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WHAT TO DO WITH THOSE OLD TELEPHONE BOOKS?
and Arts Crawl Earth Day Activities
It isTelephone Book Season and the dilemma, once again, is what to do with all of the Old Telephone Books! In past years, bins were placed in the community by the City Solid Waste Department, to collect these. Unfortunately, what was collected was too much trash and too few telephone books.
A bin for old telephone book collection will still be maintained by the City at the NWNM Regional Solid Waste Authority Gallup Transfer Station; the bin is in the recycling yard of this facility on Hasler Valley Road (next to the Juvenile Detention Center).
However, the best solution is to follow the instructions below in #1.
If you have any questions please call 722-‐5142 or send an e-‐mail to email@example.com or via the McKinley Citizens' Recycling Council web pagewww.recyclegallup.org
(1) Place books in the bin at the Transfer Station on Hasler Valley Road.
(2) Take to one of the regional centers: Albuquerque, Farmington, Flagstaff Recycling Centers in Gallup
* MWF 8-‐Noon Train Station
MWF Noon-‐4 Larry Brian Mitchell Recreation Center
Sat. 10-‐2 Larry Brian Mitchell Recreation Center
M-‐Sat 8-‐4:30 Gallup Transfer Station on Hasler Valley Road
During Arts Crawl on Saturday, April 12 the McKinley Citizens' Recycling Council will host a Fun Children's Paper Making Activity. Come make beautiful, unique handmade paper using recycled materials!
Look for the MCRC tables when you come to Arts Crawl. Join the McKinley Citizens' Recycling Council and other environmental groups in celebrating Earth Day!
Other Recycling News!!
PLEASE START SAVING THE FOLLOWING FOR OUR EARTH DAY EVENT Drink Pouches (Capri Sun, Kool Aid, all Others!)
and
Used up Ball Point Pens, Highlighters, Sharpies, Markers, Mechanical Pencils, including the lids!
For more information about recycling in Gallup-‐McKinley County or to volunteer at any of our events and activities go towww.recyclegallup.org, call Gerald or Millie at 722-‐5142 or send an e-‐mail to firstname.lastname@example.org | 1,067 | 1,741 | {
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Process Analysis: Paragraph Assignment
* Select one of the 3 writing prompts from pp 422-‐424 in Chap 21 and then choose one of the topics from the list at the bottom of the page that you know something about and feel capable of describing its process
* Chooseone of the two methods of process analysis described in the chapter – either Directional or Informational – and model this method of process analysis in your own paragraph (you can review these two methods on pp 411-‐412)
* Write a minimum of25 sentences for your final version
* You may use 2 nd person voice (you/your) in this paragraph, but do not use 1 st person (I, me) anywhere in your process analysis paragraph
* Aim for verb consistency: Proofread your work carefully to make sure all of your verbs are in the same tense throughout the entire paragraph –Present tense is the best verb tense for this assignment
* Use at least3 of the transition phrases from the list on p 416
* When you finish your final typed version, check that it adheres to the formatting guidelines outlined on theSample formatting page from the website before you turn it in to me
* Proofread your paragraph repeatedly – eliminate all sentence fragments and run-‐together sentences, and make sure no agreement or spelling errors are present in your work
Some common transitions(from p. 416): | 544 | 1,025 | {
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The RushmereToolkit
Year 5
characters
Linked to classroom
* Rosa Parks
* Sir Bobby Robson
* Brian Cox
* JK Rowling
* Vishen Lakiani
* Richard Branson
Year 5
* BaQleships
* Whist
* Squares
* Jacks
* Carom
Year 5
* Be able to pack my own school bag and organise my own belongings.
* Be able to make a sandwich
* Have strategies for coping with conflict.
Year 5
* Shake hands and introduce yourself (reinforced through class greeters)
* Talk about a subject you are interested in
* Take part in a debate
Year 5
Anthony Gormley sculptures, includingThe Angel of the North
Year 5
* Know the populaOon of Ipswich and of Suffolk, and compare this to the populaOon of London
YEAR 5
Year 5
* The Pearl Fishers – Bizet
* Eine Kleine Nachtmusik – Mozart
* Pop music from the nineOes
* Eddy Grant – Give Me Hope Jo'Anna
Year 5
* Know the names of all the American states
Year 5
* What are Heavy? by ChrisOna Rosse[
* The King's Breakfast by AA Milne
* Daffodils by William Wordsworth
Year 5
* Use a mnemonic device to remember the order of the planets | 571 | 723 | {
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1. How many deep hive bodies are on a standard hive?
2. What is another name for the deep hive bodies?
3. How many frames are in a hive body (regardless of size)?
4. How do you position the inner cover?
5. What is the purpose of the queen excluder?
6. Where does the queen excluder go?
7. What is the main difference between a deep hive body and a medium honey super?
8. Approximately how much does a deep hive body weigh when it is full of wax, honey, pollen, and various stages of bees?
9. Approximately how much does a medium super filled with honey weigh?
10. What do you feed the honeybees in the spring when you install a package?
11. How much does a standard package of bees weigh?
12. How many bees are in a standard package of bees?
13. Describe what a NUC (Nucleus) is. How many frames?
14. Generally what type of bees do you get in a package or nuc?
15. What is another name for the screen bottom board?
16. What does the screen bottom board do?
17. What is one way to secure your telescoping cover to the hive?
18. Who invented the Langstroth hive? And When?
19. What did he discover? And how big is it?
20.
Why should you not share beekeeping equipment?
21. What is the name of the #1 pest that beekeepers must treat for today?
22. When did this pest arrive in the US?
23. What are the 3 different types of reaction to a bee sting?
24. What is the name of the most dangerous bee disease?
25. How many entrance reducers did we tell you to buy?
a. What are they? And why?
26. What are two differences between a honeybee and yellow jackets, hornets and wasps?
27. What are the 3 casts of bees in the hive? | 676 | 1,433 | {
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Where Can I Eat?
There are lots of places to eat at Sovereign Hill. My teacher will tell me where I can have my snacks and lunch. I can eat anywhere that my teacher or parent helper decides is ok.
It is important that any rubbish from my lunch goes into the rubbish bins.
Some of the rubbish bins at Sovereign Hill are hard to see because they are in wooden boxes. This is because in the 1850s there weren't any plastic rubbish bins, so Sovereign Hill has to disguise theirs.
I will put my rubbish in a bin.
Sometimes students who are at Sovereign Hill order their lunch from the New York Bakery or the Sovereign Hill Café.
New York Bakery
Café
They usually get a salad sandwich, a bottle of water, some fruit and a packet of chips from the café.
Lunch at the New York Bakery could be fish and chips or a baked potato.
I will sit quietly and wait until my meal is brought to me.
If I am staying overnight, I will probably have dinner in the New York Bakery.
Dinner could be spaghetti bolognaise or fish and chips.
My teacher will find out from the caterers before I come to Sovereign Hill what I will have for each of my meals.
I will only touch my own food and drink.
Breakfast will be in the Sovereign Hill Café.
There will be cereal, toast with jam or vegemite, orange juice and hot chocolate. | 501 | 1,149 | {
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www.thescienceteacher.co.uk| resources for science teachers who like to think
Rolling Revision
Dice
Dice
Rules
1. In groups of 3
2. 1 group member is the 'expert' who holds the answers
3. The other 2 members compete against each other
5. If they get the quesDon right, they mark the square with their name. The expert's decision is final.
4. One student rolls 2 dice and answers the corresponding quesDon on the grid
6. The turn now passes to the next player in a clockwise direcDon
8. The loser becomes the expert, and the expert now plays the winner
7. The winner is the person who 'owns' the most squares at the end of a Dme period specified by the teacher | 262 | 556 | {
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This dolphin likes to play! Draw a path from the dolphin to the ball by following the letter D.
Dd
| a | B | c | E | f | G | h | I | j | K | l | m | N | D | o |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| v | D | d | D | d | D | d | D | d | D | d | D | A | d | P |
| W | d | H | i | S | r | Q | Y | z | f | p | d | O | D | G |
| L | D | K | D | d | D | d | D | d | D | d | D | A | d | h |
| m | d | N | d | U | P | t | R | s | l | C | i | w | D | x |
| A | D | l | D | d | D | d | D | d | D | d | D | g | d | Y |
| C | d | B | a | A | H | Z | y | X | w | V | d | b | D | q |
| o | D | b | D | d | D | d | D | d | D | d | D | n | d | R |
| P | d | Q | D | S | E | f | G | H | i | J | k | B | D | G |
| m | D | l | d | D | d | D | d | D | d | D | d | D | d | H |
| N | d | g | m | k | j | u | V | c | C | c | C | T | c | e |
| o | D | d | D | d | D | d | D | d | D | d | D | d | D | A |
| P | b | B | z | A | B | c | L | E | f | G | H | i | d | r |
| Q | F | e | f | y | Z | b | E | d | D | d | D | d | D | S |
| r | S | T | u | V | w | X | Y | D | P | q | R | s | T | u | | 931 | 530 | {
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Helping Siblings Get Along
All siblings argue now and again. But if your children have frequent, intense fi ghts, you do not have to just stand by and let them treat each other badly. Brotherhood and sisterhood can begin at home!
What are some causes of sibling rivalry?
- Children may get the idea that they are in a contest when parents compare one child to another: "Sit quietly like your brother does."
- Rivalry may occur when children believe that there's not enough of what they need or want to go around. They may feel they have to compete for parents' attention, affection, recognition, or time.
What can a parent do about sibling rivalry?
- Listen to the children's complaints to get clues to what the "rivals" believe is in short supply: "Dad always hugs Kendra fi rst!"
- Avoid comparing one child to another.
- Let children know you understand their feelings even though you don't agree with them: "Yes, your brother needs more help getting dressed than you do, but you are just as important to me as he is."
- If one child says unkind things to you about another, remind him that "she's still one of us" no matter how annoying she is sometimes. That response reassures the child that he would still belong to the family even if a sibling had ill feelings toward him.
- Spend some time alone with each child doing something he or she really enjoys: taking a walk, reading stories, playing catch—10 minutes a day for a week can do wonders.
- Do not worry about treating all your children exactly alike. Children need comfort, help, and encouragement at different times and in different ways. When a child questions the attention you give to her sibling, reassure her that when she needs help, you will provide it.
What can parents do about quarrels?
- If your children's quarrels bother you, calmly step in. If you tell them to stop, stay involved until the problem is resolved. Listen carefully to each child. This is an opportunity to model how to resolve confl icts.
- Keep in mind that you don't have to get involved in every sibling argument. Children can often work things out themselves.
- Avoid lecturing or nagging children about their arguments.
- Remember that children often push you to exercise your authority. By his or her behavior, a child may be saying, "Help me to be the kind of person you want me to be! That is the kind of person I want to be too—but I need your help to get there."
For related Web resources, see "Helping Siblings Get Along" at http://illinoisearlylearning.org/tips.htm.
Any opinions, fi ndings, conclusions, or recommendations expressed in this tip sheet are those of the author(s) and do not necessarily refl ect the views of the Illinois State Board of Education.
29 Children's Research Center University of Illinois at Urbana-Champaign 51 Gerty Dr.Champaign, IL 61820-7469 Telephone: 217-333-1386Fax: 217-244-7732 Toll-free: 877-275-3227 Email: firstname.lastname@example.org Internet: http://illinoisearlylearning.org 13 Children's Research Center University of Illinois at Urbana-Champaign 51 Gerty Dr.Champaign, IL 61820-7469 Telephone: 217-333-1386 Toll-free: 877-275-3227 E-mail: email@example.com http://illinoisearlylearning.org
Illinois State Board of Education
Early Learning Project
For more tip sheets on other topics, please go to http://illinoisearlylearning.org rev. 11/15 | 1,403 | 776 | {
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Resource 16.5. Sorting Using Elaine's Scaling Process
Category 1, 2, 3 = Highest valued category: I can’t imagine life without it; that’s how important this item is to me.
List the criteria that make this a 1, 2, 3 category item:
* • • •
Category 4, 5, 6 = This item is important, and if I don’t have to sacrifice a category 1, 2, 3 item, I would want to keep as many as I have room for.
List the criteria that make this a 4, 5, 6 category item:
* • • •
Category 7, 8, 9, 10 = This item is nice but not a priority compared to category 1-6 items, and if I have to, I can let them go, hopefully to locations where or people with whom they will not be wasted.
List the criteria that makes this a 7, 8, 9, 10 category item:
* • • •
1. Choose an item that is the absolute highest priority of your category 1 items.
2. What gives this item such high importance?
3. Feel the feelings connected to this absolute highest priority item. Remember the images connected to its importance.
4. Stay with those feelings, really feel them, and remember what you feel for that item.
5. Now consider which category another item belongs to compared to the absolute highest priority item.
6. What criteria account for this decision?
7. If the item is a category 4, 5, 6, based on the feeling it generates, is it closer to a 4 or to a 6?
8. Place it with the other items of the same priority, that is, 4s with 4s, 5s with 5s, and 6s with 6s. Remember: you get to keep as many of these items as you have space for (acceptable space is only where the item would normally be used).
9. If the item is a category 7, 8, 9, 10, then consider where you can let it go to.
Letting go means donating, regifting (if space allows), recycling, discarding, or selling, but the latter only if the verifiable value of the item means selling makes sense and there is an available market for the item. Otherwise donate to a charity that will give you a receipt for income tax purposes. | 819 | 517 | {
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Studying science in the summertime
June 19, 2014
Meagan Stilp (firstname.lastname@example.org) , The Daily Mining Gazette Save |
HOUGHTON - The idea of summer school takes on a new meaning this week and next week during Summer Science Camps at Michigan Technological University. Hosted by the Center for Science and Environment at the Great Lakes Research Center, the two sessions introduce children to subjects such as science, engineering and nature.
"We're really big on learning but we want them to have fun and realize science is fun, not a subject to dread," said instructor Beth Squires.
The camps are broken up into two groups of students, the first in grades one through three and the second in grades four through six. The first session began Tuesday and runs through today with session two starting June 24 and ending June 26. Students in grades one through three participated in the "Science Explorers" session this week, learning about physics, chemistry and engineering concepts.
Meagan Stilp/Daily Mining Gazette
Students attempt to mix glue during summer science camp at Michigan Technological University's Center for Science and the Environment at the Great Lakes Research Center. The first session started Tuesday and runs through today with the second session running Tuesday through June 26.
"We have a kind of theme for each day," Squires said.
On Wednesday, Squires helped the group learn chemistry concepts with activities such as making secret formulas. In the experiment, that secret was glue.
"I like it because you can make glue," said Birk Seagren, who is going into second grade.
"It's cool to be able to make stuff," his sister, Ingrid Seagren, agreed.
To make the glue, students mixed water with a powder and then tested their solutions by gluing two pieces of paper together and rating the success of their solution on a worksheet. Papers that stuck together for 30 seconds or more, as did the Seagrens', were considered successful.
"I've done this one before and it's really fun," said Joan Chadde, education program coordinator. "Glue is really important to kids, they need those things to stick together!"
During this session the older group is at Nara Nature Park learning nature skills. Session two will have the younger group at "Critter Camp" at Nara Nature Park while the older group heads to the Great Lake Research Center for "Rockets and Roller Coasters." Spots are still available for the next session and people can register online at wupcenter.mtu.edu.
"I think for a lot of these kids to get totally immersed in science is wonderful," Squires said. "A lot of the kids here have a really strong interest so it's something that just reminds them of science and builds on what they already know and helps them to have a better foundation when they go back to school or just to be more excited about it." | 1,119 | 599 | {
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Pacific Pests and Pathogens - Fact Sheets
https://apps.lucidcentral.org/ppp/
Paddy straw mushroom (433)
Photo 1. Button stage of the paddy straw mushroom, Volvariella volvacea, showing many still enclosed in the veil, and others where the veil has broken.
Photo 3. Paddy straw mushrooms, Volvariella volvacea, at Honiara market, Solomon Islands. Note the dark centre to the cap, the variation in colour between caps, from silvery-white to brownish-grey, and the radiating striations.
Photo 2. Young paddy straw mushroom, Volvariella volvacea, showing the broken veil on top of the cap and at the bottom of the stem. Note the radiating hairs of the cap.
Common Name
Scientific Name
Volvariella volvacea
Distribution
Widespread. It is cultivated widely in East and Southeast Asia, and introduced in many other regions, including Africa, North America and Australia. It is recorded from Solomon Islands.
Use & Appearance
The paddy straw mushroom is grown on rice straw beds and picked immature, during the button or egg phase and before the veil ruptures(Photo 1). It is found in woodchips, rich garden soil, compost piles and, in the Pacific, on decaying trunks of fallen sago palm and empty fruit bunches of oil palm. They are often available fresh in Asia, but are more frequently found canned or dried in countries where they are not cultivated.
Young stages are formed under a greyish-brown veil ('universal veil'), which surrounds the mushroom at the 'button stage' (Photo 2). It breaks to allow the stem and cap to expand leaving a dark brown cup-shaped structure (the 'volva') at the base (Photo 2).
The cap is 5-12 cm diameter, first ovoid, then cone-like and finally broadly convex or bell-shaped, dark grey in the centre, becoming silvery-white or brownish-grey towards the margins, radially streaked with soft hairs (Photo 3). The cap tends to split at the edges. Gills are free from the stem, white then pinkish, and finally brownish-pink. Stem 6-12 cm, whitish or brown.
Caution!
In the button stage, the paddy straw mushroom is like the highly poisonous death cap Amanita phalloides, which contains alpha-amantin. If the death cap is eaten by human beings it results in liver and kidney failure. The toxin is not destroyed by cooking, and eating half a mushroom is sufficient to kill an adult.
The paddy straw mushroom can be distinguished from the death cap by its pink spore print (that of the death cap is white), and the lack of a ring on the stem (stipe) (Photo 4) - a white membranous ring is present on the death cap (Photo 5). The two mushrooms have different distributions, with the death cap generally not found where the straw mushroom grows natively, but introductions have occurred, e.g., Australia and North America, where the death cap grows as an ectomycorrhiza fungus on the roots of introduced forest species, e.g., oak, chestnut and pine.
However, the two cannot be distinguished in the button stage, and that is when people consider the paddt straw mushroom is it best for consumption.
AUTHOR Grahame Jackson
Information from Pacioni G (1993) The MacDomald Encyclopedia of mushrooms and toadstools. Little, Brown and Company (UK) Limited. London; and Volvariella volvacea. Wikipedia. (https://en.wikipedia.org/wiki/Volvariella_volvacea); and Amanita phalloides. Wikipedia. (https://en.wikipedia.org/wiki/Amanita_phalloides); and from Kuo M (2018) Volvariella volvacea. Mushroom Expert.Com. (http://www.mushroomexpert.com/volvariella_volvacea.html). (https://en.wikipedia.org/wiki/Amanita_phalloides#/media/File:Amanita_phalloides_1.JPG). Photo 1 Chong Fat (https://commons.wikimedia.org/wiki/File:StrawMushroom.jpg). Photo 4 Len Worthington Volvariella volvacea (Bul.) Singer (1951). (https://www.flickr.com/photos/lennyworthington/16265718515/). Photo 5 Archenzo. Amanita phalloides. Piacenza's mountains (https://en.wikipedia.org/wiki/Amanita_phalloides).
Produced with support from the Australian Centre for International Agricultural Research under project HORT/2016/185: Responding to emerging pest and disease threats to horticulture in the Pacific islands, implemented by the University of Queensland and the Secretariat of the Pacific Community.
This fact sheet is a part of the app Pacific Pests and Pathogens
The mobile application is available from the Google Play Store and Apple iTunes. | 2,031 | 1,036 | {
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Science Science
Observe and describe weather associated with the seasons and how day length varies. Identify how sounds are made; Recognise that vibrations from a sound travel; find patterns between pitch, sound and strength; fainter sounds at a distance
-Identify and name a variety of common plants, including garden plants, wild plants and trees, and those classified as deciduous and evergreen -Observe changes across the four seasons States of Matter Compare material by solids, liquids or gases; observe that some materials change; identify the part played by evaporation and condensation in the water cycle Sound
History
Recognise the achievements of the Ancient Egyptians
Research using secondary sources
Comparing the way of life in Egypt, past and present.
ICT
Networks and Online Safety Word Processing
Music
Playing the recorder
English – Reading
- Explain understanding of a text
- Skim read for details
- Offer reasons
- Build summarising skills
Year 4 Ancient Egypt Terms 1 & 2
English Writing
Scarab Beetle – adventure story, Information Text about Scarab Beetles, Character descriptions
Children will begin to:
- Talk about a genre of writing identifying is structure, vocabulary and grammar.
- Discuss and record their ideas.
-Compose and rehearse sentences orally using rich vocabulary and range of sentence structures.
- Organise my writing in paragraphs around a theme.
- Use the features of non-narrative material.
RE Judaism Worship in the synagogue Features of the Synagogue Tallit, Tefillin, Kippah
Christianity Pilgrimage; Special places Christmas
Maths
Place Value (rounding, partitioning, comparing, ordering)
Addition and Subtraction (efficient methods)
Measure and Perimeter
Multiplication and Division
Times Table knowledge building
DT
Children will design purposeful, functional, appealing products for themselves and others.
The children will select from and use a range of tools and equipment to perform practical tasks and evaluate what they have done.
Geography
-Draw own maps of local features of the River Nile and the
Geography -Ask geographical questions -Explain what places are like and where they are Maps – Locate the world's countries; identify key places in Ancient Egypt. Use atlases, maps and globes. Understand the importance and impact this had/has on the Egyptian people.
area and use a key.
Art
Children will create sketch books to record their observations and use them to review and revisit ideas.
PE
Handball & Basketball
Apply basic principles suitable for attacking and defending. | 1,169 | 518 | {
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What can we do to help?
Author: Sally-Anne Morrison, Independent Dyslexia Consultant
The most important thing we can do is acknowledge and explore the child's experience. There is a real danger for misunderstanding, and seeing the child as 'not trying'. It can be puzzling to see a child in the classroom who is verbally able and obviously switched on, and compare this with the standard of writing they produce. This mismatch in performance can lead to suspicions of 'laziness', when in fact the opposite is the case. Parents have a key role in advocating for the child and working with the school to look into potential causes and ways of adapting and providing opportunities to facilitate the child's learning. The first point of contact will be the school's Special Educational Needs Co-ordinator (SENCO) to discuss any concerns.
Being able to work with all those abilities and strengths will be the most positive step for the child. Encouraging hobbies, trying new sports, joining groups and finding interests will help raise self-esteem. It is a trait of human nature that we take for granted what we are good at, and focus on what we find difficult. We need to ensure the balance is swung in the other direction. Every child is unique, and every child can be supported to find their best ways of working and explore their own unique set of talents and strengths. They are so much more than a set of literacy scores on a page!
www.witherslackgroup.co.uk e. firstname.lastname@example.org
There are things we can do at home to help. Memory and organisation can be supported with establishing daily routines, preparing for the next day the night before, having set places to put belongings, using wall charts and calendars. See it, say it, do it, is a good premise to work from in terms of reinforcing learning. Discussion, drawing pictures, using colour, making a model, can all really help with retaining new learning. Mispronunciation (say it as it is spelled) is worth experimenting with, eg 'Wed-nes-day', and looking for words within words, eg 'bus' in 'business'. Draw it out, talk about it, think about the letter patterns. Fostering a love for stories and information will form the basis of a positive approach to reading.
Read to your child, let them focus on the understanding, offer to read along with them, let them use audiobooks, select high interest reading and talk to them about what they are reading.
Technology is a wonderful aid. There are inbuilt read aloud functions where the child can hear what is on the screen, as well as speech to text options, where what is said is typed on the screen. Advanced grammar checkers are available, as is software for mind mapping to work with visual and holistic ways of thinking.
www.witherslackgroup.co.uk e. email@example.com
Dyslexia is not uncommon, and there is a huge amount we can do to ensure that our young people are supported, nurtured and facilitated to find their skills, abilities and best ways of working. Local parent associations are a good source of support, and it is important that parents ensure their own needs are looked after. The most important thing is to listen to your child and reassure them that they may need to work a little harder, but help is here for them, and it doesn't mean they can't achieve.
About Witherslack Group
We are committed to sharing advice and support to parents, carers and professionals. Our webinars and online resources provide expert knowledge and practical support. If you would like to find out more information you can email firstname.lastname@example.org or visit www.witherslackgroup.co.uk.
About Sally-Anne Morrison
Sally-Ann Morrison is an Independent Dyslexia Consultant with over 20 years' experience working in the field.
www.witherslackgroup.co.uk e. email@example.com | 1,423 | 814 | {
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Eton College King's Scholarship Examination 2011
HISTORY, DIVINITY AND GEOGRAPHY
(One and a half hours)
The paper is divided into THREE sections. Candidates should answer a total of THREE questions drawn from at least TWO sections.
Start each question on a NEW sheet of paper.
SECTION 1: HISTORY
You should refer to examples from the periods of History you have studied to answer the essay questions.
1. Why do empires decline?
2. How far do political revolutions have common causes?
3. 'We learn more about a historical period from personal diaries than we do from any number of history books.' How far do you agree with this statement?
4. 'All written history is the history of men. Women are ignored.' How far do you agree with this statement?
5. Read Source A. It is an extract from a book on Japan, written in 2001 by a British historian. What can it tell us about Japan and Japanese society in the 1930s?
[No prior knowledge of either the source or Japan in the 1930s is required to answer this question.]
Source A
Despite hardship, between 1933 & 1936 the proportion of Japan's budget spent on arms rose by 20%. Forced by economic depression and diplomatic isolation, the Japanese fortified themselves against the world and threatened the peace of Asia. Their industry was formidable. Not a shard of metal was wasted. Instead of tin signs they used wood. Hedges did for iron fences and pegs for nails. Bamboo poles took the place of wire clothes lines, something foreigners often noticed since country women often remained naked to the waist whilst hanging out the washing. Japan also bought scrap in bulk, not least broken-up American warships which were transported for recycling straight to the Imperial Navy's dockyards in Osaka. In a meeting at the time with a British reporter, the Japanese Emperor declared that he wanted 'peace in the Far East'. But he was dressed in khaki uniform, peaked cap, gold badges of rank and sword.
Piers Brendon, 'The Rise of Japanese Militarism'
6. Look at sources B, C & D. They are all sources about Britain during the First World War. What impression do they give about how the war changed life for the people of Britain in the period 1914-1918?
[No prior knowledge of either the sources or wartime Britain is required to answer this question.]
[Turn over]
Source B
A First World War Sugar Ration Card
Source C
The airship was on fire and it was floating down. I could only think of people inside it being roasted to death. I was disgusted to see kind, good hearted people dancing in the street as the men in that airship were dying. When I said it was a terrible thing, my friends said, 'but they're Germans, they're the enemy, they've been bombing us.' That's what the war did. It turned decent, gentle people into monsters.
An eye-witness description of the shooting down of a German Zeppelin over London during the First World War.
Source D
SECTION 2: DIVINITY
1. Then the LORD said to Cain, "Where is your brother Abel?" "I don't know," he replied. "Am I my brother's keeper?" (Genesis 4:9)
Explain the meaning and relevance today of the story of Cain and Abel.
2. "Give your servant a discerning heart to govern your people and to distinguish between right and wrong." (1 Kings 3:9)
Explain the importance of Solomon's request to God for the gift of wisdom.
3. They were terrified and asked each other, "Who is this? Even the wind and the waves obey him!" (Mark 4:41)
Explain the issues raised by the miracle of the Calming of the Storm.
4. "Blessed are those who have not seen and yet have believed." (John 20:29) Explain the significance of these words with regard to the Resurrection of Jesus.
5. 'Christian teaching has little to say that is relevant to stewardship and the environment.'
Discuss.
6. 'Young men, those of you who can support a wife should marry, for it keeps you from looking at women and preserves your chastity.'
Explain the significance of these words from the hadiths with regard to marriage and family life in Islam.
SECTION 3: GEOGRAPHY
1. Why is it that different places on the same latitude can have different climates?
2. Describe and explain the role of weathering in the development of landforms in EITHER coastal OR river environments.
3. With reference to examples, discuss the impacts of rapid industrial growth in LEDCs.
4. Why are there such variations in the damage caused by natural hazards?
5. Assess the significance of water in physical geography.
6. To what extent is it possible to reconcile the conflicting aims of recreation and conservation in national parks?
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7
Observing Steer Behavior
Steers can show you whether they are sick or healthy by the way they act, the sounds they make, and by the consistency of their manure. Learn to watch and listen to your steers because they can show you when they are okay and when they need you to do something for them. Steers under stress or excited can hurt people or themselves. If you understand how steers normally behave and what they like and dislike, they will be easier to handle and you will be less likely to get hurt working with them.
Objectives
After studying the materials and completing the suggested activities for this section, you should be able to:
One of the most common behaviors you'll notice in your steer is its "ruminating" or "cud chewing." When cattle eat forages like grass and hay, they swallow large pieces. Later, while they are resting, the large pieces come back into the animal's mouth for chewing. This is called regurgitation. If you watch closely, you will be able to see your steer regurgitate a "bolus." It will then chew this bolus for a while before swallowing it again.
1. Describe the normal behavior of a steer.
2. Recognize whether your steer is behaving normally when you watch and listen to it.
3. Compare the normal behavior of beef cattle with the behavior of other animals.
How Steers Behave
One of the most interesting things about steers is the way they act. They can be very funny to watch. Unlike people, steers tend to be awake and active during all hours of the day and night. They only "sleep" a couple of times each day, and then only for a few minutes at a time. Sleeping cattle will turn their heads and lay them alongside their bodies. Pigs, on the other hand, tend to sleep at night and be active during the day, like people.
A steer normally makes a "bawling" sound to call other cattle if it is lonely—or to let you know it's thirsty or hungry! The other sound you might hear from your steer is a cough. Cattle that cough may be sick, or could have worms.
Steers usually walk when they move around their pens. If they run or jump, they are feeling energetic and happy. Sometimes if your steer is feeling good and has access to loose dirt, it may paw at the ground. Because steers are so heavily muscled and heavy for their size, they are not fast and they do not run as a dog would.
Steers have differing temperaments. Some are curious and approach people out of curiosity. These cattle are normally the easiest to tame and halter break. Other cattle, because of genetics or a previous experience with people, are skittish and easily frightened, and run from people.
Steers normally lie on their stomachs with their legs curled underneath them. They may sleep for a few minutes on their sides with their legs straight out.
Some steers get excited very easily. Equipment and facilities should be designed to keep the animals calm and make them easier to move and handle. For example, loading chutes should have solid sides so that steers will not see things on the outside that could scare them. Cattle move easily around curved passages, but it is often difficult to get them to make sharp turns.
Steers prefer to move toward light and away from darkness. They do not like to walk toward moving objects and loud noises. They prefer not to step over obstacles like a garden hose or a door frame. They are suspicious and frightened of shadows in aisles and walkways.
Learn to recognize normal and abnormal urine and feces (manure) produced by your steers. Urine and feces may look or smell different when the animals are sick. The urine of normal steers is clear and yellow. Steers' feces look different depending on their diet. Feces of steers on a high energy diet are soft, with visible bits of grain. If your steer has loose, watery feces without bits of grain apparent, show your parent or leader. Cattle on high forage diets often have firmer feces. If you notice that your steer's urine or feces do not look right, ask your parent or leader to take a look.
Also learn to recognize general signs that your steer isn't feeling well by observing its behavior. Cattle that are sluggish, lack energy, or don't eat may have health problems. See Section 8 for more information on signs of sick steers.
Words You Should Know
Ethology: The study of animal behavior. Bolus: Name for the forage that is regurgitated for rumination. Also called "cud."
Regurgitation: Process of bringing a bolus of previously consumed forage back to the mouth for chewing.
Ruminating: Process of chewing previously eaten forages.
Suggested Activities
* Spend time observing steers as they eat and sleep. Point out to your parent or leader the different behavior you see.
* Attend a beef cattle show and observe the animals' behavior.
* Observe other farm animals or house pets and compare their actions to steers' actions.
Ideas for Presentations and Speeches
* Why cattle ruminate.
* How to tell if your steer is acting normally.
Things to Talk About
* How does a steer usually act during a typical day?
* What sounds do steers make and what do these sounds mean?
* What should you do if you think your steers sound or act as if something is wrong? | 1,888 | 1,138 | {
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Child Pedestrian Safety: Pre/Post Lesson Student Assessment
**Teacher: Please read the following questions aloud to your students. Monitor them to make sure they are on the correct number as you are reading aloud the test.**
Lesson 1: Walking Safely Near Traffic
1. Look at the picture on your paper. Maria is walking down the street with her older sister. Mark the bubble that shows what Maria and her sister are called. (Answer: B)
2. Fill in the blank to complete the sentence: When you are walking down the street, you should be very careful of the __________ moving on the road. (Answer: B)
3. Mark the bubble under the picture that shows the best place to walk. (Answer: C)
4. Mark the bubble under the picture that best shows a child being safe when walking near traffic.
5. Which color is best to wear when you are walking down the street? (Answer: C)
Lesson 2: Crossing Streets Safely
6. Who should be with you when you walk down or cross the street? (Answer: B)
7. Mark the bubble under the picture that shows a safe place to cross the street. (Answer: A)
8. Where should you look before crossing the street? (Answer: C)
Lesson 3: Crossing Intersections Safely
9. Look at the picture on your paper. Several cars have all stopped where two streets meet each other. What is the place where two or more streets meet together? (Answer: B)
10. Where should you look before you cross an intersection? (Answer: C)
11. Mark the bubble under the picture that shows a child being safe when walking across an intersection. (Answer: A)
12. Mark the bubble under the picture that shows a pedestrian signal. (Answer: A)
Lesson 4: Parking Lot Safety
13. Franklin and his mother have just parked in the store parking lot. Where is the safest place for Franklin to get out of the car? (Answer: C)
14. Mark the bubble under the picture that shows where you should walk in a parking lot. (Answer: B)
15. Peter is walking across the parking lot with his mother. He has a new basketball. The basketball slips from his hands. What should Peter do? (Answer: A)
Lesson 5: Bus Safety
16. Look at the pictures of the children on your paper. Mark the bubble under the picture that shows a child who is not in the bus's danger zone. (Answer: C)
17. Mark the bubble under the picture that shows a child being unsafe while on the bus. (Answer: B)
18. What is the part of the bus that swings out and keeps you from walking too close to the front of the bus? (Answer: B)
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Lab 5: Servo Motors
Out: Tuesday, 6 March 2018
Due: Tuesday, 20 March 2018, at the start of class
Overview:
In this lab, you'll use the IR distance sensor ("ET") and a servo motor to create a robot that drives towards open space. You'll create a mount for your servo motor on the front of your robot, then attach the distance sensor to the servo. This design will allow you to turn the distance sensor to point in different directions, so that you can find free space.
Using servo motors:
The servo pins on the Wallaby are labeled -, + and S. Black goes to – (black is usually ground in electronics), red to + (red is usually power in electronics), and yellow to S (signal).
```
To enable your servos, you need to call enable_servos();
```
To disable your servos (do this when you're not using them anymore to save power – when servos are enabled, they are using power to maintain their position):
```
disable_servos();
```
To change a servo position, call set_servo_position(<servo_num>, <servo_position>); where servo_num should be 0-3, depending upon the port your motor has been plugged into. Values for servo_position should range between 0 and 2047, and give you about 180 degrees of movement. Note: Servos may run up against their stops at low or high position values. Giving a servo such a position command will use your battery's power at an alarming rate.
```
get_servo_position(<servo_num>); returns an int corresponding to the position at which that servo is set.
```
If your servos are acting really strangely (e.g., twitching), your battery power is probably low.
There's a bin of attachments for the servo horn in the center of the room, with screws to attach. Pick a piece to screw onto the servo horn. To this piece, you can attach a piece of Lego using the sticky tabs. Then you can attach the sonar to the servo.
What to do:
For this lab, you should have the servo motor turn the distance sensor to 5 different positions spaced evenly through the servo's range, taking readings at each one. Then move your robot in the direction that had the farthest readings. (Break ties by picking the straightest route.) This will lead your robot into open space. It should also have the emergent behavior of turning your robot into a corridor follower in the hallways.
You may need to insert a short sleep between taking distance readings at each position, if you find that you're reading the prior position's IR return (you'll notice odd behavior if this is happening).
What to turn in:
Turn in a copy of your code (commented, of course) at the start of class on Tuesday, 20 March. You should also show your robot's behavior to Zhao in today's lab (if you finish during class – it's a pretty short lab) or at the start of class on Tuesday, 20 March. | 1,159 | 648 | {
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My Book About Feeling Safe
A "Do-Together" Project for Children and Parents
By
A Gift from Cheri Lovre
Copyright 2020 ã Cheri Lovre
Permission is granted for this workbook to be downloaded from the Crisis Management Institute website and may be reproduced for personal use only
For information about permission to reproduce selections of this workbook or in entirety, contact
Crisis Management Institute, PO Box 331, Salem, OR 97308
email: firstname.lastname@example.org
ISBN Pending
My Book About Feeling Safe
A do-together project for children and parents
Draw a cover for your book… draw the best dream ever!
A Gift from Cheri Lovre
A note to parents:
Although they usually can't name or describe it, children often pick up on it when we're feeling distressed. Even when we don't talk about it, children often feel uneasy or frightened by sensing our anxiety, frustration or fear.
For both adults and children, the unknown is difficult to befriend. And here we are!
This little workbook is designed to use analogies of animals and humans to help your child identify and name what helps us feel safe.
There is space for your child to draw and either of you can write in the answers to questions.
Each page is a conversation starter. Don't limit yourself to the questions we have here. Let the process help you learn about your child! Instead of quelling their fears, try:
"How is that similar to humans?"
"Do people do that sometimes, too?
"What could the mommy/daddy do to be helpful?" "If that little animal could talk to the mommy/daddy, what would it say?" "What does that little animal need most right now?"
On this page, list all the kinds of animals you can name:
Elephant
Dog
Zebra
Wow! There are lots of kinds of animals in our world!
Draw one of the animals on your list. What does it do when it needs to feel safe?
What it does:
Find another animal on your list.
What does it do when it needs to feel safe?
Would that work for boys and girls? Yes? No?
Now look at your list of animals again.
Draw one and show how a mother or father protects it.
What does the parent animal do to protect the young?
Now show how human mothers and fathers protect their children.
What do parents do that protects children?
Draw an animal that makes or finds itself some kind of home.
How does that help it stay safe?
Would that kind of home work for humans? Yes? No?
Draw a picture about your home.
How do homes help humans be safe?
What animals hold their babies like humans hold their babies?
Do animals need to be held that way when they grow up? Yes? No? What about children? Do they need to be held?
Some animals sleep alone and some sleep with their families in a den or nest. Draw a picture of animals sleeping someplace safe.
What makes it safe?
Now draw yourself where you sleep.
What helps you feel safe when you sleep?
Anything you can think of that would help you sleep better?
Draw a picture of yourself in bed having a wonderful dream!
Describe your favorite dream!
Draw all the things you can think about at bedtime to help you have good dreams!
Which of these will you think about tonight?
Now draw yourself sleeping well and feeling safe. How does that look? You can add other people in the picture if you like! | 1,252 | 724 | {
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PH.D. Hayat Al-Rashidi
The Great War and Abdulaziz
The First Great War (many historians called it this name) began in 1914 AD, and its impact reached the Arabian Peninsula. King Abdulaziz (may Allah have mercy on him) was the shrewdest prince of the Arabian Peninsula. He had great insight and a clear opinion. He advised the Princes not to engage in the events.
He wrote to all of them, such as Sharif Hussein, Ibn Rasheed, and the Sheikh of Kuwait, inviting them to hold an Arab meeting to determine the attitude of the Arabs towards international turmoil and to have the same opinion to defend their rights if they were attacked. However, the princes did not care about the matter and each made a different alliance. Ibn Rasheed joined the Turks, while Sharif Hussein and the Sheikh of Kuwait joined the British.
Everyone was aware of how important it was if King Abdulaziz decided to join one of the parties, even though he was still unifying the country. Therefore, he met with a delegate from the British, Lieutenant Shakespeare, who had previously met him in Uqair with the presence of the British political resident. He also hosted a delegation from the Turks led by Shukri Al-Alusi. Ibn Saud honored those delegations, and then they left in a classy manner. He chose for his country the matter that he considered appropriate, which is neutrality in the matter of the Turks, so he did not fight Al-Hussein, and he did not fight the Turks as the British wanted. The delegate of King Abdulaziz met with Sharif Abdullah bin Al-Hussein at the borders and he was delegated by his father to consider the new situations of interest to both parties, and the meeting ended without success.
King Abdulaziz remained neutral and was able to eliminate the remnants of the Turks. During these events, Sir Percy Cox reached him and they met on the island of Darin opposite Qatif, and the meeting resulted in the first treaty between Ibn Saud and Britain known as the Qatif Treaty. What attracts attention in that meeting is the offer made by Percy Cox that the hero Abdulaziz Al Saud should assume the Islamic caliphate, who in turn completely rejected it. If this indicates anything, it indicates the rejection of any control by force, the unwillingness to dominate the peoples, and the desire to preserve their rights and sovereignty over their lands.
There were many types of aggressions against King Abdulaziz and his soldiers that there is no room to mention, and he overlooked many of them so that he could unite everyone and agree on one opinion that calls for stability.
Among the most prominent events, for example, was Uqair Conference. That conference was held after the end of the First World War, in which disputes and the emergence of international relations with the neighborhood, were reconsidered. Among those disputes was the conflict between Ibn Saud and Sharif Hussein, the dispute of Ibn Saud, Iraq and Jordan, and the issue of the borders between Iraq and Najd and between Najd and Kuwait. The conference was attended by Sultan Abdulaziz, and that title was before the unification of the country in the name of the Kingdom of Saudi Arabia and the change of his title to King. Sir Percy Cox also attended, and the Sultan was angry because the conference included the disobedient. Several meetings were held between them and they were able to reach an agreement on the borders and the Sultan (may Allah have mercy on him) waived some tribes that had a role in the instability of the region in and around Najd. He demanded that Qurayyat Al-Milh be affiliated with Al-Jawf, which means that it should be affiliated with Najd. Cox agreed, and the conference ended with those decisions.
King Abdulaziz was exposed to grave dangers that were overcome with patience and wisdom. This was due to his quest to improve the conditions of his people to the better and to move from one stage to another in wise and gradual ways, taking into account the political changes, circumstances and appropriate times. We can add to this the massacres that the Arabs were subjected to by deliberate persecution of the pashas of the Ottoman Empire led by Jamal Pasha and his followers starting from Sha'ban 1333 AH / June 1914 AD. | 1,634 | 904 | {
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SKILL FOCUS
WATCH MY VIDEO :)
COMPLEXITY
* Throwing
WHAT OTHER SKILLS COULD BE INVOLVED
Fielding & Perception Skills.
SET UP
*Note: Smashies must always be watching, as balls will come from all different angles. Smashies must not enter the 'no entry zone' for safety reasons.
Smash Play — Meteor Smash — Haukurutia te matakokiri
METEOR SMASH HAUKURUTIA TE MATAKOKIRI
* Encourage Smashies to think about how to step towards the target and how to swing / use their arms.
THINK QUICK — WHAT TO LOOK OUT FOR
* Encourage Smashies to think about where they are aiming, what about the target could help them focus.
LET'S PLAY
EQUIPMENT
* Smashies start behind the circle area of cones holding balls and / or bean bags.
* Target wickets are set up scattered throughout the circle at an appropriate distance.
* Smashies throw their ball and try to hit the wickets down.
* Smashies need to watch out for balls coming from all angles (backing up). Once they gather a ball they have another turn at trying to hit the wickets. Play is a continuous process.
Cones, Balls (Small or Large), Wickets, Bats. Extras – Bean Bags.
. TIME
5M
5 minutes on activity.
SMASHIES GROUP
Small or large groups (split into two teams).
Game Sheet
PG1
VALUES (PROMPT THE SMASHIES)
HONESTY PONO
How could the Smashies be honest when they play this game?
SUPPORT TAUTOKO
In what ways can Smashies support their partner or teammates when playing?
MIX IT UP
Closer distance between the Smashies throwing line and the target wickets.
Use larger balls.
Smashies can underarm roll or throw their ball at the wickets.
COOPERATION MAHI TAHI
How could Smashies work together when they play?
SMASH IT UP
Mission – Add in an enemy ball. Knock it out of the circle as an Energy Boost to finish the game faster.
Boss Battle – Activators / Coaches / Whānau / Teachers can stand in between the throwing line and wickets and hit the balls away with the bat to protect the wickets.
Arena Mode – Remove wickets from the base, leaving one wicket as the target to hit.
DON'T FORGET TO ASK THE SMASHIES
FIND MORE INFO :)
Smash Play — Meteor Smash — Haukurutia te matakokiri
SMASHIES VALUES (REFLECT WITH SMASHIES)
* What were some of the ways that your team cooperated today?
* How were you honest in the game?
* How did you show support for each other?
I did a good job of being cooperative / supportive / honest
I was OK
I wasn't cooperative / supportive / honest
Game Sheet
* Reinforce the positive:
I Like the way you...
* What was the best way to hold the ball when you throw? Could you hold it differently?
* When could you let go of the ball to throw it further?
* What did you do with your body to try and get the ball to hit the wickets?
Increase the distance between throwing line and target wickets.
PG2 | 1,385 | 712 | {
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ANTIOXIDANTS HEALTHY IS UNDERSTANDING
ANTIOXIDANTS
are molecules that can occur naturally in our bodies, but they are also found in many fresh foods and in drinks.
They are partly responsible for helping us stay healthy and for slowing the aging process.
Antioxidants are vital to our well-being and for their role in delaying and preventing damage to our DNA, cell membranes and other parts of our cells
Lack of antioxidants are linked to illnesses such as cancer, Parkinson's Disease, Alzheimer's, cataracts, arthritis, artery hardening, leg swelling and it also plays a role in premature aging.
SM
Making Healthy Happen
SOURCES OF ANTIOXIDANTS
You need to make sure you are getting a balance of all the different types of antioxidants available from food, teas, supplements and exercise. The following are great sources of antioxidants:
Fruits:
Vegetables:
Snacks:
Beverages:
Walnuts
Pecans
Sunflower seeds
Dark chocolate
Pomegranate juice
Red wine
Coffee
Tea
Inform your doctor about all the medications and supplements you take to ensure they are safe for you.
echn.org
EXERCISE
There's one other way to get antioxidants: exercise. Yes, exercise. By choosing the right types of exercise and the correct level of intensity, you can make a more positive impact on your health. Try high-intensity interval training workouts, or ask your trainer at the gym about creating a routine. Be sure to consult with your doctor before engaging in any type of exercise.
Kickstart your healthy lifestyle with the health and wellness classes offered through our Center for Healthy Living.
ECHN Center for Healthy Living
71 Haynes Street | Manchester, CT 860.647.6824
BENEFITS
Finally, try considering antioxidants as your best friends – invite them into your life in the form of a varied, colorful diet full of fresh, organic foods and teas and enjoy the benefits they provide.
These benefits include:
* Reduced risk of cancer and disease.
* Improved brain health.
* Reduced signs of aging.
* Healthier skin.
* Protection of eye health.
* Improved mood and mental health
* Helping to boost your immune system.
* Reducing oxidative stress.
SM
Making Healthy Happen
RECIPES
Tulsi Tea
Works wonders for weight loss and helps in boosting your immunity.
Cinnamon Spice Roasted Pepitas
Pepitas are rich in a few important, tricky-to-find nutrients.
Pomegranate Sunflower Yogurt
Pomegranate juice is known for its antioxidant power.
Superfood Oatmeal
Oatmeal has fiber and prompts your brain to produce serotonin.
Easy Three-Bean Chili
This meatless recipe is a great source of plant-based protein.
Superfood Dark Chocolate Bark
It's a dessert that happens to be filled with superfoods.
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The district wellness policy (JGCA) 1 provides a consistent message for the health of our students. This Wellness Plan, created by the Wellness Committee, is designed to reinforce the district's commitment to student wellness. The Wellness Plan is intended to provide a roadmap for schools to promote student, staff, and community wellness.
Nutrition
* Schools will allow and encourage students to have individual water bottles in the classroom.
* Carbonated sodas or energy drinks will not be made available to students (sold or as reward).
* Smart Snacks in School guidelines will be followed for food/beverages sold to students including school stores and fundraising.
* Encourage non-food rewards, incentives, and celebrations by providing teachers and parents information on healthy options.
* Food/beverage items provided to students will be labeled by the manufacturer. Fresh fruits/vegetables do not need a label.
* Foods or beverages will not be provided/sold in competition with food service during the meal serving times.
* Food will not be ordered for delivery to the school during the school day for student consumption.
* Schools will be encouraged to provide at least 20 minutes 'seat time' for students at lunch not including time spent walking to/from class or waiting in line.
Nutrition Promotion and Education
* Staff will be educated on healthy eating options and ways to integrate nutrition education into instruction (example: including healthier recipes when food is prepared by students in FACS classes). (Curriculum and Instruction)
* Schools will be encouraged to have at least one school-wide interactive event that is either centered on nutrition or contains nutrition as a main component. (Health Fairs, Family Night, or educational community connections or events)
* Marketing (oral, written or graphics) of any foods and beverages sold on the school campus during the school day must meet the requirements set forth in the Smart Snacks Rule.
* School Staff, PTA and all departments will promote to students the development of healthy eating habits.
Physical Activity
* Schools will model the benefit of physical activity and wellness by encouraging opportunities for periodic movement in the classroom and throughout the school day.
* Physical Activity as a punishment including withholding physical activity is prohibited.
* Schools will explore opportunities to share information on safe routes to schools and community mapping projects as a way to promote students and families walking and/or biking to school.
Integrated School Based Wellness
* Vaping and tobacco education information will be provided to building administrators, staff, students, and parents.
* The use of candles, oil diffusers, plug-ins, incense, or other fragranced items will not be allowed in district buildings. These items diminish indoor air quality which can be a respiratory irritant for asthmatics and other sensitive populations.
f
* The District will maintain a Staf Wellbeing website which will provide information on all domains of wellbeing: physical, emotional, financial, career and community.
Social Emotional Wellbeing
* The district utilizes an evidenced-based resource designed to help students develop the knowledge, attitudes, and skills necessary to understand and manage emotions; the ability to set and achieve positive goals; the ability to feel and show empathy for others; the ability to establish and maintain positive relationships; and the ability to make responsible decisions. | 1,534 | 649 | {
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Turtle Debate: Can Sea Turtles Live In Freshwater?
With seven species of sea turtles that range from small to large, these magnificent marine reptiles have stood the test of time and have been around for over 110 million years.
Sea turtles are among the oldest creatures on earth, and during their time here they have evolved to become perfectly adapted for marine life.
In this post, we're going to take a closer look at the sea turtle's habitat and answer a question many turtle enthusiasts ask. Can sea turtles live in freshwater?
No, sea turtles are unable to live long-term in freshwater as they rely on the marine ecosystem for food and ultimately their survival. However, they are able to survive in freshwater for short periods without much happening to them.
Contents [ show ]
Can Any Sea Turtles Live In Freshwater?
Sea turtles are perfectly adapted to live in the sea (the clue is in the name). They have evolved over millions of years to survive in marine ecosystems and play a crucial role in maintaining them.
However, sea turtles are able to survive in freshwater for an extended period of time, albeit not as stress-free as they would in their own saltwater habitats, but they can survive.
Sea turtles may struggle to maintain buoyancy at first in freshwater due to the lessened gravity but once it adapts they will be able to survive for months.
The problem is that sea turtles feed on crabs, jellyfish, whelks, mollusks, and many other types of marine prey.
This means that sea turtles living in freshwater will struggle to find enough of as well as the right type of food in order to sustain themselves.
Can Any Turtles Live In Freshwater?
Of 356 turtle species in total, only 7 are sea turtles, 60 are terrestrial tortoises, and the remaining live in freshwater environments such as lakes, rivers, streams, and ponds.
There are many species of turtle that live specifically in freshwater, and many of these would lose body mass and die if exposed to saltwater, unlike their sea turtle cousins.
Freshwater turtles are known as terrapins. They often have a life span of between 10 – 30 years and are usually no bigger than 15 – 30cm.
Below are some examples of freshwater turtles (terrapins):
Diamondback terrapin
Painted turtle
Common snapping turtle
European pond turtle
Box turtle
Map turtle
Do Sea Turtles Need Saltwater?
Sea turtles naturally live in the ocean which is salt water. They rely on marine ecosystems for food and help maintain seagrass beds and coral reefs.
Although some sea turtles could survive in freshwater, it's not optimal and they would likely start to experience negative health effects over time.
Sea turtles also only drink seawater from the ocean, they have special glands behind each eye called "salt glands" that they use to get rid of salt from the seawater.
Not only that, but sea turtles lay their eggs on the beach, so without this, they would struggle to reproduce and lay eggs and therefore the sea turtle population would suffer.
Despite sea turtles technically being able to survive in freshwater, ultimately they would likely die over a long period of time.
Final Thoughts
So, can sea turtles live in freshwater? No, sea turtles are required to live in marine ecosystems in order to thrive in their natural habitats.
Freshwaters do not offer enough food for sea turtles and are far from optimal for these types of turtles.
Although there are many other species of turtle that reside in freshwater, sea turtles are perfectly adapted to life in the ocean and rely on it heavily for survival.
The ocean is vast and provides plenty of food for sea turtles to eat, whereas ponds, rivers, and other freshwaters simply do not have this abundant resource.
Thanks for taking the time to read this post and learn more about sea turtles' natural habitat. If you would like to learn more about these amazing marine reptiles feel free to stick around.
George Taylor
Hi, I'm George – the founder of MarinePatch. I created this blog as marine wildlife has been my passion for many years. I've spent over a decade in the marine wildlife industry and spent years out in the field conducting research. In today's modern world, an online blog is the best place for me to share my findings and reach as many people as possible to help educate and inspire others. Enjoy your time here and you’re welcome back anytime! | 1,689 | 896 | {
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www.valleywater.org
Middle Grade Flood Lesson
True or False?
11. In California, you can buy rainbows.
12. It is not safe to walk through floodwaters.
13. Eighteen inches of water can carry away your car.
14. Cleaning creeks does not help prevent flooding.
T F
T F
T F
T F
Circle One
1. How old do you have to be to get caught in a flood?
2. What is the name of the only river in Santa Clara County?
3. Write as many words as you can out of the letters for FLOODSAFE?
4. How fast can you say, “ Fernando fears floods ” ? (seconds)
5. List three ways you used water yesterday.
6. Is a watershed for storing tools or for storing water?
7. Where do floodwaters come from?
8. Where do floodwaters go?
9. Most of the runoff in Santa Clara County flows to what bay?
10. Name three things you might need to know if it floods.
1
2
3
Name:
Dear Parent/Guardian,
With the rainy season upon us, it is time to think about flood safety. Floods are the most common and widespread of all natural hazards. Even very small creeks and streams that may appear harmless in dry weather can flood.
The Santa Clara Valley Water District provides information to help individuals and families prepare for floods and minimize potential danger. During the rainy season, the water district also provides free, filled sandbags at various locations around the county. It is important to remember that irrespective of where we live, the roads we travel on may flood. Therefore, everyone needs to understand what to do if this happens.
Flood safety tips:
* If you come upon floodwater, stop. Turn around and go another way. Climb to higher ground.
* Stay away from flooded areas, even if it seems safe. The water may still be rising.
* Never try to walk, swim or play in floodwater because it may be moving very fast. (NOTE: Less than six inches of fast moving floodwater can knock people off their feet. Two feet of water will float a car.)
* Stay away from all downed power lines.
* If you are in a car, get out immediately and move to higher ground.
For flood-preparation, flood-safety information and sandbag locations, call the Santa Clara Valley Water District at (408) 265-2600 or visit www.valleywater.org.
Sincerely,
Kathy Machado Education Outreach Coordinator | 960 | 554 | {
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How to write out a plain course
Write out line by line.
Make the 3 rd ring a second blow in 3rds place.(as shown) Put the 2 into the lead (as shown) Then every bell that can swap, changes place/crosses with the following bell. The 2 plain hunts.
When the treble gets back to the lead the bell which it takes off the lead rings 2 blows in 3rds place and goes back to the lead.
(On the first lead this is the 5 as shown).
Continue as above for the next two leads until it comes back into rounds.
When you have finished Use a red pen to join the treble line up.
| 1 | 2 | 3 | 4 | 5 |
|---|---|---|---|---|
| 2 | 1 | 3 | 5 | 4 |
| 2 | 3 | 1 | 4 | 5 |
| 3 | 2 | | 1 | |
| | | 2 | | 1 |
| | | | 2 | 1 |
| | | | 1 | 2 |
| | | 1 | | 2 |
| 5 | 1 | | 2 | … |
| 1 | 5 | 2 | | |
| 1 | 2 | 5 | | |
| 2 | 1 | 5 | | |
| 2 | 5 | 1 | | |
| 5 | 2 | | 1 | |
| | | 2 | | 1 |
| | | | 2 | 1 |
| | | | 1 | 2 |
| | | 1 | | 2 |
| | 1 | | 2 | |
| 1 | | 2 | | |
| 1 | 2 | | | |
| 2 | 1 | | | |
| 2 | | 1 | | |
| | 2 | | 1 | |
| | | 2 | | 1 |
| | | | 2 | 1 |
| | | | 1 | 2 |
| | | 1 | | 2 |
| | 1 | | 2 | |
| 1 | | 2 | | |
| 1 | 2 | | | |
Use a different colour to join the path of the 3 up.
Now fill in the gaps in the following column.
Treble takes you from lead becomes…….place bell?
Gr randsi ir re Doubl les
….
3rds place bell work? Makes……….
Passes the treble in ……./…..
becomes…. place bell? work?……………….
Passes treble in…../…. becomes……..place bell? work?…………….. | 984 | 682 | {
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The ancient Maya have fascinated scholars and the general public for centuries. Images of jungle covered ruins and lost cities have fired our imaginations in film and print. Belize offers a unique view of this little known yet much studied civilization because it is home to a wide variety of sites spanning the lifetime of the Mayas.
All inhabitants of the Americas are thought to have originally migrated across the Bering Straits when the level of the oceans dropped enough to form a land bridge between Alaska and Siberia. These foraging nomads migrated throughout North America and eventually down through Central and South America.
About 4000BC, these people had spread out over the highland areas of Central America and soon reached a population size where they began to form small settlements and domesticate plants. These early Maya spread into Belize and other tropical lowland areas around 2000 BC by which time they were already established as farmers. The earliest records of Mayan habitation in Belize date from around 1000BC at the site of Cuello, just outside of Orangewalk Town.
Archaeologists are able to date finds and sites of the Mayan civilization using artifacts of ceramic, stone, shells and bone. They also use the Mayans own calendar. The Mayans used a rather complex calendar system. Monumental stone inscriptions were carved using a hieroglyphic script and a method of reckoning the passage of time called the Long Count. The most striking feature of this system is that the Mayans dated events to the exact day.
Archaeologists have devised numerous correlations with our own Gregorian calendar to accurately place any event recorded in these Mayan inscriptions. Devised by three well known archaeologists, the most accepted interpretation of the Mayan dates is known as the G-M-T correlation. Using these dates, Archaeologists have been able to decipher three major periods of Mayan Civilization - the Preclassic, Classic and Postclassic periods. For perspective, the flowering of the Mayan civilization corresponds to the later years of the Roman Empire.
This chronology of the Mayan civilization is rather simple. Simply put, it started in the Preclassic period, rose to dominance in the Classic period, and declined and disappeared in the Postclassic period. Further details of each one of these periods will be covered in subsequent
1 / 2
stops along this tour.
The Mayan sites of Belize cover the full spectrum of the Mayan civilization. Within the borders of Belize lie one of the oldest known Mayan sites at Cuello; one of the longest occupied Mayan sites at Lamanai; and one of the largest jade carvings ever unearthed at Altun Ha. This variety along with good access, makes Belize one of the premiere countries of the region in which to study Mayan archaeology.
It is important to understand that the Maya had a complex social system. Basically, the hierarchy consisted of a local elite which organized farming settlements and extracted crops and labor to provide for their own needs. These local elite in turn supported a central bureaucracy of overlords enthroned at major ceremonial centers. These major centers supported armies and were distribution centers for food resources.
But it is important to remember that the Mayan Civilization consisted of much more then these major ceremonial centers. The majority of the population were small subsistence farmers - much as they are today.
2 / 2 | 1,380 | 679 | {
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The Forest Glen Interest Fair Tuesday, March 14, 2017
All students in kindergarten through fourth grade are encouraged to choose an interest area or hobby that they want to learn more about and begin their 2017 Interest Fair project. This could be an interest they have had for awhile or it could be a hobby that they would like to start. In any case, this project should challenge them to learn something new!
Our Interest Fair is meant to be a fun learning experience for your child as well as all the students that observe the project in its final form. I welcome you to make this a family project and work with your child as a guide. Therefore, students must sign up for the interest Fair individually; however, siblings are allowed to submit an Interest Fair project together. This fair ot be a competition -- students will showcase their learning and presentation skills; not be d.
The steps in doing a project for the Interest Fair on Tuesday, March 14, 2017 are:
[x] Fill out the Interest Fair Entry Form and turn it in by Friday, January 27, 2017.
[x] Show what you have learned! You may do this by using your technology to create a video, make a collage, write a song or do a written report. Use your imagination and creativity to show what you know. Create an interesting and creative display. Be sure to include a bibliography.
[x] Explore and find the answers to your research questions.
Note: Kindergarten and first graders may instead chose to display their research findings as questions and answers on their display board. Adults may help with typing or writing, but the content should be in your child's words.
Interest Fair Schedule – Tuesday, March 14, 2017
*** r: Students will not meet with a community member to be evaluated, rather will have more eir project and learning with their class, focus on their presentation skills, and receive heir peers.
Monday, March 13 ***Display boards will be brought to their class in the morning Throughout the school day: Students will be presenting to their peers in their classroom 3:00… Students will bring display boards from their class to the gym 3:30-5:00…. Additional project materials may be set up in the gym (optional)
Tuesday, March 14
9:00-3:30… All Forest Glen classes will tour the Fair
7:30-8:30…. Additional project materials may be set up in the gym (optional)
All participants will receive medals
6:00-7:00… Families tour the Fair and projects are taken home
Please take time to discuss your child's participation in this event. If interested, please complete the entry form and return to school by Friday, Jan 27. Feel free to contact me by phone at 662-7952 or email firstname.lastname@example.org with any questions.
Sincerely,
Mrs. Brenda Rank | 1,120 | 613 | {
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Experience Puppets
Your Online Source for Puppet Training Helps
The Solo Puppeteer:
Taking Your Puppet Outside the Stage
By Tim Brown
One way to win an audience is to do something unexpected; something that'll catch them off guard. When working puppets in a theater, the audience only sees the puppet from the waist up, which is what they expect. You can add an element of surprise by bringing the puppet out of the theater and in front of the audience.
Recently, during our junior church program, I decided to have a puppet sing a special Christmas song, but wanted to do it in a different way. Normally our puppets are behind the theater so the curtains separate them from the children. I was using the song to conclude my Bible lesson and wanted the puppet to be out front, close to the children.
We have a puppet that came with a set of detachable legs, so I decided to attach them and bring the puppet outside the theater. I placed the puppet in the theater and started my lesson. When finished, I stepped inside the theater, put the puppet on, and came out of the theater with him. The children were expecting him to come up behind the stage and were surprised that he was, instead, right in front of them. The song was about five minutes long, but kept their attention the entire time.
For this presentation, I had the song cued and started playing it while introducing the puppet and the song. Then the puppet sang the song. He did a solo, but I could have joined in on the chorus to add a bit more mystery to the performance.
So, how do you work a puppet outside of the stage without being a ventriloquist? The first thing is to choose which puppet to use. In my presentation, I used a male hand puppet that fit the part and had attachable legs. That worked great for me, but what if you don't have a full bodied puppet or puppet with attachable legs? Does that mean you can't work a puppet outside the theater? Not at all. I've often used a regular hand puppet effectively without a stage. The key is to find some way to hide where the puppet goes onto your arm. (It will work without hiding it, but it's better if you can.)
Once I took a portable podium, put a box on top of it, and covered it with a velour cloth for a nice appearance. (It also kept the audience from looking at the bottom of the podium to see if the puppet had legs.) Another time I used a similar set up with a music stand. You can stand by a piano, behind a pulpit, or cradle the puppet with your free arm. With a little imagination, it isn't hard to find a way to work a puppet outside a stage.
Once the puppet is in front of the people, how do you make it talk? The easiest is to do what I did above. Bring the puppet out, introduce him or her, and have them sing a pre-recorded song. You can join in during the chorus or make it a duet. When done, give a few closing remarks to finish the presentation or link to the next part of your program.
If you want something more interactive and have access to a microphone, you can do a two person puppet play. Take one part for yourself and the other for your puppet. Have another puppeteer hide and read the puppet's lines into the microphone at the appropriate places. (You can place your copy of the script beside the puppet.) It's a good idea to have the script well learned so you don't have to search for lines if you lose your place.
Another option is to purchase (or produce) audio scripts where the puppet's lines are prerecorded and there is a gap where the puppeteer speaks. This method is very effective, but takes work to get the proper timing down.
When working a puppet without a theater, use the same basic puppet skills as you would inside one. Make sure you drop the lower jaw when speaking, don't bite the words, and maintain proper lip synchronization. Follow the basic rule of seeking to make the puppet look as lifelike as possible. Be careful when you are talking that the puppet doesn't "go to sleep" and stop all movement. While you speak, be conscious of the puppet. Have it look at you, nod or shake its head, act surprised, glance at the audience, etc.
Bringing the puppet out of the stage and in front of the audience is an effective way to change your routine and captivate the audience's attention. If you do a good job performing with the puppet you'll hold that attention and communicate effectively. | 1,489 | 957 | {
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Live Freely Knowing You Are Fire Safe!
Every year in the United States, nearly four thousand people die in fires and another twenty seven thousand are injured. Adults age 65 and older are more likely to be injured or killed in a fire than any other age group. Here are a few simple tips to protect yourself and the people that depend on you from the dangers of fire.
First Understand What Makes Fire So Deadly?
Fire is FAST: Fire can double in size every 30 seconds •
Fire is HOT: Temperatures in a fire can reach well over 1000o F •
Fire gives off Deadly Smoke and Gases: Carbon monoxide and Hydrogen cyanide are just a few of the gases that are produced in a fire. These gases will affect your ability to escape. Most people that die in fires die from the smoke and gases. •
Tips On Preventing A Fire!
Never leave cooking unattended. If you need to leave the kitchen when cooking, shut off the cooking appliances or take something with you to remind you the stove is on. It only takes seconds for a fire to occur. When cooking appliances are in use make sure the area around them are clear of paper and other combustibles that can burn. Avoid wearing loose sleeves around cooking appliance that can easily catch on fire if they come to close to heating elements. •
Careless smoking is one of the leading causes of fire deaths in older adults. Never smoke in bed or when drowsy. Use large, stable ash trays and make sure they are on a secure surface. Soak smoking materials thoroughly in water before disposing of them. Extra word of caution: When using oxygen cylinders to assist with breathing problems, do not smoke. This can lead to serious burns or death. •
Use care when operating portable heaters, wood stoves and fire places. Make sure paper and other combustible materials are kept at least 3' from these heating appliances. •
Don't overload electrical outlets. Avoid the use of extension cords whenever possible and if you do use them make sure they are heavy enough to handle the load they are being used for. Never run electrical cords under carpets, this can damage them and cause a fire. •
Plan Ahead to Get Out Alive!
Make sure all smoke detectors are working! Early warning of a fire is critical to getting out alive. Check the batteries in smoke detectors once a month and change the batteries twice a year. Smoke detectors should be located in sleeping rooms as well as outside sleeping rooms and on every level of the home. •
Develop a home escape plan and know two ways out from every room. •
Make sure exit routes are kept clear to reduce the risk of tripping when trying to make a quick escape. •
Make sure windows, doors and security bars open and close and operate freely. •
Keep a flashlight by the bed •
If A Fire Should Occur
-Feel the door •
Use your second way out, or go to a window and call for help. Hang or wave something like a sheet from the window to get attention -
If the door is hot don't open it. Keep it closed to help keep the smoke out. -
If the door is cool, stay low and open it slowly -
Check for smoke and fire before going out -
Crawl low under smoke •
Yell "fire" as you leave to alert others •
Never use an elevator during a fire •
Call 911, or the appropriate emergency number, from a safe place outside the building. Never go back in for anything! •
Get Out & Stay Out!
*Contact your local fire department if you have questions on developing a home escape plan or need a hand changing the batteries in you smoke detector. Remember, they are there to protect and serve you! | 1,379 | 787 | {
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Art reflects art
Arts & Activities, March, 2004 by Gary Kohl
An art project for my second grade class that would enhance a unit about light posed a real challenge. Light and shadow was a possibility, however, we had already done that. After some consideration about what light might encompass, I decided that we would try an activity that would focus oil reflection of light and color.
The students had already had many experiences drawing and coloring, but this time they had to think in halves. We were going to create pictures that would only be completed when a mirror was held up beside it.
I wrote the word "symmetry" on the board, and we discussed its meaning. A brainstorming session followed, and the students offered many ideas ranging from butterflies, with their colorfully balanced wings, to cars and faces.
I explained to the class that designs might be fun to make, but an image that would be obviously completed when the missing half appeared would work best. A quick demonstration with a design pattern made the suggestion clear to the whole class. They readily saw that half of a design could still be considered a complete picture, whereas half of a face, utilizing one of their suggestions, needed the mirror to make it a proper picture.
The students were given cardboard that was cut to double the size of the mirrors we would use to complete the pictures. The drawings were first done in pencil. Some of the students drew images that simply doubled in size with the mirrors, so I reminded them of our initial demonstration and explained that a strong central object or focal point drawn in half would be the key to a really interesting picture. Since the first step was only done in pencil, the students were easily able to erase parts and shift designs. They then added interesting penciled backgrounds and foregrounds.
Once the pencil drawings were done, the class enthusiastically shared the oil pastels. The clean half of the image was covered with protective paper to ensure that the pastels did not smudge over. The pastels worked very well, providing strong and rich colors that would also cover over the cardboard background nicely. We briefly reviewed color options like blending and smudging, contrasting and complementary colors, and outlining shapes with black pastel for sharper images.
The children had a hard time stopping at the halfway point, but it is important that the viewer be forced to place the mirror beside the work to complete it. Our objective was to consider reflection, and the activity was successful. It also allowed for some discussion about light and the colors that can be seen in a beam of light.
In hindsight, I realized that the students could have drawn a complete picture that would later be cut in half, but the anticipation of completing it with the mirror gave it a more climactic ending.
This activity could also be expanded to include symmetry in mathematics, but with the large number of students from other classes and even visiting parents picking up the mirrors to see the whole pictures, we had succeeded splendidly and the finished art was beautiful.
LEARNING OBJECTIVES
students will ...
* realize that light can be reflected.
* consider foreground and background.
* understand what o focal point is.
* understand the fraction "1/2."
* describe complementary and contrasting colors.
MATERIALS
* Mirrors
* Strong paper (cut to fit the mirrors)
* Oil pastels
* Construction paper to mount artworks
Gary Kohl teaches fourth grade and art at Sunnybrook School in Toronto, Ontario, Canada.
COPYRIGHT 2004 Publishers' Development Corporation COPYRIGHT 2004 Gale Group
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Experience Puppets
Your Online Source for Puppet Training Helps
The Number 1 Goal in Working a Puppet
Help your puppet become more lifelike while performing.
The number one goal in working a puppet is simple—it is to make the puppet look as lifelike as possible. The more lifelike your puppet appears, the more attention the audience will pay to your message. I saw this recently on a Sunday morning when I had an opportunity to preach at our church. I found a song that fit in perfect with the message and decided to have a puppet sing it. I used a full body puppet and stood with him on the platform while he sang. Even though I was standing right there and it was obvious that I was working the puppet, the people forgot about me and focused on "Sam" and the song he was singing.
In doing the presentation, I looked at the puppet while he sang, which is expected when someone is singing a solo. But while looking, I concentrated on getting the lip synchronization right, dropping the lower jaw, opening the mouth wider on the louder notes, moving the mouth slightly during the vibrato parts of the song, etc. Because of that, people weren't distracted by poor lip sync or mouth movement and could enjoy the presentation. I then linked from the song to an object lesson and then the message. Since the puppet did come across as lifelike, it added to the whole presentation. On guy later said that he knew I was working the puppet, but he couldn't help but watch the puppet anyway.
You see, the goal in ministering with puppets is not for the audience to focus on the puppets themselves, but to understand the message they are trying to teach. For example, if the lip synch is off through the whole play, it can become frustrating to audience members and keep their attention on the puppet and not the message. Think about how you feel when you watch a movie or TV show where there is a small delay between when the people start to speak and you hear the voice. If it goes on for any length of time you'll probably switch to a different program unless you really like the one you're watching. If you really like it, you may stick it out, but it won't be enjoyable.
This might bring up the question: "Do you have to be an expert puppeteer before people will listen to your message?" The answer is no. Puppets are almost universally appealing and the audience will overlook some things, especially if they know that you aren't that experienced. You don't have to put on a flawless performance to minister, but you do want to minimize any distractions that might hinder the message.
So, how do you make your puppet become more lifelike? The answer is fairly simple. You have to focus as much of your attention as possible on the puppet while working it. If you are doing a pre-recorded play, it works best to have the lines memorized and no script in front of you. That way, you can focus your attention on your puppet. If you are doing a live script, it's a little harder since you do need to look at the script. In that case, you should practice the script enough times so you can go through the play glancing at the script and focusing on your puppet.
www.ExperiencePuppets.comArticle: The Number 1 Goal in Working a Puppet
(In my book, Experience Puppets, I have a section on how to learn scripts and pre-recorded plays so you can accomplish this.)
The reason you need to focus on your puppet is because there are a lot of things to look out for. The puppet needs to stay a consistent height, should remain straight up instead of leaning on the stage, and needs to make eye contact with the audience and other puppets. The puppet's mouth needs to be in sync with the words, you may want to include arm motions, you need to make proper entrances and exits, you need to be careful not to crowd other puppets, etc.
You may be new to puppetry and don't know about all that yet. Don't get discouraged. Anyone can improve their puppet performance by consistently following these steps.
1. When working a puppet, if possible spend 85% of your time watching your puppet.
2. While watching, focus on those things you know you need to do to make the puppet appear lifelike.
3. Keep this commitment during practices, not just during performances.
During practices, don't slack off. You need to maintain concentration during practices and you have the added bonus of having people watch you and offer suggestions. Work hard during practices and you'll find that the presentation will go much smoother. | 1,519 | 957 | {
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BEHAVIOURAL INSIGHTS
Lesson 2:What kind of personality does your child have?
What sort of personality does your child have? Every personality type has both positive and negative aspects. How can you view your child's challenging characteristics as assets instead?
Here are some examples of negative characteristics that also have positive outcomes with the right support from you:
-
Stubborn => Determined, Focused
- Aggressive => Energetic, Strong
- Sensitive
=> Caring, Empathic
- Shy
=> Cautious, Thoughtful
- Clingy => Loving, Nurturing
How does your child react when they are upset and what works best for them to calm down:
- Some children will happily stay in the same room as you and accept help to calm down. They need a big hug and are able to let their tears flow freely.
- Some go and play by themselves, welcoming a calm time-out, and are then ready to talk about what happened.
- Others scream and shout when they're upset and may need a few minutes alone in another room to calm down (and allow everyone else to calm down!).
Whichever type of child you have, it's vital to address what happened each time they got upset and make a plan so next time can be different. Show your child you notice who they are by RESPONDING to their personality in a positive way using the characteristics above:
- Stubborn: show you're EQUALLY DETERMINED to stick to the limits you've set. Be FOCUSED on the end goal. Let them see they can rely on you to say what you mean.
- Aggressive: show you're STRONG and have plenty of ENERGY to get through this without them hurting you (or themselves).
- Sensitive: show extra EMPATHY and CARE so your child knows you're always here with comfort and understanding.
- Shy: help your child TALK about what they're THINKING and give sensible solutions so they can use some CAUTION without avoiding situations entirely.
- Clingy: show how much a big hug helps and then LOVINGLY guide them to go off and explore independently. NURTURING means nourishing with love, reassurance and support to push past boundaries.
Once you feel able to deal with the situation without losing control, connect with your child and ask questions:
- "What are you thinking?"
- "What do you need?"
Note: Some parenting experts don't agree with leaving children alone when they're upset. I agree that children need to feel supported and listened to. However, it's important to take a few minutes to calm yourself down when things are feeling out of control. You'll be no use to your child if you are both shouting.
It doesn't matter if you go into another room or your child does. It's ok if you need to make some space between you, even if it's just being at the opposite end of the same room.
Take deep breaths – use the '3,4,5' technique: count in for 3, hold for 4, out for 5 - and remind yourself that it will be ok. You're in the FIGHT - FLIGHT - FREEZE mind space and it will pass. Then go back to the situation with your brain in gear so you're ready to find a solution.
See more details in 'Complete the Circle' for more details about resolving incidents positively.
Reflections:
- What kind of personality do you think your child has?
- Have you been using these techniques to help them deal with difficult situations or can you see another way to respond from today?
- Are you able to sit with your child and help them feel their feelings, then move on or do you need space to calm yourself down first?
- How do you feel about needing that space for your own needs?
- What's the most useful way to calm yourself down?
This document is from the online course 'Montessori Positive Parenting' Not for reprint or publication. Copyright © Rochelle Cutler: I Can Do It Montessori | 1,512 | 837 | {
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Optics
Required Equipment:
* Cooking oil (about 400-500 mL)
* Tonic water
* Two beakers (one large and one small)
* Purple (405 nm) laser pointer
Pre-Lab Lecture Key Points:
➔ Optics = the science of sight and the behavior of light
➔ Important to mention that optics is a study of light and how it interacts with our eyes and the world around us
➔ Two key concepts in this lesson are fluorescence and index of refraction
➔ Fluorescence = an event in which an object absorbs one type of light and releases another type of light (of a lower energy/higher wavelength)
➔ Index of refraction = a property that tells light how to bend when it hits an object
➔ Fluorescence and index of refraction are two major concepts in optics (the advantage here is that optics experiments are visually stimulating because they generally involve colored light)
➔ An excellent demonstration of the power of optics can be made if anyone in the classroom is wearing glasses (one student can see perfectly through the lenses but another student can not)
➔ Time permitting, a flashlight can be described as the combination of different-colored (rainbow) light; a laser is basically a powerful isolation of one of these colors
Student Lab Procedure:
*The lab procedure is essentially split into two parts, the first for fluorescence and the second for index of refraction
1. Fill one beaker with tonic water and the other with regular tap water.
2. Place the laser pointer flat on top of a book and position the laser so that it directly faces the wall. Be careful with the laser pointer, it should always remain flat and facing the wall!
*Be extra careful with the laser pointer, students will want to point it at other objects but it should always remain flat and pointed directly at the wall
*If you don't feel comfortable letting the students touch the laser pointer, you can operate it for them
3. With the laser pointer off, put the beaker with regular tap water between it and the wall. Then turn the laser pointer on and note the color of the light in the water on your worksheet.
4. Repeat step 3 for the tonic water.
*Stop here to explain to students that there are chemicals in the water that absorb the purple light from the laser pointer and then emit blue light; alternatively, you can ask students to come up with an explanation for why the colors are different
*The second part of the lab procedure starts here
5. Empty the water from both beakers.
6. Fill approximately half of the large beaker with cooking oil.
7. Now slowly dip the small beaker into the cooking oil until it is completely submerged. Note what happens to the small beaker on your worksheet!
*Stop here to ask students why they think the small beaker disappeared in the cooking oil; then explain to them that since the indices of refraction for the oil and the beaker are the same, light goes through the small beaker such that we can not see it
8. If there is time remaining, try shining the purple laser through the oil and see what happens!
*Like the tonic water, the oil contains other chemicals that absorb purple light and emit a different color
Wrap-Up:
➔ One last time, ask students to define and/or describe the concepts of fluorescence and index of refraction
➔ An excellent application of fluorescence is fluorescent lighting (or glow sticks/necklaces)
➔ Time permitting or if anyone is interested, you can begin to talk about the physics of lasers, in which a crystal is pumped/excited by high-frequency light, causing emission of a very coherent wavelength | 1,382 | 762 | {
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➔
Required Equipment
:
* Plastic cups
* Borax powder
* Liquid glue
* Food coloring
* Spoons (plastic or metal)
Pre-Lab Lecture Key Points
:
➔ Polymer = a material such as a plastic or a resin
➔ Important to mention that polymers are essentially long chains of individual units called monomers
Monomer = a molecule that joins together to form a polymer
➔ An excellent analogy for a polymer is a group of entangled necklaces (or tree branches) where each necklace is an individual polymer chain and each component/ring on the necklace is an individual monomer
➔ Examples of polymers that can be usually be found in a classroom are water bottles, marker casings, mechanical pencil casings, plastic cups, and even the bottoms of shoes/sneakers (polyisoprene!)
➔ Polymers are a very important type of material because their properties can be controlled and tuned over a wide range
➔ The above can be demonstrated by letting the students try to bend a flexible plastic and an inflexible plastic, both of which are ultimately polymers
Student Lab Procedure
:
*Make sure students are careful when handling the borax powder since it can be concentrated and dangerous is ingested; if possible, use gloves
1. Fill two plastic cups halfway with water (roughly 4 ounces).
Polymers
2. In one cup, add 2 spoonfuls of borax powder. In the other cup, add 6 spoonfuls of borax powder. Stir both cups for about 2 minutes or until a cloudy solution is formed.
3. Now take two more plastic cups and fill them halfway with liquid glue.
4. Add a drop or two of food coloring to each cup.
*The food coloring has no real function except to make the final product more visually appealing
5. In one cup of glue, add a few (4-5) spoonfuls of the less concentrated borax-water solution. In the other cup, add a few (4-5) spoonfuls of the more concentrated borax-water solution.
6. Stir both mixtures vigorously for approximately 5 minutes.
*The borax powder will act as a cross-linking agent and join the glue molecules (which are already polymers) together into a tangled web; the actual reaction is a little more complicated but can be simplified down to this
*The concentration of borax should vary the stiffness of the resulting polymer (more borax = more cross-linking = stiffer polymer)
7. After 5 minutes, you should have two ready-to-use polymers! Describe them in the Observations section of your worksheet.
*The resulting polymer might be a little dirty but can be washed with water
8. The polymer that was created with less borax should be easy to bend and fold. On the other hand, the polymer that was created with more borax should be much stiffer!
*Students are welcome to take the polymers home with them (once they are washed with water)
Wrap-Up:
➔ Ask students one last time to explain the structure of a polymer
➔ Also ask them to think carefully and describe why the polymer with more borax turned out stiffer in comparison to the one with less borax | 1,236 | 681 | {
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2019 survey findings A Resilience Snapshot in the City of Greater Dandenong
Years 9 & 10
What is resilience?
What is the Resilience Survey?
Resilience is the ability to flexibly cope with the demands of life and bounce back after times of adversity. Building resilience is about developing individual character strengths and relationships with others, as resources to draw upon when required. The more of these resilience strengths a young person has, the more they will develop and fulfil their potential in school and life. They are also less likely to engage in risk taking behaviours.
In 2019, the City of Greater Dandenong partnered with Resilient Youth Australia and local schools, capturing over 4600 survey responses across Grade 3 to Year 12. The resilience survey provides a comprehensive picture of resilience in young people in the City of Greater Dandenong.
The survey provides feedback on more than 80 indicators of resilience across a range of areas. These indicators are the qualities, opportunities and conditions that characterise high levels of resilience. They act as assets or protective factors in a young person's life.
Year 10 is where the lowest reported levels of resilience occur. It coincides with increased feelings of alienation and disconnection, although the origins to this low point may occur earlier. At year 9 & 10, young people report feeling high levels of strain and are struggling to feel good about themselves and their relationships with others.
At a glance A profile of the overall resilience levels for this age group
To find out more, visit: www.youth.greaterdandenong.com or www.resilientyouth.org.au
Key Strengths
feel safe at home
88%
YEARS 9 & 10
value diversity
91%
88%
consider themselves trustworthy
Key Challenges
do not keep physically fit
48%
79%
text between 10pm and 6am
engaged in learning
83%
think it is important to help other people
88%
51%
don't feel good
about themselves
are constantly under strain
42%
Suggested Actions
Building resilience in Years 9 & 10 is about:
* Creating opportunities for experiential, challenge based learning (in and out of the classroom)
* Encouraging participation in leisure and recreation activities that promote a healthy mind and body
* Developing entrepreneurial qualities and skills, including creative thinking, problem solving, negotiation, goal-setting and self-motivation
* Strengthening relationships with significant adults for support
are eager to achieve
81%
are not getting 8 hours sleep per night
55%
do not have adults who care about them
45%
* Supporting extra-curricular activities, volunteering and community service to foster connection to community
* Developing techniques for managing stress and worry | 1,249 | 574 | {
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Year 7 English Key Vocabulary List: Rooftoppers Term 1
| Word | Meaning and example | | Linked |
|---|---|---|---|
| | | | words |
| Characterisation | The way in which a writer creates a person in their text using language. The characterisation of Sophie in the text shows the importance of resilience | Character Characterise Characteristics | |
| Symbolism | When an object stands in for another object, person or idea. The symbolism of a rose is love | Symbol Symbolise | |
| Metaphor | When an object is described as though it is something else. The music fluttered around her mind, then settled its wings in a deep corner. | Metaphorical Metaphorically | |
| Simile | When an object is compared to something else using like or as. As quiet as a mouse | Similar Similarly | |
| Plot development | The way in which a story moves forward. As the plot develops, we see the challenges the character faces. | | |
| Resilience | The quality of never giving up. You can develop your resilience in year 7 by trying hard, even when things go wrong | Resilient | |
| Liberty | Freedom. You have the liberty to make your own choices about how to live the best life you can | Libertarian | |
| Justice | The judgement on right and wrong. Treating everyone fairly and equally is how we maintain justice at St Anne’s | Just Unjust injustice | |
| Philanthropy | Love for your fellow humans. Charity is a way of expressing philanthropy | Philanthropic Philanthropist | |
Authoritative
| Conformism | Being the same as everyone else and following rules. School uniform is an expression of conformism | Conformist Non-conformist Conform Conforming |
|---|---|---|
| Independence | Making your own decisions by yourself. Year 7 is a time to grow in independence as you take more responsibility for your choices | Independent Dependent |
| Corruption | Dishonest behaviour by someone in power. Corruption of the powerful does not mean that we can’t behave morally | Corrupt |
| Morality | A sense of what’s right and wrong. If you try to live according to morality, you will become a good person | Moral Immoral Amoral Moralist |
| Eccentricity | The quality of being unusual and unlike other people; having your own unique way of doing things. His eccentricity was clear through his choice to wear clothes from the Victorian era | Eccentric |
| Nature vs Nurture | The discussion about whether your character is decided by something inside you, like genetics (nature), or outside influences (nurture). Her kind, loving personality had been affected by her nature and nurture. | |
| Pragmatism | Being practical; willing to accept a satisfactory solution and not always dreaming about the perfect solution. Matteo’s pragmatism had developed so he could accept the harsh conditions he lived in. | Pragmatic |
| Prejudice | Making a decision about someone based on one factor, | Prejudiced |
| Appropriate | The right way to behave; doing what is expected in a particular situation. She was dressed in an appropriate way for the job interview | Inappropriate |
|---|---|---|
| Impact | The effect of your behaviour on other things/people. Think about the impact you could have by promoting charity | Impactful |
| Potential | The possibility of what you may become if you live your life fully. God wants us all to live up to our potential | |
| Regulate | Create rules to keep people doing the right thing. Schools have to regulate behaviour so that we can all learn | Regulation regulatory |
| Exclude | Keep someone out of a particular group. It is unkind to exclude other people | Exclusion Include |
| Maximise | Make the most of an opportunity or item. To maximise your time at St Anne’s, don’t be afraid to say ‘Yes!’ to opportunities. | Maximum |
Year 7 English VL- Rooftoppers
willingness to learn and confidence to be yourself.
He attributed his success to his determined attitude | 1,743 | 896 | {
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Peru's growing capital seeks to preserve Inca ruins
21 March 2015, by Roberto Cortijo
The top piece of a pre-Inca funerary bundle weighing over 100 kilograms is seen on March 4, 2015, at the site museum of the almost unknown Puruchuco -"Feathered helmet" complex in Lima
Puruchuco, an ancient Incan complex, sits at the fast-moving edge of Lima's real estate boom, forcing authorities in the Peruvian capital to get creative as they seek to preserve the archeological treasure.
At first glance, the site looks like an empty hill on the city's east side—a bald spot surrounded by a slum, a new university and a shopping mall scheduled to open soon.
But then, a low structure becomes visible—Puruchuco, an Incan palace with a 16thcentury burial ground, and untold numbers of priceless artifacts buried within.
Just 10 percent of the 75-hectare (190-acre) complex has been explored, but that small slice held more than 2,000 mummies and some 100 artifacts in gold, silver and copper.
"The entire Puruchuco hill has monuments, cemeteries, pre-Hispanic mausoleums that have never been explored because of a lack of funding," said archaeologist Clide Valladolid, the director of a small museum at the site.
The problem is that as the Peruvian economy has boomed in recent years—registering average annual GDP growth of 6.4 percent in the decade to 2013—Lima, a city of more than nine million people, has expanded voraciously, with rich and poor alike snapping up real estate.
Puruchuco sits right in the growing capital's path.
Authorities want to extend Javier Prado Avenue, one of the city's main arteries, to link it up with Carretera Central, the highway to the Andean region and the main route to the capital for food and other products from the country's interior.
Originally, the idea was to split Puruchuco in two and build the road straight through it—a plan that initially got a green light from authorities.
But then the culture ministry intervened, asking for construction to be halted.
Panoramic view of the almost unknown pre-Inca Puruchuco,"Feather helmet," complex, on March 4, 2015
1 / 2
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in Lima
With a little creative engineering, planners came up with a system of two three-lane tunnels, each 45 meters (150 feet) long, that will pass through the narrowest part of the hill.
Work on the $8.9 million project began last August using non-disruptive digging techniques and no explosives, and is due to be completed in June.
"It was the engineering equivalent of heart surgery to avoid one of the cemeteries on the upper part of the hill," said engineer Onerio Robles, who designed the project.
"When we had defined the route and begun excavating, we found a mummy a meter away from the tunnel's path and had to recalculate everything."
An archaeologist at the Universidad Mayor de San Marcos had warned in 2010 that there was a preInca palace hidden in that part of the hill.
Early victims of conquest
Puruchuco means "feather helmet" in the Quechua language.
The complex is named for a headpiece on display at the site museum. Crowned with brightly colored feathers, it was worn by the curaca, or ruler, who lived in the palace.
APA citation: Peru's growing capital seeks to preserve Inca ruins (2015, March 21) retrieved 27 September 2020 from https://phys.org/news/2015-03-peru-capital-inca.html
This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.
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media studies mdo9340y1 internal assessment activity
achievement standard 91492 (version 2) media studies 3.3
Demonstrate understanding of the media representation of an aspect of New Zealand culture or society
Level 3, Internal assessment 3 credits
student instructions
Overview:
This achievement standard involves writing a report which will demonstrate your understanding of the media representation of an aspect of New Zealand culture or society
In this assessment you will be demonstrating:
*•
Your understanding of how an aspect of New Zealand culture or society is represented in the media
Conditions:
* • You will have completed the activities set out within the MDO9340 module, and you will have received teacher feedback.
* • You will plan, draft, and revise your report with teacher guidance.
* • Plagiarism detection software may be used to check this is your own work.
You will need:
* • the completed activities within the MDO9340 module, with teacher feedback
* • access to broadband internet for additional research
* • a computer and MS Word, or Google docs, or similar.
Supervisor requirements
* • Supervision is not required for this assessment.
* • Upload your assessment to the MDO9340Y1 assessment dropbox when you have completed it.
assessment criteria
achievement standard 91492 (version 2) media studies 3.3
Demonstrate understanding of the media representation of an aspect of New Zealand culture or society
explanatory notes
1. Demonstrate understanding involves explaining how and/or why an aspect of New Zealand culture or society is represented.
Demonstrate in-depth understanding involves analysing the impact of the media representation in shaping and/or reflecting an aspect of New Zealand culture or society. An impact may be social, cultural, political, historical, economic, technological, or ideological. Demonstrate perceptive understanding involves evaluating the impact of the media representation of an aspect of New Zealand culture or society.
2. Media representations refers to the way a group, issue, idea, event, or place is represented in the media. A representation communicates messages and values that have social significance. These reflect world views, ideologies, societal assumptions, cultural assumptions, and biases. Media representations of an aspect of New Zealand culture or society may be either broad eg New Zealand as a clean, green society, New Zealand's drinking culture; or the representation of a group or place eg tangata pasifika, Auckland(ers), rural New Zealand(ers); or more specific eg a teenage subculture; or a specific cultural or social issue eg racial hate crimes.
assessment activity
media studies
instructions
You will write a written report with accompanying media text images or weblinks, that demonstrates your understanding of a media representation of an aspect of New Zealand culture or society.
* • Ensure that you have planned and discussed your report with feedback from your teacher.
* • Ensure that you have completed at least two drafts of your report, based on feedback from your teacher.
* • You may require more than two drafts before your report is ready for final submission
* • Wait for your teacher's feedback before you complete your final submission of your final version of your report.
* • The final version of your report should be typed into a Word doc, Google doc or equivalent, using a plain font such as Arial or Times New Roman, in size 12 or 14 font.
* • Footnotes or endnotes should be used for all source material
* • Include your name at the top or bottom of the document.
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Exhibition on the Non-Catholic Cemetery in Rome, at the Casa di Goethe, Via del Corso 18
Fascination
"I became involved in the cemetery when I was the director general of ICCROM, an intergovernmental organisation. In 2005, the then director of the cemetery asked for our help in the restoration of tombs." When Nicholas Stanley-Price became a member of the advisory committee of the Non-Catholic Cemetery, his love to the place started. In those years the cemetery, a private institution, was in a severe financial crisis, tombstones were decaying and trees and bushes overgrew the monuments. Now, ten years later, the cemetery has overcome the crisis. Nicholas Stanley-Price is the author of a major book on the cemetery as well as the curator of the exhibition at the Casa di Goethe in Rome's Via del Corso and he explains the importance of the burial-place: "The cemetery at the Pyramid is a microcosm of the foreign community in Rome for the last 300 years. Many people who lived and died in Rome are remembered in the tombstones, people from fifty different countries and all the major religious faiths of the world."
The beginnings of the cemetery were marked by the arrival of the Stuart Court in Rome. Many members of the court were protestants, they asked for a place to be buried, and the the Papal administration assigned the meadows at the foot of the Pyramid to them.
It took fifty years until the first gravestone was erected, many of the first people to be buried, had no gravestone. The funerals took place at night. The first man to have a gravestone near the Pyramid was Georg Werpup, a young man from Hanover. James Boswell commented on the burial in his diary that to him it felt like discrimination that Werpup was buried at night. "Boswell was wrong," states Nicholas Stanley-Price, "also catholics had their funerals at night." Nevertheless, soon the moonlit burials close to the walls of ancient Rome became one of the myths of the Eternal City.
Objects
One large oil painting in the exhibition has never been on display before, it still belongs to the descendants of the young man whose grave is depicted. Johannes Knudsen, a theology student from Denmark had died from tuberculosis in 1856. It was quite a detective's work for Nicholas Stanley-Price to find the painting and its current owners.
Austrian Object from the Albertina
"To me one of the most beautiful objects is the painting from the Albertina in Vienna," holds Nicholas Stanley-Price and he shows a watercolour by Jakob Philipp Hackert, "the colours are really fresh and it is also the earliest picture of tombs next to the Pyramid." In 1777 the famous German painter Jakob Philipp Hackert depicted the first two tombs of Baron Georg Anton Friedrich von Werpup and the margrave of Brandenburg-Ansbach, Wolf-Carl Friedrich von Reitzenstein.
Souvenirs
The pyramid is one of the famous ancient monuments of Rome. A lot of the works in the exhibition have been used as vedute, as souvenirs for well-off Rome travellers, others were carried out on commission. Family and friends asked artists for special works on the cemetery in memory of the person who had died. 44 objects are in total on display in the exhibition, among them one model of the Pyramid, made of marble. Half of the objects come from Roman collections, the other half was shipped to the Casa di Goethe from museums and private homes abroad. The last painting of the cemetery which is on display in the exhibition is an outstanding work of art by Edward Munch. It is the only painting from the 20th century, before photography took over. When Edward Munch visited Rome in 1927 he only carried out one painting. It shows the grave of his uncle, a famous historian who wrote the History of the Norwegian People and died in Rome.
Goethe
Obviously Goethe cannot be missing in the exhibition at the Casa di Goethe, the German museum in the Italian capital. When during his Italian Journey Goethe was feeling blue, because he had to leave the Eternal City, he drew with brown ink and grey brushwork over pencil "The Cestius Pyramid in Moonlight", featuring his own imaginary grave. Full moon over the Roman walls which cast their shadow on the Pyramid, the then untouched Arcadian landscape of the Roman Campagna, pinetrees and Cypresses, and one single outstanding tomb. In his seventh Roman Elegy Goethe wrote: "Suffer me here, oh Jupiter, and may Hermes later lead me, past the monument of Cestius, quietly down to Orcus."
"We want to show that the cemetery is not only a place of sadness and grief," says curator Nicholas Stanley-Price, "but it is also very much a place that makes you feel better, where you enjoy the peace, coming from the noise of the center of rome, that atmosphere we want to communicate."
The exhibition at the Casa di Goethe is running until the 13th of November 2016 from 10 a.m. to 6 p.m., Mondays excluded, www.casadigoethe.it.
Reading: Nicholas Stanley-Price, The Non-Catholic Cemetery in Rome: its history, its people, and its survival for 300 years (Rome, The Non-Catholic Cemetery in Rome, 2014). | 2,022 | 1,123 | {
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Lesson 16:
Teach Sounds:
j
This letter has the sound /j/. We always say the /j/ sound fast.
>
The > under the j helps remind us we need to always say /j/ fast.
w
This letter has the sound /w/.
Practice Sound Cards: Add the new sound cards to your collection. Practice the sound cards for: j, w + previous sounds the child does not know automatically. Make sure your child follows under the letter with his finger and says the sound correctly
Write and Say Sounds: Have the child write (or trace) each letter. Make sure your child forms the letter correctly and says the sound as he writes. Please write and say each of the sounds 5 times: j w c g ck k sh + any other sound the child needs to practice.
Word Making Game: As the child makes words with the sound tiles, ensure he says the individual sounds and uses smooth blending skills. After he completes the word, have him read the word using finger tracking. Correct any errors. "Please make the word ______"
Use sound tiles…a e i(2) o b j k l m s t w sh th kim with jim wish ask jam jet jab jot job jot lot shed welt mast best shag lost wilt jest task last mask within
Use sound tiles… a e i o u c g j m n p r s t(2) v w jig wet jog win wig van jug wag vet west vast swim twig swam just twin jest
test gust swig jump trust grump twist panic inject topic project invest tropic
Sound Changing Game: Remember with the sound changing game you listen and make changes to the word to make a new word.
Use sound tiles……. a i e o b j k l m t kim > tim > jim > jam > jab > job > jot > jet > met > let
Use sound tiles….. e i u d j l s t w just > jest > west > welt > wilt
Use sound tiles … a o i g l m n s t w swam > slam > slim > swim > swig > twig > twin
Reading Words: Have your child read the following words to you, sounding out with finger tracking and proper blending. Immediately correct any errors.
get in
is us
it wig
job will
can do
jack had
its that
wet duck
Writing (Spelling) Words: Select some of the listed words for your child to write.
Reading Sentences: Have your child read with proper blending and tracking. Make immediate corrections. After the child reads a sentence, ask him a few specific questions.
Jess will camp and hunt elk with Dad.
Hand the wet rag to Jack.
Jill is swift. Jill will run fast on the track. Jill will win.
Jim just set the gift on the desk. I will pick it up.
I wish I had a pet red frog.
The sun sets in the west.
The big dog can jump in the pond. The dog will swim and splash and get wet. The pup can jump in the pond and swim with the big dog.
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How to be a great baritone
An oxymoron, perhaps... but it's worth exploring.
submitted by Ron Knickerbocker, The Regents, 1974 champion
There are only two things one must do to be a great baritone: use proper vocal production and understand (and obey) the baritone's job description. For purposes of this discussion, let's pretend we all produce sound correctly and focus on the job. A quartet baritone or baritone section in a chorus has three basic responsibilities:
tuning chords
* balancing chords
* staying out of the way. (Some people, mostly basses, feel that the bari has a fourth job -- making the bass sound good -- but I won't address the impossible here.)
In both tuning and balancing it is critical to know what part of the chord you are singing. For mathematical reasons, fifths should be sung a tad sharp, and minor (barbershop) sevenths need to be tuned a bit flat. Thirds should be sung sharp, because we habitually sing them way too flat). As a general rule, it is easier to tune to the bass than to the lead.
A bari's balance responsibility is dictated by two things. The first is where your note is with respect to the melody. Bari notes above the melody need to be sung somewhat softer (how much softer depends on how far above the melody your note is), while notes below the melody should be sung relatively louder. Some coaches maintain that balancing isn't necessary as long as your quality matches that of the lead. I agree that a bari can sing a bit more loudly if he matches the lead well, but the melody must still be predominant. Thus, balance is no less important than it used to be thought, just a little easier to do. The second factor in balancing chords is the part of the chord you are singing. As a general rule, sing roots and fifths more loudly than other parts of the chord.
Staying out of the way means the bari must do whatever he can to enhance the musical flow. Maintain vowel integrity, energize singable consonants and soften hard consonants. Most of the time it is desirable to substitute softer consonants for the hard ones, like using d instead of t. The substitutions must be subtle, however. Don't hit the listener over the head with the fact that you are using a different consonant.
Most rules have exceptions, but if you adopt these general suggestions, you will be well on your way to becoming a great baritone. Now, if we could only find a bass that deserves you!
RON'S 10 TIPS FOR BETTER BARIS
* Produce sound correctly.
* Balance to the lead, but…
* Tune to the bass.
* Know what part of the chord you are singing.
* Sing thirds and fifths a little sharp, AND….
* Sing minor (barbershop) sevenths a bit flat.
* Balance to the melody.
* In general, roots and fifths should be a little louder than other notes in the chord.
* Extend the duration of vowels
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Visvesvaraya National Institute of Technology, Nagpur
Department of Mathematics
Subject: MAL-102
1. Examine the following functions for local maxima, local minima and saddle points
(i) 4xy − x 4 − y 4 (ii) x 3 − 3xy
2. Let f (x, y) = 3x 4 − 4x 2 y + y 2 . Show that f has a local minimum at (0, 0) along every line through (0, 0). Does f have a minimum at (0, 0)? Is (0, 0) is a saddle point for f ?
3. Find the shortest distance from the point (1, 0, − 2) to the plane x + 2y + z = 4.
4. Assume that among all rectangular boxes with fixed surface area of 20 square meters, there is a box of largest possible volume. Find its dimension.
5. A cardboard box without lid is to have a volume 32, 000cm 3 . Find the dimensions that minimize the amount of the cardboard used.
6. Find a point on the curve y 2 = (x − 1) 3 which is nearest to the origin in R 2 .
7. Divide the number A into three parts such that the product of first number, square of second number and cube of third number is the maximum.
8. Find the points on the sphere x 2 + y 2 + z 2 = 4 that are nearest to and farthest from the point (3, 1, − 1).
9. L&T produces steel boxes at 3 different plants in amounts x, y and z respectively, producing an annual revenue of R(x, y, z) = 8xyz 2 − 200(x + y + z). The company is to produce 100 units annually. How should production be distributed to maximize revenue?
10. Show that the greatest rectangular parallelepiped that can be inscribed in an ellipsoid
11. Maximize the quantity f (x, y, z) = 5xyz x + 2y + 4z subject to constraint xyz = 8 .
12. If x, y, z are lengths of the perpendiculars dropped from a point inside the triangle of given area A, on the three sides of the triangle then the minimum value of x 2 + y 2 + z 2 is 4A 2 a 2 + b 2 + c 2 .
13. Find the point nearest to the origin in R 3 and lying on the line which is the intersection of the planes x + 2y + 3z = 6 and x + 3y + 9z = 9.
14. The stationary values of u(x, y, z) = x 2 a 4 + y 2 b 4 + z 2 c 4 subject to the constraints lx + my + nz = 0 and x 2 a 2 + y 2 b 2 + z 2 c 2 = 1 are the roots of the equation l 2 a 4 1 − a 2 u + m 2 b 4 1 − b 2 u + n 2 c 4 1 − c 2 u = 0 . | 1,081 | 707 | {
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Junior Cycle Science - First Year
Investigating
Communicating
Knowledge and understanding
[x]
[x]
An experimental investigation: How far can I travel in 10 seconds?
Learning outcomes in focus
Learning intentions
Students should be able to:
NS3 design, plan and conduct investigations; explain how reliability, accuracy, precision, fairness, safety, ethics, and selection of suitable equipment have been considered.
NS4 produce and select data (qualitatively/ quantitatively), critically analyse data to identify patterns and relationships, identify anomalous observations, draw and justify conclusions.
NS5 review and reflect on the skills and thinking used in carrying out investigations, and apply their learning and skills to solving problems in unfamiliar contexts.
NS7 organise and communicate their research and investigative findings in a variety of ways fit for purpose and audience, using relevant scientific terminology and representations.
PW1 select and use appropriate measuring instruments.
PW2 identify and measure/calculate length, mass, time, temperature, area, volume, density, speed, acceleration, force, potential difference, current, resistance, electrical power.
PW3 investigate patterns and relationships between physical observables.
We are learning to:
* design, plan, conduct and report an investigation.
* plan a safe experiment to give accurate, reliable results by choosing suitable measuring equipment and controlling key variables.
* accurately measure physical quantities such as length and time.
* evaluate the reliability and quality of our data and, if appropriate, suggest improvements that could be made to our experimental design.
Teaching and learning context
First year students were asked the question, How far can you travel in 10 seconds? They were then asked to plan, conduct and record the method and results of their experiment to answer the question. One class was allocated for discussion and preparation, with an emphasis on measurement and error. Two classes were allocated for data collection. Homework was set and completed over two evenings, namely the production of graphs and a conclusion relating to the patterns in the data. Open access to necessary resources was provided and a written end product expected.
Junior Cycle Science - First Year
2
Task
Plan and conduct an experiment to answer the question "How far can I travel in 10 seconds?" Pay particular attention to accuracy. Record your method and results and present your graphs and conclusions.
Success Criteria
I can:
SC1: make a prediction based on the variables I am going to measure.
SC2: identify key variables
SC3: select appropriate equipment to accurately measure values for distance and time
SC4: record, organise and present the method and results of my experiment with appropriate units in a way that makes sense to others
SC5: draw and justify conclusions from my observations or graphs.
SC6: review my investigation design, referring to errors, extensions and/or improvements to promote accuracy and precision.
An experimental investigation: How far can I travel in 10 seconds?
3
SC2: Key variables are identified.
SC1: Presents two simple predictions that are relevant to the task and examines the first in the experiment that follows.
An experimental investigation: How far can I travel in 10 seconds?
4
SC3: Selects appropriate equipment to measure distance and time and records 4 results in a simple table.
Junior Cycle Science - First Year
An experimental investigation: How far can I travel in 10 seconds?
5
SC4: Results and method recorded. Averages are correctly calculated in the table, though not identified as such. There are errors in the graph.
SC5: Draws a relevant conclusion
SC6: Makes a comment about accuracy, reliability and fairness in relation to getting tired. Improvements are suggested.
An experimental investigation: How far can I travel in 10 seconds?
Overall judgement: In Line With Expectations
Exceptional Above expectations In line with expectations Yet to meet expectations
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Honey Bees – Biology Glossary of Honey Bee Anatomical Characteristics
Abdomen — the rear body region of a honey bee composed of nine segments and contains many organs including those for digestion, reproduction and respiration.
Antenna(e) — the moveable, sensitive feelers on an insect's head which detect odor and movement.
Cocoon — the silk chamber a larva spins around itself just prior to the pupal stage of development.
Compound eye — an eye made up of thousands of tiny lenses that allow a honey bee to see ultraviolet light, which is invisible to the human eye, as well as visible light (except red).
Exoskeleton — the hard outer covering which forms a bee's body.
Head — the forward body region of the honey bee's three sections that contains the compound eyes, simple eyes, antennae, mandibles, and proboscis.
Honey sac — the stomach-like organ that is connected by a funnel shaped valve to the digestive tract. The nectar stored here will be unloaded into empty hive cells or passed on to house bees for food.
Legs — a honey bee has three pairs of segmented legs used not only for walking but also to dust off antennae, brush pollen out of the thousands of branched hairs that cover the body, and to store pollen.
Mandible — located on either side of the honey bee's head, these jaw-like structures are used to chew honey and pollen, and to knead wax.
Midgut or ventriculus — the stomach section in the abdomen which digests food.
Ocellus — simple eye with a thick lens that can sense changes in the brightness of daylight.
Proboscis or tongue — a straw-like structure used for sucking nectar or honey.
Pollen basket — a smooth, somewhat concave surface of the outer hind leg that is fringed with long, curved hairs that hold the pollen in place.
Stinger — found in a chamber at the end of the abdomen (in female honey bees only) and is used to defend against intruders.
Thorax — the middle section of the honey bee's three sections that contains the flight muscles, the wings and six legs.
Wax gland(s) — four pairs of glands that are specialized parts of the body wall. During the wax forming period in the life of a worker, they become greatly thickened and take on a glandular structure. The wax is discharged as a liquid and hardens to small flakes or scales.
Wing(s) — the honey bee has two sets of flat, thin, membranous wings, strengthened by various veins. The fore wings are larger than the hind wings. | 990 | 541 | {
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Pregnancy Talk ZIKA:
Key Discussion Points to Share with women who are pregnant or planning pregnancy
What is Zika?
Zika is a virus that spreads to people through two specific types of mosquito—and both types of mosquitoes are found in certain areas of California.
Zika is also sexually transmitted, so it can be passed from an infected person to his or her partner during sex.
Most people with Zika don't get sick, so they may not even know they have it. Those who do get symptoms may have fever, rash, joint pain and/or red eyes.
There is no vaccine to prevent or medicine to treat Zika.
What you should know about Zika:
The greatest risk from Zika is to a pregnant woman's baby.
If a pregnant woman gets Zika, by being bitten by an infected mosquito or by having unprotected sex, she can pass the virus to the baby, which can cause certain birth defects.
If you are pregnant:
Prevent mosquito bites by using an EPA-registered insect repellent, which is safe and effective for pregnant and breastfeeding women.
Don't travel to areas with Zika.
If your partner has been in an area where Zika is spreading, use a condom—the right way, every time during all types of sex (vaginal, oral and anal)—or do not have sex throughout the pregnancy.
If you have traveled to an area with Zika or had sex with someone who traveled to an area with Zika, see your doctor, whether or not you feel sick. (For up-to-date information on areas with Zika, visit the CDC Zika webpage at http://www.cdc.gov/zika/geo/index.html.)
If you are planning pregnancy:
Both you and your partner should talk to your doctor about the risk of traveling to areas with Zika.
Women who recently traveled to an area with Zika should wait at least 8 weeks after symptom onset (if symptomatic) or returning from their trip (if asymptomatic) before getting pregnant.
Men who recently traveled to an area with Zika should wait at least 6 months after symptom onset (if symptomatic) or returning from their trip (if asymptomatic) before trying to get their female partner pregnant.
Couples who are waiting to get pregnant should use condoms consistently and correctly, or not have sex during that time period.
Everyone can help keep California's mothers and babies safe from Zika by preventing mosquitoes from breeding and biting:
Use window and door screens at home, and drain standing water where mosquitoes can lay eggs in your yard.
When outdoors, wear long-sleeved shirts and long pants, and use an EPA-registered insect repellent. | 1,067 | 569 | {
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Civil Rights Toolkit
The Children's March: Stories from the Birmingham Children's Crusade
Grade Levels 4–6
Play Along! and Write Your Own Song
In our video Sing With Us! "Ain't Gonna Let Nobody Turn Me Around", we talked about how songs have stories behind them! In this activity you will get to see two photographs and, choosing one of them, you can begin to write your own poem, song, or creative writing piece.
We will guide you to really look at the photograph so you can begin to describe to people what it would have been like to be there as a freedom fighter. Let's get started!
Definitions to know
Sit-in
Any organized protest in which a group of people peacefully occupy and refuse to leave a space until their demands are met. During the Civil Rights Movement in the United States, Black and White students, activists, and demonstrators participated in sit-ins all across the country to protest the practice of segregation. Their efforts led to many private businesses integrating.
Example
Sixty students staged a sit-in outside the principal's office.
Freedom Riders
Freedom Riders were groups of African American and White activists who took part in bus trips through the American South in 1961 to protest segregated bus terminals. These groups were non-violent and were often attacked as they traveled through the South.
Example
Freedom Riders courageously tried to end segregation by riding buses in the South and bringing awareness of the racism they encountered to the American people.
Civil Rights Toolkit
The Children's March: Stories from the Birmingham Children's Crusade
Grade Levels 4–6
The Sit-in
As you look at the photograph, imagine if you were participating in the sit-in. You are a young peaceful activist taking a stand against segregation. How do you feel? What do you see? Here are some questions to get you started. As you answer them, see what calls out to you as a good storytelling hook for your audience. How would you get others to know how it feels to be at the lunch counter?
Questions
What is happening in this picture? Why? Think of the sounds that could be happening around you. What smells would you smell? What would the counters feel like with all that stuff on it? Does the air have a taste? What feelings do you see in the faces of the people in the photo?
Civil Rights Toolkit
The Children's March: Stories from the Birmingham Children's Crusade
Grade Levels 4–6
Freedom Riders
As you look at the photograph, imagine that you are a freedom rider. You are a young peaceful activist taking a stand against segregation. How do you feel? What do you see? Here are some questions to get you started. As you answer them, see what calls out to you as a good storytelling hook for your audience. How would you get others to know how it feels to watch your bus be attacked by an angry mob?
Questions
What is happening in this picture? Why? Think of the sounds that could be happening around you. What does the smoke smell like? What would the grass feel like underneath your hand? Does the air have a taste? What feelings do you see in the body language of the people in the photo? | 1,198 | 654 | {
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Sowing Seeds
Seed treatment
Many native tree species germinate readily when placed in a moist, warm environment. However, some seeds have a built in mechanism to delay germination and therefore require treatment before sowing. These treatments replace the natural processes seeds would undergo in the bush eg. fire, digestion from birds and animals, long periods in the sun and weathering.
A number of treatments/methods are available: Scarification – scratching, nipping or filing the seed coat, boiling water treatment, acid treatment. Contact us to find out the best treatment for your seed.
As a general rule seed with hard, shiny coats require treatment, eg. Acacia seeds require the boiling water treatment:
* Place seeds in a dish and pour boiling water over them.
* Leave overnight to soak. Most of the seeds will swell slightly. Some seeds will require a stronger treatment to break the seed coat (eg. add vinegar to the water and soak for a few weeks).
Equipment
* Seedling tray – use a commercial seedling tray or plastic container with holes punched in the bottom
* Seed sowing mix – eg. 1:1 cocopeat and course river sand or purchase a seed raising mix from your local garden centre
* Seed
* Water
* Labels
Tray / Mix preparation:
* Ensure seed trays are clean and free of dirt (wash with a sterile solution - 100ml bleach: 10 litres water)
* Make seed sowing mix with equal quantities of cocopeat and coarse sand. The peat holds moisture and the sand allows drainage so the mix will not be too wet or dry. The mix must not have any large particles as this may hinder / inhibit seed germination.
* Place cocopeat in a bucket and soak with water. This is important as the peat is difficult to moisten once placed in a container. Add an equal quantity of course river sand to the moistened peat and mix well.
* Place mix into the tray filling the tray to just below the surface. If the tray is only half full the seedling does not have much room for root growth.
* Gently bump the tray on a bench to settle. Firming the mix too much will make it difficult for the small roots to grow.
Sowing
* Sprinkle the seeds evenly over the surface and cover to a depth equal to their thickness. Seeds sown too deep will not germinate. Seeds sown too shallow may dry out and die.
* Avoid sowing seeds too densely as this may produce weak, spindly seedlings.
Care
* Keep the soil moist, never waterlogged.
* Avoid using fertiliser as seeds have their own food store.
* Place the tray in a position that receives filtered sunlight.
* Keep the tray off the ground to reduce insect attack and contamination from soil bacteria.
* Keep a watch on overhead irrigation or rain as large droplets can easily cause severe damage to the seedlings. | 1,122 | 597 | {
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English
During the second half of the Spring Term, we will be learning how to use commas to separate items in a list, as well as how we can use apostrophes in our writing. We will be looking at how we can sequence events and use time conjunctions in our writing. The children will continue to embed the basic writing skills into their work and continue to improve their handwriting.
We will be focusing on the following text types over the course of the Spring Term (Second Half):
*Story Writing *Diary Writing
Art and DT
Linking with our LCC questions, we will be using our collage skills to create an animal collage using a variety of materials and textures. In DT we will be designing and creating our own animal habitats. We will be using our construction and joining skills to create them.
Music
In music we will be looking at the song 'Round and Round'. This unit focusses on exposing the children to different styles of music. We will be improvising within these genres and composing our own pieces of music in these styles using musical instruments.
Brixton St Mary's School
Second Half of Spring
Term 2020
Potter Class
LCC (Learning Challenge Curriculum –History /Geography/Science)
This half term we have 2 enquiry questions that we need to research and find the answers to. They are: *Why are humans not like
lions? (Science)
* How has Nelson Mandela helped to make the world a better place? (History)
In order to find the answers to these questions we will use a variety of sources to explore timelines, facts and opinions. We will produce pieces of work in different forms including a diary, a tally chart, a fact file and a diorama (3Dmodel).
Mathematics
To start the term, we will begin with the topic of fractions where we will be finding a fraction of a shape, an amount and a number. We will then move onto measurement where we will be exploring length and height. We will end the second halfterm with statistics, where the children will learn how to interpret and draw pictograms, as well as read tally charts.
RE
In R.E. our question is, 'Why does Easter matter to Christians?'
R.E. will be taught by Mr Clements.
PE
PE will link to our topic this term. We will continue to look at dance. The children will perform a dance based on African animals. The focus will be on how we can move in different ways. With 'Achieve4All' the children will be exploring the fundamental movement skills.
PSHE
This term our PSHE theme is 'Who likes Chocolate?'. We will be looking at where our food come from and why it is important to support Fairtrade farmers.
Computing
In computing our topic will be 'We are Collectors' where we will be using the internet to help find images using a search engine. As well as this the children will become familiar with logging on to the computers. | 1,096 | 612 | {
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More info about—
Balancing sculptures
The activity
Make a balancing toy.
ExpeRiment with the design of your toy to find out what affects whether or not it balances.
Learn about the centre of mass of an object and how it relates to whether or not something balances.
Balancing sculptures
What you'll need
What to do
Being safe:
Take care using the kebab skewers, particularly when inserting them into hard vegetables. Avoid poking them into hands and make sure you always keep them away from eyes.
More info about—
Balancing sculptures
*• A carrot or similar vegetable
*• Kebab skewers
*• Marshmallows and/or other jelly type sweets, or small pieces of carrot or similar hard vegetables.
*• Plasticine or blu-tac
*• 500ml soft drink bottle or washing up liquid bottle
Stage 1: Cut a piece of carrot about 3 cm long. Stick a kebab skewer into one end of the piece of carrot and break the skewer so that you have only 2 or 3 cm of it sticking out. Try to stand the carrot piece up on the end of the kebab skewer – you should find this very difficult, if not impossible to do.
Stage 2: Stick a kebab skewer into each side of the carrot so that they point downwards at about 45 degrees. Then stick a marshmallow or other jelly sweet onto the ends of the skewers, as shown in the picture below.
Place this on top of a bottle and you should find that it balances.
Get children to investigate what happens when you slide the marshmallows up and down the 'arms' of the sculpture and if you add more marshmallows.
Stick an additional two or more kebab skewers into the carrot and challenge children to add at least one item to each skewer and still keep the sculpture balanced.
Questions to ask children
The science
More info about—
Balancing sculptures
With just central part of the sculpture: why doesn't this stay balanced?
Before showing them stage 2: do you think we can use more kebab skewers and anything else to help it balance?
Why do you think it balances like this?
What can we change? (position of skewers, items pushed onto the skewers, position of things on skewers)
What do you think will happen if we change these things?
What do you think we need to do to make sure our sculpture balances?
To understand how these sculptures balance, it's helpful to know about something called the "centre of mass" of an object.
When you try to balance something on your finger, you find that there's a particular point below which it will balance. This point is sometimes called the centre of mass or centre of gravity of an object. You can think of it as the point around which the mass or weight of an object is evenly distributed.
In the case of something like a pencil, the centre of mass is roughly in the centre of the object, but with something like a hammer, which is heavier at one end, the centre of mass is closer to the heavier end.
If you try to balance an object and the centre of mass is not in the same vertical line as the point at which the object is pivoted, it will start to turn. If the centre of mass is higher than the pivot this turning will make the object fall over, but if it's below the pivot then it will bring the centre of mass closer to that vertical line. An object will be balanced if its centre of mass remains in the same vertical line as the point at which it is pivoted.
Continues >>
The science
More info about—
Balancing sculptures
It might seem strange, but the centre of mass doesn't have to be part of the object itself – for example, for something like a roll of masking tape or a doughnut, the centre of mass is in the middle of the hole.
It's quite hard to balance a roll of masking tape on top of your finger because it has a tendency to roll to one side or the other – it's hard to keep the centre of mass directly above your finger. But if you put your finger inside the roll, as Gail does in the video, the roll will remain stable as long as the centre of mass is below your finger. If you push the roll of tape to the side, the masking tape always rolls in such a way that the centre of mass ends up below the pivot point. In other words, it always returns to its stationary position. This is the secret to building a successful balancing toy – it needs to be made in such a way that its centre of mass is below the point at which it is supported.
You can change the centre of mass of a balancing sculpture by adjusting the position of the various bits and pieces you use to make it. The heaviest parts of the sculpture need to be located below the pivot point and you can slide objects along the length of kebab sticks until the turning effect they have on the sculpture is balanced out.
Going Further
Learn more about the centre of mass and stability:
http://bit.ly/StabilitySci
Learn more about the turning effect of forces: http://bit.ly/TurningSci
Try making some animal-shaped balancing toys: http://bit.ly/AniBalance
Make a balancing butterfly: http://bit.ly/BalanceButterfly
Watch this short video of an amazing demonstration of balancing: http://bit.ly/BalanceVid | 1,922 | 1,120 | {
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Mr Barnes- Years 3 and 4 Vice Principal
Miss Stroud (Year Team Leader) – Class 4LS
Miss Dubey- 4KD
Ms Johnston- 4MJ
Ms Payne- 4MP
Miss Allen- 4TA
Mrs Bridges– HLTA
Welcome to Year 4. We hope that you have a good break and feel refreshed and ready to learn. This is an exciting year for the children as they will learn about lots of new interesting topics. We have an exciting year planned for the children and know they will enjoy the challenges, experiences and fun activities we have planned for them. Please take the time to meet your child's class teachers as we are looking forward to getting to know you and your children.
In Year 4, we will be focusing on building positive learning attitudes with our children. We would like the children to respond positively towards challenges in their learning and to consider coping strategies with situations they find difficult. Now the children are in Year 4, we encourage them to take responsibility for their own learning and to take care of themselves and others. At Wood End Park Academy, we are proud of the achievements our children make and would like them to feel this same sense of pride.
We will help children develop a sense of pride in their learning. This learning attitude should also extend and be used for homework and reading at home; this will help consolidate the skills they learn each day at school.
We look forward to working with you and your children to help them achieve their greatest potential!
This Year we have a lot of exciting events planned to help support your child's learning. As the different trips and events draw closer we will provide you with more information. At the beginning of the autumn term we will provide you with confirmed dates for these trips.
* Hampton Court Palace
* A trip to the Synagogue (WEPA children visit a place of worship each year)
* National Gallery
To continue the successful charity work children at Wood End Park completed last year, in Year 4 we will be raising awareness of the work of Grief Encounter.
https://www.griefencounter.org.uk/
Grief Encounter support bereaved children and their families to help alleviate the pain caused by the death of someone close.
We will be learning all about the wonderful work this charity does and later on in the year will be working hard to raise money to help support them.
This year your children will be assessed in the same way as they were last year; receiving either a working towards, meeting or exceeding the standards. In order to ensure your children leave at age related expectations below are some of the key skills we will be focusing on:
Writing:
* Organises paragraphs around a theme.
* In narratives, create settings, characters and plot.
* Proof-read for spelling and punctuation errors. (You can help them with this at home too!)
* Write from memory simple sentence, dictated by the teachers, which include words and punctuation taught so far.
* Use Standard English forms for verb inflections instead of local spoken forms.
* Use fronted adverbials.
* Choose an appropriate pronoun or noun within and across sentences to aid cohesion and avoid repetition.
Reading:
* Check that the text makes sense to the individual, discussing understanding and explaining the meaning of words in context.
* Draw inferences such as inferring characters' feelings, thoughts and motives from their actions and justifies inferences with evidence.
* Predict what might happen from details stated and implied.
* Identify main ideas drawn from more than one paragraph and summarises these.
Maths:
Number and place value
* Count in multiples of six, seven, nine, twenty-five and one thousands.
* Count backwards through zero to include negative numbers.
* Order and compare numbers beyond one thousand.
* Round any number to the nearest ten, one hundred or one thousand.
Please do practise these key maths skills with your child at home.
This year we would like to encourage the children in Year 4 to spend more time reading for pleasure. Below is a list of recommended reading books that we think your children will enjoy reading! This is a great opportunity for your children to join their local library. If you would like any information on how to do this please ask your child's class teacher.
Flour Babies- Anne Fine
Skellig- David Almond
The Witches- Roald Dahl
Carrie's War- Nina Bawden
Holes- Louis Sachar
Harry Potter and the Philosopher's Stone- JK Rowling
Opening Minds promotes innovative and integrated ways of thinking about education and the curriculum. Teachers design and develop a curriculum based around the development of five key competences:
1. Citizenship
2. Learning
3. Managing Information
4. Relating to people
5. Managing Situations
Each term we will be working on a different competency to help develop the children's skills and would love your help to promote these at home too. | 1,971 | 999 | {
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USER GUIDE: iMLS Mobile Apps
Introduction
The iMLS mobile application is a mobile version of the library system, that allows you to search, reserve, review and perform many actions that you can on the desktop version but from your smart phone or tablet.
The iMLS app allows students, parents and staff to access the school library from a mobile phone or tablet. When you are using a library system that is hosted by MLS, you can ensure that your library resources are accessible anywhere, anytime to your whole school community.
STEP 1 : Installing iMLS
- Install the apps by visiting your apps store/ google play/ windows tablet/ windows phone/ blackBerry.
Launch the app from your device to see the logon screen
- Type school postcode and select the correct school name.
- After filled the required information click to log in
STEP 3: Searching
Search for resources in your library by typing a word or phrase into the search bar. Alternatively, select an item from the menu such as New Arrivals, Returns Trolley and Book of the Week to find out what's new, what's been borrowed recently and what is on show.
From the menu, tap the Search Bar
Type in an author's name, the title of a book or another keyword. Tap Go or Search on your device to show the results
Use your finger to scroll through the list of results and tap a result to find out more.
STEP 5: Viewing a Resource
- Select a resource you want and you will be able to see some of the resources details such as the Author, Classification, cover and more.
- This area also shows you how many copies are available to borrow, as indicated by the green (or red) semi-circle.
- For some resources you will also notice additional icons next to the cover of the resource that you are viewing.
- These icons indicate that there are other things you can do with this resource such as viewing what to read next, visiting the associated web site, searching for books with the same classification number, viewing author videos and viewing Accelerated Reader quiz details about the resource.
View the associated website
Watch a video of the author talking
about their book
View Accelerated Reader quiz
details
See what is recommend to read
next
Search for related resources
Tap one of the icons or press the
'chain link' icon
at the top
right corner of the app then choose
what you would like to do next.
STEP 6: Reserving a Resource
- Reserve a resource by tapping the reserve icon .
- A prompt will display asking if you want to reserve the resource.
- Tap Yes to place the reservation on the item or No to cancel.
- If the reservation has been successfully placed, a notification will show on the screen.
- You can review the items you have reserved already from My Account.
STEP 7: Making a review
- In iMLS you can make both text and video reviews. The instructions below explain how you can create a review for a resource when you are viewing a resource.
Click the 'pen icon' at the bottom of the screen. A menu will open asking you to choose whether you want to create a text or video review.
STEP 8: My Account
Access My Account from the left menu.
- Use the tabs at the bottom of the app to view your current, overdue and past loans, resources you have reserved and reviews that you have written (or are in progress).
- To see resources that you have borrowed in the past, tap the Past tab.
- You can view the details of any resource by tapping it from the list
STEP 9: ISBN Search
Use the ISBN Search feature on the app to look for a resource by scanning the ISBN with your devices camera.
- to load
Tap the scan barcode icon your devices camera.
- Hold your device over the ISBN at a distance where the camera can focus in on the barcode.
- The app will look for a match of that ISBN. If there are details found after it's scanned they will show on the screen.
- iMLS will also tell you whether the resource is in the library you are browsing or not. Should the item not be found within your library you have the ability to add it to the Librarian's wish list. To do this, tap the wish list | 1,688 | 878 | {
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Teaching Games and Dances in Elementary Music
by Shirley W. Wilson
To those other than music professionals, game playing in any class might seem like a "time waster." But to those who teach music to children, they have found that games offer benefits no other elements of the curriculum can. An old proverb states: "He who learns with pleasure learns full measure." In other words, "Children love to play!"
Anecdotal evidence shows that no other activity of the music lesson holds students' full attention like games. It behooves us, therefore, as music educators, to create as many game opportunities for children as possible, provided the experience leads to solid music learning. Not only can teachers create their own games for learning, but they can draw upon a solid, large body of folksong games, dances, and play parties, both from America and around the world.
Besides the benefit of improved attention by students, there are plenty of musical rewards from teaching games and dances. Some of these are listed below in no particular order.
1. Reinforcement of beat and rhythm through walking, clapping, gestures.
2. Sensibility to phrasing and/or form.
3. Support for weaker singers through amount of inherent repetition.
4. Improvisation opportunities through words, gestures, ostinatos.
5. Use as preparation or review of musical elements—melodic, rhythmic, form.
6. Practice in inner-hearing—Students can perform game movements to either hearing the rhythm clapped or the beat heard or hidden.
7. Solo opportunities—singing, game leading, movements
8. Two-part opportunities through dialogue games.
9. "Social" development—taking turns, choosing partners, holding hands.
Copyright © 2002 by Shirley W. Wilson. All Rights Reserved.
10. Enthusiasm for music class because of this favorite activity.
11. Cultural exposure through history of words, gestures, use of game or dance in another time or country.
12. Encouragement for children to play these games on their own—at home, on the playground, producing independence and reinforcement of music learning.
To provide students with a positive game experience, teachers need to be wise in the way in which they present games and dances. Some observations and tips for teaching games and dances are listed below in no particular order.
1. Know the game well before teaching it. Have a "plan" for teaching it.
2. It is best to teach the game and song together, but with harder games, it might be possible to teach them in stages.
3. With a harder game, or with a difficult group, use a small group to demonstrate the game for everyone else.
4. Within a lesson, choose games or dances from which you can extract musical examples for your lesson focus.
5. Children need not be aware of your educational reasons for choosing a game. They should feel that games are mainly for fun.
6. Encourage "ownership" of games by the children. Teacher should become a "facilitator" as soon as possible, letting children lead.
7. Learn to adapt games for smaller spaces, level of control and/or social skill of the group. Sometimes, merely changing the game by seating students instead of having them stand, dropping hands and doing a clapping ostinato instead of holding hands, breaking the game into smaller groups, using same-gender partners, will allow you to use a game you thought you couldn't use.
Copyright © 2002 by Shirley W. Wilson. All Rights Reserved.
8. Play the game for an appropriate amount of time, neither too long nor too short. When teaching younger children, try to give everyone a "turn" as quickly as possible, even if you must keep a list of children who haven't yet played. Generally, it is better for a class to want more game time, than to tire of the game before you end it.
9. Find a way for every child to feel comfortable playing the game, having a "turn."
10. Prompt reluctant children to take a "turn" and participate.
11. Eliminate children from the game who create dangerous conditions for classmates, or who "take over" the game from the class.
12. Design your classroom seating and furniture arrangement for games. Consider safety of children when they play games.
13. Limit competitive games (usually teacher produced). They can leave the class moody, with grumpy "losers." This produces exactly the opposite effect than what you intended.
14. Plan lessons with periods of concentration and relaxation. Games can be a reward for heavier work. Conversely, when planning a game early in the period, plan the transition after the game so that children can return to more cognitive learning.
15. Think about the classroom teachers. While most games, at least those with the most activity, should be saved for the end of class, make sure that you leave enough time to "settle" the class before they must line up.
16. Try to plan a game or dance within each lesson. Younger children need more games.
17. Let children have a "favorite game day" as an incentive, or at least give children occasional opportunities to pick their favorites.
Copyright © 2002 by Shirley W. Wilson. All Rights Reserved. | 1,932 | 1,069 | {
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S.Y7.U7 - Food webs in the Marine Environment – Year 7
Food chains and complex food webs are constructed from first-hand observation of plants and animals which are identified using keys. How we as humans impact on this ecosystem is also identified. The key hands-on and practical components from Curriculum into the Classroom - Science Unit 7 Organising organisms, lessons 1, 2, 4, 5, 9, 10 & 11 are undertaken at the centre supporting a marine based response to the C2C unit's assessment item.
Day Visit program
General Capabilities
Cross Curriculum Priorities
Literacy
* Comprehending texts through listening, viewing and reading • Composing texts through speaking, writing and creating
* Text knowledge • Grammar knowledge • Word knowledge • Visual knowledge
Numeracy
* Recognising and using patterns and relationships • Using spatial reasoning
* Interpreting and drawing conclusions from statistical information • Using measurement
Information and communication technology capability
Queensland student ICT expectations
* Inquiring with ICT • Operating ICT Investigating with ICT • Managing and operating ICT
Critical and creative thinking
* Inquiring - identifying, exploring and clarifying information • Generating innovative ideas and possibilities
* Reflecting on thinking, actions and processes • Analysing, synthesising and evaluating information
Personal and social capability
* Self-management • Social management
Ethical behaviour
* Understanding ethical concepts and issues
Aboriginal and Torres Strait Islander histories and cultures
Students will
*
explore how Aboriginal peoples and Torres Strait Islander peoples maintained ecological balance through understanding their own role within food webs and their dependence upon them .
*Explore how Western practices in Australia have interrupted this delicate balance within the environment and its subsequent effects upon Indigenous Australians.
*explore Aboriginal Peoples' and Torres Strait Islander Peoples' knowledge of the seasons and understand the importance of seasons to Indigenous People.
*explore Aboriginal peoples' knowledge and methods of how water was obtained in arid areas of Australia
*explore Aboriginal peoples' connection of ideas across the disciplines of science to locate water
*explore the respect for, and reliance on, water by Aboriginal peoples.
*discuss Aboriginal peoples' and Torres Strait Islander peoples' perspectives relating to the phases of the Moon
*discuss Aboriginal peoples' and Torres Strait Islander peoples' perspectives relating to eclipses.
*Sustainability
*Students will:
*describe practices to minimise the human impact on a marine food web
*plan the actions necessary to shape more sustainable futures relating to management of the marine environment
*consider the sustainability of native food resources.
*plan actions necessary to shape more sustainable futures relating to water management. | 1,313 | 543 | {
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Tonight's Sky: 2017
April
Your guide to constellations, deep-sky objects, planets, and events. Tonight's Sky, highlights of the April Sky.
Evening Planets
With a keen eye and unobstructed view to the west, you might be able to find Mercury soon after sunset in early April. Act fast, though, because Mercury won't remain above the horizon for long.
Mars appears a little higher in the western sky during the early evenings. With a telescope, you could spy some of the planet's dark features or its bright polar cap.
Jupiter is shining in the eastern sky by nightfall and remains up all night long. The solar system's largest planet sports cloud bands that are easily revealed by a small telescope.
Constellations and Deep-Sky Objects
Late in the evening, high in the northern sky lies the Great Bear, Ursa Major.
The constellation of Ursa Major contains the well-known star pattern called the Big Dipper. It resembles a large drinking cup with a handle.
Tonight's Sky: April-‐2017
The two stars that make up the front side of the cup are called "pointer stars" because they point toward the star Polaris, also known as the North Star.
The Big Dipper overflows with interesting stars and deep-sky objects.
The stars Mizar and Alcor make up a double-star system that can be seen without a telescope. In ancient times, when Mizar and Alcor were even closer together, they were used as a test of keen eyesight.
M81 and M82 are a magnificent pair of galaxies, showpieces of the northern night sky. M82 has an irregular shape, bestowed by a collision with its larger neighbor, M81.
Turning to the south, we see Leo, the Lion, heralding the coming of spring. In Greek mythology, Leo is the great beast slain by Hercules.
The star Denebola, which in Arabic means "tail," represents exactly that.
The bright star Regulus is the heart of the Lion.
Leo has several galaxies in his belly.
M65, M66, and NGC 3628 make up the "Leo Triplet," a lovely grouping of galaxies easily seen with a telescope.
Close by is another group. M95 and M96 are large spiral galaxies.
Between the Big Dipper and the head of Leo are three pairs of bright stars known to ancient Arab astronomers as "The Three Leaps of the Gazelle."
Morning Planets
Saturn rises into the southeastern sky after midnight. Use a telescope to admire the planet's majestic rings.
Venus makes a brief appearance just before sunrise. You'll need a clear view toward the eastern horizon to spot the planet before the sky brightens.
Events
The Lyrid meteor shower will peak in the early morning hours of April 22 nd . Expect to see up to 20 bright meteors per hour after midnight.
Ending
The night sky is always a celestial showcase. Explore its wonders from your own backyard. | 1,133 | 625 | {
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Class: 6 – 3 Joe Root The Golden Age
Creative Learning Inspires Clever Kids
Our Learning
Literacy:
CLICK:
We are studying a range of stories from other cultures, looking at the features of these and learning about how characters and settings are developed. We will use this to inspire our own writing. We are also going to be having daily grammar and spelling lessons in preparation for SATS.
Numeracy:
We will be working in maths groups. We are looking at ways of working with number, problem solving, place value and using decimals. We will also be reviewing written methods for addition, subtraction, multiplication and division.
Teacher: Mr Tate
Mrs Cooney and Mrs Troop also work in our class.
My PE days are: Monday &
Friday
My ICT day is: Monday
You can help us by…
Citizenship
Remembering to send your child's PE kit on the correct days; encouraging them to read and learn their times tables at home and to complete their home learning each week.
British Values
The British Value we will be focussing on is Democracy. We will discuss what it means to live within a democratic society, discussing the rights and responsibilities we all have within the larger school community. We will put democracy into practice when we elect our new school councillors for this school year.
In Computing we will learn about how to be a 'Global Digital Citizen'. This will teach us how to use the internet effectively and safely to search for information which will link with our topic work.
In our Science we will be investigating light. In this we will learn about how light travels, shadows and reflection.
Being Creative!
Creative Arts:
As creative artists, we will:
Use drama in exploring our literacy texts.
We will be having a CLICK inspiration day where we will be designing and building our own step pyramid, Mayan headdress and clay pots and beads.
This Half Term's Home Learning is:
Children will be sent one piece of Numeracy, one piece of either Reading or Writing and a piece of grammar or spelling. This will be set on a Friday and needs to be returned by the following Wednesday.
For your topic home learning, we would like you to either…
1. Do your own research (using either the internet or books) about Joe Root. This could be presented as a Power Point presentation, a Word document or a handwritten piece of work.
2. Create a piece of art inspired by Mayans.
We will share these in final week of this half term! It is expected that this should take a number of hours, as it is to be completed throughout the half term but children should try to spend about 30 minutes each week on it.
Children who successfully complete homework will be rewarded in class. | 1,091 | 560 | {
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WEST NILE VIRUS
West Nile Virus (WNV) virus infection can cause serious disease. It is viral disease that has emerged in temperate regions of North America and presents a threat to both public and animal health. WNV has become established as a seasonal disease that flares up in the summer months and continues into the fall.
a
Transmission (Spread of Disease)
- WNV can also be spread through blood transfusions or from mother to child.
- WNV seems to spread to humans most commonly through the bite of a mosquito that has fed on infected animals.
- WNV is not spread through casual contact with people.
Symptoms
- Milder Symptoms in Some People. Approximately 20% of those infected experience only mild symptoms for as short as a few days to as long as several weeks:
- No Symptoms in Most People. Approximately 80% of those infected never show any symptoms, but there is no way to know in advance if you will develop an illness or not.
o Body aches
o Fever
o Headache
o Swollen lymph nodes
o Nausea
o Vomiting
o Skin rash
- Serious Symptoms in a Few People. One in 150 of those infected with WNV develops serious symptoms that may last several weeks:
o High fever
o Tremors
o Convulsions
o Headache
o Muscle weakness
o Neck stiffness
o Coma
o Stupor
Treatment
- If you experience any symptoms, contact your physician.
- There is no specific treatment for WNV infection. In cases with milder symptoms, people experience symptoms such as fever and aches that pass on their own, although illness may last weeks to months. In more severe cases, people usually need to go to the hospital where they can receive supportive treatment including intravenous fluids, help with breathing, and nursing care.
o Disorientation
o Vision loss
o Numbness
o Paralysis
o Permanent neurological damage
Prevention
- Use an EPA-registered insect repellent with DEET, picaridin, oil of lemon eucalyptus, or IR3535 and apply it according to label instructions.
The best way to avoid WNV is to avoid mosquitoes:
- Try to wear long sleeves, pants and socks—clothing can protect from mosquitoes.
- Drain standing water to prevent mosquitoes from multiplying.
- Be aware of peak mosquito hours and West Nile viral outbreaks in your area.
- Maintain screens on windows and doors to prevent mosquitoes from entering buildings. Repair or replace screens with tears or holes
Where to Find Additional Information
- Army Public Health Center—
https://phc.amedd.army.mil/topics/discond/diseases/Pages/WestNileVirus.aspx
- Centers for Disease Control and Prevention (CDC)— http://www.cdc.gov/westnile/
- American Red Cross—http://www.redcross.org/news/article/ca/santa-rosa/West-NileVirus-Alert
- World Health Organization (WHO)—http://www.who.int/mediacentre/factsheets/fs354/en/
- Ready Army—www.ready.army.mil
It's up to you. Prepare strong. Get an emergency supply kit with enough supplies for at least three days, make an emergency plan with your family and be informed about what might happen. | 1,442 | 686 | {
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Screen Writer | Plot and Author's Purpose Project
Differentiated Instruction Mini-Project
Directions: You will imagine alternate endings or scenes for some of the stories that you have read recently. You will rewrite four scenes.
1. Summarize the original scene.
2. Describe why you think the author wrote it like that.
3. Write a new and different script for the scene.
4. Explain the reasons for your changes.
Example from Lord of the Flies:
1. Summary: In this scene the boys start a fire that is intended to signal a rescue plane or boat. Unfortunately, the fire soon grows out of control and much of the island is confused and at least one boy is lost in the fire.
2. Author's Purpose: I think that the author was showing that the boys are irresponsible. The boys horribly fail the first task that their leader asks them to perform. This shows readers that the boys may find themselves in trouble without adults around to help them out.
3. New Script:
Ralph: We should build a fire to signal a plane or a boat or something, but don't everybody run off at one. Let's do it in an orderly fashion.
Jack: I don't want to line up. I want to run around.
Ralph: Jack, I need your help getting everyone in line. Please help me out.
Jack: OK. Get in line Maurice, Roger, Littleuns.
The boys climb up the mountain.
Ralph: Gather sticks, but no big ones. We're not trying to burn the mountain down.
Roger: Look at this big one. Let's through this one on.
Ralph: No, that one's too big.
The boys build a small, orderly fire where nobody gets hurt.
4. Explanation of Changes: I revised the scene so that nobody would get hurt. The boys listened to their chief and had a safe and successful experience. Plus, I had Ralph work with Jack instead of letting Jack run all over him.
Team Up: Have a partner illustrate your four revised scenes. Write captions under each illustration summarizing the scene.
Information: Did you accurately summarize the original scenes? Did you explain your revisions?
0 ------- 1 --------- 2 --------- 3 --------- 4 --------- 5 ------- 6 ------- 7 ------- 8 ------- 9 ------- 10
Completeness: Did you write four new scenes? Did you complete the four tasks for each scene?
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RING A BELL for Kids' Mental Health! Suggest 3-5
(Can be adapted to K-5)
My Healthy and Active Lifestyle Circle
Description:
The students will create their healthy and active lifestyle circle and will make a presentation in class. We suggest placing posters or wearing these healing circles on Friday, which is Dots for Kids Day - Ring a Bell campaign.
Date:
Sometime in the week
Time:
30 to 45 minutes
Theme:
Positive mental health
The Public Health Agency of Canada defines positive mental health as the capacity of each and all of us to feel, think, act in ways that enhance our ability to enjoy life and deal with the challenges we face. It is a positive sense of emotional and spiritual well-being that respects the importance of culture, equity, social justice, interconnections and personal dignity" (2006, p. 2).
Learning outcomes:
Personal Development, Kindergarten to 5 th grade
Multidisciplinary:
Personal Development
Building their identity, empowering themselves with healthy and active behaviors and being open to diversity, while taking into consideration the individual and collective values, rights and responsibilities.
- At the end of grades 3 to 5, the student must be able to explain the benefits associated to the development of healthy and active behaviors.
General:
Making decision that allow a person to have harmonious relationships.
Specific:
3 rd to 5 th grade
1.1.1 The student must be able to identify his interests and talents;
1.1.2 The student must be able to identify the personal and external criteria that influence human relationships.
Resources
Joint Consortium for School Health http://www.jcsh-cces.ca
Tools:
Poster board, cardboard or paper; Markers, crayons or paint;
Scissors
Steps for the Activity
Preparation
Context:
- Discuss positive mental health with your students.
You want to ask questions that will allow students to identify times where they are happy. It is important to emphasize the elements that foster a healthy and active lifestyle. You can ask questions that will allow the students to identify their strengths, the people they love and who surround them as well as the activities that they like.
Here are a few examples of questions to ask:
What are your strengths?
*
*
- Note the student's answers in a visual aid that is visible to all students.
What activities do you like? Why? • How do you feel when you succeed? • What do you do when you are the happiest? Are there people with you? Who are they? • What do you do when you are sad? Who helps you? Why?
Directions
1. Ask the students to create their idea chart about the people or activities that allow them to have a healthy and active lifestyle. It would be important to accompany certain students because it is not always easy to associate activities or people to emotions.
2. Ask the students to choose the people or activities that they want to present to the other students in class.
3. Ask the students to cut out a large circle in the cardboard/poster board and to draw the people or activities chosen. It is important that the circle be wide enough for the students to put it on their stomach so the others can see the drawings.
4. Ask the students to wear their healthy and active lifestyle circle.
5. Ask the students to sit in a circle.
6. Ask the students to present their choice. It is important that the students explain their choice.
Integration
Ideas…
- Suggest that the students write what they have learned in a diary.
- Suggest that the students add activities or people in their healthy and active lifestyle circle.
- Suggest that the students identify activities that they wish to discover and write about it in their diaries. | 1,565 | 772 | {
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Be Careful with Overcrowding By Charles E. Gardner, DVM
One of the dilemmas that many dairy managers must consider is how many animals can be put into a given facility. Many operations have found that expansion can be done by overcrowding their lactating barns until new facilities can be built. That way, they have animals available to begin filling the new building. What is the problem with this plan?
One problem is that calf, heifer, and dry cow facilities are not constructed along with the lactating ones. As more milking cows are added, the number of youngstock and dry cows eventually rises, and these buildings become overcrowded. Inevitably, the health of these animals is affected. Because their illnesses might not have an immediate effect on milk production, there is less incentive to address new facilities for calves, heifers, and dry cows.
While this is often the reality on many dairy farms, we must be aware that eventually the results of overcrowding non-lactating animals will impact production and profit. Research has shown that calves that suffer from even one bout of pneumonia produce less milk. For dry cows, stress often sets them up for illness after calving.
The most important group of non-lactating animals are close-up dry cows. These animals should never be over-crowded. If on a bedded pack, allow at least 100 square feet per animal, along with at least 30 inches of bunk space. If they are in free stalls, be sure there is a stall for every cow.
The space you need for calves and heifers increases with age. The following chart applies to bedded packs. If free stalls are used, they should be sized appropriately. Enough bunk space should be available for all animals to eat at once.
Besides having enough resting space and bunk space, ventilation is very important. Natural ventilation can be fine if there are open sidewalls that are not blocked by other buildings. Mechanical ventilation and fans are often needed in many situations. Remember, your goal is to have all animals clean, dry, and comfortable.
As you observe your calves and heifers daily, they should be bright and alert, with shiny haircoats. They should be free of coughing and nasal discharge. Coughing calves are not healthy, and they will likely be hampered by reduced lung function when they become adults.
If you are not able to provide adequate housing for all of your youngstock, consider raising only the number of animals that match your facilities. Send extra ones to a commercial calf raiser, or purchase adult animals as needed. If you choose either of these options, talk with your veterinarian about biosecurity. Bringing animals into your herd has some risk, but it can be managed. | 1,009 | 555 | {
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Year 4: Online learning Summer 1
Your topic for this half term is: Saving Planet Earth
Each day, choose something from the grid to help you gain knowledge about the Saving Planet Earth topic. You should spend at least 30 minutes on this each day. Please note, most of the activities may take you a number of days to complete.
We would love to see your completed work! Please send any completed learning activities to the school office.
Start of the topic journey:
Writing Activities:
Writing Activities:
Topic:
1) Research the planets in the solar system – What makes earth unique from all of them? Why can life thrive on earth and not on other planets?
2) Create an information poster displaying facts about earth
Topic: What is climate change?
What causes climate change?
What can we do to stop climate change?
Art and Design: Explore the work of Michelle Reader. She uses rubbish to create amazing sculptures.
Using your rubbish from home, create a sculpture.
- Create a superhero who protect the environment and saves animals – Write a story about one of his adventures
- Write a poem about plastic pollution
- Write a leaflet about what others can do to slow down climate change
- Write a speech in the role as Greta Thunberg, inspiring people to stop climate change
- Write in role as an animal that is affected by climate change (e.g. a polar bear where the ice caps are melting)
- Write the journey of a plastic bottle that begins life in a shop and ends up in the sea
What are climates? What types of climate do you know?
Click on the link below to watch video about climatic zones around the world:
https://www.bbc.co.uk/bitesize/clips/zr7hyrd
Create a fact file about the world's different climatic zones
Topic:
Click on the link below to watch a video showing deforestation from a satellite:
What is deforestation?
https://www.youtube.com/watch?time_continue=24&v=L9zWDtDKDS8&feature=emb_title
Why is it happening?
Research the reasons about why deforestation is happening – are all the reasons negative? Organise the positive and negative reasons into a table.
Art and Design: Design an eco-friendly car. It could run on solar power so it would have to have solar panels on the roof, or could be wind powered with turbines on it.
Maths -Reasoning Challenge:
Can you work out what each image is worth?
= 15
= ?
= 18
= 25
= ?
Can you create your own puzzles using eco-friendly images? | 1,042 | 540 | {
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Training Plan: Look at That (LAT)
End behavior: The dog will look at the trigger (whatever she is reactive toward) and then look back at the handler.
Step 1: Decide on a sound, word or visual marker that you'll use to indicate to your dog that she's doing something great and a treat will follow. Clickers and a verbal "yes" or "good" are popular markers.
Step 2: To teach your dog that the marker always means a treat is coming, click the clicker or say the word and then give her a treat immediately. Do this repeatedly, until she looks expectantly at you whenever you use the marker.
Step 3: Next, with the dog on leash, stand at a distance from the trigger. You should be far enough away that your dog sees her trigger but isn't reacting. As soon as she looks at the trigger, use your marker. She should turn toward you in anticipation of the treat. When she does, give her the treat. Repeat 10-15 times.
* If she does not turn toward you, either go back to Step 2 or increase the distance between her and the trigger.
Step 4: When she consistently looks at her trigger without reacting, test to see if she'll look back at you in anticipation of the marker and treat after she looks at her trigger. If so, mark and then treat. If not, repeat the previous step.
Step 5: Gradually, one foot at a time, decrease the distance between your dog and the trigger. Continue using your marker and treats if she doesn't react. You may have to shift between Steps 3 and 4 as the distance decreases.
* If your dog starts reacting, simply increase the distance between her and the trigger until she's no longer upset and continue training.
Proofing
Proofing means teaching the dog to generalize the behavior in different contexts.
It's important to practice LAT often with your dog. When you first start, you will want to practice in the same environment, someplace that is low-stress for your dog. If your dog is reactive toward other dogs, make sure that you are practicing with a calm, non-reactive dog as the trigger.
Once your dog is consistently doing LAT successfully with the other dog, practice with dogs who are progressively more reactive. Here's the continuum of behavior from non-reactive to reactive:
* Calm, ignoring your dog
* Calm, occasionally looking at your dog
* Calm, looking at your dog
* Calm, staring at your dog
* Pulling toward your dog
* Barking at your dog
* Lunging at your dog
You'll also want to proof the behavior:
* With different people handling the dog
* With different levels of distraction
* In different places
* With different triggers (e.g., cars, trucks, men, women)
Notes
Here are some troubleshooting tips:
* As mentioned above, when you start training LAT, you'll want to position your dog far enough away from the trigger so that she sees the trigger but doesn't react to it. This is called being under threshold and it may take a little experimenting to find that place. So, start farther away than you think necessary and gradually move closer to the trigger.
* If your dog is extremely reactive and you can't find a distance from which she won't react, ask your trainer about teaching the cue "look" indoors first.
* If a trigger comes upon you unexpectedly while you're training, and your dog starts to bark or lunge, say "let's go" and do a U-turn, moving away from the trigger until she's no longer upset. Once she's at a distance where she's not reacting, start doing LAT again or ask for behaviors she already knows until you have regained her attention.
If you get stuck on any step, stop and take a break. When you try again, go back to the previous step in the plan. If necessary, create intermediate steps with intensity and duration that your dog is comfortable with. Don't rush: Take it at the dog's speed. Keep in mind that it can take a long time to change deep-seated fears, so be patient. | 1,380 | 858 | {
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2019 SCHOOL ENTERTAINMENT PROGRAM MECC LINKS TO THE CLASSROOM
Monkey Baa Theatre Company - Possum Magic
Based on the book by Mem Fox and Julie Vivas
For more than 30 years, Mem Fox's Possum Magic has captivated and enchanted young people all over Australia. Grandma Poss loves making magic. She makes wombats blue and kookaburras pink. She makes dingoes smile and emus shrink. But one day, when danger arrives in the form of a snake, Grandma uses her most magical spell to make Hush invisible. Hush has many wonderful adventures. But being invisible isn't all it's cracked up to be, and Hush longs to see herself again.
One problem. Grandma Poss can't find the spell to make Hush visible again. And then she remembers...this particular magic requires something more, something special, something to do with food…people food.
Possum Magic takes us on a whimsical journey to cities around Australia to find the food that makes Hush visible again.
Joined by an extraordinary creative team, Monkey Baa brings to life the characters, journey and love that has made Possum Magic the most-loved and best-selling Australian picture book of all time.
SHOW DETAILS
Adapted for the stage by Eva Di Cesare and Sandra Eldridge Directed by Sandra Eldridge
> Term 3, week 3
> Monday, 29 July - 6pm
> Tuesday, 30 July - 10am & 12pm
> 50 minutes, no interval
> Ages 3 - 8
> Warnings: Pyrotechnics
PRIces
> Admission $15
> Family Pass $55
SUBJECT LINKS
English:
> Recognise that texts are made up of words and groups or words that make meaning.
> Understand that language can be used to explore ways of expressing needs, likes and dislikes
> Recognise that texts can lead to different interpretations and responses.
The Arts:
> Explore dramatic action, empathy and space improvisations, play building and scripted drama to develop characters and situations.
> Explore children's book illustrator Julie Vivas.
Geography:
> Compare characteristics of places within Australia.
> The representation of Australia as states and territories, and Australia's major natural and human features.
Science:
> Sustainability
Cont. Possum MAGIC
EXTRA LEARNING OPPORTUNITES
Teaching Artist Workshops
What are they?
In school workshops that use drama based activites to explore the plot and themes of Possum Magic. The workshop connects students to the production before they see it, building excitement, understanding and ownership of the production.
What is the content?
Workshops will involve movement and physicalisation to explore the animals in the book. Explores tone and comedy, picture books and visual literacy and other drama activities linking to the story.
When and how?
Friday, 7 June & Monday, 10 June. Max. 30 participants per workshop, at your school. Workshops are limited!
"Thank you so much, please come again. We would love to access these workshops for all our kids and staff" Cessnock teacher
Useful Links
> www.monkeybaa.com.au/show_category/whats-on/
contact
For bookings or enquiries please contact: MECC Engagement Team: email@example.com Phone: 4961 9777
Text copyright © Mem Fox 1983 Illustrations copyright © Julie Vivas 1983
This show was bRought to you by: | 1,478 | 731 | {
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Insulation
In past years one of the most cost effective means of reducing heating bills, increasing the energy efficiency in buildings was to increase the level of insulation within the outside walls of the building. But what is insulation?
Insulation is a material that restricts or slows down the transfer of heat energy.
In a building two processes are involved when we consider heat energy transfer, conduction & convection. Radiation at this point is not considered as the heat radiation from a body turns to conduction when it reaches another body.
Metals are good conductors of heat so are not considered for insulation. Cork bark was used in the past as a flooring insulator as it was strong enough to withstand the weight placed upon it, but Cork was heavy because of this strength.
The best insulator as used for a long time & is still in use is air, but has the disadvantage of forming convection currents, & needs to be contained.
Dry air being better than damp or humid air for insulation.
Air that is kept still & prevented from forming convection currents is even better!
Tip: Keep the cavity walls (brick or block) dry to increase the insulation performance.
Insulation materials have developed over the years with improvements to the restriction of energy flow making the older types of insulation outdated.
Convection Current
Conduction
Heat
Heat
Air
Air
Sketch: Showing insulation material & air convection currents with conduction paths
Today's modern insulation material is made up of very tiny bubbles of gas surrounded by extremely thin walls of plastic that restrict the conduction of heat energy. These materials are reasonably strong yet lightweight so are easy to use. They are currently the best economical way to restrict heat energy in today's world.
An insulation material that has also been around for a long time & is still in use is fibreglass as well as mineral wool & other natural fibrous materials.
These fibrous materials have been used to insulate buildings for many years with changes to the structure of the material to improve the rigidity of the insulation.
The plastics used are generally easier to use while not causing irritation to the workers skin while working with the materials. However they are more expensive to buy than fibrous materials.
Fibrous materials have an advantage over plastics as they can be compacted during transport, unwrapped as installed fairly easily, especially when insulating an attic loft.
However, an insulation layer is only as effective as it is sealed. If the insulation is continuously exposed to air movement, this will lead to a significant reduction in performance.
For example, if one were to wear a woolly jumper on a cold windy day it will not insulate effectively, but if one were to wear a light windshield over the jumper, then it actually insulates effectively. Insulation in our homes is very similar.
Sketches showing air travel through different insulation materials
Fibre Strand Insulation
Air
IN
Air
OUT
Polystyrene Insulation
Air
IN
Air
OUT
Air
IN
Air
OUT
Urathane Foam Insulation
Fibre Strand Insulation
Air
Barrier
Air
IN
Polystyrene Insulation
Air
IN
Air
Barrier
Air
IN
Urathane Foam Insulation
Air
Barrier
Fibre Strand Insulation
Air
IN
Air
OUT
Interstitial
Condensation
Polystyrene Insulation
Air
IN
Air
OUT
Interstitial
Condensation
Moist
Air
Air
OUT
Urathane Foam Insulation
Interstitial
Condensation
Currently adding more insulation to your property may not be the most economical way to improve the energy performance of your building, while adding insulation to walls & floors is sometimes not physically possible, adding insulation to the ceiling in the attic is fairly easy. However to improve the insulation performance of the current insulation is simple, find & seal the air leaks that are robbing heat energy from around the insulation.
The more air leaks the building has the more energy used to maintain the temperature, the more it costs!
To improve the energy performance of the current levels of insulation you need to stop or slow down any air movement that may be affecting your property.
By finding & stopping draughts (uncontrolled air movement) in your property you will improve your energy performance and notice a reduction in your heating bills.
When using any insulation material it must be fitted correctly, with no gaps around the edges and if building layers to increase thickness always stager the joints, do not allow a direct passage from warm the side to the cold side. Prevent air from being driven over the outside surface of any fibrous insulation. Don't tuck roll fibreglass into vertical gaps between timber frames, it will slip down over time due to building vibrations, leaving a gap at the top with no insulation at all !
Trevor Clark 07.09.2015 | 1,986 | 990 | {
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Brockman Student Showcase
BASKETBALL By: Olivia Romero
One day there was a girl who loved basketball. When she went to school, boys bullied her. The next day when she went to PE, the boys bullied her because she loved basketball. They wouldn't let her play.
Under My Pillow By: Rachel Griffin
The Magic Chalk By: Leah Schmidt
One day I was swinging in the park when my friend said, "let's play with the chalk!" None of us knew it was magic. We drew a giant monster! Then it came to life! It chased us all over the park until we hid in the slide. I drew rain on the slide. Suddenly, it started to rain. The rain washed away the monster. Then we were all safe!
Horses By: Beatrice Jones
Horses can be wild. But a long time ago, horses had three toes!
Under my pillow I found a one hundred dollar bill! I ran downstairs and told my mom and dad. I said, "look! I found a $100 bill and I did not even lose a tooth! I know what I'm going to use it on!" My dad and mom said at the same time, "What?" I said, "Squishees!" I am so excited! My mom said, "Are you sure you want to spend it on that stuff? Couldn't you use your money for a better cause, like a charity?" I said, "That's boring! I am going upstairs to tell my friends." Two hours later I came back downstairs for dinner. I said, "Mom, you are right, I should use the money for a good cause." The rest of the night we looked up charities we could buy food and water for. Then we found the perfect one! St Lawrence Place charity! I felt so good!
MaryBell By Liv Homewood, Shayla Peterson, and Chloe Porter
Marybell is Mrs. Anderson's new class pet. Marybell is a baby domestic bunny. We don't know exactly how old she is, but we do know she is a few weeks old. Here is Marybell's life story. Dr. Wales' (a veterinarian at Four Paws Animal Clinic) neighbor found a stray cat with a bunny in its mouth. She scared off the cat to save the bunny. Marybell got her name from Dr. Wales' neighbor, Mary Bell who saved the bunny's life. Dr. Wales examined the bunny to make sure it was healthy, but the bunny needed a home. Dr. Wales asked if we would keep the bunny and take care of her. So here we are today with a new class pet, Marybell. She is happy, healthy, and getting lots of attention. | 830 | 587 | {
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Supporting Claims with Logical Reasoning ‐ TED EDU and Simulation Experience on Distracted Driving
Grade Level: 8
Competency 1: Comprehend concepts related to health promotion and disease prevention to enhance health.
Objective: Educate and persuade themselves and others that the distracted mind is unable to drive optimally.
Content Strand: PH and CH
Common Core:
CCSS.ELA‐Literacy.RI.8.7Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
CCSS.ELA‐Literacy.RI.8.8Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
CCSS.ELA‐Literacy.RST.6‐8.9Compare and contrast the information gained from experiments, simulations, videos, or multimedia sources with that gained from reading a text on the same topic.
CCSS.ELA‐Literacy.WHST.6‐8.1.bSupport claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
Prerequisites: Students should be familiar with how to use search tools on the internet. Students should be shown how to navigate around the lesson found onTED‐Ed. Teacher will want to be familiar with how to create a Blabberize onhttp://blabberize.com/
Materials: Computers with internet access
Smart‐board and/or projector
Microphone or audio capability to record voice
Description:
1. The teacher will have students access the lesson on the "Distracted Mind" on TED‐Ed http://ed.ted.com/on/Lj5N4g31#digdeeper
The Teacher will have students watch the video and complete the Think and Dig Deeper sections. The teacher may have students create an account, or may create an account and log in for them. (Complete it together as a class on a smart‐board.)
2. Teacher will have them complete the simulation of distracted driving from the New York Times: Gauging Your Distractionshttp://www.nytimes.com/interactive/2009/07/19/technology/20090719‐ driving‐game.html?_r=0
3. Using the data the student collects from the TED‐Ed and the simulation game, they will write a claim, supporting it with logical reasoning and data to demonstrate their understanding of distracted driving within our society.
4. The student will then take their written information and turn it into a first‐person argument to support their claim. It will need to be read aloud, recorded, and uploaded on tohttp://blabberize.com/
Resources:
New York Times: Gauging Your Distractions http://www.nytimes.com/interactive/2009/07/19/technology/20090719‐driving‐game.html?_r=0
Blabberize – Make a Photo Talk http://blabberize.com/ | 1,677 | 1,006 | {
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Mind
Dad's Role in Play
Play is one of the best ways that you, as a dad, can bond with your child.
Different Roles for Dads During Play
Risky Play
Dads tend to play with a style that is unique and different from how moms may play. Dads are more likely to make their play active and use their bodies as part of play. And this is okay! This more physical style of play is important to the development of children.
The Importance of Play
Playing is how your child learns and experiences their surroundings. You can provide lots of opportunities for your child to play with or without you. Participating in your child's play can make fun and positive memories for the both of you. Playing is a fun way to understand and bond with your child.
When your child is playing on their own you can watch, cheer on, or play side-by-side without being directly involved. You both can be the entertainer or teacher in different circumstances. Take turns leading the play—where you each follow the other's lead.
Rough and Tumble Play
Children often enjoy rough and tumble play. It is important however to recognize when your child is finished playing. For example, when your baby is feeling overwhelmed they may turn away or stop laughing. Your older child may lose interest and need breaks or to play something different. It is also okay for you to say when you are done. This way no one gets hurt.
Dads are more likely to allow their children to take risks. Most children enjoy testing their limits and try playing in a way that might seem unsafe. As the adult, you need to be aware of the risks and be ready to step in when play becomes dangerous. It is important to not step in too early as risky play gives your child the opportunity to test their abilities, problem-solve and take risks that help develop confidence, independence and resilience.
YOU are your child's favourite toy.
For more information about Nobody's Perfect, or to download this document, please search "Nobody's Perfect Tipsheets" on Canada.ca.
Fun & Easy Activities
Active Play includes: tickling, wrestling, spinning, swinging, kicking a ball, chasing, tumbling and rolling—activities that are usually high energy. The key thing is that everyone is having fun.
0–6 months
3–4 years
Action song: Sit on the floor with your baby lying on your legs, facing you. Sing action songs, like The Wheels on the Bus, The Itsy-Bitsy Spider, or Head, Shoulder, Knees, and Toes. Do the actions gently with your baby as you sing.
6–12 months
Climb a Mountain: Make a pile of pillows and other soft things your baby can crawl over. Stay close to help and keep your baby safe.
1–2 years
Humpty Dumpty. Sit your child on your knees facing you. Bounce your child up and down while saying the Humpty Dumpty rhyme. On the word "fall", open your legs and lower your child gently to the floor and say "boom" when they reach the floor.
2–3 years
Over and Under: Lie on the floor while your child walks over you. Form a bridge using your hands and feet while your child crawls under you. Sit on the floor with your legs apart while your child jumps over them.
Box Car Run: Give your child a large cardboard box or laundry basket to push around the room. Suggest a doll or stuffed animal your child can put in the "car". Encourage your child to get into the box as well and you can push them around the room.
Living Room Basketball: Sit about one metre away from your child. Hold out a large plastic laundry basket. Let your child try throwing a large, soft ball into the basket. Give your child different objects to throw (sock, paper bag full of crumpled newspaper, etc.)
5–6 years
Parachute Fun: Find a large sheet. Have your child hold one end. Raise it high, make waves, or have it fall over both of you. Add cotton balls, bean bags, or a stuffed toy and watch it bounce and jump around.
Activities adapted from: www.beststart.org/resources/hlthy_ chld_dev/BSRC_Daddy_and_Me_EN.pdf
The Public Health Agency of Canada gratefully acknowledges the collaboration and expertise of Dad Central Canada (www.dadcentral.ca) and their national network in the development of the Nobody's Perfect tipsheets for dads.
© Her Majesty the Queen in Right of Canada, as represented by the Minister of Health, 2019 | Cat: HP15-47/7-2019E-PDF | ISBN: 978-0-660-28575-7 | Pub: 180333 | 1,701 | 1,000 | {
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Exercise 5: Musique Concrete
EDPX 2400 Time
Professor Mehran
Fall 2015
Musique concrète (French; literally, "concrete music"), is a form of electroacoustic music that utilizes acousmatic sound* as a compositional resource. - Wikipedia
(*Acousmatic sound is sound one hears without seeing an originating cause.)
This exercise extends the practice of sound production by introducing level metering, microphone placement, audio abstraction, audio editing, and sonic collage composition. It is broken into two parts:
1. Collection of sonic source materials using the Zoom field audio recorders (do NOT use an iPhone, camera, etc., you must use the field audio recorders specified).
2. Manipulation and editing of the Musique Concrete composition.
Using the open source sound editing application Audacity, create a 2-minute audio composition using only your original recorded sounds. Your composition MUST use only your own recorded materials and Audacity.
In preparation for the assignment, you will need to read two essays, which you will find linked at the bottom of this page. Try to think about your sound in the ways proposed by Schaeffer in his essay Acousmatic Listening and Lopez in his essay Environmental Sound Matter. You are not trying to re-present the particular event or environment you recorded the audio in, but rather to use that recording as a raw material that you will sculpt using audio processing and editing techniques.
This assignment is meant to emulate the ways that early tape musicians/composers worked with audiotape. To keep in that spirit, your project should not use multi-tracking (no layering/stacking), only the left and right channels of one stereo file. In addition, the Effects should not be used. No individual sound clip should exceed ten seconds in length and no audio segment used should be longer than 5 seconds. Do not use understandable spoken words/conversation.
Techniques to explore:
- removing the beginning/middle/end of sounds
- reversing sounds
- slowing down or speeding up sounds
Refer to syllabus for subject matters that will not be accepted for projects in this class.
In addition, DO NOT use: song/tune/melody (in any shape or form), and avoid recognizable sounds.
Prepare to present your work to the class in a 5-minute presentation.
Save your completed audio file (named: yourlastname_concrete.wav). Create a folder (yourlastname_concrete) with:
1) High quality file of your completed audio walk, 2 min. (AIFF or WAV, 48k, 16bit or higher)
2) Statement of Creative Work (what was the intention of your chosen sounds and manipulation techniques)
3) The spreadsheet of sounds you recorded with a brief description of the microphone placement for each sound, and a list of all sounds used in the final sound file.
Essays:
Francisco Lopez, Environmental Sound Matter Pierre Schaeffer, Acousmatic Listening
(http://www.franciscolopez.net/env.html)
(http://www.browsebriankane.com/My_Homepage_Files/documents/L'objet_sonore_maintenant.pdf
For a greater historical context: http://en.wikipedia.org/wiki/Musique_concre%CC%80te
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Play tells story of 19th-century Prescott suffragists
Arizona Gov. George Hunt (Parker Anderson) and Pauline Schindler O'Neil (Kathy Derry) argue over women's suffrage during a rehearsal for the Blue Rose Theater production "We Will Vote," which opens June 22 at Sharlot Hall Museum.
6/19/2012 10:03:00 PM
The grit of three Arizona women pioneers at the forefront of the suffragist movement a century ago is the heart of "We Will Vote," a play opening Friday at Sharlot Hall Museum's Blue Rose Theater.
The play's heroines, Pauline O'Neill (Kathy Derry), Frances Munds (Kathleen Davis) and Josephine Hughes (Pattie Conrad), retell the story of women's long quest to win the right to vote that began long before Arizona's statehood.
O'Neill came to the Arizona Territory in the mid-1880s with her parents when her father, a purchasing agent for the U.S. Army, was transferred from San Francisco to Ft. Whipple. She married Buckey O'Neill, who died in the Battle of San Juan Hill on July 1, 1898. She came into her own when she was elected the second president of the Arizona Territorial Women's Suffrage Association that same year. Her friend, Munds, also of Prescott and a member of a pioneer ranching family, was elected the association's secretary. Soon enough, Hughes, a Tucsonan of prominence, joined their struggle, which had to surmount years of hurdles before women won the right to walk into voting booths and mark their ballots.
The setting for "We Will Vote" is Watson Lake, where the suffragists celebrate victory at a picnic. Even though the men of the Territory may have sympathized with the suffrage movement, they were afraid that Arizona would not achieve statehood if the state's Constitution gave women voting rights. Not willing to give up, the women collected more than 3,000 signatures on a petition to put the question on the ballot in the state's first General Election ballot in November of 1912. It passed by a wide margin, long before women across the United States gained the right to vote with the U.S. Constitution's 19th Amendment in 1920.
Gov. George Hunt (Parker Anderson), the state's first governor, is a guest at the picnic, and must confront the women as the play's chief antagonist. "He cared more about statehood for Arizona than he did for women's suffrage," playwright Jody Drake said. "At the Constitutional Convention, he did not support the suffrage bill. After he was elected governor and Arizona became a state, then he supported women's suffrage."
"We Will Vote" is another drama celebrating Arizona pioneer women who have rose bushes named for them in the museum's Territorial Women's Memorial Rose Garden.
One role in the play, famous pioneer journalist Nellie Bly (Jenel Taylor) adds her own dimension. "We needed someone to get the stories about the ladies out," director Randi Wise said, so they chose Bly, who was noted for exposing brutality and neglect in a mental institution in the late 1800s.
The play's storyline is "a good thing to do in Arizona's centennial year," Wise said, adding the actors in "We Will Vote" are "spot-on" in their portrayals. For each play in the "Ladies of the Garden" series, Drake and Wise research details they need to write a play, but the actors study their ladies well beyond that to get inside the characters they play.
"They are not just taking a character and bringing it to life on stage," Wise said. "They are taking real people and try to present them as that person."
The curtain goes up at 7:30 p.m. Friday, with additional performances on Saturday at 2 and 7:30 p.m., 6:30 p.m. on June 28, 7:30 p.m. June 29, at 2 and 7:30 p.m. on June 30. Tickets are $10 ($8 for museum members) in advance and $14 at the door. For more information, call 445-3122 or visit sharlot.org. The museum is located at 415 W. Gurley St.
"We Will Vote" should reverse voter apathy, Wise said. "They (suffragists) really went through the wars to get us that right," Wise said. "And thank God they did."
Features
* Put the 'active' back in activity and save your kids from couch potato syndrome
* Column: Odd traditions forge a memorable legacy
* Days Past: The saga of "Powder River" Jack and Kitty Lee
* THE GOOD PATIENT: Instrumental activities of daily living (IADLs) challenge elderly
* Melatonin is effective remedy for children's insomnia
* Let's get senior issues out of the closet
* Column: Healthy plants despite heat and monsoon
The Prescott Daily Courier Home
< Full site
Copyright © 2012 The Daily Courier / www.dCourier.com
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Hearing Impairments Activities
The two main goals for the people with hearing impairments are to preserve any residual hearing and to learn to communicate with people in the hearing world. To preserve the residual hearing, one of the easiest activities is to feel the vibrations of a piano. They can put their feet against the back soundboard of the piano or they can use their hands or even place their ears and the side of their face on the back soundboard of the piano. It is easiest to feel the low tones. Music is especially helpful as an assessment tool for people with hearing impairments because of its wide range of frequency. We can check to see what frequencies they can hear and if they have a high-frequency (pitch) or low-frequency (pitch) hearing loss.
Other helpful activities using the vibration of sound to use with students:
* Having person feel the vibrations of an omni-chord as it is played on own lap at a loud volume.
* Having person play wind instruments which produce vibrations that can be felt within the head chamber.
* Striking a triangle against the bone behind the ear carries vibrations directly into the bone and allows person to feel the vibration.
* Placing hands against a tuba while it is being played provides stimulation.
While the textbooks will tell you to present instruments through the speaker of a microphone if you are a wearing a microphone-telephone system, do experiment with presenting the instruments to the students within close proximity to their ears. We have found that they are able to respond to the vibrations of more expensive high quality cymbals and even finger cymbals when these instruments are held just an inch or two away from their ears after being struck. Also experiment with using a microphone to amplify an instrument such as an omni-chord and then using a second amplification system. You will need to watch out for feedback when you double amplify.
How to teach rhythm
* Because the students cannot hear groupings of notes that involve long and short presentations of notes, they need a way to feel the difference between a long note and a short note. You may simply have them bounce their hands or arms to the rhythm in the air to designate the length of a note (one bounce per quarter note).
* The ideal way to teach rhythm is to have them imitate you stepping out the rhythm on the floor using high steps. They can see your feet move and match their feet to the rhythm you present. This activity is ideal because they can feel the rhythm throughout their entire bodies as they perform it from the bottoms of their feet.
* Another way for them to learn about rhythm is to watch you move your hand to depict rhythm on a flat surface such as a tabletop or desktop.
* To illustrate the concept that we hear because we feel, remove your ring or use a penny. Drop the ring or penny on a drumhead and let the students watch it bounce. This demonstrates the tactile component that results in the auditory process we call hearing.
Communication with the hearing world
Sign language may be taught through songs. Orchestrating sign language to song lyrics is a great way to develop communication skills in sign language. Dance may be combined with interpretive sign to depict song lyrics. Incorporation of large flowing scarves when dancing may help increase the perception of rhythm and awareness of the flow of your music for people who cannot hear it. Use Evelyn Glennie as a resource to inspire people who lack hearing to pursue musical involvement. Here is a helpful website:
http://www.evelyn.co.uk/
Claus Bang
Claus Bang has done incredible work with people with severe hearing losses.
Three major contributions to the field of therapeutic uses of music:
1. Bang built a pipe organ into a suspended wooden floor to enable people with hearing loss to physically feel the vibrations of sound.
2. Bang taught people who were profoundly deaf to match pitches of opera singers and even to approximate diction.
3. Bang used large Orff Tone bars to teach people with hearing loss to match pitches by imitating the feeling of the tone bar being struck against the chest.
Suspended Wooden Floors
Suspended wooden floors carry vibrations when the speakers are placed face down against the surface of the floor. Students who have a hearing loss can feel the vibrations from the sound. Placing a bass drum on the wooden floor also emits strong vibrations which can be felt by people with hearing loss.
Guitar
Placing the side of a guitar against the throat and neck of a person with hearing loss while strumming the guitar allows the person to feel the vibrations directly. You may also sing loudly on "ah" sounds with your throat touching the opposite side of the guitar while simultaneously strumming a harmonically consonant pitch. To enable the person with a hearing loss to better perceive vibrations and to become aware of the effects of sound, encourage the person to reciprocate by trying to make sounds against the guitar vocally.
Sound Perception/Auditory and Tactile Components
To illustrate the concept of sound production which stems from a tactile stimulus but is manifested in an auditory stimulus, drop a penny onto a large drumhead. The penny will bounce. The drum will produce an auditory sound because it was struck. | 2,013 | 1,066 | {
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Year 1
BIG QUESTIONS
Theme Weeks
Continuous Provision
Science
* Seasonal change –
continuous links made through the changing
seasons
Computing
RE
PSHE
(RSE/Drugs/Managing
Risk)
History
Geography
Music
Musical Elements taught throughout
Art
DT
PE
| Autumn 1 ~ 6 weeks 3 days Take One Picture Down in the Jungle | Autumn 2 ~ 7 weeks 2 days Sensational Senses | Spring 1 ~ 6 weeks 3 days The Toy Story | Spring 2 ~ 4 weeks Spring into Easter | Summer 1 ~ Under the Sea |
|---|---|---|---|---|
| Would you rather be a massive mouse or a tiny tiger? | What if everybody was the same? | Toys for learning or fun? | How and Why do we celebrate Easter? | What makes a fish a fish? |
| Take one picture Henri Rousseau x2 RE - Christening x1 | Anti -bullying Week Tree walk Christmas | RE and Art Theme week – The Wise Man and the Foolish Man | | |
| Animals - Biology | Ourselves – senses and body parts | Everyday Materials - Chemistry | Plants Growing Beanstalks (links to English) | Sea Creatures |
| E-Book We are painters | Talking book We are storytelling (linked to body percussion) | We are treasure hunters Programmable toys | We are chefs How to make Easter nests | We are collectors Sea creature images |
| Believing Christianity Judaism Who is a Christian/Jew and what do they believe? Haven Centre visit | | Expressing What do stories of Jesus tell us about how to live? | Expressing How and why do we celebrate special times? | |
| New beginnings and belonging | Family and Friends Anti-bullying | Working together | Managing risks | Personal safety |
| | | Old and new toys Sudbury trip | | |
| Hot Jungles - vegetation Animals that live in hot places around the world (7 Continents) | Autumn/Winter – UK and daily weather patterns~ what is the weather like where we live? Animals that live in cold places around the world ( 5 oceans) North Pole – link to Christmas | | | Australia contrasting non- European country Human and physical features |
| Down in the jungle, Walking through the jungle | Senses and body parts songs Creating and combining sounds | The wise man built his house upon the rocks (theme week) Toy songs | Easter songs | Baby shark, hole in the bottom of the ocean Tuned and unturned instruments |
| Take one picture theme week x2 Mixed media (collage and paint) | Observational drawing of trees (link to tree walk) winter tree paintings | Sculptures (theme week) Friedensreich Hundertwasser | | Weaving – craft makers artist Aboriginal printing -Australian artist Clifford Possum Tjapaltjarri |
| Pop up tigers (4 weeks) | Healthy Dips | | Moving Easter Pictures (cards) | |
| Tiger Dance Games – Striking and Fielding | Gym – floor work x 4 weeks Christmas dances | Gym – floor work Games - dodgeball | Gym – apparatus Athletics | Games – net and wall (tennis) Dance – Sea creatures |
Derby project – where do we live | 1,479 | 700 | {
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Understanding of the World
We will learn about:
* Different insects and their lifecycles
* Different environments such as farms, cities and the countryside
* Similarities and differences in our environment
* Farms and farm animals
* Changes that take place in Summer
* We will also take part in ForestSchool type activities to develop our knowledge about our outdoor environment
* Where we live
* How to use ICT to support our learning by using Bee-Bots, digital cameras and ipads
OUR BIG QUESTIONS ARE :
* Are minibeasts good or bad?
* What happens on a farm?
* What do we know where we live?
Personal /Social/ Emotional Development
We will learn :
* How to stay safe in a range of situations
* How to work as part of a team to solve problems
* How to look after different environments
* How to care for other living things and respect the feelings of others
* How to name all the parts of our bodies and to recognize similarities and differences between girls and boys
Mathematics
We will learn:
* The days of the week and seasons
* How to observe and compare different patterns and how to create and continue repeating patterns
* How to name all coins and know their value
* How to add and subtract using objects
* How to count in 2s, 5s and 10s
* How to apply our mathematical knowledge in a range of problemsolving challenges
* How to recognize and name 2D and 3D shapes
* How to compare objects by weight, length and capacity
Summer Term 2017 Foundation Stage 2 Synopsis MINIBEASTS FARM TRIP AND FARM ANIMALS DERBY PROJECT GROWING AND PLANTS DINOSAURS
Physical Development
We will:
o Continue to use the outdoor area to learn about all aspects of the curriculum and to challenge ourselves physically
o Learn how to form letters correctly
o Learn in P.E. how to throw, catch and skip in outdoor games activities
Communication Language and Literacy
We will learn :
* How to use our knowledge of letters and sounds to blend sounds for reading and segment sounds for writing
* How to write simple sentences and leave clear finger spaces between words. We will learn how to use capital letters and full stops.
* How to use language to retell stories and describe the main events and characters in stories
* How to use non-fiction texts to develop our reading for information skills
Creative Development
We will :
* Have opportunities to use a range of media including paint, collage materials and clay to make our own artwork
* Have opportunities to use scissors to develop cutting skills
* Listen to a range of music and learn how to use instruments to accompany singing and create simple musical compositions
* Record our music and listen to it
* Develop our own artistic ideas through model-making | 1,228 | 585 | {
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1.5
Requirements for life
No organism can live without the lithosphere, hydrosphere or atmosphere.
We will now look at how plants and animals need each of these spheres to survive.
Lithosphere
Plants need the lithosphere
Plants grow in the soil and need the soil for the following reasons:
* Plants need mineral salts from the soil to stay healthy and be able to produce chloroplasts in order to photosynthesise.
* Plants are anchored in the soil by their roots so they can remain steady.
* Plants absorb water through their roots in the soil.
* Seeds germinate in the soil so plants can reproduce.
Animals need the lithosphere
Animals need soil for the following reasons:
* All herbivores are dependent on plants that grow in the soil for their food.
* Animals all need mineral salts that come out of the soil to be healthy. Examples of these minerals: iron, magnesium, sodium, phosphorus and sulfur. Animals get these minerals through their food, or it is found in their drinking water.
* Many animals are dependent on soil for a habitat (home) in which they live. Examples of such animals are meerkats, rabbits, earthworms and moles.
Hydrosphere
Plants need the hydrosphere
Plants need water for the following reasons:
* Water is required for the process of photosynthesis.
* Water serves as medium of transport and is solvent in plants.
* Water supplies stability and structure to plants.
* Water is required for a variety of chemical reactions that take place in plants.
* Many plants live in or under the water.
* Many plants need water to spread their pollen or seeds so they can reproduce.
Animals need the hydrosphere
Animals need water for the following reasons:
* Water serves as a solvent in animals' bodies.
* Nutrients and gases required for life dissolve in the water in animal bodies so it can be transported through the body.
* Water is necessary for many chemical reactions that take place in animal bodies.
* Water is a habitat in which many animals live.
* Animals, like frogs and fish, need water to reproduce.
Hydrosphere
Plants need the hydrosphere
Animals need the hydrosphere
* Humans use water as a cleaning agent and for recreation.
* Water also makes up a part of some animals' hydrostatic skeletons, like earthworms and jelly fish, and therefore gives stability to these animals' bodies.
Atmosphere
Plants need the atmosphere
Plants need air for the following reasons:
* Plants absorb oxygen from the air when they respire (release energy).
* Plants absorb carbon dioxide (CO 2 ) from the air when they photosynthesise.
* Plants need the air so their pollen and seeds can be distributed for reproduction.
The seeds of the dandelion are spread by the wind.
Animals need the atmosphere
Animals need air for the following reasons:
* All animals are dependent on the oxygen they breathe so they can respire and produce energy.
* Birds and insects fly through the air to get from one place to another.
* Humans use the air for aeroplanes, hot air balloons, kites, etc.
oxygen
carbon dioxide
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MASSACHUSETTS CLEAN TECHNOLOGY AWARDS
A Program from The Foresight Project Inc; www.theforesightproject.org
Region I: Western Massachusetts
Alex Tierney: Taconic High School, Pittsfield
Climate Science: “ Strategic on- site (SOS) Tornado Alarm”
About Me:
I hope to study meteorology and become a severe weather expert. I was terrified of Tornadoes when I was a little kid, but now I dream of chasing them. When I'm not watching the Weather Channel you can usually find me bowling; I have won many trophies for my performance on the lanes. I bowl for Taconic High Varsity as well as in a Saturday morning league. One year I was on the city, the county, and the State championship teams as well as being bowler of the year runner up. That was a pretty good season!
I am very proud of this, particularly since I had stroke when I was born, and doctors weren't sure if I would ever walk, talk or be in a regular classroom. Doctors have been telling me the things I shouldn't do all of my life, but I guess I don't give up that easily. I have limited use of my left hand, but am still interested in sports; I have played four sports including one-handed baseball. I have worked hard in school, and recently became a member of the High School Honors Society.
My Project:
For my Science Project I explored the possibility of developing an affordable, early warning, on-site Tornado alarm system. I wanted to see if the gust front winds could be used to trigger an early warning alarm to give people precious extra time to find shelter. Doplar radar has greatly increased the chance of survival in a tornado, but hundreds of people still die every year from these storms.
My initial design, based on a wind-belt generator invented by Shawn Frayne was ineffective because the belt vibration did not increase with wind speed. I decided to try to 'capture' the wind with a kite to trigger the alarm. This proved more effective.
2010
MASSACHUSETTS CLEAN TECHNOLOGY AWARDS
A Program from The Foresight Project Inc; www.theforesightproject.org
I attached a full sized kite to a frame; testing proved that it would consistently trigger at wind speeds of 31 mph. I was really excited to see it work for the first time.
I found that 41mph was the optimal wind speed to trigger the Tornado Alarm. I established the size of the kite as an independent variable and testing various smaller sizes proved that 7.5"x 10.5" was the size to trigger the alarm at the desired wind speed on a consistent and reliable basis.
I developed a third prototype that utilized two smaller kites, stretched in a perpendicular frame in order to trigger the alarm if a tornado approached from any direction, which also proved effective.
In general I found that my SOS Tornado Alarm proved to be a reliable, affordable (approximately $33) solution to the design issues of size, direction and alarm consistency. The SOS Tornado Alarm captures the wind to support my hypothesis that using gust front wind to warn of an approaching tornado truly can work.
I am currently working on a fourth generation prototype; a vertical axis wind turbine that will be self-sustainable by generating electricity to trigger the Tornado alarm. | 1,361 | 705 | {
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Solid
Liquid
Gas
1. Condensation
2. Freezing
•
Particles only
vibrate.
•
Extremely small
spaces between
the particles.
• Very strong forces between the particles
•
Diffusion does
not occur.
• Cannot be compressed.
•
Retains its shape.
• Particles in a crystal lattice
• Has a specific melting point under standard circumstances.
•
Particles move randomly
but in restricted fashion.
•
Smaller spaces between
the particles than in
gases
• Forces between the particles are weaker than in solids.
•
Diffusion occurs.
•
There are collisions
between the particles.
•
Fills the base of the
container.
•
Takes on the shape of
the container.
•
Liquids exert pressure in
all directions.
• Has a specific boiling and freezing point in standard conditions.
• Particles move randomly and quickly.
• Huge open spaces between the particles
•
Weak or negligible
forces between
particles
• Diffusion occurs and it is faster than in liquids.
• More intense collisions occur between particles than in liquids.
• Is compressible.
• Gas exerts pressure in all directions.
Freezing point
The temperature at which a liquid completely becomes a solid.
Melting point
The temperature at which a solid completely becomes a liquid.
Boiling point
The temperature at which the vapour pressure of the substance is equal to the surrounding atmospheric pressure.
State change means
• State (phase) of substance changes.
• Chemical composition remains the same.
4. Evaporation
3. Melting
Just before condensation
• Particles move slower.
•
Not far apart
•
Collisions are less severe.
State change occurs
•
Spaces between the
particles decrease.
•
Forces between particles
strengthen.
• Arrangement of particles is more orderly.
Just before evaporation
• Particles move very quickly.
•
Particles very far apart
• Severe collisions due to high speeds
State change occurs
•
Spaces between the
particles are huge.
•
Forces between the
particles are extremely
weak.
•
Arrangement is disorderly.
Just before condensation
• Particles more very slowly.
• Particles very close together
•
Only vibrate
State change occurs
•
Very small spaces
between the particles
• Forces between the particles are extremely strong.
• Orderly arrangement
Just before melting
•
Particles vibrate quickly.
• Particles are further apart.
State change occurs
•
Spaces between particles
increase.
•
Forces between particles
weaken.
•
Arrangement less orderly
STATE OF MATTER AND THE KINETIC MOLECULAR THEORY | 1,188 | 567 | {
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Before My Eyes | A Poem of Hopes and Dreams for Your Future
By: Ms. Jasztal
Before my eyes, I see a generation of Curious innovators, gentle affirmers, and knowledgeable scholars Who one day will impact this world in profound ways, Exceeding everyone's expectations, Blazing trails as leaders, inspiring people to not be followers.
While you are still young, your future May not be something you can envision clearly as of yet However, you can dream about succeeding in your field of choice, Changing the world one decision at a time, Starting with some sage advice to maintain a phenomenal mindset:
When people need someone, hopefully you'll be that person. Sometimes, people really need words of kindness to move onward, So hopefully you will be cognizant of when they are most needed.
Remember that you will make mistakes… we all have. But hopefully you will resolve to embrace your failures, Using every lesson as "fuel" to launch you down the path of success.
Understand your education will make you knowledgeable and wise, Learn about the individuals in history whose decisions impact the way we live today,
Open your mind to discussions about theories and debates.
There will be individuals who will come along and tell you that you cannot achieve something.
They may berate, judge, and label you without a second thought.
not
But you need to prove that you are the author of your story, them.
Don't change just because people don't accept some aspect of you.
Yet in the same respect, upgrade yourself to the best version you can possibly become,
With a genuine smile and wit, unparalleled charm and astounding talent.
Don't talk behind peoples' backs, because you wouldn't like it if they talked behind yours.
If you are critical, you may be viewed critically as well.
Focus on positive aspects about every person you meet and you will very much be admired.
Work beyond measure, even when it is not your favorite subject, Respect the efforts of every teacher and understand each has a philosophy to drive you to succeed,
Your optimism and open-mindedness will get you very, very far.
This world is vast, so embrace creativity and individuality, Setting aside times for you to envision the possibilities and innovate, Thinking without boundaries, not worrying about the status quo, not expecting approval or applause.
Always resolve to follow your hopes and dreams, Give every day your all, striving to be genuine, strong, and wise. Seek your value, persevere relentlessly, and make a profound difference in this world. | 948 | 512 | {
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Learning Multiple Skills through Cooking
Can you think of one single activity you can do with your child that includes experiences in math, science, reading, parent/child bonding, safety precautions, healthy choices, time, communication, creativity, and builds confidence all at the same time? You don't need to be an expert in childcare education to implement this amazing learning experience – you just need a good recipe. Cooking with children is one of the best ways to make these connections across so many discipline areas.
While it is easier to give your child a task outside the kitchen so that you can cook dinner, the advantages of including them outweigh the inconvenience. It may take more time and create more of a mess, but involving your child in the cooking process will create both short and long term benefits. Children who have a hand in helping to prepare a meal are more likely to try healthy foods, and if they're eating healthy foods, they are too busy to eat junk food.
Before beginning, make sure that you talk about why it's important to wash your hands before preparing a recipe. Practice hand washing, as well as washing any produce or utensils. It is also a good idea to discourage sampling and double dipping because it is easy to spread germs.
In order to get the most out of cooking with your child, choose a recipe you have done before so there are no surprises. You don't want to choose something too difficult when cooking with young children. It may be something as simple as fruit salad or a sandwich.
You can cut down on some of the time it takes to cook with your child by being prepared. Gather the tools and ingredients before starting, and encourage your child to measure ingredients over a cookie sheet for a faster and easier clean up.
Adults aren't the only ones who can use knives. While it should be done under close supervision, this is a perfect time to show your young child how to handle a knife the correct way and how to cut safely so that fingers are protected. It may seem early to teach this skill to your child, but it is important for children to understand the responsibility and dangers. You want your child to understand that knives are tools and should be used the proper way.
When cooking with your child, remember to talk about each step, and use the proper terms for things when you talk. The following are some examples of questions you can ask your child in different situations to encourage critical thinking:
* If you're making a batch of cookies, ask if they think you should include salt in the recipe. "Do you think adding salt will change the taste of the cookie?"
* The recipe calls for 3 cups of water. We have put in 2 cups. "How many more cups do we need?"
* The recipe says it needs to cook for half an hour. "How many minutes in half an hour?"
* "Which of these kitchen tools is a colander?" "Do you know which of these is a spatula?"
Check out the following WebMD article that talks about the benefits of cooking with your child, and also give you some recipes that you can try at home.
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Nutritional Guidelines: Fueling Competitive Athletes
The Greater Edmonton Racing Canoe Kayak Club suggests that athletes significantly reduce or eliminate junk food and sugar laden treats, especially in the two-week period before Regatta or Championships.
Please visit the Canada Food Guide for serving and food group guidelines: food-guide.canada.ca.
Tips and Suggestions:
Hydration: All liquids count, including soups, milk and juices. Eight glasses (8 oz.) of water per day is commonly advised; however, drink to your thirst and energy. Two glasses (8 oz.) of water consumed two hours prior to training or competition will assist with hydration on the ice. During training or games, small sips are encouraged. Urine should be a pale yellow as opposed to clear (over-hydration) or dark yellow (underhydration).
Fat: A necessary part of a healthy diet, use butter as a spread, and include salad dressings and heart-healthy fats, such as olive oil, nuts, and avocados. Highly-saturated fats, such as in cheese, aren't well- utilized as fuel for sports, so are best used as a complement for flavour instead of as a source of protein or fat.
Treats are a normal part of our daily fare! As an athlete, keep in mind how a 'treat' might work to fuel the body for athletic efforts. Desserts such as apple crisp, yogurt parfait, or (real) frozen yogurt will have more nutritional benefits compared to ice cream or donuts.
Carbohydrates: Fruits and vegetables, and starchy carbs (such as healthier muffins, breads, pasta and rice) help provide short-term energy. They work well combined with a protein (such as fish, meat or eggs) to offer sustained energy. What does 'healthier' mean? Consider whole grain flours/pastas/rice that contain more nutrition and additional protein. Be mindful of the amount of sugar in recipes (reduce the amount of chocolate chips, etc.).
Pre-game Meals and Snacks: Typically consist of carbs and protein two-to-three hours out from competition or training, perhaps with another carb option 30-60 minutes before (e.g. banana, small muffin, apple or electrolyte drink). Other options can include: fruit, nuts, peanut butter/banana wraps, granola bars, fruit, yogurt, raw vegetables and hummus, slow-cooked oatmeal.
Recovery Fuel Snack: Science indicates that a 4:1 carbs/protein balanced snack consumed within 20-30 minutes following competition or a hard workout aids with muscle glycogen recovery. Options can include: chocolate milk; a small PB and jam/banana sandwich; a small bag of pretzels with ¼ cup almonds. Keep it simple!
Less Fuss is Best: We know how much energy parents put into feeding their young athletes—variety and nutrition in meals can easily be achieved with real, whole foods. Again, keep it simple. For example, frozen mixed vegetables can be added to a pot of soup or a meat/pasta dish; or a crockpot of oatmeal baked overnight or throughout an afternoon can offer solid fuel for a pre- or post-game snack. Also, food allergies and preferences are now more easily accommodated through a variety of available options.
Restaurant Meals/Take Out: Athletes are encouraged to balance their plate with 3-4 food groups, ensuring protein is included. Pasta dishes should draw from a red tomato-based sauce as opposed to a cream-based sauce (which typically contains more fat than needed for fuel). Deep-fried isn't wise fuel, either. Take-out sandwiches should have a serving of protein in addition to ample vegetables. | 1,527 | 755 | {
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Good Practice Example: Creative School Vote
In a primary school, the Creative Associate and Creative Coordinator set up an advisory group of children to work with them on the Creative School Plan. There were ten children on the advisory group selected to ensure a mix of ages and abilities and the inclusion of those who were seldom heard. Seldom heard children include those who experience disadvantage, disability, other forms of marginalisation, those who rarely speak up and others. The first task undertaken by the advisory group, Creative Associate and Creative Coordinator was to get the views of all children in the school about the activities they would like in the Creative School Plan. The process of getting children's view was conducted in three stages.
Stage 1: Creativity Worksheets to Gather Children's Responses
The Creative Associate, Creative Coordinator and children's advisory group developed a Creativity Worksheets with three questions, for completion by all children in the school. Two versions of the worksheet were developed.
Template B was for Junior Infants, Senior Infants and 1 st Class children. In these classes, the teachers worked with small groups of children and completed the worksheets with their words and views.
Stage 2: Analysing the views of children from the Creativity Worksheets
- The Creative Associate and Creative Coordinator reviewed the individual worksheets and developed a list of all the new creative activities that children identified.
- The children from the advisory group recorded every suggestion from the list on individual postits.
- The children stuck all the post-its on a wall.
- They reviewed all the post-its and moved them into categories of ideas that were similar.
- They named the categories and developed a ballot or voting sheet listing those categories with the help of the Creative Associate and Creative Coordinator.
2
Stage 3: Conducting the School Vote
Children from the advisory group visited each class and distributed the voting sheets. They explained that they had developed the voting topics from the suggestions of children in the school. Class teachers, the Creative Associate and the Creative Coordinator supported very young children and those with learning challenges to complete their voting sheets. The results of the school vote were used to pick the theme of the Creative School Plan for the school for the year.
This case study is adapted from a piece of work conducted by Bláithín Quinn (Creative Associate)
Case Study Questions:
Please answer these questions as a group and note your answers to feedback to the larger room:
Question 1: What does your group think about the case study overall?
Question 2: What worked well in this case study?
Question 3: Is there anything they could have changed or added?
Question 4: How do you think this would work in your Creative School? | 1,166 | 540 | {
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Fire Extinguisher
In the past, people used basins, wooden buckets and other traditional containers to carry water to put out a fire. Unfortunately, these traditional containers were found to be rather inefficient and the process of putting out a fire was too slow. As a result, people thought of different methods and tools to put out a fire efficiently.
The first version of the modern portable fire extinguisher was invented by Captain George William Manby. In 1813, Manby observed the inability of the firemen in Edinburgh to reach the upper floors of buildings on fire. This inability resulted in the buildings burning down and leaving many people injured. Some died tragically during these fires. These tragedies affected him seriously. Thus, Manby was inspired to create ways of fixing that problem as he did not want more people to get hurt or injured during a fire.
Fire Extinguisher
Manby's portable fire extinguisher was a sturdy container which was equipped with a retaining holt and an ejector. The extinguisher could hold three gallons of water; the remainder contained compressed air. The operation of the portable extinguisher was not complicated. When the stopcock at the top of the cylinder was turned, the compressed water would be forced out through a tube running from the valve to the interior base of the cylinder. It had the effect of forcing the water out towards the fire. In addition, he designed a leather cover for the portable fire extinguisher, that was also equipped with a belt to alleviate the burden of carrying the fire extinguisher.
Fifty years later, a Frenchman, Francois Carlier invented a portable fire extinguisher which was lighter, and it propelled carbon dioxide. The invention of the fire extinguishers containing chemicals gradually became popular in the late 19th century. The chemical foam extinguisher was invented around 1905 by Alexander Laurant of Russia. This extinguisher propelled foams of carbon dioxide. The foam floated on burning oil and paint which prevented the entry of oxygen. Without the presence of oxygen, a fire will not be able to burn. Around 1912, Pyrene pioneered the carbon tetrachloride (CTC) extinguisher, whereby the liquid was expelled from a brass or chrome container by a hand pump, onto the fire. The CTC vaporised and extinguished the flames as a result of the chemical reactions that were produced.
Fire Extinguisher
Fire extinguishers have been improved and transformed throughout the decades because inventors keep on exploring for new innovative ideas. These great inventors should be celebrated and honoured for their hard work which has resulted in firemen being able to put out fires efficiently and saving more lives.
Fire Extinguisher
Food for Thought Thought : :
New technologies are invented through keen observations.
In accordance with the demands to create more popular, practical and efficient products or services in the market, people continue to improve and innovate. | 1,141 | 594 | {
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Innovation Lab @ KU Leuven: Education, Engineering and Artificial Intelligence
Wannes Meert, Vincent Nys, Steven Lauwereins, Robin Theunis, Thomas Fannes, Monique Ingels, Tias Guns, Guy Van den Broeck, Kurt Driessens, Danny De Schreye, Marian Verhelst
Faculty of Engineering, KU Leuven, Belgium
KU Leuven faculty of Engineering's Innovation Lab is an initiative to enthuse high school students to become engineers and scientists by having them build an actual real-life device. In project days at their local schools, students are challenged to design and assemble themselves hardware and software to achieve a given task, serving society.
Two of the challenges that have been developed within Innovation Lab are related to artificial intelligence:
1. EOG: Build an electrooculograph eye motion sensor to control a device. Patients with, for example, ALS cannot control their arm muscles precisely making it hard to steer a wheelchair, or control a PC mouse. The students develop their own hardware to measure the bio-potential present around the eye, decide how to translate the analog signal to digital, design a smart algorithm to recognise looking left, right, up and down, and, finally, design a game where a wheelchair moves through a maze, controlled by these eye movements.
2. PokerDemo: Build an expert system that plays poker. Poker is a challenging game where you continuously need to adapt to your opponents' strategies. Each student team constructs rules to steer an autonomous poker bot. These rules are uploaded to a server where all bots designed by the students in a classroom compete in a tournament. The bots play multiple games per second and the average profit decides who is in the lead. Students will need to adapt their bot to new behaviour exposed by other bots as fast as possible to become or stay the top player (the PokerDemo is currently available as a package seperate from Innovation Lab).
Participating schools in Flanders receive a box containing the required hardware, software and manuals for the complete project. All material is compatible with a standard desktop computer. Students design and assemble the new hardware components on top of a 5 by 10 cm custom Innovation Lab circuit board. Solutions to the software challenges are expressed in an intuitive, programmable MIT Scratch(-like) environment. Innovation Lab also organizes teach-the-teacher trainings to participating high school teachers.
More information: http://eng.kuleuven.be/innovationlab | 1,102 | 519 | {
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M ney Talks
Brought to you by your local bank and the ABA Education Foundation
To Teens and their families
Quick Tips to Help Your Teen Save Money!
Check On It … Teens and Money
Consider borrowing a formal dress or suit for the school dance from an older sibling or a friend. Alter it if necessary.
Open an Individual Retirement Account, long-term Certificate of Deposit, or college savings account for your teen to help savings grow.
Have your teen carry just enough money to cover the expenses of an evening out with friends. Having excess money along may be temptation to spend it all.
Challenge your teen's friends or siblings to see who can go a whole week without spending more than $5.
Helping your teen find his or her first job is important — you want to make sure she still will have time for her studies, sports and friends. As a parent or guardian, you also want to make sure your teen's paychecks are safe.
The teenage years often are the time to open up a first checking account at a bank, with a parent or guardian as a custodian of the account. It's important for the teen in your life to know how the check register works, how to use an ATM or debit card, and the proper way to write a check.
Help your teen learn how to fill out her check register completely. Explain that a debit card works like an automatic withdrawal of funds from the checking account, even though it appears to work like a credit card.
Instruct your teen in good checkbook-balancing habits — make sure she writes down ALL transactions, including debit card purchases, ATM withdrawals and any automatic bill payments. Encourage your teen to balance her checkbook at least once a month.
Once she receives her first statement, take her through the process of balancing her check register manually. Suggest keeping bank statements in a 3-ring binder or other filing system. If the bank offers online banking, go over the advantages of monitoring account balances more frequently and keeping an eye out for unauthorized purchases.
Keeping accurate and organized records will help your teen prepare for the future, when she has more income coming in and more expenses going out of her account.
You'd Better Shop Around
Some teens just don't realize the high cost of everyday purchases. They'll ask for a special item and expect it to be given to them without discussion. The latest styles in clothes and shoes, entertainment and other extraneous items can add up, but so can the things we need, such as food and gasoline.
Ask your teen to go to the grocery store with you and make him responsible for the purchase of ingredients for his favorite dinner. Make a list and bring a calculator. Give your teen a specific amount of money to spend on the ingredients. (You might have to prepare for this lesson by shopping the bargains and figuring out the lowest amount possible.)
Encourage your teen to look for weekly specials, coupons and store brands to help cut costs. You can even offer motivation for this activity, by letting him keep the change or allowing him to invite a friend over for the meal.
Check Out These Books!
Visit your local library or bookstore …
Rich Dad, Poor Dad for Teens
By Robert T. Kiyosaki, Sharon L. Lechter
The authors teach teens "financial intelligence,"
rules and methods for creating more money, how cash flows, and managing assets wisely.
Teen Consumer Smarts: Shop, Save and Steer Clear of Scams
If he's able to complete the task, you know you have a teenager who's either up for a challenge, or who understands the hard work it takes to feed a family on a budget. Consider sharing your budget, including how much is allotted to grocery shopping, with him. If you don't have a budget, this activity is a great way to kick-start the habit. Visit www.aba.com and click on "Consumer Connection" for more information on budgeting.
By Francha Roffe Menhard
This book clearly demonstrates why teenagers should learn about handling money and then gives them practical advice and examples of smart shopping.
Click Your Mouse Here
www.sba.gov/teens (Sponsored by the U.S. Small Business Administration) This Web site is directed to teens who want to turn a hobby into a small business. It offers helpful tips and checklists, practical advice, and case studies of successful young entrepreneurs. Soon your teen's dog-walking job will turn into a dog-walking business that helps pay for a car, college, or something special.
www.familyeducation.com (Sponsored by Family Education Network) From a great Web site for parents with children of all ages, the section for kids aged 12 – 18 deals with many issues, including the topic of teens and money from the parent's perspective. Find out if your teen is ready for a job, learn more about paying for college and get tips on bringing up a discussion on money.
The ABA Education Foundation, a non-profit subsidiary of the American Bankers Association, is committed to developing and providing education programs that lead to financial literacy. Visit us on the Web at www.aba.com/Consumer+Connection.
© 2006 American Bankers Association Education Foundation, Washington, DC. Permission to reprint granted. | 2,030 | 1,068 | {
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Peter's Confession
March 12, 2023
Peter's Confession
Session 2023-11
Hi Tweens,
Opening Prayer
Dear Jesus, You alone deserve all our honor and glory and worship and praise, and I confess You as my Lord and Savior, now and for evermore. Praise Your holy name. Amen.
This week's lesson "Peter's Confession", we learn Peter, never one to be shy, answered for the collective group with the clearest statement of understanding about who Jesus was. Peter used the word Messiah, or Christ, and with that announcement, Peter showed that he knew Jesus was indeed the One sent by God to be the Savior of the world.
Bible Passage: Matthew 16-13-28
Memory Verse: Matthew 16:16 ESV
Simon Peter replied, “You are the Christ, the Son of the living God.”
Bible Verse: John 20:31 ESV
but these are written so that you may believe that Jesus is the Christ, the Son of God, and that by believing you may have life in his name.
Text Truth: Jesus is the Messiah, the Son of the living God.
Bible Skills Spotlight: Use other resources to enrich Bible skills and knowledge. Correlate prominent Bible people with the books in which their stories are recorded.
Here are your three random questions for this week:
1. Question 731: Coke or Pepsi? (Coke)
2. Question 739: What is the funniest movie you ever seen? (Up)
3. Question 720: Your secret obsession. (Eating Christmas candy)
ENJOY THE READ OF THIS WEEKS STORY!
Jesus and His disciples traveled to Caesarea Philippi. Jesus asked the disciples, "Who do people say the Son of Man is?"
The disciples answered, "Some say He is John the Baptist. Some say He is Elijah. Some say Jeremiah or one of the other prophets."
"Who do you say that I am?" Jesus asked the disciples.
Peter's Confession
"You are the Messiah, the Son of the Living God!" Simon Peter exclaimed.
Jesus told Peter something important. "Simon, son of Jonah," Jesus said, "you are blessed because My Father revealed this to you. You are Peter, and on this rock I will build My church."
Then Jesus told the disciples not to tell anyone that He was the Messiah. It wasn't the right time.
After that, Jesus started telling the disciples that He would go to Jerusalem. He would suffer, be killed, and be raised from the dead on the third day.
Peter was shocked. He took Jesus aside and began to disagree with Jesus. "This will never happen to You!" Peter said.
Jesus turned and told Peter, "You are not thinking about God's concerns. You are thinking of man's concerns."
Jesus told the disciples, "If anyone wants to follow Me, He must deny himself, take up his cross, and follow Me. Anyone who wants to save his life will lose it. The one who loses his life because of Me will find it."
THIS WEEK WE CONTINUE IN THE NEW TESTAMENT BOOK OF MATTHEW, CHAPTER 16!
READ MATTHEW 16:13-16
* "Even when Jesus was physically on earth, people were confused about His identity."
* "In verse 14, who did it say that some people believed Jesus was?" (John the Baptist, Elijah, Jeremiah, or one of the prophets)
* "Who did Peter say Jesus was?" (The Messiah, the Son of the living God)
* "How do you think Peter said this? Do you think he whispered it or said it with confidence?"
* "How should we proclaim who Jesus is?" (with confidence)
* "After declaring Jesus to be the Son of God, Peter told Jesus that what Jesus foretold about His death, burial, and resurrection would not actually happen. Peter did not want to believe that the Messiah could be killed. Sometimes we question God's plans, too. We need to remember Jesus' words to Peter."
READ MATTHEW 16:23
* "Jesus told Peter that he needed to think about things the way God does, not the way we as humans look at them. How can we think about things the way God does? What might help us?" (Possible answers: reading our Bibles, prayer)
"Let's say this week's Text Truth a few times: Jesus is the Messiah, the Son of the living God.
* "This Text Truth reminds us of who Jesus is and that we can trust His plans."
If you have any prayer requests, please send them to firstname.lastname@example.org. Remember to LAUGH, have a blessed week, watch or come to church Sunday morning, come
Peter's Confession
to Shine, do good in school, and remember GOD LOVES YOU AND SO DO WE.
The Tween Teachers | 1,818 | 1,007 | {
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Labor Day
Back to
Holidays
What does Labor Day celebrate?
Labor Day celebrates American workers and how hard work has helped this country to do well and prosper.
When is Labor Day celebrated?
Labor Day is celebrated on the first Monday in September.
Who celebrates this day?
Labor Day is a national federal holiday in the United States. Many people get the day off of work and, since it always falls on a Monday, this gives many people a three day weekend.
What do people do to celebrate?
Labor Day is often the last day that kids have off in the summer. Many people treat the day like the last day of summer. They go swimming, to the beach, have barbecues, or take weekend trips. For many people, it's the last day that the local outdoor pool is open and the last chance to go for a swim.
A lot people host or go to a party or picnic on or around the Labor Day weekend. This weekend also is around the start of football season in America. Both college football and NFL football begin their season around Labor Day. There are also some parades and speeches given by labor leaders and politicians.
History of Labor Day
No one is quite sure who first came up with the idea of a Labor Day holiday in the United States. Some people say it was Peter J. McGuire, a cabinet maker, who proposed the day in May of 1882. Other people claim that Matthew Maguire from the Central Labor Union was the first to propose the holiday. Either way, the first Labor Day was held on September 5, 1882 in New York City. It wasn't a government holiday at the time, but was held by the labor unions.
Before the day became a national federal holiday it was adopted by a number of states. The first state to officially adopt the holiday was Oregon in 1887.
Becoming a Federal Holiday
In 1894 there was a labor strike called the Pullman Strike. During this strike union workers in Illinois who worked for the railroads went on strike, shutting down much of the transportation in Chicago. The government brought army troops in to restore order. Unfortunately, there was violence and some workers were killed in the conflict. Not long after the strike ended, President Grover Cleveland tried to heal relations with labor groups. One thing he did was to quickly have Labor Day established as a national and federal holiday. As a result, on June 28, 1894 Labor Day became an official national holiday.
Fun Facts About Labor Day
Labor Day is said to be the third most popular day in the United States for grilling. Number one is the Fourth of July and number two is Memorial Day.
Labor Day is considered the end of hot dog season.
Around 150 million people have jobs and work in the United States.
Around 7.2 million of them are school teachers.
Many other countries celebrate Labor Day on May 1st. It's the same day as May Day and is called the International Worker's Day.
The first Labor Day parade was in protest to poor working conditions and long 16 hour work days.
Labor Day Dates
September 3, 2012
September 2, 2013
September 1, 2014
September 7, 2015
September 5, 2016
September 4, 2017
September 3, 2018
September Holidays
Labor Day
Grandparents Day
Patriot Day
Constitution Day and Week
Rosh Hashanah
Talk Like a Pirate Day
Back to Holidays | 1,329 | 728 | {
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Social Media
How can we get the word out about Summer Meals? USDA's Food and Nutrition Service (FNS) counts on States, partners, and local organizations to help raise awareness, and it's good to know that social media offers even more ways to connect children with Summer Meal Programs. Social media makes it easy to reach out to parents, tap into community volunteerism, and promote Summer Meal sites and events.
Now it's your turn! Post information on your social media sites. Retweet information about Summer Meals from @USDANutrition. Here are ideas for you to try!
Sample Tweets
Individuals, schools & communities can help connect eligible children to summer meals http://ow.ly/sQ4qT #SummerFoodRocks
The @USDA Summer Food Service Program provides meals to children when school is out! http://ow.ly/sQ4qT #SummerFoodRocks
Children need healthy food all year long to flourish and achieve their highest ambitions! http://ow.ly/sQ4qT #SummerFoodRocks
When school is out, many low-income families who rely on school meals don't get the food they need http://ow.ly/sQ4qT #SummerFoodRocks
Summer meal sites are located in many communities across the US, especially in low-income areas http://ow.ly/sQ4qT #SummerFoodRocks
Sample Facebook Posts
Children need good nutrition all year long. When school is out during the summer months, many children no longer have access to even one nutritious meal each day. Summer Meal Programs help to fill the gap. Research shows a lack of nutrition during the summer months may set up a cycle for poor performance once school begins. We must do all we can to ensure that children get nutritious food during the summer months so that they are ready to learn during the school year.
###
USDA relies on local schools and organizations to sponsor Summer Meal Programs and operate sites. Individuals, schools and community organizations can help connect eligible to Summer Meals. Sites are located in many communities across the country, especially in low-income areas. To find a site near you, call 1-866-348-6479 (English) or 1-877-842-6273 (Spanish). You can also text FOOD (for English) or COMIDA (for Spanish) to 877-877 to find a meal site in your community.
###
During the school year, more than 22 million children receive free and reducedprice breakfast and lunch through the School Breakfast and National School Lunch Programs. But what happens when school lets out? Summer Meal Programs are designed to make sure children can get the nutritious meals they need during the summer months so they're ready to learn when they return to school in the fall.
###
Are you or your organization interested in helping us get the word out about Summer Meal? Then go to http://www.summerfood.usda.gov. USDA has flyers, bookmarks, postcards, and more, in both English and Spanish, to raise awareness and let families know about the availability of Summer Meals and how to find meal locations near them.
###
For Additional Information
Review these ideas and adopt the strategies that seem reasonable to you and achievable for your Program. Do you have more questions? Sponsors and the general public should contact their State agency for answers. State agencies should contact their FNS Regional Office.
List of FNS Regional Offices: http://www.fns.usda.gov/fns-regional-offices
List of State Agencies: http://www.fns.usda.gov/sfsp/sfsp-contacts
USDA and its recipient institutions share responsibility for compliance and oversight to ensure good stewardship of Federal funds. | 1,624 | 752 | {
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We are currently living during a belated focus on history. The Black Lives Matter movement has brought our attention to the systemic racism that has dogged Black communities since the failure of the Reconstruction, after President Lincoln was assassinated.
Formerly considered "historic" statues and memorials firmly planted in countless town squares and courthouses have been revealed to be frauds, not post-Civil War memorials at all. We now know that all of these memorials were payed for and established by the White Supremist KKK from 1900 through 1920.
History tells us is that the North won the Civil War, but the South won the propaganda war. Somehow, the narrative provided by popular arts, books, and movies promoted the idea that the Black slaves were lazy, happy, well treated, and better cared for than when emancipated.
The southern white population feared that freed blacks would get revenge: loot, rape, and murder them in their beds. To prevent this, they empowered local law enforcement, courts, and hooded thugs to intimidate, rape, and murder Blacks with impunity. This ended a brief period in Reconstruction when literate, often distinguished Blacks ran for and won seats in Congress.
It is important to consult history for perspective, to better understand contemporary movements to understand how far we have progressed and how much we yet need to do. Perspective is the key. The other key is not judging the past entirely by current values. We need to understand history\222s great figures in their own times to get the true picture.
Our current focus on history is giving us some valid judgements, but also shallow misunderstandings. Among the valid judgements are replacing the naming and honoring of Civil War losing generals and leaders. No other country honors the losers of a war by erecting statues and naming university buildings and military forts after them. These men were in rebellion against the legal government of the United States and they lost.
However, it is ridiculous to dethrone our real national heroes and Founding Fathers because they were slave owners. In their day, slavery was a legal system. Many among them, who inherited, not invented, the system, were often uncomfortable with it. George Washington emancipated all his slaves in his will, and even today, many Black people, often distinguished ones, bear the family name of Washington.
Father Junipero Serra, who established the Mission stations in early California, believed that he was doing the right thing in converting the Native Americans. Regarded in this context, we are doing the right thing in California keeping the missions as museums with appropriate information about some of the terrible wrongs imposed on the hapless Natives. He didn\222t think as we do now, but what he did was an important beginning to the settling our own state. Let his statue and the missions serve as educational illustrations
Agitators have the wrong reason for removing President Andrew Jackson from statues, street names, and his face on our $20 bills. Removing him because he was a slave owner (when slavery was still legal) is misuse of history. The real reason for dethroning him should be his disobedience to the U.S. Supreme Court, which ordered him to stop his genocide against the Cherokee, and he refused. We were too new a country for Congress to have done what they should have done: impeach and remove him from office. He was a lawless president.
Woodrow Wilson has fallen from the list of good presidents, but for the wrong reason. He was a bigot during a time that most Americans shared his view. What should remove him from honor is that he was a terrible president: dictatorial, lying, ignoring the world\222s worst pandemic, and promoting fraudulent ideologies. Our current president follows this model.
We might honor some heroes ahead of their time. Plato, 2500 years ago, believed if women were given the same education as men, they would be equally intelligent. In 1688, Francis Daniel Pastorius, and three of his fellow Quakers, drafted the first, formal anti-slavery resolution in America. Two American ladies in 1848 campaigned for voting rights for all women, along with Black men. They deserve honor.
686 words
Dr. Laina Farhat-Holzman is a historian, lecturer, and author of "How Do You Know That? Contact her at email@example.com or www.globalthink.netglobalthink.net. | 1,697 | 903 | {
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Nutrition
Foundation Studies Program
Aims
Subject content
Good nutrition is vital to a healthy and active lifestyle. Students are presented with current scientific data on the importance of nutrients and exercise for the body as well as social and environmental issues that are related to good health. Students will apply their knowledge gained to design and perform investigations that link ideas between food and health. From the knowledge gained, students will be able to evaluate and modify their own diet and lifestyle. Students will examine fad diets and learn to critically analyse the effectiveness of these on their health. Students will investigate different methods of food production, labelling and marketing and consider how these ways can influence the health of the individual and community. Students will investigate environmental issues surrounding food and research ideas to improve food security and sustainability for future generations.
Learning outcomes
After successfully completing this subject students should be able to:
* Apply nutritional knowledge to evaluate and incorporate into their own personal lifestyle and the community around them.
* Understand how nutrition may change over time both personally and in the community via social and environmental factors.
* Gain skills in interpreting information from a variety of sources and communicate ideas in different formats.
* Develop their capability to self-reflect, inquire, problem solve and work in a team environment.
* Develop practical investigation skills and begin to form hypotheses, design, test and report nutritional ideas via experimental procedures.
college.adelaide.edu.au
| WEEK | TOPIC AND ASSESSMENT SCHEDULE |
|---|---|
| 1 - 8 | Orientation, macronutrients, energy & micronutrients |
| 9 - 10 | Digestion, energy & metabolism |
| 11 - 14 | Diet-related disorders, nutrition throughout the life cycle |
| 15 - 19 | Dietary guidelines, food selection & diagnostic tools |
| 20 - 23 | Contamination, preservation of food & practical investigation |
| 24 - 26 | Factors afef cting food selection and nutritional status |
| 27 - 29 | Food safety, regulations, labelling and additives |
| 30 - 33 | Impact of food production on the environment, packaging and processing |
| 34 | Food sustainability |
| 35 - 37 | Impact of food processing on the environment and society |
| 38 - 39 | Revision and exams |
| 40 | Graduation |
Assessment
General weightings for each assessment item are outlined below.
Prerequisites and assumed knowledge
There are no prerequisites or assumed knowledge for this subject.
Further enquiries
The University of Adelaide College
email@example.com
phone+61 8 8313 3430
webcollege.adelaide.edu.au
Foundation Studies, Degree Transfer and Pre-Master's programs (The University of Adelaide)
CRICOS 00123M | English language programs (Kaplan) CRICOS 03127E. Published May 2022. | 1,429 | 613 | {
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Grade Level Resources:
* I-station
* Remind.com
* TEAMS
* mClass
Access to TEAMS is available to students through our Single Sign-on Portal (SSO)
Grade Level Goals:
Students who complete this course successfully will be able to:
ELAR:
* Identifies letters
* Identifies and Matches Sounds
* Can hear and manipulate the sound components in language
* Demonstrates Print Awareness
* Recognizes high frequency words quickly
* Reads and comprehends on target level and uses an increasingly flexible range of strategies, like determining unknown words using picture clues and what would make sense, Uses picture clues when reading, 1 to 1 match, rereads to see if it makes sense, visually tracks print, self-corrects, uses visual info to predict and confirm, rereads and cross-checks what looks right, sounds right, and makes sense.
* Demonstrates thinking within the text including retell of events or details
* Demonstrates thinking beyond and about the text including making connections, inferring, and author's craft.
* Plans, Writes and Revises Literary and Informational Texts
* Writes legibly and uses appropriate spaces, capitalization, and punctuation
Math:
* Count forward and backward 1 -20
* Read, write, and represent whole numbers 1-20
* Generate sets that represent more than, less than, and equal to a given number
* Compose and decompose numbers to 10
* Counts by ones and tens to 100
* Model and explain strategies for solving addition and subtraction problem.
* Identify, sort, and compare 2D and 3D figures
* Compare objects by length, weight, and capacity
* Use data to create graphs and draw conclusions
Kindergarten Syllabus
Teacher:
Brenda Hernandez email:
firstname.lastname@example.org
Conference Period: 1:50 -2:40.
Student Evaluation:
The grading system for kindergarten is as follows:
* Standards based report card, based on mastery of standards (TEKS) assessed/observed by teacher
* Students will get feedback on report care in the core content areas of Math, ELAR, Science, and Social Studies. The reporting categories are as follows:
* Official grades will be in Skyward only and can be accessed by student and parent through Family Access.
| Category | | | | Description |
|---|---|---|---|---|
| | 3 | | Meets standard | |
| | 2 | Approaching standard | | |
| | 1 | | Area of concern | |
Assignments, exams, expectations outside of the classroom:
* Students are expected to read for 15-20 minutes daily. Reading log will be turn in every week.
* Students are expected to complete math activity for the week (writing numbers, practicing counting, number sense, etc.).
* Students are expected to write daily, including practicing letters and sounds.
Attendance/Tardy Policy/Make-Up Work:
* Students need to be at school every day on time. Doors open at 7:45 A.M. First bell rings at 8:15 A.M. Your student will be tardy if they arrive after 8:20 A.M. Dismissal is at 3:40 P.M.
* Every student is responsible to turn in work accordingly to due dates teacher assign for the specific assignment.
Classroom Expectations:
Students are expected:
* Be ready to learn
* Respect others
* Keep safety rules
Academic Integrity:
Academic integrity values the work of individuals regardless if it is another student's work, a researcher, or author. The pursuit of learning requires each student to be responsible for his or her academic work. Academic dishonesty is not tolerated in our schools. Academic dishonesty includes cheating, copying the work of another student, plagiarism, and unauthorized communication between students during an examination. The determination that a student has engaged in academic dishonesty shall be based on the judgment of the classroom teacher or other supervising professional employee and considers written materials, observation, or information from students. Students found to have engaged in academic dishonesty shall be subject to disciplinary and/or academic penalties. The teacher and campus administrator shall jointly determine such action. | 1,898 | 901 | {
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Many British adults lack basic numeracy and literacy
If that changed, the country would be much better off Sep 22nd 2022
Gremlins in white boiler-suits harassed Britons in the early 2000s, springing from cupboards, drawers and sofas whenever people were asked to read or add up. The critters were the stars of government TV advertisements that aimed to prod adults into signing up for lessons in maths and literacy. The adverts drove adults into classrooms— and sent toddlers screaming from living rooms. For a while regulators banned them from appearing before 7:30 at night.
The OECD, a club of mostly rich countries, found in 2012 that 9m adults in England did not reach minimum standards in literacy, maths or both. They might struggle to understand all the instructions on a bottle of aspirin or work out how much petrol is left in a car from looking at a gauge. The government says that half of grown-ups today can do sums no better than a primary-school child. That weighs on efforts to boost productivity.
The OECD found that most of Britain's low-skilled adults were working. Many were outwardly well-qualified: they included 10% of university students and, rather alarmingly, 7% of recent graduates. England seems to be unusual in that young people who have only recently completed formal education are about as innumerate and illiterate as older adults (see chart).
Over the past decade the government has made changes to the final few years of secondary schooling—the period in which Britons' basic skills appear to slip most dramatically. A revamp in 2015 aimed to make GCSEs (national exams that are taken at the age of 16) more demanding. Pupils who do not earn passes in maths and English must keep retaking those tests until they are 18.
That might not be enough. In many rich countries, youngsters study maths and their native language until adulthood. In England, kids who manage to scrape a passing grade continue to ditch these subjects early. And the merits of making low-performing pupils sit endless retakes are doubtful. Sam Sims of National Numeracy, a charity, says the practice demoralises adolescents for whom standard schooling has already failed.
Meanwhile adult education has gone to seed. Since the days of the gremlins, grown-ups who lack basic qualifications have been offered free night classes. But the number enrolling has fallen from a high of 1.8m in 2012 to 700,000 last year, according to the Institute for Fiscal Studies, a think-tank. Employers do not seem fussed. A government survey finds that only 3-5% of companies with low-qualified staff think their workers need to brush up on basic skills.
First, admit you have a problem
Adults rarely discuss embarrassing deficits with friends or bosses, says Alex Stevenson of the Learning and Work Institute, another think-tank. So getting them to enrol in skills courses is hard work. Colleges struggling with tight budgets usually find there are more profitable things to do, even if the government is willing to cover course fees. These days only two-fifths of people appear to know that free help is available, reckons Mr Stevenson—and they are largely not the ones who need it.
The government is now putting some £560m ($640m) into "Multiply", a three-year project to boost basic numeracy. Exactly what it looks like will vary by region; local authorities have been told to create schemes that match needs in their areas, selected from a menu of ideas drawn up in Westminster. The government wants to see lessons offered in workplaces. It also wants officials to create schemes for particular groups such as parents, prisoners and would-be nurses.
That project will have to surmount shortages of maths tutors (many of whom now earn a crust helping teenagers with their many resits). Advocates of literacy wonder why their subject is not getting more attention. And all this probably comes too late to boost England's performance in the next international ranking of adult skills, due to be released in 2024. Prepare for another ugly surprise. | 1,646 | 838 | {
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Tulsa Reads Millions is a district–wide reading initiative designed to promote literacy. We are challenging every member of our Tulsa Public Schools community to read at least a million words each year. The idea is a simple one. Research indicates that the more students read, the better readers they become. Reading achievement is directly related to the volume of reading students do. In fact, the practice of reading helps people of all ages to improve their reading skills and become more knowledgeable.
Tulsa Reads Millions will involve more than just TPS students and staff. For students to reach their million word goal, they will need to spend time reading both at school and at home. They will need the help of parents, guardians, family members and the entire Tulsa community, encouraging them to read, read, read! We hope to grow Tulsa Reads Millions into a city-wide initiative. To help students achieve their goal of reading a million words, TPS is developing partnerships with a variety of community-based organizations and literacy programs.
TULSA READS MILLIONS
WWW.TULSASCHOOLS.ORG/SCHOOLS1/TRM
Program objectives include the following:
To support students in becoming accomplished readers
To increase the academic achievement of all students
To help students develop the habits of good reading
To create excitement about reading and learning every day
How much is a million words? By reading approximately 20 minutes each evening and that same amount during the school day, most students will read one million words in a year. That translates into approximately 25 high school level books annually. On the other end of the spectrum, it means primary students should be read to, and/or read four picture or primary books each day. All types of reading count, including newspapers, magazines, books, comics, websites, and digital content. Words can be read in any language or in several languages.
How can you help? Parents play a critical role by supporting reading before and after school. Make reading a fun enjoyable time. Model reading and talk about books, magazine articles and all types of reading with your child. Encourage your student to read at least 20 minutes every day!
How can PTA help? Talk with your school's principal to see how you can make Tulsa Reads Millions successful. You may be asked to collect magazines, books, or other reading materials for classroom reading time. Your school may need you to help with reading incentives or celebrations. Each TPS school is in the process of developing individual strategies, programs, and celebrations to help their students reach the goal of reading a million words this year. Some secondary schools are challenging students to read 25 books while others are counting words or pages and some are tracking minutes. No matter how we count them, we hope that together, everyone in
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Project Name:
Project Lead:
1. Why?
Run charts can assist in understanding variation. They are used to examine data for trends or other patterns that occur over time. Run charts visually depict the history and patterns of variation in an indicator or measure. Plotting data regularly on a graph shows when shifts and changes occur and can help identify if and when problems appear.
2. How?
1. Draw Axes
2. Plot your data
3. Draw a centreline (Median)
A run chart can be created using a pen and paper or excel. See resources for more guidance.
3. What is a run?
A run is defined as one or more consecutive data points on the same side of the median.
4. Examples of a run chart
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Quality Improvement Toolkit Tool 11: Run chart
5. Interpreting a Run Chart
Four rules are used to help interpret run charts by detecting non-random patterns (i.e. signals) in the data.
1. A run of 6 or more consecutive points above or below the centre line (a shift)
2. A trend of five or more consecutive points all going up or down
3. Too few or too many runs
A run is a series of points in a row on one side of the centre line (median). Too few or too many runs is a signal of a non-random pattern.
To determine the number of runs count the number of times the line connecting the data points crosses the centre line and add one.
Consult Table 1 to determine whether the number of runs is within the expected range, or whether there are too few or too many (indicating a non-random pattern).
4. An astronomical data point (an obviously different value that everyone would agree is highly unusual)
Table 1: Upper & lower limits for number of runs
N = Total number of data points on the run chart that do not fall on the centre line
Lower Limit = Lower limit for the number of runs (less than this number of runs is too few)
Upper Limit = Upper limit for the number of runs (more than this number of runs is too many)
Source: Provost L, Murray S. The Healthcare Data Guide: Learning from Data for Improvement. San Francisco: Jossey-Bass, Publication, 2011
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6. When should I use a run chart?
Run charts are valuable when:
- You want to look at data over time in a simple way
- You are starting a project with no baseline data and/or have few points of data (less than 12)
- You do not need in depth analysis of the process being charted
- You have limited statistical expertise available.
As you progress with your project, if you have 12+ points of data and some statistical expertise you can use Statistical Process Control (SPC) Charts. SPC charts are like run charts with the addition of upper and lower control limits based on statistical calculations. These limits allow for more robust statistical analysis.
SPC charts are valuable when
- You are starting a project and have baseline data (at least 12 points)
- You have progressed in a project and have 12+ points of data and you would like greater understanding of the process you are charting
- You are interested more robust statistical processes for identifying special cause variation
- You have statistical expertise available.
7. Resources
Run Chart Template
A template for creating run charts is available on the National Quality Improvement Team Evidence for Improvement resources page https://www.hse.ie/eng/about/who/qid/measurementquality/measurementimprovement/mit-resources.html#run
In the Excel template, enter your raw data and optionally labelling information into the grey cells. The chart will update automatically. You can format the chart as you would any excel chart to customise.
Run Chart Video
A video explaining run charts is available on the HSE YouTube channel https://www.youtube.com/watch?v=ySbhsX-y8zE
Run QI Talktime
A 40 minute talk on run charts is available on the QI Talktime page http://bit.ly/runchart
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Highland Highlights: The Lost Lake Wetland
This immature male "Black Meadowhawk" dragonfly (Sympetrum danae) was found in the Lost Lake wetland in August, on a Juncus sedge. It is a common species in Eastern WA, making its home mainly in the highlands. Most dragonflies don't have such a wide distribution, but this northern species also occurs all across Eurasia. Males and females stay hooked together when laying eggs, so watch for pairs. Thanks to Dennis Paulson for this dragonfly ID and information.
Due to the sensitive nature of this ecosystem, OHA doesn't bring groups into the wetland. Instead, the land is set aside for wildlife, and we offer photos and descriptions to share the biodiversity and richness of life found in the wetland portion of the Preserve.
The Lost Lake loons successfully raised two young this year. Adult Lost Lake loon photo by Teri Pieper.
The Lost Lake Wetland: a place where magical things happen everyday, where humans rarely go.
Photo by Teri Pieper
State Candidate Species, Rana luteiventris, the Columbia Spotted Frog, photographed in the Lost Lake wetland in August 2013 (above). This species is abundant in the Lost Lake wetland, though statewide it is ranked by the Natural Heritage Program as "Apparently Secure," meaning that while they are at fairly low risk of extinction or elimination, there is "possible cause for some concern as a result of local recent declines, threats, or other factors."
The Pine White (Neophasia menapia, above) is one of our state's latest emerging butterfly species, not appearing until late June or early July. Being dimorphic, the male is quite different in appearance from the female. The male, pictured here, is bright white with clean black markings, while the female has the same faded black lines but smudged reddish orange over the white ventral. I used to think of it as, "she tried to put on her lipstick…and missed!!" The flight of this species is also unique as they appear to float like feathers rather than having a strong direct flight. The host is native conifer trees. Written by Idie Ulsh. This Pine White was photographed at Lost Lake by OHA staff in August.
Above: Bladderwort bladder up close, showing trigger hairs and trap door; photo by Carmen Weißkopf. At left: Bladderwort lifted out of waters of Lost Lake wetland.
Common Bladderwort (Ultricularia vulgaris, at left and above left), an aquatic perennial, is well-adapted to live in the beaver ponds of the Lost Lake wetland. This plant is a food source for muskrats and a variety of water birds, and provides cover for many aquatic animals. Its ability to bend with water currents keeps it from breaking, while emergent flowers produce nectar, providing access to pollinators above the water surface. The only parts of the plant that are above water are the stem and the yellow flower.
Bladderwort is carnivorous, with trigger hairs that open trap doors when touched by animals such as small crustaceans and aquatic insects. When the valve bursts open, it creates a vacuum and water rushes in, pulling tiny animals into the bladder, providing nitrogen and other nutrients to the plant. The process takes less than one millisecond, making bladderwort among the fastest insect-eating plants on Earth. Bladderworts produce a scent that attracts aquatic animals; they have been known to digest mosquito larvae, amoeba, paramecium, aquatic worms, and may even digest part of a newborn tadpole or small fish. This scent/trap door/enzyme combination is just one of the amazing adaptation arrays demonstrated by plants in the Lost Lake wetland.
7 | 1,429 | 786 | {
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CensusAtSchool 2015-16 Questionnaire
Teachers' Notes
These notes are intended to give further information about how to answer the CensusAtSchool questions, first published September 2015.
Please note that if you want to check the online questions before having the students complete the task, use the word "TESTING" in the "School Name" box and then this row of data can easily be identified in your returned data.
Roll Numbers are listed by county if you cannot find your school please instruct your students to use the first entry "Roll Number not listed".
Your username will be used to retrieve the data entered by your students so it is important that everyone enters the same username in the same format, i.e. all lowercase with no spaces.
Ideally, students should complete a hard copy of the questionnaire before completing the online questionnaire. In particular, the following points should be noted:
- All the body measurements should be completed in advance as this will help speed up the data entry session, which should take about 25 minutes in total. See CensusAtSchool Guide to Taking Measurements.
- Remind students that slider questions in the online questionnaire require them to move the slider to record a response, even if they move it back to the original position. Otherwise the system will consider that the question has not been answered and will not allow the student to progress to the next page.
Data Types in This Questionnaire
Q1, Q3, Q4, Q6(a), Q8, Q9(a), Q9(b), Q10(a), Q11, Q12, Q13(c), Q13(d), Q14, Q18, and Q19 all give categorical nominal type data. Q2(b), Q7 and Q10(b) give categorical ordinal type data. All the other questions give numerical data.
Q2(a), Q13(a), Q13(b) and Q15(a) give numerical discrete data.
All the data for physical measurements, time, money and ratings on a line provided are naturally continuous numeric data, e.g., Q5, Q6(b), Q11(b), Q15(b), Q16, Q17, although some are forced into numeric discrete, e.g., Q5, Q6(b), Q15(b), Q16, and Q17.
Q17. Money used in calculations is a numerical continuous variable, but we are told to round it to numerical discrete values for the purpose of the question.
This work is made available under the terms of the Creative Commons Attribution Share Alike 3.0 Licence http://creativecommons.org/licenses/by-sa/3.0/ie/
CensusAtSchool 2015-16 Questionnaire
Teachers' Notes
Univariate and Bivariate Data
Univariate data:
The following types of graphical analysis can be used for univariate data:
Bivariate data:
Students can draw scatter plots to investigate relationships between two variables such as height and vertical reach, etc.
Answering and Interpreting Questions
Q5: The CensusAtSchool Guide to Taking Measurements contains very clear information and diagrams on how pairs of students can work together to compile the measurements required for this question. It might be worthwhile setting up the classroom in advance with three areas where learners measure their:
A. height (without shoes) and vertical reach;
B. open arm span;
C. index finger length (left hand) and ring finger length (left hand).
Q11: This question "studying history" might highlight differences in knowledge of the Irish events from the period 1912-1922.
Q14: This question (and others in the questionnaire) may prompt students to research more about the national, local events relating to the Irish events from the period 19121922.
Q15: Teachers should refer to the unit of currency, in this case euro, when students are answering this question.
Q17: Using data from this question, it is hoped that students and teachers would investigate the currency system which was in operation in Ireland during the period 19121922.
Q19: This question on "sporting activities" may highlight both (a) gender and/or (b) geographical differences.
This work is made available under the terms of the Creative Commons Attribution Share Alike 3.0 Licence http://creativecommons.org/licenses/by-sa/3.0/ie/ | 1,787 | 886 | {
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Warren County School District
PLANNED INSTRUCTION
COURSE DESCRIPTION
Course Title: Walking for Personal Fitness
Course Number: 00628
Course Prerequisites: None
Course Description:
This course is designed to provide an opportunity for students to develop a fitness workout plan through the activity of walking and other forms of aerobic exercise. Flexibility, cardiovascular endurance, muscular endurance, and muscle strength will be emphasized. The Walking for Personal Fitness course will help students develop a healthy lifestyle pattern by using walking and other forms of aerobic activity. This course is geared for the non-sports oriented student who wants to maintain or increase their overall fitness level.
Suggested Grade Level: Grades 9-12
Length of Course:
☒ One Semester
☐ Two Semesters
☐ Other
Units of Credit:.5 (InsertNoneif appropriate)
PDE Certification and Staffing Policies and Guidelines (CSPG) Required Teacher Certifications: CSPG 47
Certification verified by WCSD Human Resources Department:
☒ Yes
☐ No
TEXTBOOK AND SUPPLEMENTAL MATERIALS
Continue using Board approved textbook?
☐ Yes
☒ No (If yes, then complete the information below.)
Board Approved Textbooks, Software, Supplemental Materials:
Title:
Publisher:
ISBN #:
Copyright Date:
Date of WCSD Board Approval:
BOARD APPROVAL:
Date Written: November 13, 2018
Date Approved: April 8, 2019
Implementation Date: 2019-2020
SPECIAL EDUCATION AND GIFTED REQUIREMENTS
The teacher shall make appropriate modification to instruction and assessment based on a student's Individual Education Plan (IEP) or Gifted Individual Education Plan (GIEP).
COURSE OVERVIEW
Topics to be Covered:
Aerobics Cardiovascular Stations/Activities Circuit Training Interval Training 1-3 Mile Walking Routes
10.3.12 Safety and Injury Prevention
D. Evaluate the benefits, risks and safety factors associated with self-selected life-long physical activities.
10.4.12 Physical Activity
A. Evaluate and engage in an individualized physical activity plan that supports achievement of personal fitness and activity goals and promotes life-long participation.
B. Analyze the effects of regular participation in a self-selected program of moderate to vigorous physical activities.
D. Evaluate factors that affect physical activity and exercise preferences of adults.
10.5.12 Concepts, Principles and Strategies of Movement
A. Apply knowledge of movement skills, skill-related fitness and movement concepts to identify and evaluate physical activities that promote personal lifelong participation.
D. Incorporate and synthesize knowledge of exercise principles, training principles and health and skillrelated fitness components to create a fitness program for personal use.
ASSESSMENT
Portfolio Assessment:
Yes X No
District-Wide Common Final Examination Required:
Yes X No
Course Challenge Assessment (Describe): N/A
WRITING TEAM: Warren County School District Teachers
WCSD STUDENT DATA SYSTEM INFORMATION
1. Is there a required final examination? Yes X No *Warren County School District Policy 9741 and9744 state, "All classes in grades 9-12 shall have a final exam."
2. Does this course issue a mark/grade for the report card? X Yes No
3. Does this course issue a Pass/Fail mark? Yes X No
4. Is the course mark/grade part of the GPA calculation? X Yes No
5. Is the course eligible for Honor Roll calculation? X Yes No
6. What is the academic weight of the course?
No weight/Non credit
X Standard weight
Enhanced weight | 2,039 | 758 | {
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Learn to Paper Piece Quilt Along
Block Five: Synergy Blocks
Cutting
Cut the following pieces to make 44 blocks. You may be able to use leftover strips to cut some pieces for these blocks.
From black #4, cut:
* 2 strips, 4-1/2" x 42"; crosscut into 11 squares, 4-1/2" x 4-1/2". Cut the squares into quarters diagonally to yield 44 triangles.
* 5 strips, 2-1/2" x 42"; crosscut into 44 rectangles, 2-1/2" x 4-1/4"
From red #8, cut:
* 3 strips, 2-1/2" x 42"; crosscut into 44 squares, 2-1/2" x 2-1/2"
From the white, cut:
* 5 strips, 4-1/2" x 42"; crosscut into 10 squares, 4-1/2" x 4-1/2". Cut the squares into quarters diagonally to yield 40 triangles. (Use the leftover 4-1/2"-wide strip to cut some of these pieces.)
* 2 strips, 3-3/4" x 42"; crosscut into 22 squares, 3-3/4" x 3-3/4". Cut the squares in half diagonally to yield 44 triangles. (Use the leftover 3-3/4"-wide strip to cut some of these pieces.)
From black #3, cut:
* 5 strips, 2-1/2" x 42"; crosscut into 44 rectangles, 2-1/2" x 4-1/4"
From gray #2, cut:
* 1 square, 4-1/2" x 4-1/2"; cut the square into quarters diagonally to yield 4 triangles
* 3 strips, 7" x 42"; crosscut into 11 squares, 7" x 7". Cut the squares into quarters diagonally to yield 44 triangles.
Making the Synergy Blocks
Refer to "Paper-Foundation Piecing Step-by-Step" on page 13 of Learn to Paper Piece to paper piece the blocks.
1. Make 44 copies each of the unit A and B foundation pattern on page 27. Note that the piecing order on unit B needs to be reversed, so that the small triangle is number 1 and the large triangle is number 3. Or, download a revised pattern at www.ShopMartingale.com/learn-to-paper-piece.
2. Paper piece 44 A units as follows:
* Piece 1: 2-1/2" x 4-1/4" black #4 rectangle
* Piece 2: 2-1/2" red #8 square
* Piece 3: 4-1/2" black #4 triangle
* Piece 4: 3-3/4" white triangle
3. Paper piece 40 B units as follows:
* Piece 1: 4-1/2" white triangle
* Piece 2: 2-1/2" x 4-1/4" black #3 rectangle
* Piece 3: 7" gray #2 triangle
Unit B
Unit A
4. Paper piece 4 B units as follows:
* Piece 1: 4-1/2" gray #2 triangle
* Piece 2: 2-1/2" x 4-1/4" black #3 rectangle
* Piece 3: 7" gray #2 triangle
5. Sew an A unit to a B unit to make a block. Press the seam allowances toward unit A. Make 40 blocks using the B units from step 3. Make four corner blocks using the B units from step 4.
You'll have 44 blocks total, each measuring 5-1/2" x 5-1/2".
Make 40 Synergy blocks. | 1,319 | 865 | {
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Name:_________________
Date:_________________
3rd Grade Data & Stats List 1 of 1
WhichWord - Sentences
Circle the letter of the word that best completes the sentence.
1) If we know the ______, we can find the output.
A. reasonableness
B. pictograph
C. input
D. chance
2) An ______ may be expressed as (x,y).
A. median
B. input
C. ordered pair
D. tally chart
3) The caveman drew a ______ on the rock.
A. ordered pair
B. input
C. pictograph
D. expanded
4) The ______ form of 17 is 10 + 7.
A. output
B. expanded
C. Frequency Table
D. array
5) Use a ______ to record occurrences.
A. ordered pair
B. tally chart
C. Frequency Table
D. expanded
6) The lucky boy has a good ______ of winning.
A. pictograph
B. chance
C. output
D. reasonableness
7) The numbers were in an ______ from smallest to largest.
A. chance
B. array
C. ordered pair
D. median
8) A ______ is an unproven theory.
A. ordered pair
B. chance
C. Frequency Table
D. conjecture
9) Sound judgement is a sign of ______.
A. data
B. reasonableness
C. input
D. tally chart
10) She memorized the different number ______.
A. chance
B. expanded
C. combinations
D. mode
Page 1 of 2
Name:_________________
Date:_________________
3rd Grade Data & Stats List 1 of 1
WhichWord - Sentences
Circle the letter of the word that best completes the sentence.
11) Enter 2 + 2 in the calculator to get the ______ 4.
A. ordered pair
B. output
C. mode
D. Frequency Table
12) Enter the facts and ______ to be analyzed.
A. input
B. reasonableness
C. data
D. mode
13) I recorded each vote on a ______.
A. mode
B. reasonableness
C. expanded
D. tally chart
14) The middle number in a sequence is the ______.
A. array
B. input
C. pictograph
D. median
15) In the list 2,5,5,9,14, the ______ is 5 as it appears most.
A. median
B. array
C. data
D. mode
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Resilient Homes
FACT SHEET #3
What does a resilient home look like?
In coastal areas, buildings may be exposed to impacts from coastal hazards, including flooding associated with big storms. Smart choices in the design of your home can reduce the impact of flooding. If rebuilding, renovating, or constructing a new building, it is worth considering these top tips to increase resilience.
Some of these changes may have higher costs right away, but provide a longer term benefit. Making these changes over time can reduce damage from future flooding, and help you get back to normal quicker after a flood event.
Top tips for a resilient home:
Bedroom
Metal or raised bed frames and other furniture will be easier to clean up than divan or upholstered furniture
Outside
Place work benches along the inside of garage walls to help reinforce the walls and reduce damage from floodwaters and strong winds
Around the house
Raise electrical power outlets above waist height to reduce damage during a flood and allow power to be restored more quickly
Living room
Raise TVs, speakers, WiFi modems and other electricals above waist height or mount on walls if possible to reduce damage during a flood
Kitchen and laundry
Raise fridges, freezers, kitchen appliances and cupboards on plinths or stands with removable kickboards to reduce damage and make cleaning up easier
If replacing electrical appliances think about appliances which can be lifted or placed in higher locations such as a front-loading washing machine on a shelf or plinth instead of a top loader on the ground.
Look at different floor and wall covering options. Tiles and waterproof grout are much easier to clean after a flood than wallpaper or carpet
Bathroom
If fitting a new bathroom, think about a free-standing bath or shower that is easier to clean around after a flood rather that a fixed bath
NOTE: Qualified tradespeople should be consulted as part of building modifications, especially for any structural and electrical alterations.
Further ideas for resilient homes can be found here:
* Flood Resilient Building Guidance for Queensland Homes - https://www.qra.qld.gov.au/sites/default/files/2019-04/flood_ resilient_building_guidance_for_queensland_homes_-_april_2019.pdf
* Flood Resilient Homes Program - https://www. citysmart.com.au/floodwise/
* Flood-resilience strategies - https://www.citysmart. com.au/wp-content/uploads/2018/07/FWHS-Floodresilience-Strategies.pdf
* Rebuilding in storm tide prone areas - https://therocknews.files.wordpress.com/2011/08/ draft-part-1-lowres1.pdf | 1,146 | 548 | {
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Reading with your child at home
Reading in our modern world is more important than ever. When your kids see you reading and writing in everyday life – reading for pleasure, sharing a story with them, using a recipe, making a shopping list, writing a birthday card, reading street signs, or reading and writing emails – it teaches them that reading and writing are useful skills.
Reading with your child at home will help them in all learning areas at school. Often teachers will ask you to listen to your child read at home. This is a good way to support your child's reading. You can borrow books from your school library or your local library.
What parents can do at home to help their kids with reading
- Be confident that your child will learn to read. Give positive messages and involve them in everyday conversations and opportunities to read.
- Read aloud to your child. It helps them to learn about the language of books and will encourage them to enjoy books and reading.
- Read to your child in your home language if your first language is not English.
- Make reading enjoyable and talk about books, magazines and computer stories that you have read together.
- Try not to let television intrude on reading time. Make a special time for reading with your child, away from interruptions.
- Listen to your child read as often as you can, every day if possible, even if only for a short time.
- Give books in print or electronic form as treats and presents.
Hints for listening to your child read
- When reading together at home try to make the time relaxed, enjoyable and positive. Vary it. Read together, read to your child and take turns or have them read to you.
- Before reading, talk about the cover, the title and the pictures, and discuss what the book may be about.
- During reading, discuss what has been read up to that point and predict what might happen next.
- After you've finished reading with your child, talk and ask questions about the story and the pictures.
Useful reading tips
- When your child is reading and encounters words that are difficult for them, use the Three Ps technique 'Pause, Prompt, Praise' to support them.
- Pause: when your child comes to a word they don't know, try not to jump in straight away. Wait and give your child time to work out the word.
if your child successfully works out the problem word, suggest they go back to the beginning of the sentence and re-read it (to recap meaning) before reading on.
- Prompt: If your child has not worked out the problem word, prompt them with some quick, low-key suggestions. Say things like:
-"Try reading on for a sentence or two, miss out the difficult word and see if that helps you to work it out."
-"Look at the sound the word begins with, use that clue, and think about what may make sense here? Look at the pictures."
- If prompts like these are not working, simply tell your child the correct word.
- Try not to spend too much time prompting, as your child will find it difficult to maintain the overall meaning of what they are reading.
- Praise: praise your child's reading efforts and successes.
Things to remember about reading
- The goal of reading is always to make sense of what is read.
- Try to be interested, supportive and enjoy the time together.
- Read with your child anywhere and at any time; don't forget that many everyday experiences provide opportunities to put reading and writing into action.
- Visit and use a library near you. Borrow books for yourself as well as for your child.
- Talk to your child's classroom teacher or the principal for further help and advice. | 1,254 | 750 | {
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Comets are a relatively small solar system body that orbits the Sun. They are composed of ice, dust and small rocky particles from the early formation of the solar system about 4.5 billion years ago. The name comet, comes from the Greek word which means, "hair of the head." Greek philosopher Aristotle, observed comets as "stars with hair."
Comets and Our Solar System
Comets have a small solid part, called a nucleus. When comets are close to the Sun and begin to warm up, they will display a visible fuzzy outline or atmosphere called a "coma" and sometimes a tail. The coma is created as the sun's heat causes ice, carbon dioxide and other compounds to quickly change from solids to gases. "Vents" on the sunwarmed side may release fountains of dust and gas for thousands of miles. The comet gets bright enough to see from Earth while the coma grows larger.
lowing it. When it moves away from the sun, its tail is leading the comet.
The pressure of sunlight and the flow of electrically charged particles called solar wind, blow some of the coma materials away from the Sun. This forms the comet's bright, long tails. The tail of a comet always point away from the Sun. So when a comet approaches the sun, its tail is fol-
Most comets travel a safe distance from the Sun. However, some comets, called sun grazers, crash straight into the Sun or get so close they break up and vaporize.
Some famous comets are: • The Great Comet of 1843
* The Great Comet of 1884
* Halley's Comet
* The Hale-Bopp Comet • Donati's Comet
Halley's Comet (also called Comet Halley) is perhaps the most famous comet in history. It is about the same age as the sun at 4.5 billion years old. It is a periodic comet (or short term comet) as it takes less than 200 years to orbit the sun. In fact, Halley's Comet orbits around the Sun approximately every 76 earth years. The last time being in 1986 and the next time is estimated at 2061.
* Shoemaker Levy 9 Comet that hit Jupiter in 1994.
Halley's Comet is named after English Astronomer Edmond Halley who first determined its period of orbit. Using Isaac Newton's new Laws of Motion, he made a prediction in 1705 of when it would appear again. He stated that a comet which had appeared in 1531, 1607 and 1682 would reappear in 1758. He never lived to see it happen and it did. The comet was later named in his honor.
Halley's Comet appearance in 1986, allowed researchers to investigate its make up closely using spacecraft. It's nucleus has been estimated to be 9 miles x 4 miles x 4 miles. | 1,023 | 620 | {
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MAKING A DIGITAL SHOW USING PROSHOW GOLD
Gary Kelly
February 17, 2012
I. Choose a theme or a purpose, some idea that unifies the entire presentation.
A. The purpose can be entertainment, education, social, nostalgia, enlightenment, etc.
B. Some suggestions include a trip, a place, similar subjects, information, family events, an idea, etc.
C. Think about background music and sound effects.
II. Gather all the pictures you plan to use into a single directory and convert them to jpegs. Copy the music and sound effects you may use onto your hard drive. Sound effects are readily available on the internet.
III. Select a logical sequence or arrangement for your show.
A. Suggestions: chronological; by type of image; type of activity depicted; size orientation (wide, medium, close-up).
B. Tip: if you show too many alike images together, the show gets static and boring. Conversely, if you go from one type to another too frequently the show can get schizophrenic and confusing. Avoid constantly switching back and forth between horizontals and verticals.
IV. Start the ProShow program, give the show a working title. Begin loading in the pictures.
A. Insert blank images at the start and the end.
B. Find a good intro image and a good ending image.
C. Reduce the length of the transitions.
V. Enter the captions. Select the locations and enter them on blank slides, photographs or one of the available special effects designed for titles and captions.
A. Intro or title slide.
B. Segue captions.
C. Sign-off or ending slide.
D. Credits for the producer and the music.
VI. Enter transitions, special effects, motion effects and timing. A. As a general rule, since these are shows about still photos, excessive motion and too many splashy transitions can detract the viewer's attention away from the photography.
B. The use of motion should be for a specific purpose such as implied movement or to focus the viewer's attention on a particular detail within the image.
C. Special effects should be for a purpose, and the images in a panel should have a central idea. The way each effect works is explained in the directory.
VII. Enter the background music or sounds.
A. Check the time length of the program. Compare it to the music you have selected, and decide how to apply it.
B. Enter the music into the system. If it's more than one piece, enter them in the appropriate sequence.
C. Use the "edit fades and timing" to pare down the music.
D. Use the "sync audio to selected slides" to sync the slides and music.
VIII. Review the entire program and make editing changes.
IX. Save the show and output it in the needed format. | 1,094 | 591 | {
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SECOND ALLIED COURSE I PRINCIPLES OF RESOURCE MANAGEMENT AND INTERIOR DESIGN.
Objectives:
To help students Understand the meaning of Management
* Increase ability to solve personnel management problems.
* Knowledge and understanding of the principles and methods of creating beautiful interiors.
* Recognise the importance of wise use of resources to achieve one's goals.
* Learn skills in using the basic principles of art at home, in commercial situations and other occasions.
* Apply theoretical knowledge interior decoration to practical situations.
Theory
UNIT – I
Elements involved in management – process – planning, controlling and evaluating. Decision making – Hobitual Vs Conscious decisions making, individual and group decisions – Factors aiding in good decision. Goals and values – Their relation to decision making. Resources – Human and nonhuman resourcesm – Utilization of resources to achieve family goals.
UNIT – II
Family Income – Money income and real income, Source of income. Family expenditure, Family budget – Main items, Budget studies, Financial records of the house hold, their purpose and nature.
UNIT – III
Interior Decoration – Place of art in every day life. Good taste and the consumer.
Design: Elements of Design. Types of designing, characteristics of good design. Principles of design:
Harmony
ii. Proportion
iii. Balance
iv. Emphasis
v. Rhythm.
Colour – Qualities of colour. Hue, value, Intensity colours and emotions, Advancing and receeding colours, Effect of colours upon each other, Effect of coloured lights upon coloured materials. Using design and colours in interior decoration.
UNIT IV
a. Selection, arrangement and care of furniture in the living area, Dining area, study area, and bed room.
b. Furnishings - selection use and care of furnishing materials Draperies and curtains, floor coverings.
UNIT – V
a. Accessories – Selection, use and care of accessories
* Picture and Wall hanging
* Other art objects.
* Flower arrangement
b. Home illumination – Functions, Factors to be considered types of illumination, planning for illumination for various areas.
Reference
1. Nickell.P. and Dorsey. J.M. – Management in Family Living, John Wiley and Sons, Inc, New York, 1960.
2. Goldstein.H and Goldstein. V.Art. in everyday Life, Macmillan and Company, New York, 1966.
3. Graig. H.T.,and Rush, C.H. Homes with character, D.C. Health and Company, Boston, 1965.
4. Rutt, A.H., Home Furnishings, John Wiley and Sons, New York, 1961.
5. Devadas R.P., Text Book of Home Science
6. Roy Day, All About Decorating your home Hamlyn, London, 1976.
7. Alexander, M.J., Designing interior environment, Har court Brace Jauaroui Inc., New York. 1972.
8. Sherwood, R.F. Homes Today and Tomorrow: Chart Bannet, Co.,Inc., Peoric, Illinois, 1972.
9. Cross H. and Crandall E.W. and Knoll M.M.Management for modern families.
10. Deacon R.E. and Fire bought F.M.Home Management conteat and concepts.
11. Stepot, D.D. Introduction to Home Furnishing. The Macmillan Co., New York. 1979.
12. Laver, D.A.Design Basies., Holt Rinchart Winston, New York, 1979.
13. Evans, H.M., Man the Designer, The Macmillian Co., New York, 1976.
14. Sulahria, J. and Diamond.R.Inside Design creating your environment, Carfield Press, Sanfrancisco, 1977.
15. Faulkner, R. and Faulkner.S., Inside Today's Home, Hold, Rinchart and Winston. | 1,728 | 811 | {
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