fast Facts – Bikes Belong Coalition - (http://www.bikesbelong.org/statistics)
- In one generation, the percentage of children who walk or bike to school has dropped from 50% to 15%. - Safe Routes to School National Partnership, 2007, *Safe Routes to School: 2007 State of the States Report*
- Half of U.S. schoolchildren are dropped off at school in the family car. If 20% of those living within two miles of school were to bike or walk instead, it would save 4.3 million miles of driving per day. Over a year, that saved driving would prevent 356,000 tons of CO₂ and 21,500 tons of other pollutants from being emitted. - Pedroso, M., 2008, *Safe Routes to School: Steps to a Greener Future*
- If the number of kids who walk and bike to school returned to 1969 levels, it would save 3.2 billion vehicle miles, 1.5 million tons of CO₂, and 89,000 tons of other pollutants annually. This is the equivalent of keeping more than 250,000 cars off the road for a year. - Pedroso, M., 2008, *Safe Routes to School: Steps to a Greener Future*
- A 5% increase in the walkability of a neighborhood is associated with a per capita 32.1% increase in active travel, 6.5% fewer miles driven, 5.6% fewer grams of NOₓ emitted, and 5.5% fewer grams of volatile organic compounds (VOCs) emitted. - Frank, L., et al., 2006, *Many pathways from land use to health: Associations between neighborhood walkability and active transportation, body mass index, and air quality*. Journal of the American Planning Association, 72, 75-87
- Cars are used for 75% of trips under one mile. - Blomberg, R., et al., 2004, *Pedestrian transportation: A look forward*, TRB A3B04: Committee on Pedestrians
- Adolescents who participate in bicycling, in-line skating, or skateboarding more than four times a week are 48% less likely to be overweight as adults. - Menschik, D., et al., 2008, *Adolescent physical activities as predictors of young adult weight*, Archives of Pediatrics & Adolescent Medicine, 162, 23-28
- Overweight adolescents who participate in bicycling, in-line skating, or skateboarding 3 to 4 days per week are 85% more likely to become normal-weight adults. - Menschik, D., et al., 2008, *Adolescent physical activities as predictors of young adult weight*, Archives of Pediatrics & Adolescent Medicine, 162, 23-28
- Bicyclists travel 67% longer on average to include a trail facility on their route. - Krizek, K., et al., 2007, *A detailed analysis of how an urban trail system affects cyclists' travel*, Transportation, 34, 611-24
- In the Yukon Territory, twice as many people bike to work as in California, and three times as many as in Florida. - Pucher, J., and R. Buehler, 2006, *Why Canadians cycle more than Americans: A comparative analysis of bicycling trends and policies*, Transport Policy, 13, 265-79
- In 2007 Minneapolis held its #2 ranking for the percentage of commuters who bike to work, among the 50 cities with the most workers. The recently released US Census Bureau figures show Minneapolis bicycle mode share increased to 3.8%, a substantial gain over the 2006 figure of 2.5%.
- In a survey of recent transplants to Portland, OR, 62% said that the city's bike-friendliness was a factor in their decision to move there. - Portland Bicycle Maps and Information Survey, 2009, City of Portland Bureau of Transportation, Transportation Options Division, reported via *BikePortland.org* | 1,682 | 865 | {
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The internment of Japanese-Americans during World War II was one of the most shameful abuses of governmental power in U.S. history. But it did not go uncontested. Fred Korematsu, one of those interned Japanese-Americans, challenged the constitutionality of President Roosevelt’s internment program in the Supreme Court. In a controversial decision, the court ruled 6-3 in favor of the government’s policy and against Korematsu. But the legacy of his courageous act remains today.
Emma Bodisch produced “Liberty Revoked: Korematsu v. The United States,” a Texas History Day documentary on the story of Fred Korematsu, Japanese internment and his courageous, but ill-fated, fight against injustice. You can watch the film below and read her process paper through the link above.
San Francisco Examiner, February 1942 (Library of Congress)
For last year’s National History Day I created an exhibit that focused on the Chinese Exclusion Act of 1882. The topics of racism and abuse of Asian Americans in America are often overshadowed by the historical mistreatment of Native Americans and African Americans. As an individual of Asian descent, these topics strike close to home, and I believe
deserve the same amount of exposure. After reading several books about World War II and Japanese internment, I decided to center my project on Korematsu v. The United States, in an effort to educate and inform others about key pieces of American history that they may not have had the chance to learn about before, and that are still relevant America today.
My topic is a clear illustration of this year’s theme, “Rights & Responsibilities.” Focusing on the case of Korematsu v. the United States shows the violation of rights that Americans of Japanese descent faced during World War II, and it highlights an ordinary man who shouldered the responsibility to stand up against the government for the rights of all Americans. The story of Fred Korematsu reminds us that it is our responsibility as citizens to speak up if we think actions taken by the military or government violate the Constitution, and that the voice of Americans carries weight and importance in our democracy.
More great work from Texas high school students:
- A research paper on the balance between public health and personal liberty
- A website on the benefits and perils associated with off-shore drilling
- And a documentary on the draft’s long, controversial history in America
Posted July 17, 2014
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Kosher foods are divided into three categories: meat, dairy and pareve. The following descriptions offer practical information for how your product or establishment can be classified.
**MEAT**
All meat and fowl and their byproducts, such as bones, soup or gravy are classified as Meat. Thus includes products that contain meat or fowl derivatives such as liver pills.
Items designated “Meat” must meet the following requirements to be considered kosher:
Kosher meat must come from an animal that chews its cud and has split hooves. (Cows, sheep and goats are kosher; rabbits, kangaroos and fox are not).
Kosher fowl are identified by a universally accepted tradition and include the domesticated species of chickens, Cornish hens, ducks, geese and turkeys. The Torah names the species of fowl that are forbidden, including all predatory and scavenger birds.
Animal and fowl must be slaughtered with precision and examined by a skilled shochet, an individual extensively trained in the rituals kosher slaughtering.
Permissible portions of the animal and fowl must be properly prepared (soaked and to remove any trace of blood) before cooking.
All utensils used in slaughtering, cleaning, preparing and packaging must be kosher.
DAIRY
All foods derived from, or containing, milk are classified as dairy, including milk, butter, yogurt and all cheese – hard, soft and cream. Even a trace amount of dairy can cause a food to be considered dairy.
Dairy products must meet the following criteria in order to be certified kosher:
They must come from a kosher animal.
All ingredients must be kosher and free of meat derivatives. (Conventional rennet, gelatin, etc., are of animal origin and may not be used in kosher dairy.)
They must be produced, processed and packaged on kosher equipment.
PAREVE
Foods that are neither meat nor dairy are called pareve. Common pareve foods are eggs, fish, fruit, vegetables, grains, unprocessed juices, pasta, soft drinks, coffee and tea and many candies and snacks.
Pareve presents fewer kosher complexities than meat or dairy, but certain points must be known:
Foods may lose their pareve status if processed on meat or dairy equipment or when additives are used. Pure Chocolate, cookies and other snacks may not be processed with meat or meaty foods unless they are certified pareve.
Certain fruits, vegetables and grains must be checked for the presence of small insects and larvae, which are not kosher.
Eggs must be checked for the presence of blood spots, which are not kosher.
Additional Kosher Notes
There are many creatures that are not kosher, including most seafood (excluding kosher fish), insects, rodents, wild animals and their derivatives.
WINE: A special rule governs the production of wine. Even if all the ingredients in wine are of kosher origin, it is kosher only if production was done exclusively by Torah-observant Jews.
PASSOVER: The eight-day Jewish holiday of Passover involves a unique set of kosher laws. No leavened products or their derivatives may be consumed on Passover, even if they are kosher the rest of the year.
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OK Kosher Certification founded in 1935. © 2018 All rights reserved. | 1,540 | 750 | {
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PART–A
(Answer all questions in one or two sentences. Each question carries 2 marks)
I (a) Describe a method to remove Carbon monoxide in a room.
(b) What is acid rain? What are its consequences?
PART–B
(Answer any two full questions. Each question carries 8 marks)
II (a) Explain the working of a galvanic cell with the help of a diagram.
(b) Describe different methods to prevent rusting of iron.
III (a) Distinguish between thermoplastic and thermosetting plastics.
(b) (i) Define calorific value of a fuel.
(ii) Explain catenation with example.
IV (a) Explain the effect of temperature on:
(i) Adsorption of ammonia on animal charcoal.
(ii) Adsorption of Hydrogen on palladium.
(b) Write short notes on:
(i) Smog
(ii) Ozone depletion
PART – C
(Answer one full question from each unit. Each full question carries 15 marks)
UNIT – I
V (a) Write any four application of adsorption.
(b) Mention any four differences between electronic and electrolytic conduction.
(c) Explain the mechanism of corrosion takes place when aluminiums wire is in contact with Copper in air.
(d) Explain the mechanism of electrolysis of molten NaCl.
OR
VI (a) Distinguish between physisorption and chemisorptions.
(b) What is electrochemical series? Explain the reactions that take place when:
(i) Ag is placed in dil. $H_2SO_4$
(ii) Mg is placed in ZnSO$_4$
(c) (i) What is galvanization?
(ii) Define corrosion. Write 2 examples.
(d) Describe a method to coat Copper on Steel nail.
UNIT – II
VII (a) Mention two chemical methods to distinguish alkane and alkene.
(b) Explain different types of polymers based on the kind of monomer unit present in it.
(c) Describe a method to convert higher hydrocarbon into petrol.
(d) What is green chemistry? What are the advantages of green chemistry over environmental chemistry?
OR
VIII (a) Describe the different types of composites based on matrix.
(b) Carbon atom is unique. Comment on the statement.
(c) What are propellants? How will you classify it? Give examples.
(d) Write the monomers of the following polymers:
(i) Silicone rubber
(ii) Thiokol
(iii) Bakelite | 1,117 | 531 | {
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I. (Answer in one or two sentences. Each question carries 2 marks each)
1) Mention the limitations of piezometer.
2) State Bernoulli's theorem.
3) Classify steam turbines.
4) Kaplan turbine is an axial flow reaction turbine. Justify.
5) Define critical velocity.
II. (Answer any five questions, each carry 6 marks each)
1) Determine the gauge and absolute pressure at a point 3m below the free surface of water. Take atmosphere pressure as 760 mm of Hg.
2) A circular plate 2m in diameter is held vertically in water such that the centre of plate is 1.5 m below the free surface of water. Find the total pressure acting on the plate.
3) Distinguish between laminar and turbulent flow. Mention the significance of Reynolds number on it.
4) Determine the loss of head due to sudden contraction of a pipe line from 20cm to 10 cm diameter. The discharge of water through the pipe line being 15000 Lit/minute.
5) Compare fire tube and water tube boiler.
6) Explain specific speed. How does it help in the selection of turbine.
7) Draw a neat sketch of reciprocating pump and explain its working.
PART C
(Answer any full question from each unit. Full question carry 15 marks.)
MODULE I
III.
1) A simple U tube manometer containing mercury is connected to a pipe in which a fluid of sp. gravity 0.8 and having vacuum pressure is flowing. The other end of the manometer is open to atmosphere. Find the vacuum pressure in the pipe, if the difference of mercury level in two limbs is 40 cm and the height of fluid in the left limb from the centre of pipe is 15 cm below.
2) A rectangular plane surface 1.5 m wide and 2 m deep lies in water in such a way that its plane makes an angle of 30 degrees with the free surface of water. Determine the total pressure acting on the plate, when the upper edge is 1 m below the water surface.
OR
IV.
1) Explain different types of fluid flow.
2) Two points in a horizontal pipeline are connected by a U tube differential manometer. Oil having specific gravity of 0.8 flows through the pipeline and mercury is used as the gauge liquid. If the difference of mercury level in the two limbs is 300 mm, determine the difference of pressure between the two points in (i) meters of water (ii) in kPa.
UNIT II
1) Explain the constructional details of venturimeter with a neat sketch.
2) Find the head loss due to friction in a pipe of diameter 200 mm and length 10 m, through which water is flowing at a velocity of 3 m/s using (i) Darcy’s formula (ii) Chezy’s formula. Take $f = 0.009$ and $C = 50$.
OR
VI
1) Illustrate syphon pipe, and its working.
2) Determine the flow rate of oil having sp. gravity 0.8, through a venturimeter 200 mm x 100 mm. The reading of oil mercury differential manometer is 25 cm. Take $cd = 0.98$.
UNIT III
VII.
1) List out the advantages of steam turbine over steam engine.
2) Explain the working of water tube boiler with a neat sketch.
OR
VIII
1) Explain the working principle of reaction steam turbine. Compare reaction steam turbine and impulse steam turbine.
2) Explain the working of De-lavel impulse turbine with neat sketch
UNIT IV
IX
1) Classify water turbine
2) Explain the working of centrifugal pump with neat sketch
OR
X
1) Describe the working of air vessel
2) Explain the working of Francis turbine with neat sketch | 1,521 | 801 | {
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Use the special gifts that God has given you to serve Him. Your abilities will grow and grow!
One word in each set below does not belong. Circle it and write it on the line that has the same number. You will find the verse from Matthew 25:21.
| 1 | ruler | scissors | good |
|---|-------|---------|------|
| | | | |
| 2 | candle | faithful | wax |
|---|--------|----------|-----|
| | | | |
| 3 | servant | turtle | frog |
|---|---------|--------|------|
| | | | |
| 4 | cat | few | dog |
|---|----|-----|-----|
| | | | |
| 5 | pencil | many | pen |
|---|--------|------|-----|
| | | | |
| 6 | joy | shop | store |
|---|-----|------|-------|
| | | | |
| 7 | red | green | master |
|---|-----|-------|--------|
| | | | |
"Well done, _______ and ____________! You have been __________ with a _____ things; I will put you in charge of ______ things. Enter into the _____ of your ________."
Find 15 differences in the second picture.
Fifth Baptist Children's Church
Enter your SECRET CODE to unlock games @ games.childrensbulletins.com
QFXJ04
Use the code to fill the blanks. Read this parable Jesus told.
| Heart | Heart | Star | Star | Square | Heart | Circle | Circle | Star | Star |
|-------|-------|------|------|--------|-------|--------|--------|------|------|
| Heart | Star | Heart | Circle | Star | Circle | Heart | Circle | Square | Heart |
| Star | Circle | Heart | Circle | Star | Circle | Heart | Circle | Square | Heart |
| Star | Circle | Heart | Circle | Star | Circle | Heart | Circle | Square | Heart |
| Heart | Circle | Heart | Circle | Star | Circle | Heart | Circle | Square | Heart |
God has given each person some special gifts. Here are some talents and abilities that you may have.
Find these words and phrases below. They go across, down and diagonal. The letters that remain unused will make a phrase. Write them on the lines under the box in the order you find them.
TACT READ BUILD LISTEN
SEW COOK DRAMA SCIENCE
MOW DRAW THINK PERFORM
CARE JOKE PAINT MEDICINE
SING GOLF SPEAK ORGANIZE
FARM RACE WRITE FIX THINGS
WORK RIDE SPORTS PLAY INSTRUMENT
MATH HELP DIRECT
PLAY INSTRUMENT
EALS WGPRI DEIFF
RHII RGOLFTDSRI
FESNIO ORGANIZEX
OLTGTBTFRACCAT
RPETEUSCMRIODH
MTNHWIMATHNORI
SAMIO LRRACEKAN
ECONRDOEJOKEWG
WTWKKSCIENCEMS
GDIRECTSPEAKOD | 1,676 | 703 | {
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SCIENCE (Syllabus A).
WEDNESDAY, 18th JUNE.—Evening, 3 to 5.
[Not more than six questions are to be attempted, of which three must be taken from Section I, and three from Section II. Illustrate your answers wherever possible.]
SECTION I.
1. Describe how you would measure accurately (a) the volume of a glass stopper, (b) the capacity of a density bottle, (c) the density of a liquid.
[66 marks.]
2. Explain why mercury is the liquid mostly used in thermometers. If you were given an ungraduated thermometer, describe with the aid of diagrams how you would graduate it to measure temperature on the Fahrenheit scale. What reading on the Centigrade scale corresponds to $20^\circ$ F.?
[66 marks.]
3. Describe fully how you would measure the specific heat of copper. A calorimeter contains 50 gm. of a liquid of specific heat 0·6. When 50 gm. of water at $50^\circ$ C. are mixed with the liquid in the calorimeter, the temperature is raised from $15^\circ$ C. to $25^\circ$ C. Calculate the water equivalent of the calorimeter.
[66 marks.]
4. What is a calorie? What is meant by saying that the values for the latent heat of steam and the latent heat of ice are 540 calories per gram., and 80 calories per gram, respectively? Describe fully, with the aid of a diagram, how you would measure the latent heat of steam. A vessel, having a water equivalent of 10 gms., contains a mixture of 100 gms. of water and 50 gms. of ice at $0^\circ$ C. What weight of steam at $100^\circ$ C. must be passed into the mixture to raise the temperature to $20^\circ$ C.?
[67 marks.]
5. Describe, with the aid of a diagram, a micrometer screw. Explain how it works and how you would use it to measure the diameter of a wire as accurately as possible. A wire has an average diameter of 0·52 mm. and a coil of it weighs 50·50 gms. in air and 43·20 gms. in water. Find, to the nearest metre, the length of wire in the coil.
[67 marks.]
6. Describe how you would investigate the changes which take place in the composition of the air when (a) phosphorus burns, (b) iron rusts, in an enclosed volume of it.
How do you explain the observed changes?
[66 marks.]
7. Describe, with the aid of a diagram, how you would prepare dry hydrogen and how you would pass it over heated copper oxide. What products would be obtained and how would you identify them? What information may be obtained from this experiment?
[66 marks.]
8. Define (a) element, (b) compound.
Name the elements present in each of the following substances and describe how you would prepare each of them from its elements: sulphur dioxide, quick-lime, chalk.
Give an account of the properties of sulphur dioxide.
[66 marks.]
9. Describe fully how you would measure the weight of a litre of carbon dioxide at S.T.P.
If a litre of carbon dioxide weighs 1·98 gm. at S.T.P., find the weight of a litre at 40°C. and at a pressure of 600 mm. of mercury.
[67 marks.]
10. What is meant by allotropy?
Describe the preparation and properties of the three common allotropes of sulphur. How may it be shown that they are allotropes?
[67 marks.] | 1,389 | 771 | {
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### Year 1 Terms 1 - Mechanisms
#### What should I already know?
- That equipment and tools have to be used safely and understand how to transport and store equipment safely.
- Able to use one-handed tools and equipment..
- Able to make toys work by pressing parts or lifting flaps to achieve effects, such as sound, movements or new images.
- Able to handle tools, objects, construction and malleable materials safely and with increasing control.
- Able to construct with a purpose in mind, using a variety of resources.
- Able to select tools and techniques needed to shape, assemble and join materials they are using.
- Able to use what they have learnt about media and materials in original ways, thinking about uses and purposes.
#### Expected outcomes by the end of this topic:
**Design:**
- Generate initial ideas and simple design criteria through talking and using own experiences
- Develop and communicate ideas through drawings and mock-ups
**Make:**
- Make a design using appropriate techniques
- With support, measure, mark out, cut, and shape a range of materials
- Use tools e.g., scissors safely
- Assemble, join, and combine materials together using glue/ masking tape
**Evaluate:**
- Discuss how well the product works in relation to the purpose
- Evaluate their products as they are developed, identifying strengths and possible changes they might make
- Ask questions about what they have made and how they have gone about it
#### What could you design, make and evaluate?
- Push/pull toys e.g. emergency service vehicle
- carnival float
- farm vehicle
- vehicle for story character
#### Who is the intended user?
- Themselves
- people who help us
- friends
- story character
- farmers/farm animals
- teddy
- doll
---
### Key Vocabulary
- **vehicle** – something used to carry and move people or things. Cars, buses, and airplanes are vehicles.
- **Intended User** – the person that will use the product.
- **mechanisms** – the parts that make something work.
- **wheel** - a round circle shape for moving.
- **axle** – a rod that holds two wheels.
- **chassis** - The shape that holds the axle holder. It is the frame that supports the body and engine in a vehicle.
- **diagram** - drawing with labels
- **body** – the main supporting structure of the vehicle. The shape of the body defines the type of the car.
- **joining** – the act of combining things together.
- **moving** – to change position or place.
- **design** – to plan something before you make it.
- **make** – to create something using your desing.
- **evaluate** – to reflect on what you have made.
- **Intended User** – will use the product. | 1,145 | 591 | {
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**Global Voices**
*Level: KS-3*
“Global Voices” is a 3-level iTextbook for enhancing students’ listening and speaking skills. Students will hop on a global trip while listening to conversations of people from different countries. Humorous dialogues are followed by a variety of listening tasks to enhance student’s listening comprehension. Phonological and lexical exercises will boost student’s confidence and fluency in speaking.
**Features:**
- 9 units per level
- More than 35 videos with authentic conversations per level
- Multiple accents are displayed in the videos
- More than 150 listening auto-marked tasks per level
- “Medal” system to reward students
---
**Read to Succeed**
*Level: KS-3*
“Read to Succeed” is a 3-level iTextbook that show students how to get the most out of what they are reading in terms of gaining a basic understanding and coming away with meaning and insight. Each level works on specific reading skills and helps students build a solid vocabulary base.
**Features:**
- 16 subject-based units per level
- Each unit contains 2 reading articles, with pre- & post-reading activities
- Vocabulary work on synonyms, antonyms, prefix and suffix concepts, parts of speech, etc.
- “Medal” system to reward students
---
**Highlight on various reading skills:**
- Skimming and scanning
- Making predictions
- Recognizing the topic and main idea
- Pinpointing key words and numbers
- Identifying reading structure
- Separating subjectivity from objectivity
easyWriting
Level: KS-3
Writing competence is one of the basic requirements of the NSS curriculum. In order to help students master writing, this interactive writing platform, “easyWritng”, can serve as an effective tool for junior secondary students to sharpen their skills through process writing.
Features:
• Writing tasks are divided into 5 steps which can enhance the students’ writing skills through stepwise guidelines
1. Examining the question
2. Brainstorming
3. Related text type and vocabulary
4. Drafting
5. Writing
• Peer marking and Share Writng functions are available
• Ample writing samples for students’ reference
• Mind maps, related vocabulary, learning tips, grammar analysis and useful expressions are provided
Poems & Songs
Level: KS-3
“Poems and Songs” is an English multimedia iTextbook aimed at acquainting students with poetic language and features in an engaging way, as well as fostering their creative use of English.
Features:
• 10 poetic forms and songs compatible with EDB curriculum
• Poem templates guide students through analyzing different poem structures
• Rich multimedia and auto-marked exercises
• Display boards showcase well-written poems
Why should teachers incorporate eLearning resources in English teaching?
✔ Rich multimedia and interactive activities motivate students to learn actively;
✔ Usage and performance report help teachers assess students’ understanding and learning progress effectively | 1,412 | 619 | {
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Oncidium Alliance
Warm-Growing Genera
This varied group of orchids includes plants from many types of environments. Some come from hot and dry areas, while others grow in less severe conditions. More specific instructions may be available from the grower. Some genera included are *Aspasia*, *Brassia*, warm-growing oncidiums and miltonias (often called the Brazilian-type), and many of their hybrids.
**LIGHT** can be from just bright to almost full direct sun depending on the plant. Most will thrive with one to several hours of sun a day. Generally, thicker-leaved plants can stand more light, such as "mule-ear" and "equitant" oncidiums. In the home, east, south or west windows are ideal.
Many types will grow under artificial light: four fluorescent tubes 6 to 12 inches over the plants are necessary for proper growth. Metal-halide and sodium-vapor bulbs also provide sufficient light without needing to be so close to the plant. In a greenhouse, 20% to 60% shade is required, or about 2,000 to 6,000 foot-candles, depending on the plants grown.
**TEMPERATURES** for this group are generally called intermediate to warm: 55° to 60°F at night, and 80° to 85°F during the day. Temperatures to 95° to 100°F are tolerated if humidity and air movement are increased as the temperature increases.
**WATER** requirements vary with the type of plant. Generally, plants with large fleshy roots and/or leaves need less frequent watering than thin-leaved and/or thin-rooted plants. Watering should be thorough, and plants should dry at least halfway through the pot before watering again. This may be every 2 to 10 days depending on weather, pot size and material, type of orchid and type of potting medium. Plants not actively growing should be watered less; many species have winter rest periods.
**HUMIDITY** should be between 30% and 60%. Most of these orchids require less humidity than some other orchids. In the home, placing the plants on trays above moist pebbles is ideal. Misting the plants in the morning may help increase humidity but is usually not recommended for fleshy-leaved types. Most greenhouses have adequate humidity.
**FERTILIZER** should be applied regularly while plants are actively growing. Applications of 30-10-10 formulations twice a month are ideal for plants in a bark-based potting medium. A 20-20-20 formulation should be used on other media or on slabs. If skies are cloudy, applications once a month are sufficient. Some growers use a high-phosphorus, 10-30-20 formulation bloom booster as plants approach blooming.
**REPOT** when new growth begins from the base of the plant, which is usually in the spring. A fine-grade potting medium is usually used with fine-rooted plants and coarser mixes with large-rooted plants; the standard size is medium-grade. Usually the lowest one-quarter to one-third of the pot is filled with drainage material, either crock shards, rocks, or Styrofoam "peanuts." The plant should be positioned in the pot so that the newest growth(s) are farthest away from the edge of the pot, allowing the maximum number of new growth before crowding the pot. Spread the roots over a cone of potting medium and fill in around the roots. Firm the medium well around the roots by applying pressure. Keep humidity high and the potting medium dry until new roots form. A vitamin B1 compound may help establish newly potted plants.
"Equitant" and "mule-ear" oncidiums, as well as other fleshy-leaved and/or large rooted plants, can be grown on slabs of cork bark or treefern or in pots of a coarse, well-drained medium such as charcoal.
Prepared by: Education Committee, American Orchid Society, 6000 S. Olive Ave., West Palm Beach, FL 33405 (407) 585-8666. | 1,579 | 864 | {
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Teaching Materials on Science Teachers’ Practices.
Improving teaching and learning: ideas for heads of …
The classroom discussions on effective science teaching also allowed teachers to have a better understanding of what good science teaching and learning look like. In addition, university educators shared their previous experiences with teachers in classroom discussions and online discussions.
Teaching Science with Technology: Case Studies of Science …
Language of science: develop scientific vocabulary and support pupils to read and write about science Be aware of the vocabulary demands of a topic and make a conscious choice about the words that you are going to teach and when to introduce them. Focus on the words that pupils really need to understand and make sure they understand them well.
Improving Secondary Science | Education Endowment …
Teaching Should Take Its Time. In learning science, students need time for exploring, for making observations, for taking wrong turns, for testing ideas, for doing things over again; time for building things, calibrating instruments, collecting things, constructing physical and mathematical models for testing ideas; time for learning whatever mathematics, technology, and science they may need to deal with the questions at hand; time for asking around, reading, and arguing; time for wrestling …
Chapter 13: Effective Learning and Teaching
Design a blended approach to teaching primary science, with offline and online activities to support pupils learning from home. Develop your plans to work with parents to support pupils learning at home. Evaluate a range of teaching strategies and tools, appropriate to your teaching context and teaching remotely.
Teaching for Home Learning: Primary Science – FutureLearn
In Closing the word gap: activities for the classroom, you’ll find classroom strategies, teaching ideas and lesson resources for secondary English, maths, science, history and geography teachers, along with a guide to developing a whole-school vocabulary policy.
Teaching and learning – Teachit Science
Our Royal Charter is to improve the teaching and learning of science. This is a snapshot of how we achieve this. 2665. Activities, articles and research in the ASE Resource Library. 684. Volunteers working across the UK to support our work through committees, working groups and presenting at conferences.
Home | www.ase.org.uk
Cheng, M. H. M., & Wan, Z. H. (2015). Unpacking the paradox of Chinese science learners: Insights from research into Asian Chinese school students’ attitudes towards learning science, science learning strategies, and scientific epistemological views. Studies in Science Education, 52(1), 29–62. CrossRef Google Scholar
Learning Theories in Science Education | SpringerLink
citizenship and sustainability in science education. Including useful references, further reading lists and recommended websites, Science Learning, Science Teaching is an essential source of support, guidance and inspiration all students, teachers, mentors and those involved in science education wishing to reflect upon, improve and enrich their practice.
Science Learning, Science Teaching: Amazon.co.uk …
The Journal of Research in Science Teaching publishes reports for science education researchers and practitioners on issues of science teaching and learning and science education policy. | 1,427 | 622 | {
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Chemsex as Edgework
Ford Hickson
Sigma Research
London School of Hygiene & Tropical Medicine, UK
The unicycling world record is held by Hans-Peter Schmid, who rode 100 km (62 miles) in 4 hours and 3 minutes on August 25, 2007, in Switzerland.
The film is set in Los Angeles, California, and features a number of notable locations including the Hollywood Sign, the Griffith Observatory, and the Getty Center. The film also includes scenes shot on the streets of Los Angeles, with the city serving as a backdrop for the action sequences.
The Chemsex Study
Danger of Death
The role of the facilitator is to help the group members to reach their own conclusions and make their own decisions. The facilitator should not impose his or her own views on the group, but should encourage the group members to express their own opinions and ideas. The facilitator should also ensure that all group members have an equal opportunity to participate in the discussion.
Facilitation is a skill that can be learned and developed over time. It requires good communication skills, active listening, and the ability to manage group dynamics. A good facilitator should be able to keep the group focused on the task at hand, while also allowing for open and honest discussion.
1. **P**
2. **L**
3. **P**
4. **L**
5. **C**
6. **L**
7. **C**
A hand with five fingers, each holding a different tool: a pair of glasses, a wrench, a hammer, a knife, and a screwdriver.
The sun is rising, and with it comes a new day filled with endless possibilities. As we step into this fresh start, let us remember to embrace each moment with gratitude and determination. May our journey be one of growth, learning, and personal development. Together, we can achieve greatness and make a positive impact on the world around us.
Let’s rise up, spread our wings, and soar towards our dreams!
The number of people in the image is 100.
I'm Normal.
I'm proud to be normal.
Gay rights
Global Citizenship Education (GCE) is an educational approach that aims to develop students' understanding and appreciation of global issues, cultures, and perspectives. It encourages students to become active participants in their communities and the world, promoting empathy, respect, and collaboration.
GCE encompasses various aspects such as:
1. **Global Awareness**: Understanding the interconnectedness of people and places around the world.
2. **Cultural Competence**: Recognizing and valuing diversity in culture, language, and traditions.
3. **Critical Thinking**: Analyzing global issues from multiple perspectives.
4. **Action-Oriented Learning**: Engaging in activities that promote social justice and sustainability.
By integrating GCE into education, we can foster a generation of responsible citizens who are prepared to address global challenges and contribute positively to a more inclusive and sustainable future.
Thank you.
Je vous remercie.
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