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APPROACHES TO HEALTH CARE
MEDICAL KNOWLEDGE SYSTEMS
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- Medical Knowledge Systems are the approaches to health care that are used to treat patients
- Health Care can be viewed in a variety of different ways based on our cultural background, religious views and/or education. There are two main classifications of approaches to health care: holistic and analytical.
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) Traditional Medicine
Traditional Medicine is based on the cultural beliefs and practices handed down from generation to generation within various societies used to maintain physical and spiritual health.
Every culture has its own types of traditional medicines and treatments.
Traditional medicine is the oldest form of health care, developed before the era of Western Science.
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Characteristics of this System
- consider the mind, body and spirit in the prevention, diagnosis, & treatment of illness
- Healers focus on intervention & prevention and may use:
: Traditional Medicine (plants, minerals) to treat the illness
: Traditional Healing (treatments, activities, ceremonies) to treat the whole person/community
- Traditional approaches are holistic
: is a way of life
, not just a cure for an ailment
- Traditional herbs and plants have provided the basis for many pharmaceutical treatments used by Western Science today
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Aboriginal Medicine and Healing Practices:
https://www.youtube.com/watch?v=zc-Enykb028&list=PLvfzHKT3bBJP9Tn2s-gwTFcidQUmOPaOB&index=2
I
ndigenous world view 3:58
- Elders (Healers) use a holistic approach to healing
- The healing relationship is based on virtues: respect, humility, compassion, honesty, truth, sharing, hospitality and divine love
= traditional Aboriginal care recognizes many routes to healing including: talking, crying, laughing, dancing, sweating, yawning, and yelling (venting)
- Every treatment involves feeling a part of a shared culture
= much traditional healing centers around group ceremonies including: prayers, the sharing of a meal, the use of traditional medicines and practices such as sweat lodges.
Healing also involves feeling a connection with the land
and nature.
= believe a dissociation from nature has caused disease & social pathologies
= has led to the idea of land-based healing programs that seek to put people back in touch with nature.
https://www.youtube.com/watch?v=BpaU0-D_2pw&feature=player_embedded
Elder Walter Cook 13min
Roles of the Practitioner and Patient
Practitioner:
- has no "formal training" & is NOT licensed = uses past knowledge to "diagnose" patients
- in some cultures is believed to have inherited the "gift" of healing
- Usually uses ceremonies/rituals
- is not forceful
- doesn't provide prescriptions for western (licensed) medicines
rituals
- is willing to see their problem as connected to their whole body
```
Patient: - participates in
```
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Learning Metaphor from a Nikki Giovanni Model
Although this is not my original idea, but one suggested by Carol Jago, I have used it with success. I find that the lesson works well when trying to get students to write, notice, and appreciate powerful, original metaphors and similes. The lesson also helps in community building.
First, I have students read Giovanni's The World Is Not a Pleasant Place to Be.
The World Is Not A Pleasant Place to Be by Nikki Giovanni
The world is not a pleasant place to be without someone to hold and be held by a river would stop its flow if only a stream were there to receive it
an ocean would never laugh if clouds weren't there to kiss her tears the world is not a pleasant place to be without someone
We discuss the poem, what it means, etc. and Giovanni's use of metaphor to develop idea. Then I tell students we are going to write a class poem with each student contributing a metaphor stanza that continues to develop Giovanni's idea.
I have students write more than one metaphor, so they can choose the best to add to the class poem. Also, on the odd chance that one student's metaphor might be too close to another student's metaphor, there are other choices.
When the students have completed writing the metaphors, we write the class poem(s). I provide large sheets of butcher paper on which each group can write its version of Giovanni's poem. As Jago suggests, the groups entitle their poem(s):
The World Is Not A Pleasant Place to Be by Poetry and Drama Students Inspired by Nikki Giovanni (or With Special Thanks to Nikki Giovanni)
The poems begin with Giovanni's first stanza and end with her last. The developing stanzas are the students' metaphors. I make certain that each student either initials her or his stanza or signs her or his name to the group's poem, so readers can identify the poet of each stanza. After the students complete their group poems, I have them hang their poems out in the corridor to share with the entire student body.
As Jago indicates, I give students notecards and ask them to read each poem and to comment about a stanza that they thought was effective, unique or interesting. Then I give those comment cards to the student poet(s) who wrote the stanza(s). I ask poets who receive cards to share the comments with the rest of us, so we can hear what the class thinks about effective metaphors.
Another activity that works well is to have students give a choral reading of their poem after they have it on the butcher paper. This year my students had a poetry coffeehouse for the public at the New York Mills Cultural Center, and we began the evening with a choral reading of our combined poems. The class and I discussed how next year it would be a good idea to have members of the audience write metaphor stanzas to the poem and have them end the evening with their version of Nikki Giovanni's poem. I am having another coffeehouse this spring, so I might try it then.
Here are some stanzas written by my students and me:
An autumn leaf would not dare drop from its branch if the good ground were not below to break its fall.
Grass would never wave if the wind weren't there to blow it.
Stars would not shine if night wasn't there to grace their beauty.
Trees would not wave if the winds weren't there to caress them.
There would be no clouds if the sky weren't there to hold them.
Kathleen A. Dorholt BPN Writing Member New York Mills High School firstname.lastname@example.org 2.mn.us
Presented at MCTE Spring Conference BPN Plenary Session, 4/26/02 | 1,404 | 765 | {
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TYPES OF ENERGY TO SAVE OUR PLANET
If you have even a passing interest in the advantages and disadvantages of nuclear energy, then you should take a look at the following information. This enlightening article presents some of the latest news on the different types of energy.
Solar energy has been used since prehistoric times, but in a most primitive manner. Before'70, some research and development was carried out in a few countries to exploit solar energy more efficiently, but most of this work remained mainly academic. Solar Energy Alliance has over twenty years of experience installing and selling renewable energy products. We are accredited installers under the Micro generation Certification Scheme and as such can assure customers of a quality installation with the back-up of a complete customer after-care service. Solar energy technologies offer a clean, renewable and domestic energy source.
Solar energy and 'going green' are getting a lot of attention these days. Many people are talking about thin film solar cells, also called solar film. Solar energy health risks are seldom mentioned. That may be partially due to the limited use of this source of energy. Solar energy can be produced through photovoltaic cells or through direct use in solar thermal power plants. Photovoltaic cells are the popular solar panels that can be seen on many rooftops, or on outdoor lighting.
If you find yourself confused by what you've read about the advantages and disadvantages of nuclear energy to this point, don't despair. Everything should be crystal clear by the time you finish.
Wind generators can be merged with the home solar panel system. Wind energy can help produce tones of megawatts of electricity. Every time employed at individual estates, it can help do away with conventional power sources.
Thin-film solar has been a major focus of U.S. Silicon cells are easy to manufacture, dependable and efficient, but some researchers viewed them as inherently limited. Thinfilm solar cells are cheaper than traditional solar panels, such as those made of polycrystalline silicon, but the yield is lower. However, the combination of these properties is promising according to the Thin-Film Future conference organized recently in Munich.
Solar energy facts for kids in New Zealand are considered unnecessary by some. When winter hovers over New Zealand, it may seem that day after day is cloudy and grey especially in some parts of New Zealand. Solar energy offers high capacity energy during peak consumption hours, which for smouldering hot regions, offers a unique opportunity to offset power shortages.
But what happens to solar energy when the sun goes down? Solar energy cannot merely be explained by the use of Calculus, the mother of mathematics, but can be explained by logic. Imagine a huge thin, square plate-like surface on your house, with thousands of tiny lines coloured in orange-like colours called PV modules; all at the ready to receive the frequencies from the sun's rays.
Don't limit yourself by refusing to learn the details about the different types of energy. The more you know, the easier it will be to focus on what's important when it comes to the advantages and disadvantages of nuclear energy
Source : http://solarpowerissues.blogspot.in/2009/11/types-of-energy-tosave-our-planet.html | 1,356 | 643 | {
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Helen Keller 1880-1968
Helen Keller was born on June 27, 1880 in a small town in Alabama. Her father Captain Arthur Henley Keller, was a cotton plantation owner and newspaper editor. Her mother Kate worked hard to make the planation successful and even made her own butter, ham and bacon.
Helen became ill just a few months before her second birthday. She had a fever for many days, and when she finally recovered, her mother realized that something was wrong. Her baby was both blind and deaf.
attracted by the fragrance of the honey-suckle with which it was covered. Someone was drawing water and my teacher placed my hand under the spout. As the cool stream gushed over one hand she spelled into the other the word water, first slowly, then rapidly. I stood still, my whole attention fixed upon the motions of her fingers. Suddenly I felt a misty consciousness as of something forgotten, a thrill of returning thought, and somehow the mystery of language was revealed to me."
As Helen grew she became more and more frustrated with her surroundings. She was unable to communicate. She would often scream and throw temper tantrums. Even relatives referred to her as a "monster" and recommended that she be placed in an institution.
By the time Helen was six her mother was overwhelmed by the struggle to help her daughter and sought for help. She soon met Alexander Graham Bell, the inventor of the telephone, who dedicated great efforts to teaching deaf children. He recommended that Kate try to find a teacher for Helen. She eventually found a remarkable woman by the name of Anne Sullivan.
Anne herself had had a difficult childhood and also had poor eyesight. But Anne was determined. When she graduated from school she accepted the challenge to teach Helen, even though she had no experience working with such children.
Immediately Anne went to work teaching Helen sign language. She would finger spell simple words into Helen's hand, but Helen just couldn't seem to make the connection between the word and what it represented. Helen was still frustrated and her tantrums continued. Soon however, a bond grew between the student and the teacher.
On a spring day in 1887 something miraculous occurred. Helen later told what happened: "We walked down the path to the well-house,
Helen had made the connection between the words spelled in her hand. Now she knew what they meant. It was as if the world had opened to her and she had been set free! On the way back to the house she wanted to know the name of everything she touched. Within a few hours she had learned 30 new words.
Soon everyone realized what an extraordinary, intelligent girl Helen was. She quickly learned how to read and write in braille. Soon Helen was famous. She attended Cambridge College with the help of her devoted teacher, Anne.
Helen graduated with high honors and spent much of the rest of her life writing and raising money for the blind. Helen said:"The public must learn that the blind man is neither genius nor a freak nor an idiot. He has a mind that can be educated, a hand which can be trained, ambitions which it is right for him to strive to realize, and it is the duty of the public to help him make the best of himself so that he can win light through work." | 1,134 | 688 | {
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that ate The Frog The Dog
Sean E Avery
I was out the back And working hard, When I saw a frog Hop into our yard.
The Frog looked nasty, Full of teeth, and hungry too; He was looking at our koi pond, Imagining some fishy stew.
I yelled, "You stay there Frog, Those fish are not for you! They are not your dinner, They are not for you to chew!"
I eyed The Frog, And it eyed me back, I knew I had to act Before it could attack!
I went to find my Mum, But she was nowhere to be found; And that's when I heard A frantic splashing sound…
CRUNCH!
Went the vicious, awful Frog;
CRUNCH!CRUNCH!
Went the nasty, little hog!
MUNCH! MUNCH!MUNCH!
SLURP! SLURP! SLURP!
Went its dripping, awful feast;
BURP! BURP! BURP!
Went the ugly, evil beast!
The Frog looked fatter, But it still looked very hungry; It grinned a fearsome grin, And looked for something yummy…
Then oh no,
It was looking at the dog!
oh no,
OH NO!
Oh no,
I had to stop the evil Frog!
oh no,
OH NO!
I went looking for my dad, But he wasn't in the shed; That's when I heard the yelp And the grass was splashed with red…
CRUNCH! CRUNCH! CRUNCH! Went the vicious, awful Frog;
Went the nasty, little hog!
MUNCH! MUNCH!MUNCH!
SLURP! SLURP! SLURP!
Went its dripping, awful feast;
BURP! BURP! BURP!
Went the ugly, evil beast!
That horrid Frog ate my dog And there was nothing I could do! The Frog was getting bigger (And looking meaner too)!
It was no use, I had to turn and run! I couldn't stop The Frog, Nothing could be done!
Suddenly Mum and Dad appeared And walked around the back; Before I could warn them both, The Frog bit down with a crack!
There was nowhere to go, My back against the wall; Then a shadow blotted out the sun And I heard a war-like squall!
A bird of prey had swooped; It ripped The Frog away, And I was finally safe, On this terrifying day!
I'd lost my family; I'd lost my dog; I was all alone, Because of an evil frog.
I began to cry, For my Mum and Dad; But then I thought, Was it all that bad?
No dog meant no poop, Which meant no cleaning up the ground; No parents meant no rules; Which meant no one bossing me around!
I still felt a little bad a homicidal Frog Ate my parents, dog and a pond full of koi, But I thought to look on the brighter side; There are worse things that could happen to a boy!
THE FROG THAT ATE THE DOG QUESTIONS DAY 1
adjective verb
proper noun!
noun
adjective
verb
proper noun
?!
noun
What kind of chores do you think the little boy was doing in his backyard?
Your sentence should start with:
I think the little boy was _____________________________ in the backyard.
Where do you think The Frog came from?
Your sentence should start with:
I think The Frog came from _______________________
THE FROG THAT ATE THE DOG QUESTIONS DAY 2
adjective
verb
proper noun
?!
noun
adjective
verb
proper noun
?!
noun
What would you have done to stop The Frog if you were put in the same situation?
Your sentence should start with:
I would _______________________________ to stop The Frog.
Do you think it was a good ending that the bird grabbed The Frog?
Your sentence should start with:
I think it was/wasn't a good ending because____________________
THE FROG THAT ATE THE DOG QUESTIONS DAY 3
adjective
verb
proper noun
?!
noun
ILLUSTRATION CHALLENGE
What do you think about the little boy's response at the end of the story? Should have he have been more sad or not?
Your sentence should start with:
I think __________________________________
CRUNCH!
CRUNCH!
CRUNCH!
MUNCH!
MUNCH! MUNCH!
Went the vicious, awful Frog;
Went the nasty, little hog!
BURP! BURP! BURP!
SLURP!
SLURP!
SLURP!
Went its dripping, awful feast;
Went the ugly, evil beast! | 1,723 | 977 | {
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MICHAEL GRIMBERG SHARES:
"People ask me: "How can you remember everything, you were still a very small child?" "When facing terrible fear, hunger and cold, and when you see people being killed before your own eyes as a small child, then your memory becomes like the memory of a grown person." Michael
Today I would like to introduce you to Michael Grimberg. He is such a blessing for us! Michael is a warm and very kind person. For years I have given the testimony, that we find no hate or bitterness in most of the Holocaust victims, and still it always surprises me anew. On the contrary! When we have a meeting with guests and Holocaust survivors who share their heartbreaking, painful stories, then it is Michael who does not want to see our guests so sad and blesses them, cheering them up with his music. He is such a joy! Michael:
"I was born in the year 1935 in the Ukraine, near Vinica. I have a brother who is three years older. Our mother was an example and a very honest woman who kept the Jewish traditions. Of my father I have only a vague memory. The Russian Army drafted him in 1941, when the war began. I do remember, that he received bread and sugar for provisions, which he gave to us. I was only 6 years old at this time, and never saw my father again. Later on I found out, that he had already been killed by a bomb attack, in 1941. He died in the arms of another man and sent greetings to his family. However, nobody could bury him!
When the war first broke out, my mother thought that the Germans would not do us any harm, because our Yiddish language is so close to German and she knew, that the German soldiers were not bad in the first World-War. But others reported, that Hitler was so bad and all the Jews should run for their lives. We were terribly scared. In the middle of our town lived mostly Jewish people, and around us were the "Christians."
One day the soldiers came and knocked at our door. My mother took me and my brother and escaped through the back door and we found refuge with my mother's Christian friend, Haritja. She hid us in her home, but was also scared to be discovered and shot. During the day we hid in the cellar and at night she brought us out and gave us food. For one week we could sleep in her small place on the floor. My mother spoke very good Ukrainian and asked Haritja to spy out the situation and to see, if we could go back to the town. Haritja told us that it was 'quiet', and so we went back, only to find our home totally destroyed. We had to sleep outside, in the open air. We had nothing!
The Ukrainian police worked together with the Nazis. Soon they created a Ghetto for us, where four families had to live in only 3 rooms. Every Jew had to cut out his own 'Star of David' and sew it on the clothes. I have kept this 'Star of David' until today. There was no food in the Ghetto, and we were always hungry.
Around the Ghetto was a place where there was no barbwire. My brother and I went through this open spot and we tried to get some food. Once we even found frozen red-beets. My mother had a winter coat, which she exchanged with some 'Christians' for some leftovers of flour and somehow she managed to bake something with water for us. I kept it as long as possible in my mouth. I did not want to swallow it, full of fear to be so hungry again. | 1,118 | 766 | {
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How to Survive Hurricane Harvey
Tips to understand the storms impact
- This was a shared traumatic event that the entire city of Houston experienced whether our homes were flooded or not
- We were helpless as we watched our city be overtaken by water and we watched family, friends and strangers be on the brink of devastation and we couldn't do anything about it at the time
- The entire city needs to recover emotionally
- First responders or those who are helping others need to be aware of their emotional health especially if you were in the storm as well
Tips to manage the emotional distress from the storm
**Limit television coverage of Hurricane Harvey if possible**
1. SELF CARE using the The 4 F's to manage stress:
Fitness— Regular aerobic exercise helps you control stress. Aerobic exercise also produces endorphins- a chemical which creates a euphoric feeling. To get moving you can simply take a walk outdoors or take the steps instead of the elevator, run the stairs in
your home, do floor exercises, use fitness videos or cable fitness channels, etc
Food—Dietary Changes
Reduce sugar and fat intake (these foods simulate the stress response)
Reduce red meat intake
Reduce caffeine intake (Caffeine triggers a mini stress response)
Reduce salt intake (Salt can lead to high blood pressure)
Reduce liquor intake (Liquor can interfere with sleep and can lead to addictions/ added stress)
Increase the intake of B12/stress complex Vitamins (These supplements build synapses in the brain and help facilitate the efficient transmission of electrical signals to the brain)
Forty Winks—Work to get 6 to 8 hours of sleep nightly as soon as possible. If you are displaced this is more difficult and you will need to use more techniques to improve your sleep. Use relaxation techniques including meditation, deep breathing, exercise (stretching, yoga, etc.), mindfulness (being in the moment) or thought dumping (Keep a note pad next to your bed and jot down any thoughts you have that are keeping you from sleeping. This will get them out of your head and allow the mind to be clearer so you can rest)
Fun—Purposefully spend time with family or friends and positive support networks. LAUGH! Laughter also produces a sense of euphoria, triggered by the release of endorphins. Choose to watch
TV that is light and funny such as comedies. Limit news and other heavy and distressing media. This may include social media as well.
2. Ask for help—It is impossible to do this alone!!
3. Talk about it (seek professional help if needed)
4. Get organized/create a plan (if possible have someone else assist you with this as it can be overwhelming)
5. Change scenery or take breaks when possible when working or include music in your work environment
6. Connect to your power source
Tips on how to deal with loss of belongings and/or home
1. This loss has a similar impact as the loss of a loved one
2. The grief process can occur—STAGES: denial, anger, bargaining, depression, acceptance
3. Acceptance is the stage when one creates new meaning from what was lost. This may take years.
4. Everyone goes thru this process differently and in varying amounts of time
Tips on how to talk with your kids about the storm
1. Know that children may be highly anxious and emotionally sensitive, perhaps more clingy etc.
2. Stop children from watching the news
3. Ask them what they are thinking and how they feel
4. Ask if they have questions
5. Provide honest information that is age appropriate and sensitive to their emotional vulnerability
6. Reassure them that this hurricane is not a normal occurrence and that they are safe
7. Return to a normal routine as soon as possible
Tips on how to provide help to storm survivors
1. Be gentle—remember they are in a crisis and possibly not thinking clearly because they are overwhelmed
2. When helping be sure to offer specific assistance—the generic "Let me know if you need something" is not very helpful when someone is in shock from a crisis. They may not know what they need. An alternative is to speak to the person who is coordinating the recovery/rebuild effort for the storm victim and ask them what is needed.
3. Tell the victim 2 or 3 things that you can do to help and let them decide if any of those might be helpful for them
4. Sometimes just being there to listen is all you can do
5. When you show up to their home just look around and get busy— don't ask a million questions—that only adds stress! | 1,756 | 979 | {
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WKS Nuclear Decay Reactions (Spontaneous Transmutation)
Name
Period Date
For problems 1-8, fill in the blanks to complete the equations. Use a periodic table to identify elements by atomic number. Indicate the decay type at right.
1. 84 214 Po ⎯→ ⎯ 82 210 Pb + 2 4 He
Decay type:
2. 86 222 Rn ⎯→ ⎯ 84 218 Po + 2 4 He
Decay type:
3. 82 214 Pb ⎯→ ⎯ 83 214 Bi + –1 0 e
Decay type:
4. 93 239 Np ⎯→ ⎯ 94 239 Pu + –1 0 e
Decay type:
5. 19 37 K ⎯→ ⎯ 18 37 Ar + +1 0 e
Decay type:
6. 20 37 Ca ⎯→ ⎯ 19 37 K + +1 0 e
Decay type:
7. 13 26 Al + −1 0 e ⎯→ ⎯ 12 26 Mg
Decay type:
8. 28 59 Ni + −1 0 e ⎯→ ⎯ 27 59 Co
Decay type:
For problems 9-12, write the complete nuclear decay equation and determine the product isotope for the indicated decay mechanism starting with the given isotope.
9. Write the equation for the alpha decay of americium-241. What are there too many of in the nucleus?
10. Write the equation for the beta decay of uranium-237. What are there too many of in the nucleus?
11. Write the equation for the positron emission from silicon-26. What are there too many of in the nucleus?
12. Write the equation for the electron capture of sodium-22. What are there too many of in the nucleus?
For questions 13-16, write the complete nuclear decay equation and indicate the decay type for the transmutation of the starting isotope into the product isotope.
13. Write out the equation that transforms uranium-238, which has too many nucleons, into thorium-234. What decay process is this?
14. Write out the equation for the transformation of cobalt-60, which has too many neutrons (n 0 /p + too high), into nickel-60. What decay process is this?
15. Write out the equation for the emission process that transforms oxygen-15, which has too many protons (n 0 /p + too low), into nitrogen-15. What decay process is this?
16. Write out the equation for the capture process that transforms calcium-41, which has too many protons (n 0 /p + too low), into potassium-41. What decay process is this?
For more practice, go to http://www.chemteam.info/ChemTeamIndex.html and click on Radioactivity. | 1,123 | 642 | {
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WKS - Honors Emission Spectra and The Bohr Atom
Name Answer Key
Period Date
Emission Spectra:
1) Describe what you see when you look at sunlight or other white light source through a spectroscope: A continuous, smooth spectrum – like a rainbow.
2) For the following light sources, draw in the approximate spectra that you observe. (Draw vertical lines at the approximate wavelength and in the correct color.)
Fluorescent Light
Neon Gas (Ne)
3)
Based on the above spectra, what gas must be inside a fluorescent light bulb?
Why?
Mercury (Hg) is inside the fluorescent light—their spectra are most similar
Light as energy and waves:
4) Below are diagrams of two different waves of light. Compare the two light waves by circling the correct words.
5) Answer the following general questions about spectroscopy and light:
a) Which has a shorter wavelength — red light or violet light?
b) As the wavelength gets longer, does the frequency get higher or lower?
c) Which has a higher frequency— red light or violet light?
d) As the frequency increases, does the energy increase or decrease?
e) Which is more energetic— red light or violet light?
violet lower
violet increases
violet
The Bohr Atom: Analysis of emission spectra
6) Electrons are attracted to the nucleus. Why?
They are negatively charged and attracted to the positive nucleus by electrostatic attraction.
7) Since electrons are attracted to the nucleus, it is relatively difficult to move an electron further away from the nucleus. Thus, when an electron does move further away from a nucleus, energy must be:
a) absorbed by the electron
b) released by the electron
8) Thus, when an electron moves further away from the nucleus, the electron must:
a) gain potential energy
b) lose potential energy
9) Earlier, you looked at the emission spectra produced when electricity was passed through tubes filled with various gases. Answer the following questions about how electrons are involved with producing the light.
a) When electricity is passed through a gas, some electrons in the atoms of gas absorb the energy. What must happen to the energy of the electrons when they absorb this energy? The electrons' energy must increase. The electrons get excited.
b) Describe what naturally happens to the electrons next. Explain why light is emitted. The electrons are attracted back towards the nucleus and relax to a lower energy level. As they lose
energy, this energy is emitted in the form of one photon of light.
10) Refer to the diagram on the right to answer these questions.
n=6
a) Which jump releases the LEAST energetic light waves?
Jump A
b) Suppose that an emission spectrum has four lines with the colors below. Each colored line corresponds to an electron jump. Use what you have learned about differences in energy levels and the relationship between wavelength and energy to match the correct jump with its corresponding color by writing in the correct letter next to each color.
11) In Bohr's model of the atom, electrons are quantized. This means that electrons can only occupy certain energy levels. Why does the emission spectra of gases support this model of the atom? Explain exactly what evidence these line spectra provide. How is this different from the continuous spectrum observed from the sun or other white light source?
Since only certain energy differences are observed, then only certain energy values are allowed. In a continuous spectrum of white light, the energy levels are so close together that essentially every energy is observed.
2
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Mini-Lab & WS (25 points)
Emission Spectra and The Bohr Atom
Name
Partner:
Period Date
Introduction: As you know, light can have a variety of colors. The color of light we see is really a combination of many colors. If one looks at light through a spectroscope (basically a prism or diffraction grating), the light will be split into its composite colors. Light is emitted (given off) in a variety of situations. It can be emitted by chemical reactions, nuclear reactions or just by heating or passing electricity through a substance. The colors of light that are emitted will vary depending on what element is involved. Thus, elements can be identified by the specific "fingerprint" of light that they emit.
In this activity, you will look at a variety of light sources and take note of their emission spectra (the specific colors of light which are emitted.) Using the spectra obtained, you will identify the gas that is in fluorescent light bulbs.
In addition, we will analyze the emission spectrum and try to understand what it can tell us about the arrangement of electrons in atoms. Our analysis will lead us to the model of the atom that Niels Bohr developed around 1915. His model is now referred to as the Bohr Atom.
Emission Spectra:
1) [3 pts] For the following light sources, draw in the approximate spectra that you observe. (Draw vertical lines at the approximate wavelength and in the correct color.)
2) [2 pts] Based on the above spectra, what gas must be inside a fluorescent light bulb? Explain.
3) [1 pt] Describe what you see when you look at the sun through a spectroscope. (Sunlight is an example of "white" light.)
Light as energy and waves:
4) [3 pts] Below are diagrams of two different waves of light. Compare the two light waves by circling the correct words.
(long, short) wavelength (low, high) frequency (low, high) energy
(long, short) wavelength (low, high) frequency (low, high) energy
5) [5 pts] Answer the following general questions about spectroscopy and light:
a) Which has a shorter wavelength — red light or violet light?
b) As the wavelength gets longer, does the frequency get higher or lower?
c) Which has a higher frequency— red light or violet light?
d) As the frequency increases, does the energy increase or decrease?
e) Which is more energetic— red light or violet light?
The Bohr Atom: Analysis of emission spectra
6) [1 pt] Electrons are attracted to the nucleus. Why?
7) [1 pt] Since electrons are attracted to the nucleus, it is relatively difficult to move an electron further away from the nucleus. Thus, when an electron does move further away from a nucleus, energy must be:
a) absorbed by the electron
b) released by the electron
8) [1 pt]Thus, when an electron moves further away from the nucleus, the electron must:
a) gain potential energy
b) lose potential energy
9) Earlier, you looked at the emission spectra produced when electricity was passed through tubes filled with various gases. Answer the following questions about how electrons are involved with producing the light.
a) [1 pt]When electricity is passed through a gas, some electrons in the atoms of gas absorb the energy. What must happen to the energy of the electrons when they absorb this energy?
b) [1 pt]Describe what naturally happens to the electrons next. Explain why light is emitted.
2
Emission Spectra and The Bohr Atom
10) Refer to the diagram on the right to answer these questions.
a) [1 pt] Which jump releases the LEAST energetic light waves?
b) [2 pts] Suppose that an emission spectrum has four lines with the colors below. Each colored line corresponds to an electron jump. Use what you have learned about differences in energy levels and the relationship between wavelength and energy to match the correct jump with its corresponding color by writing in the correct letter next to each color.
11) [3 pts] In Bohr's model of the atom, electrons are quantized. This means that electrons can only occupy certain energy levels. Why does the emission spectra of gases provide evidence that electrons can only occupy certain energy levels? What do the energies of the colored lines in the spectrum correspond to? [Hint: what happens to electrons when they emit light?] What would you expect the spectrum to look like if electrons were not quantized?
COLOR LETTER
RED
YELLOW
GREEN
BLUE
Emission Spectra and The Bohr Atom
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CHAPTER 22, THE BIRTH OF THE KING
TIMELESS TRUTH: THE WORD BECAME FLESH.
CHAPTER SUMMARY (Have someone in your group read the summary section.)
Heaven had been very quiet for 400 years. No burning bushes. No splitting seas. No visions. No dreams. No prophets. No message from God…just silence.
Then, in a magnificent yet inauspicious way, a word – but not just a word, The Word came. At the time, the event seemed inconsequential to all but a blue-collar carpenter and his teenage bride. But in fact, the Word of God had taken on flesh and blood and was first heard in a baby's cry. His birth was unspectacular, yet His presence dispelled darkness and cast an inescapable ray of light across history, past, present, and still unwritten. God's promises to Abraham and David had found fulfillment at long last. Jesus would bless all nations and would take His rightful place on David's throne. It is this event to which everything thus far in The Story has pointed.
Mary was the first to hear the news. In the midst of wedding plans and setting up house, the angel Gabriel pronounced that she had been chosen to give birth to the Son of God. Nothing could have been further from her mind…or her to do list. Mary was engaged and a virgin. The power of the Most High would take care of everything, he said. So, Mary rejoiced. She accepted her position as God's servant and praised Him with purest trust in His plan. Joseph was the next to know. He considered pursuing a legal dissolution of their relationship to save them both from the humiliation of an illegitimate pregnancy. But he received his own angelic visitor, who confirmed Mary's innocence and gave his blessing on their marriage. Joseph married Mary and soon after made the journey to Bethlehem to pay his taxes as required by law. The town was bustling, and the inn was full – so the Son of God was born in a stable.
Angels delivered the birth announcement and shepherds became the welcoming committee for the King of Kings. They hurried to see for themselves, and found a surprisingly unassuming setting for a king: a baby in a feeding trough, accompanied by his mother, earthly father, and the local livestock. God also sent signs in the stars and faraway wise men charted their course with gifts in hand. King Herod felt threatened by the birth of another monarch, so he ordered the massacre of all the baby boys in the surrounding areas. God sent angels again so His redemptive plan would stay its course. They warned Joseph in a dream to flee to Egypt until it was safe to return.
Joseph, Mary, and Jesus returned to Israel only after Herod's death and they made their home in Nazareth. Jesus grew up there as the precocious son of pious Jews. He and His family traveled to Jerusalem every year to celebrate Passover. When Jesus was 12, He stayed behind in the temple unbeknownst to his frantic parents. They found Him sitting with the teachers who were amazed at His words. Jesus grew up as all boys do and Scripture tells us that He increased in wisdom and favor with God and with people.
God's Upper Story intersects with His Lower Story at the birth of Jesus Christ, the Godman. God's redemptive story approaches its climax as the Son of God from eternity past becomes the Son of Man for eternity future. Messiah has finally come.
1
Page
ICEBREAKER QUESTION: What is your favorite part of the Christmas story and why? If you were in a Christmas pageant as a child, what part did you play?
1. These verses in the Gospel of John reveal one of the most important beliefs. How does page 309, or John 1:1-14, 18, help clarify the relationship between God and Jesus? Why is this so important?
2. "In him was life, and that life was the light of all mankind" (p. 309, John 1:4). Look up John 5:21-29, 6:47-58, 10:10, 11:25, 14:6, 17:3, and 20:31. What does it mean, that in Him was life?
3. List some of the names of Jesus and their meaning or significance (see also Isaiah 9:6-7).
4. What things did Mary know about her child even before she conceived (p. 310)? Why was this important?
5. In response to her situation, Mary offers a song of praise (p. 310-311). Compare Hannah's praise song in 1 Samuel 2:1-10. How these songs are similar? Did Mary see herself as part of God's Lower Story or part of His Upper Story?
6. What do you suppose Joseph thought and felt about Mary's pregnancy before and after the angelic visitation (p. 311-312)? What is the difference between having faith in people and having faith in God?
7. Joseph was "faithful to the law" (p. 311, Luke 1:19) but was not necessarily considered to be so by others (John 8:41). What examples can you find of his faithfulness?
8. Herod was not the first evil ruler to commit, or attempt, infanticide against Hebrew babies. What other examples can you recall? What does this teach you about God's Upper Story plan of redemption?
9. The text tells us "all who heard [about Jesus] were amazed" (pg. 313). What do you suppose it was that surprised them?
CLOSING PRAYER | 1,997 | 1,181 | {
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The Almond Valley Heritage Trust
RISK ASSESSMENT
For School and Group Visits to Livingston Mill Farm at Almond Valley Heritage Centre
Significant Hazards:
* Animal bites
* New or old wounds becoming infected
* Picking up germs from animals
* Transfer of disease to pregnant women from sheep and lambs (Enzootic Abortion)
* Farm machinery
* Hay fever, asthma and allergies to animals
* Ponds and mill lade
* Touching or ingesting chemicals or animal treatments
* Climbing on gates/fences and leaving gates open
* Dangerous animals/ escaped animals
* Animal waste areas/Dung heaps
* Fire
Existing Control Measures – How to minimise the risk
* Hand Washing. The risk of catching most germs on farms can be eliminated by good hygiene. Hands must be thoroughly washed with antibacterial soap and warm water, and then dried with a paper towel. Signs remind visitors to wash their hands immediately after touching animals, and this message is reinforced during handling sessions. There are hand-washing facilities with antibacterial soap in the toilet blocks and at trough sinks in various parts of the farm. Teachers or group leaders are responsible for ensuring that children wash their hands thoroughly.
* Eating. Food should only be eaten in designated areas i.e. the picnic barn or picnic areas. Staff should discourage visitors from eating in areas close to animals.
* Feeding the animals. Children are not encouraged to feed the animals unless supervised by a demonstrator.
* Cuts and Scratches. These should be cleaned thoroughly and covered up immediately. Old wounds should also be covered. First aid facilities are available at reception.
* Pregnant Women. If you are pregnant or suspect you might be pregnant you should stay away from any pregnant ewes and lambs. This is to avoid the transfer of micro-organisms that can cause illness. Signs should be present at lambing times.
* Tools, Equipment and Farm Machinery. These should all be stored away from public areas but could be around whilst in use. Visitors should be advised never to touch these nor climb onto a farm vehicle without invitation by a member of farm staff.
* Ponds and watercourses. The mill lade and other watercourses in the centre of the site are protected by fences, but the lower pond and lade remain unfenced to allow pond-dipping and other nature studies. The margins of these watercourses are mown, but those in charge of younger children must remain vigilant and not leave children unsupervised in these areas
* Chemicals and Animal Treatments. These should all be locked away and in areas not accessible to the public. Children should be warned not to touch any items that are being used by farm staff to treat an animal in front of the public.
* Fire. There are many flammable substances on farms. Use of matches should be restricted and no smoking signs strictly observed. In case of fire, please sound the alarm, evacuate the buildings, call 999 or alert a member of staff and assemble in an open area as directed
* Contact with Animals. Animals should be approached quietly and carefully and treated with respect. They should only be handled when farm staff give permission to do so. If an animal escapes, please do not approach it, alert a member of farm staff.
* Tractor and Trailer Rides. This ride is given along a farm track using a specially designed passenger trailer. Children must be accompanied by teachers or group leaders, and visitors should remain seated whilst the tractor is moving.
* Animal Paddocks and Pens. Children will normally not be allowed to enter animal pens where animal faeces are on the ground. Accidents can occasionally happen elsewhere however, eg when cows are brought in for milking. If a visitor gets faeces on their footwear, inform a demonstrator and they will direct you to an area where boots and shoes can be brushed or hosed down.
* Milking Demonstrations. Visitors should remain at an appropriate distance to the cattle unless invited by the farm staff to participate. They should not attempt to dip their fingers into or taste the milk from the bucket.
Assessment carried out by Dr. Robin Chesters Date 07/10/21 | 1,670 | 854 | {
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STUDYING MATH, SCIENCE AND TECHNICAL SUBJECTS
BEFORE CLASS:
Preview the text material that will be covered in class – find out what you already know and don't know to help you focus during the lecture or workshop.
Review the notes from the previous lecture – get ready to add to it or apply it.
Make note of any new terms or formulas you encountered in your reading and make sure you listen for them in the lecture or workshop.
Formulate questions you have about the previous homework or class work. Be specific and concise; no teacher is willing to re-teach the entire lesson.
DURING CLASS:
TAKE NOTES! Make sure you include both the examples and the theory behind the examples. Most students miss the conceptual framework in problem-based and technical subjects if they just write down the examples the teacher uses. Look for the basics – formulas, steps, exceptions to the rule, any explanatory remarks the professor makes, etc.
Ask questions as the professor proceeds through the problem-solving process or procedure. If a professor does not allow questions – write down as much as you can verbatim, especially key words.
AFTER CLASS:
As soon after class as possible, reread your notes. Check for errors, questions, and omissions. Fill in any information you can from a peer's notes or the textbook.
Review your notes daily. Reread them before attempting to do the homework. Work each example given in class until you can do each perfectly without referring back to your notes. Only then are you ready to do your homework. Look for information you might want to use to create a "cheat sheet." Pull out important formulas, steps, and one good example for each concept. Create study aids to use later.
Complete the homework, even if it is not collected. This is critical in problem-based and applied courses. You MUST PRACTICE the application of the procedures and concepts.
Analyze difficult problems by:
1. Drawing a diagram or picture of the problem.
2. Outlining the steps in a procedure (including hidden or assumed steps)
3. Working through problems step by step until you can determine where your understanding falls apart.
4. Seeking help from tutors, classmates, assistance labs, or your professor. The sooner the better!
5. Practicing, practicing, practicing!
First, do problems with the aid of your text and notes.
Then, attempt problems with minimal study aids -- like a "cheat sheet" or 3 X 5 cards only.
Next, attempt similar problems without any references and under timed conditions.
Finally, do several different types of problems randomly to guard against test-anxiety. Over
10 QUESTIONS TO ASK YOURSELF WHEN YOU RUN INTO TROUBLE:
- Can you determine what is given and what is not given in the practice problem?
- Can you come up with at least one strategy for solving the problem?
- If there are multiple possible approaches to the problem, can you determine the conditions under which each approach should be used?
- Can you think of a formula, theorem, or definition that might be relevant to the problem?
- Can you "work backwards" and determine what you need to know in order to complete the problem?
- Can you find a similar example in your textbook or notes and use it as a model for solving the problem?
- Can you break the problem into smaller parts and relate each section of the problem to the larger whole?
- Can you guess or estimate an answer and then try to see if it's correct or close. (The method you come up with to check may be close to the procedure you need to use.)
- Should you take a break and return to the problem later?
- Can you find someone to help you?
AFTER THE EXAM:
Analyze returned quizzes and exams to help you prepare for the next exam. Ask yourself the following questions:
Did the majority of the questions come from textbook, lecture notes, or other source?
How were the problems different from those I expected?
What type of errors did I make? (Careless computations, rushing through problems, labeling errors, lack of understanding, not enough practice, uncertainty about approaches to use, lack of prerequisite knowledge or skill, test anxiety, lack of preparation or practice, did not seek additional assistance, procrastination and/or cramming?)
How should I change my approaches for the next exam?
For further information go to:
http://www.rit.edu/~w-asc/resources.php (RIT Study Skills Web Site)
http://www.lifelearning.utexas.edu (and click on "Handouts") (U. of Texas Learning Center)
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CONFLICT FROM CHARACTER
"Conflict reveals character" ROBERT MCKEE
This insightful quote is a powerful reminder that the essence of a compelling screenplay lies in the dynamic interplay between conflict and character. Let's delve into a step-bystep process to help you harness this principle to craft riveting screenplays.
Step 1: Define Your Character: Start by listing at least five key traits of your character, including their flaws. These traits and flaws will guide your character's actions and reactions throughout the story.
1.
2.
3.
4.
5.
Step 2: Identify Your Character's Desire: Write down what your character wants more than anything else - and why. This should be a strong, personal goal that drives them throughout the story. Consider how their flaws might influence this desire.
CONFLICT FROM CHARACTER
Step 3: Establish the Stakes: What will happen if your character doesn't achieve their goal? What do they stand to lose? Write down the consequences of failure. This is what your character is risking, and it should be significant enough to motivate them. Consider how their flaws, weaknesses, or limitations might heighten these stakes too.
1.
2.
3.
What person could stand in their way?
What circumstances could make their goal harder to reach?
Could their flaws create additional obstacles or exacerbate existing ones? Write down at least three potential obstacles.
Step 4: Create an Obstacle: Now, brainstorm obstacles that could prevent your character from achieving their goal. Consider the following questions:
Given their unique traits and flaws, how would your character react to this obstacle initially?
What actions would they take to overcome it?
How does this struggle reveal a new aspect of their character or highlight their flaws? Remember, the character's reactions should be consistent with their traits and flaws and not necessarily how you would react.
Step 5: Explore the Struggle: Let's delve deeper into your character's reaction to these obstacles. For each obstacle you've listed, answer the following questions:
1.
2.
3.
CONFLICT FROM CHARACTER
Step 6: Raise the Stakes: As your story progresses, the stakes should increase. This could mean the consequences of failure become more severe, or a new desire emerges that's even more important. For each obstacle, consider how the stakes could be raised and jot down your ideas. Also, think about how these heightened stakes could further reveal your character's traits and flaws. For example, how might their determination intensify when faced with greater risks? How might their flaws become more apparent under increased pressure?
1.
2.
3.
Step 7: Show, Don't Tell: For each character reaction you've listed in step 5, think about how you can show this through their actions, rather than telling it through dialogue or exposition. Write down specific actions that demonstrate their responses to the obstacles and how these actions reveal their flaws.
1.
2.
3.
Step 8: Resolve the Conflict: Now, imagine how the conflict could be resolved. Remember, resolution doesn't always mean success. It could also mean failure, or a realization that leads to a change in desire. For each obstacle, write down a potential resolution and how it reveals the final aspect of your character. Consider whether they overcome their flaw, if it becomes a strength, or if it remains a challenge for them. | 1,403 | 678 | {
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Food Truck Installation Plan
Three plants in Northwest Florida
Step One:
Let's begin with three popular and easy plants for this zone: 2 American Beauty plants and 1Echinacea flower
Step Two:
All three of these plants can be installed in the ground or in pots
Step Two:
Locate a good place on your property for the plants. Choose a place that has partial shade during the day. Not full sun, Not full shade
Step Three:
The soils in Northwest Florida are fairly soft. If the construction is recent to the last 20 years, it would be a good idea to have a soil test at the extension office for any amendments. Be sure to wear eye protection.
Step Four:
The good news is that the hole should be wide and shallow. The roots grow horizontal not vertical.The plants do not need too much amendments.
Step Five:
You'll need to ensure water for only 2 - 3 months. This allows the plants to adjust and establish in their new home. The best time to plant is actually the fall. Roots grow in the winter and stem grow in the spring.
FoodTrucksForBirds.com
Register your Food Truck for Birds on our website!
Find us on facebook, twitter (of course), instagram, YouTube, pinterest
Let's start a movement!
Disclaimer - I have more details on the website for a free download. Homeowners assume all liability. Please call for under ground utility marking (it's free). Right Tree, Right Place
Food Truck Installation Plan
Three plants in Northwest Florida
Checklist:
Need 2 rent
1. How much sunshine?
2. How much water?
3. How much saltspray?
4. Do I have a shovel and
eye protection?
Full Sun
Part Sun
Full Shade
Lots
Part water
Dry
Full Spray
Part Spray
No Spray
Yes, both
Only One
Take this checklist with you to a local nursery to buy three shrubs or maybe a tree if you are adventerous. Be sure you have circled the information above to compare with the plants at the nursery. Generally speaking, you should be able to purchase two 2 American Beauty plants and 1Echinacea flower
There are trees that make great shrubs if pruned properly. The should be curved on the sides to prevent any "legging" from occuring. Or, if you want a tree, be sure to call for a utilities check underground and not under a powerline. For more information, a county extension agent can assist or a master gardner from the extension office. See website for links
Disclaimer:
The homeowner assumes all responsibility and risk. Call for underground utilities and overhead powerlines. Homeowners assume all responsibility for bodily protections (eye wear). Please use good judgement when installing the plants and digging holes. Plants are living things. Sometimes they thrive in a location and others may not. It is possible plants may need to be replaced from time to time. | 1,146 | 605 | {
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New Jersey's Marine Debris - 2003
Percent Breakdown by Material
The most prevalent type of debris found on New Jersey's beaches and in our waterways is plastic. The major reasons that plastic ranks so high are: 1) disposable plastic materials are found in nearly all consumer products, 2) the longevity of plastic (taking many decades to several hundred years to break down), and 3) littering or failure to recycle. Due to the strength of the material and its ability to last a long time, plastic items cause the most needless deaths of marine animals (see "2003 Entanglements", reverse side of insert).
Does marine debris come from the ocean or from land? The majority of the items found on New Jersey beaches come from a source on land: being left on the beach, blown to the beach, or brought to the shore via storm drains. Three simple changes in lifestyles can helpe reduce litter in the marine environment: 1) do not litter, 2) dispose of trash in a proper method so that it cannot be reintroduced into the environment, and 3) the three "R's": Reduce, Reuse, and Recycle.
New Jersey's Dirty Dozen
The "Dirty Dozen" are the top 12 items most frequently collected and recorded during the Beach Sweeps in New Jersey. These 12 items accounted for 65 percent of the debris collected at the 2003 beach cleanups. In 2003, new datacards were used at the Sweeps that listed more items than previously and deleted some from the old card. Even with these new datacards, the items remained fairly consistent in their ranking with slight variations over the ten years.
Cigarette filters, the #1 item found on beaches, are not only unsightly, they can harm marine life.
*New category in 2003
Plastic forks, knives, & spoons was a new listing on the datacard in 2003. This item was formerly plastic cups & utensils, which has a ten year ranking of 10 and average of 11. The new separate listing of plastic cups ranked 17 in 2003. Two new items, plastic shopping bags (ranked 13) and plastic cap rings (ranked 15), may be future candidates for the dirty dozen.
As in years past, cigarette filters were the number one item found on the beaches in 2003. Remember, the number of cigarette filters collected during the beach cleanups is a small fraction of what may be in the environment. Cigarette filters are not only unsightly, they can harm marine life. The filter traps carcinogenic (cancer-causing) chemicals which are introduced into the marine environment when the cigarette is not disposed of properly. Cigarette filters have also been found in the stomachs of fish, whales, and birds, blocking and affecting their digestion. | 1,084 | 599 | {
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Loss PreventionSafety Tips
CHRISTMAS TREE SAFETY
We love decorating Christmas trees in our homes during the holidays, but if they're not set up or taken care of properly, they can cause a fire. Christmas tree fires are not that common, but when they do happen they are very serious and usually involve a dried out tree.
Choosing a Tree – Artificial or Fresh Cut
‐ You can reduce the risk of a Christmas tree fire by choosing to have an artificial tree in your home. Artificial trees are beautiful, reusable and fire resistant, so they are a good, safe choice for holiday decorating.
‐ If you love the smell and tradition of a real Christmas tree, make sure to choose one with fresh, green needles that don't fall off when touched.
Setting up the Tree
‐ Before putting the tree in the stand, cut an inch off from the base of the trunk to allow water to be absorbed and keep the tree fresh.
‐ Make sure to set the tree up at least three feet away from any heat source like a furnace vent, baseboard heater, radiator or fireplace. These won't necessarily set the tree on fire, but will dry it out quickly.
Watering the Tree
‐ A dry Christmas tree is a serious fire hazard, so be sure to keep the base reservoir full of water.
‐ It's surprising how much water a tree can absorb, so make watering part of your daily routine and expect to add at least 3‐4 liters a day.
Lighting the Tree
‐ Check lights and cords before using for cracks, frayed wires, damaged light sockets or any signs of wear or overheating. Replace immediately if any problems are found.
‐ Only use lights that have the label of a recognized testing laboratory like CSA or ULC. This proves that the items have been tested and meet Canadian safety standards.
‐ Remember to always turn off Christmas tree lights before leaving the house or going to sleep.
Safe Disposal
‐ The biggest risk of Christmas tree fires is after Christmas day. With the busyness of events, gatherings or vacations, it's easy to forget or stop watering and let the tree dry out.
‐ If you know you are going to be away, it's best to get the tree out of the house before you leave. Check with your community for recycling depot locations or curbside pick‐up schedules which makes safe disposal easy.
See more loss prevention tips at www.preventingloss.com | 1,326 | 911 | {
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When Size Matters
We live in the land of gigantic food portions. From the enormous bowls of pasta and the big slabs of beef served in restaurants to plate-sized pizza slices and jumbo bags of chips, it's very common to consume three or four or even five "servings" at a time. Think not? Consider these commonly accepted serving sizes* and what they look like.
1 Pasta Serving = 1/3 to 1/2 cup
According to the USDA Dietary Guidelines (and their famous Food Guide Pyramid), a serving of pasta is one-half of a cup. The American Diabetes Association says a serving is one-third of a cup. The visual: A tennis ball sliced in half.
1 Meat, Poultry, or Fish Serving = 2 to 3 ounces
The accepted serving size for this category of food is, generally, three ounces. (The USDA says two to three ounces.) The visual: A deck of cards, or a checkbook.
1 Milk or Yogurt Serving
One cup is the serving size almost always used for all types of milk and yogurt. The visual: A yogurt container, or the size of your fist.
1 Natural Cheese Serving
Natural cheeses are cheddar, provolone, Muenster, Swiss, etc. One serving is equal to 1 1/2 ounces, which might be easier to think of as 3 tablespoons. Processed cheese (cheese food, such as American), for some reason, gets a serving size of two ounces. The visual: 4 dice stacked on top of each other, or the average thumb.
1 Serving of Fruit
With whole fruit, a serving is a medium-sized apple, banana, orange, or pear — keep in mind most of what we see in grocery stores are large to extra-large varieties. If it's chopped, cooked, or canned, the serving size is one-half cup. The visual: A tennis ball sliced in half.
1 Serving of Grains
If the grains are cooked, like oatmeal, serving size is one-half cup. If it's cold cereal, a serving is three-fourths to one cup. The visual: For oatmeal, an ice cream scoop; for cold cereal, a teacup to a fist.
*Serving sizes are created for the purpose of giving people healthy and appropriate nutrition information and guidelines. Serving sizes are established so that what you see on the Nutrition Facts labels on food products is somewhat standardized. Also, it's a way for government agencies, like the USDA, to recommend amounts of different types of foods for optimal health and weight control.
Five Tips to Help You Avoid Portion Distortion
1. When looking at the Nutrition Facts label on a product, get in the habit of glancing at the serving size (this may be futile; sometimes it's in grams or another unit that's not user-friendly) and automatically doubling or tripling the calories, carbs, and other nutrients you check.
2. At restaurants, send half your plate back to the kitchen to be wrapped up as soon as you can without being rude.
3. Take out your measuring cups and train yourself — using water, dry rice or beans, and some play-dough — to know what a half-cup and a cup look like in your everyday bowls.
4. Train yourself to only order small or kid's size when ordering anything at a restaurant, snack bar, etc.
5. Use a smaller plate when eating at home, and away from home, always leave some food on your plate (cancel your membership to the "clean plate club"). | 1,308 | 725 | {
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www.packyplayfair.com
Lesson Plan – Week of January 2, 2006
Packy's Sportsmanship Challenge
OBJECTIVES
* To reinforce Packy's pledge to promote good sportsmanship to achieve goals as a team (see Packy's Pledge and Packy's Team Pledge below – either can be used).
* To foster positive cooperative/communication skills and strategy development.
SUGGESTED GRADE LEVEL
* Grades 3-5
MATERIALS NEEDED
* 4 decorated index cards per team each with one of the four components of Packy's pledge. (The cards will be attached to the hoops)
* Four hula hoops per team and cones for a starting and finish line
INTRODUCTION
* Explain that today their group will have a challenge that they will need to solve in a positive manner.
* Discuss how cooperation is important in helping a group achieve its goal.
* Introduce and or review different types of positive behaviors/communication skills (talk in respectful voice, allow all to contribute, etc.).
CLASS SET-UP
* Divide students into groups of six or less.
* Behind the starting line is the sinking ship; the finish line is Packy's Sportsmanship Island
* Use half of a volleyball court or similar area for the start and finish lines.
COMPETITION OVERVIEW
* Explain to the students that they will all be aboard a sinking ship (behind the start line). They may only use lifeboats (the hula hoops) to get to Packy's sportsmanship island, which is safety (the finish line).
* The objective is to get all the people safely off the boat as quickly as possible using the lifeboats.
* Give each group 1-2 minutes to brainstorm ideas on how to solve their dilemma; each member in the group must offer a suggestion before they decide on the course of action.
* Then tell groups they have (five or so) minutes to begin with. At the end of five minutes, gather groups and discuss what they have done, what has worked etc. Allow the students to begin again, using ideas they may have gathered.
RULES
* Students may only step in the hoops and may pick up hoops, but only those that are empty. Hula-hoops cannot be dragged or tossed.
* Teams may take any number of passengers on the lifeboat but if any passenger steps out of the hoops all the people in the lifeboat must return to the ship.
* Teams may step out of the lifeboat only when they have reached the finish line but they may not throw the hoops back to the boat. (They will need to put one hoop in front of the other until they reach the finish line, but do not tell them this unless they absolutely cannot figure it out).
CONCLUSION
At the end of the activity, discuss again the types of behaviors that were helpful to groups successfully completing the challenge. Discuss the importance of Packy's pledge in completing the challenge.
Packy PlayFair's Pledge™
Packy PlayFair's Team Pledge™
F ollow the Rules A lways try your Best I nclude Everyone R espect your Opponent And Have Fun!
T reat my opponents and the officials with respect E ncourage & expect fair play from my teammates A ccept defeat with grace and be humble in victory M ake the team more important than myself
You can contact us at firstname.lastname@example.org | 1,347 | 708 | {
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Homework Policy
The school strongly believes homework is important since it reinforces and extends the teaching and learning that occurs during the day. Homework encourages parents to become involved in their children's learning and helps to develop independence.
It is important, however, to remember and make clear to parents that, when a child has worked for a full day in school, he/she may not always respond positively to having large amounts of homework on one night. Homework should be spread across the whole week to be most effective.
Why give homework?
- It can inform parents / carers about current learning in the class.
- It provides an opportunity for conversations between children and parents / carers about their learning.
- It can continue to enthuse children's thirst for learning;
- It is a great opportunity to practise key skills such as times tables, doubling facts, addition sums, spellings, handwriting etc.
- It helps to foster good habits of organisation and self-discipline.
For children to make good and continued progress: reading, spelling and number facts should be practised regularly each week.
What does homework look like at Longleaze School? Each week pupils:
- will be expected to read on at least 3 occasions;
-
will be given a spelling, grammar or phonics activity;
- will be given a maths task that is linked to the learning going on in the class that week.
Over a full term, pupils will also complete one piece of creative homework (from a choice of 3 options) that is linked to their class topic. This will be shared with the class at the end of the term. A simple certificate of acknowledgement will be awarded to all children who have completed this.
Recording of Homework
All weekly homework will be recorded in a homework book. The school will ensure that all homework books are covered to protect them. They will also contain the appropriate literacy and numeracy objectives for a child's year group.
Parents will tick and sign to confirm pupils have completed items of homework which are not recorded in homework books by pupils e.g. practising of times table facts.
Homework books should be handed in to class teachers on a Wednesday and new homework will be given out on a Friday.
Feedback to Pupils
Pupils' work will always be acknowledged upon completion, on a weekly basis.
Homework Club
A Homework Club will be provided, if needed, for children who wish to do some of their homework at school and support will be provided for this.
Although there is no legal requirement to have a Homework Policy, these guidelines have been drawn up in line with recommendations.
The governing body will review the policy bi-annually. | 1,063 | 535 | {
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Glendun Oak Woodland: Increasing links between ancient woodland fragments.
Why this project is important?
With native woodland circa at 1% of the surface area of Ireland, it has become vitally important not only to create new native woodlands for the future, but also to link existing fragments of native and or ancient planted woodlands as wildlife corridors.
The current project in north Antrim (GPS CO-ORDINATES: 55.12503/-6.080085) will increase the connectivity between two areas of ancient woodlands that were planted in the 1840's.
Creating an increased link between two woodland fragments will create more habitat of the endangered Red Squirrel. Scots Pine, an important food species for Red Squirrels and both species of native Oak, once common in the region, which is hugely important for biodiversity will form the main a species.
Growing trees will sequester large amounts of Co2 and are important in combating climate change.
The site is currently in pasture for sheep. Returning it to woodland will increase linkages between two important ancient woodland fragments
Aims and Actions
Global Aims:
* To increase carbon sequestration for climate change protection
* To increase percentage of predominantly native woodland in Ireland
Specific Aims:
* To protect native Red Squirrels and other woodland species by increasing links between two areas of existing ancient woodland.
Actions:
Site preparation will involve intensive grazing to reduce the grass height, followed by hand planting of trees in the dormant season (Autumn/Winter)
Planting will be at a rate of 2500 whips (trees of 50 to 80cms) per hectare, with 50% Sessile Oak (Quercus petraea), 20% Pedunculate Oak (Quercus robur) and 20% Scots Pine (Pinus sylvestris),
Partners:
Emerald Heritage
Project Benefits
There will be increased connectivity between two areas of ancient woodland, with the total area connected reaching approximately 32 hectares. While small on a global scale, this is a significant woodland in an Irish context. This is one of the largest areas of contiguous deciduous dominated woodland in the Antrim.
This project will link the Ancient Woodland of Creagagh Wood more fully with an outlying woodland fragment. This will increase overall function for a wide range of species including the vulnerable Red Squirrel.
Area planted: 0.5 hectare
Potential Carbon Sequestered: 240 tonnes
Number of trees planted: 1300 | 1,084 | 521 | {
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Effect of oceans in the climate system
In this worksheet, the components of the climate system (in this case: the oceans) and their impacts on temperature are examined.
In order to investigate the effect of oceans in the climate system, all components are switched ON in experiment A (left side) while in experiment B (right side), oceans are switched OFF with the remaining components switched ON. The difference between A and B can be seen in the difference map in the lower center. There, the global effect of oceans is given in the title and the map shows the regional impacts.
Exercises:
(Advice: The figures and the articles listed below help to solve the exercises.)
Global mean effect oceans
1. Determine the global mean effect of oceans.
a. The temperature change in Northern winter (January) is: ……....°C.
b. The temperature change in Northern summer (July) is: ……....°C.
2. Do oceans have a cooling or a warming effect on climate? Explain, why (see figure 2):
………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………...
Regional effects of oceans
The effect of oceans on temperature varies regionally as well as seasonally. Determine and compare the regional effects of oceans. Enter the temperature change of the particular region as an approximate value in the middle column, e.g. -2 °C to -3 °C. Describe the temperature change in words (e.g. slight/ strong cooling/ warming) in the right column and compare your observations with other regions (e.g. 1 and 2, 3 and 4, 5 and 6).
Region
Temperature change in °C
Temperature change in words and comparison of the regions 1-2, 3-4,
5-6
N-Winter (Set the MSCM to January!)
(1) Northern Hemisphere
(2) Southern Hemisphere
(3) Western edge of the continents in the Northern Hemisphere
Explanations:
Find explanations for your observations on the effect of the oceans on the temperature, especially for the regional variations! The figures as well as the articles listed below will help you find the solutions. Explain...
1. … the seasonal differences of the effect of the oceans in the summer- and winter hemisphere!
1. How do the oceans influence the seasons in Hamburg or Melbourne? (Take a look at the time series experiment for this.)
2. … the difference at the different edges of the continents (row 3 and 4).
3. … the difference between the global temperature change in January and July (Exercise 1.1 and 1.2).
Useful figures
Helpful articles to work on the exercises: | 1,077 | 555 | {
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Major Figures of the Bhakti Era
Ramanuja (1017-1137 A.D.): wrote commentaries on Brahma Sutras, Bhagavad Gita and the Upanishad; expounded Visishtadvaita or qualified monism
Basava (12th Century), treasurer turned saint of Karnataka preached equality to all and taught the way to reach God through one's vocation; his followers constitute the Lingayat or the Veerashaiva cult. His promise poems known as the Vachanas preached devotion to Lord Shiva as the means of salvation
Madhva (1239-1319): Broke completely with the Upanishadic doctrine of unity of God and the human soul. Taught "Dvaita" dualism.
Ramanada (15th century): A disciple of Ramunuja, he was a worshipper of Lord Rama. He taught perfect love for God and human brotherhood.
Kabir (1440-1510): Disciple of Ramananda, he believed in formless God. He was the first to reconcile Hinduism and Islam.
Guru Nanak Dev (1469-1538): He was the founder of Sikh religion. He preached against idol worship, caste system and worship of one God through prayer and meditation.
Purandara Das (15th Century) A singer-saint of Karnataka who sang the praises of Lord Krishna; among the greatest composers of South Indian (a.k.a. Carnatic) classical music.
Dadu Dayal
(1544-1603) A disciple of Kabir, he was a supporter of Hindu-Muslim unity. His followers were known as Dadu Panthis.
Chaitanya (1468-1533) A devotee of Lord Krishna, he was the founder of modern Vaishnavism in Bengal. He popularized Kirtan.
Shankaradeva (1499-1569) Spread the Bhakti cult in Assam.
Vallabhacharya (1479-1531) Exponent of Krishna cult. He worshipped. Krishna under the title "Srinathji."
Surdas (1483-1563) A disciple of Vallabhacharya, he showed intense devotion to Gadha and Krishna.
Mirabai (1498-1563, picture) Staunch devotee of Lord Krishna, she composed number of songs and poems in honor of Krishna.
Haridas (1478-1573, picture): a great musician saint who sang the glories of Lord Vishnu.
Tulasidas (1532-1623, picture): Depicted Rama as the incarnation. He wrote Ramcharitmanas.
Namdeva (1270-1309) (Maharashtra): A disciple of Vishoba Khechar, he was a devotee of Vittoba (Vishnu).
Jnanesvara (1275-1296): Wrote "Jnaneswari", a commentary on the Bhagavad Gita.
Eknath
Wrote commentary on verses of the Bhagavad Gita: A devotee of Vithoba.
Tukaram: Contempotary of Maratha king Shivaji; a devotee of Vithal he founded the Varkau sect. His teachings are contained in Abhangas.
Ram Das: Author of Dasabodh, his teachings inspired Shivaji to establish an independent kingdom in Maharashtra | 1,301 | 708 | {
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5 th Grade Common Supply list
Earbuds to be left at school
2 packs of sharpened #2 pencils TICONDEROGA
175 sheets wide ruled paper
Scissors
2 glue sticks
2 boxes of tissues
2 packs of colored pencils (8 count)
2 packs of markers (8 count, 1 thick and 1 thin)
1 pack of highlighters
Roll of paper towels
100 3X5 ruled index cards
2 Clorox wipes
Ziplock bags gallons last name starts with A-L
Ziplock sandwich bags last name starts with M-Z
Pencil case (box or zipped bag- cloth works better than clear plastic)
4 composition notebooks (only need 1 if you have Swartz for Language Arts)
2 white 1 inch binders with plastic cover (View Binder), with pockets, and 2 packs of 5 dividers
1 green spiral notebook
1 blue folder with pockets
1 yellow folder with pockets
1 homework folder of your choice
Please purchase the following books by the start of the school year:
Walk Two Moons by Sharon Creech
Tuck Everlasting by Natalie Babbitt
Hatchet by Gary Paulson or Running Out of Time by Margaret Peterson Haddix
Chorus-1.5" 3 ring binder
Band- 2 pocket folder, Measures of Success, Book 1 (blue and black cover), for his or her instrument, pencil
Strings - 2 pocket folder, Essential Elements 2000 for his or her instrument, pencil
Mrs. Swartz's Language Arts for 2018-19
Students will purchase 1 book each trimester. 1st trimester book choices: (choose 1)
1. The Girl Who Drank the Moon by Kelly Barnhill
2. The Grimm Legacy by Shulman
3. Tunnels by Gordon
4. Mark of the Dragonfly by Johnson
5. The Emerald Atlas by Stephens
6. The Lion, the Witch, and the Wardrobe by Lewis
1 1 inch binder with 5 pocket dividers
1 notebook (with 3 holes)
Red pen
1 package of post it notes and 1 package of notebook paper
Students taking 6 th Grade Math for 2018-2019
2 packs of Expo dry erase markers (collected by math teacher)
Calculator TI-30XIIS
8.5 X 11 plastic cover 3-subject wide-ruled wirebound notebook with pockets | 994 | 515 | {
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What Is Yiddish?
Yiddish, the language spoken by Eastern European Jews (it literally means Jewish), is a Germanic language, with significant French vocabulary and syntax. It originated in the 13th century, with the expulsion of the Jews from France and their emigration to the German-speaking Rhineland. The language also contains Hebrew loan words for both liturgical and "family" usage, as well as Russian and Polish, the result of emigration to the east in subsequent centuries. There is an extensive medieval Yiddish literature, including chivalric romances, dating back to the early period; in 1534, a Hebrew-Yiddish dictionary of the Bible was published in Poland.
Although Yiddish uses the Hebrew alphabet and, like Hebrew, is written from right to left, it is a completely distinct language from Hebrew. (Hebrew, like its close relative Arabic, is a member of the Semitic language group.)
Yiddish was spoken by 11 million people worldwide, largely in Europe, at the time of the Holocaust. Jewish immigrants to the United States in the late-19th and early-20th centuries created a vibrant, Yiddish-based culture, which has all but disappeared as a result of assimilation. The contributions from the Yiddish idiom to American English represent a treasure-trove of hundreds of Yiddish words and expressions, in everyday usage.
Here are a few examples:
nosh—to eat a little something, a snack. "Do you want dinner?" "No, I'll just nosh."
shlep—to carry or drag. "I shlep that chair with me whenever I move."
meshugenah—a crazy person. "My brother-inlaw is such a meshugenah!"
shtik—a routine, or obsession. "That comedian has a funny shtik."
kibitz—to meddle or make unwelcome comments. "Did you come to kibitz, or to play bridge?"
shnorrer—a beggar. A schnorrer knocks at the door and says, "Lady, I haven't eaten in three days!" "So," says the housewife, "you should force yourself!"
schlemiel—a fool or unlucky person. "A schlemiel falls on his back, and breaks his nose!" Less well known is the schlemazel, the perennial recipient of others' bad luck. For example, there might have been a schlemazel standing in just the right place, so that when the schlemiel fell, it was the schlemazel's nose that was broken. —PK
And there is a touch of gall, Of bitterness about it all.
It is drenched with tears and blood, That comes pouring like a flood From the wounds that never cease, Of our Jewish agonies.
In Yiddish I have never heard A single warm and glowing word. 34
A passionate man throughout his life, Peretz often spoke of the difficulty of wooing in Yiddish. That he solved this problem is demonstrated not only by his later work, but by the reports of his many amorous liaisons. It is interesting to note that Yiddish speakers hearing literate Yiddish spoken for first time, are reported to have exclaimed about their own language, "Why, it is as beautiful as French!"
With the publication of Monish, Peretz, now famous, moved back to Warsaw, where he lived a bohemian intellectual's life, with many creative friends, all of whom continued to converse and write in Polish.
In 1890, he was employed by a wealthy, converted Jew, Jan Bloch, who was sponsoring a survey of Jewish life in Poland. Bloch was a financier who, among other things, had contracts to build railroads in Russia. Although a convert, Bloch was disturbed by the growing number of anti-Semites in Poland who claimed, among other slanders, that Jews were parasites. Bloch hoped to prove that Jews were productively employed and were an asset to Polish life. Peretz's job was to visit Jewish towns near Zamo´s´c, helping the locals fill out questionnaires about their everyday existence. The survey was conducted in Yiddish, of course, and Peretz became immersed in not only the language, but the folkways of rural Jewish life. He soon published a book of his adventures called, Pictures of a Provincial Journey through the Tomaszow Region in 1890.
He was once again unemployed, and in 1891 his friends got him a job with Community Council of Warsaw, where he worked for the rest of his life. Although the pay was low, his working hours were 9 a.m. to 3 p.m., which allowed time for writing. With his wife and son, he rented a three-room apartment at No.1 Ceglana Street in Warsaw. For the next 25 years, this tiny apartment became the center of the Yiddish Renaissance, as visiting writers from all over the Pale were offered hospitality and encouragement or criticism of their work.
The Yiddish writer Sholem Asch, in his "My First Meeting with Peretz," describes the dynamic which Peretz created among young Jewish intellectuals in Poland:
© 2003 Schiller Institute, Inc. All Rights Reserved. Reproduction in whole or in part without permission strictly prohibited. | 1,956 | 1,093 | {
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Powered by TCPDF (www.tcpdf.org)
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Draw Then Write Grades 1 3 Evans
draw to represent 3-digit addition - mrs. saavedra's class - © houghton mifflin harcourt publishing company name reteach r57 grade 2 lesson 6.2 reteach break apart 3-digit addends 743 _+ 124 break apart each addend. draw toast a primer in systems thinking - then show a slide of the real question you want to tackle in the meeting. ensure the question is clearly visible and relevant to all. draw toast use to complete each word to match the picture, oa then ... - circle the number of your favorite silly sentence, then draw a picture to match the sentence. make silly sentences! there's more than one correct answer. zac the rat starfall - write the missing short vowel in each word, then say the word. write these words in the correct shapes, then say the words. teacher note: practice with high-frequency words. easter - learnenglish kids britishcouncil/learnenglishkids © the british council, 2016 the united kingdom's international organisation for educational opportunities and cultural ... days - british council learnenglish kids britishcouncil/learnenglishkids © the british council, 2016 the united kingdom's international organisation for educational opportunities and cultural ... identifying character traits - readwritethink - identifying character traits characters do things. they feel things. they hear things. they say things. they think things. they go places. they can walk, run, leap, and jump. read write inc phonics set 1 set 2 set 3 - brize norton school - read write inc phonics set 1 set 2 set 3 sound rhyme sound rhyme sound rhyme m down ma isie then over the two mountains. maisie, mountain, lesson skill: prewriting, using pictures - vdoe - english enhanced scope and sequence . 2 . 6. after students are finished with their four drawings, have them use the first drawing to create their first sentence , then the others, writing in the space next to the drawings. how to write in plain english - so what's plain english? first let's say what plain english isn't and destroy some of the myths about it. • it's not 'cat sat on the mat' or 'janet and john' writing. teacher guidance - georgia standards - the grades six through eight standards define what students should understand and be able to do by the end of each grade. instruction in grades 6-8 visual basic programming - baylor ecs - what visual basic is not h visual basic is not, a powerful programming language that enables you to do anything you want. h visual basic is not, elegant or fast. strategies for teaching listening - open university - strategies for teaching listening what this unit is about in the past, the school curriculum for english language teaching in india privileged the teaching of reading how to write a project proposal - amazon web services introduction what's a project proposal? why do i need one? how do i write one? common mistakes, and examples of good practice referencing use a protractor to draw the two described angles next to ... - © houghton mifflin harcourt publishing company 8-5 name date use a common denominator to compare the fractions. write >, page 1 / 1
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The much talked about sugar tax is finally here and I feel it could be a major step forward, not only in the UK approach to sugar but a positive statement toward global health.
David Fairlamb THE FIT FACTOR
rything else has clearly failed. Here are just a few stats:
■ ■ One in five children leave primary school overweight.
NUTRITION CORNER
Taking one can of sugary pop out of your daily diet could save you around 2,500 teaspoons of sugar a year. The sugar tax is here for a reason, because it is dangerous – make some positive daily changes.
Don't miss David's tips every Saturday in your Journal people in the UK at risk of developing type 2 diabetes.■
I believe sugar is the number one cause of obesity in the world and has led to non-communicable diseases such as diabetes, heart attacks, stroke, liver failure and cancers to pose a threat to national and global health.
Of course there are those who are shouting 'nanny state' and believe the Government should leave the public to make there own decisions.
■ Gains in life expectancy have even stalled in Britain after climbing for many decades, while in some parts of the country life expectancy is now falling.
According to the World Health Association these diseases have accounted for 72% of all global deaths in 2016, developed countries have been hardest hit but even in Africa it is set to become the biggest killer by 2030.
Fine, but when children's lives are at stake and the NHS is at breaking point something dramatic had to be done, eve-
■ ■ There are now more morbidly obese children in the UK than ever before, which means there is a risk to life.
■ ■ Diabetes has rocketed since low fat food seems to have been replaced by sugar. At present there are around 12.3 million
■ ■ Tooth extraction is the most common reason for hospital admissions in children aged five to nine. Nationally, 141 children a day – some as young as one year old – are having teeth removed.
Good habits are as addictive as bad habits but much more rewarding
I believe the Government should introduce health and lifestyle teaching and make it compulsory, from an early age, right through to age 16.
The tax is one thing but where will the money be spent?
Also run courses for parents because, although there is plenty of literature out there, many people still have no idea what they are really eating and whether it is actually healthy or not.
Finally, I do believe this sugar tax has made parents and to some extent children aware of the dangers of sugar.
It's now about making a few small daily changes that through the weeks, months, years and decades could possibly save your own and your children's lives.
If you are training to lose weight, stay hydrated pre, during and post-workout with water. If you refuel with a sports drink you could be adding more than 12 teaspoons of sugar to your diet. Make sure you check the nutritional values.
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A Checklist for the Consensus Process
These are just some of the many ways to conduct a meeting using the consensus process. Roles should be carried out by everyone as needed — not just the person specially designated.
Basic Procedure
Typical Tasks of Facilitator(s)
Choose facilitator(s)
Before the meeting (or at previous meeting):
Helps formulate agenda
Gather agenda items
Determine item type: announcement, report,
Determine presenter/initiator for each item discussion, decision
At the meeting:
Bring materials/supplies needed
Connect (game, song, ritual, etc.)
Agenda review: agree on order and time
Check-in/excitement-sharing
Choose notetaker, timekeeper, vibeswatcher
Set next meeting
Step through the agenda
Evaluation (good, bad, better)
Closing (game, song, ritual, etc.)
The Flow of a Cooperative Decision-Making Process
Clarify problem — put it in context
Issue raised — what is the problem?
Discuss, bring out a diversity of ideas, concerns, and problems with those solutions
perspectives — look at possible solutions and the
Encourage heartfelt dissent and challenge reasons for them — discuss those underlying reasons
Note agreements and disagreements and the underlying
Synthesize proposed ideas/solutions or come up with meeting (find a "third way")
totally new ideas in the supportive atmosphere of the
Evaluate the different ideas until one idea seems right for the group Establish how the decision will be implemented
Restate the decision for the notetaker (including
Make sure there are no loose ends implementation)
Discussion/Problem-Solving Tools
Go around the circle
Brainstorms
Small-group discussion (3-7 people)
Visual aids
Advantages/disadvantages chart
Visible notes
Challenges/devil's advocate questions
Goals-/priorities-setting techniques
Process/Empowerment Tools
Active listening in pairs
Participation equalizers (pebbles, etc.)
Support groups/caucuses
Fishbowls
Feelings sharing
Role plays
Asks for clarification
Helps establish a hopeful, upbeat, and safe atmosphere Helps group work through decisions:
Summarizes and sorts discussion — lists threads of thought, agreements, and disagreements
Brings out all viewpoints
Helps focus and order discussion topics
Restates final decisions
Draws out quiet people
Encourages equal participation
Asks windy speakers to be brief
Stays neutral while facilitating
Encourages everyone to perform leadership tasks Calls on speakers
Typical Tasks of a Vibeswatcher ("Caretaker")
Notices underlying feelings from tone of voice and body
Watches the process of the meeting language, points out tension and weariness,
Stops bad process (domineering, guilt-tripping, interrupting, put-downs, bulldozing, defensiveness, recommends changes
space-outs, etc.)
Helps work out negative emotions (fear, anger, anxiety, hopelessness)
Helps resolve conflicts
Suggests tools to improve meetings
Deals with outside distractions
Helps create a safe, accepting tone
Stress-Reduction Techniques
Singing
Stretch breaks/cooperative games
Humor
Feelings sharing
Affirmations
Silence (mediation, prayer)
Eye contact
Calm voice
Breathing (deep)
Back rubs
Conflict Resolution Tools
Active listening
Appreciations/affirmations
I-messages
Six-step problem solving technique
Restating other's viewpoint
Support groups
Gripe sessions
Venting emotions somewhere else
Resentment sharing
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Protecting Your Business Online
Businesses use a variety of online security measures and fraud detection software packages to protect themselves from fraud and online crime.
Imagine you are starting an online business. Your website is going to sell your product and take payments from your customers, but how are you going to make sure you get your money and your customers details are kept safe?
1. Considering the methods of payment available, which do you think have the best security features and benefits for an online business? Write down and explain you answer.
2. Consider the process of making payments from a customer perspective.
Nearly 68% of all online shopping carts are abandoned, which is losing businesses over £20billion a year. A proportion of these lost sales are due to problems with payment mechanisms and customers getting frustrated with the number of steps required to complete a purchase – or forgetting their security passwords.
Looking again at various methods of payment, which methods do you think are easiest for a customer to use? Write down and explain you answer.
3. Some customers abandon an online purchase if they feel the site is not secure and their details are in danger of being stolen. How would you reassure customers that your site is secure?
www.outofyourhands.com
Protecting Your Business Online
Protecting Your Business Online
4. Now, have you got an appetite for risk? A business with a low appetite for risk adopts all the security features and fraud detection software available, meaning that the business suffers very little fraud. This seems like a sensible approach, but it could be losing the business genuine customers who give up when payment becomes a long process – or because their transactions are being rejected by your security measures.
What level of risk are you willing to accept? This will probably depend on the product you're selling and who your customers are.
Suggest three different types of business who may have a low or high-risk appetite.
5. You set up your online business with a secure payment mechanism, but you still need to be on the look out for fraud. Discuss why the following might be suspicious and why they might be genuine:
www.outofyourhands.com
Protecting Your Business Online
Protecting Your Business Online
6. Worldwide, fraud costs the UK economy an estimated £73billion in 2012. The graph below shows the cost to UK issued cards used over the internet, which is only one type of fraud.
Internet/e-commerce fraud losses on UK-based issued cards 2002-2012
Figures in white show percentage change in previous year's total. All figures estimated.
a) In which year did online e-commerce fraud in the UK increase the most?
b) Why do you think the cost of internet fraud continues to grow?
7. What would your online business do to educate customers about protecting themselves against fraud when shopping online?
8. How does online shopping differ to shopping in a store?
9. How can online businesses protect themselves against fraud?
10. If you started an online business, what would you do?
www.outofyourhands.com
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Dear Parents/ Carers,
Autumn Term 2017- Year 3.
Welcome back for the Autumn Term 2017. The children have settled well and have particularly enjoyed our Humanities week where they developed their History skills and understanding of the Stone Age. Over the next term, we will be supporting children with the transition to Key Stage 2 and helping them mature as learners.
Maths
We will continue to develop our children's skills in number work - particularly place value to 1000 and calculation skills involving all four rules: addition, subtraction, multiplication and division. We will continue to develop our times tables skills both in learning at home and in school.
Science
During their lessons, Year 3 will be learning about rocks and fossils – learning to ask Scientific Questions. After Half Term, their topic will be Light.
Humanities
This half term our History topic is the Stone Age. The children will learn about how life was different back then and make comparisons between animals today and Prehistoric beasts. After half term, we will be learning about Marvellous Maps and developing our Geography skills.
English
A key focus for this half term will be spelling and handwriting as this is a key part of the National Curriculum. We will be supporting children's development as readers through group reading and be exploring texts by a well-known author during our writing sessions.
Computing
Children will learn how to use technology safely and how to report any concerns. We will also be creating a multimedia resource related to Geography and our local area.
RE
In RE this term with Miss Solanki, the children will be developing our debating, questioning, reasoning and logic skills through our Philosophy curriculum.
PSHE
Through our PSHE lessons, we will be exploring feelings – what they are and how to manage them.
Willenhall Community Primary School
St. James Lane, Coventry, CV3 3DB
HEADTEACHER Ms Caroline Kiely
Phone
Fax
Email
Web
024 76 302 004
024 76 307 509
firstname.lastname@example.org
www.WillenhallPrimary.org
October 2017
Art & Design
Pupils will develop a range of key skills in Art and Design with Miss Riat through exploring a wide range of media.
PE
This term, all children will be taking part in swimming lessons every Friday in addition to their school based PE lessons.
Homework
Children receive homework on a Thursday and need to return it the following Wednesday. There will be spellings to learn, arithmetic practise and grammar learning to do. The expectation is that every child hands their homework in on time to the expected standard.
Reading at Home
We believe that reading is the most important skill children learn at school. It is expected that children read at home at least four times a week. The class with the most pupils reading at home will be rewarded with a treat each week. There are also Bronze, Silver and Gold awards to be won! If you would like to find out more about how to help your child with their reading, please come and have a chat with us. If parents fail to hear their child read at home, they will need to attend a meeting with our Head Teacher to support them with this.
We believe that children learn best when their parents/carers and teachers work closely together. Because of this, we are always happy to discuss your child's progress and well-being – just pop and see us at the end of the school day.
Miss Clark (3A) and Miss Coulson (3AL) | 1,432 | 734 | {
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Serving the Hometown of Silicon Valley Since 1947
Issue 43, Published on Wednesday, October 24, 2007 » Schools
Teen develops program to empower adolescent girls
By Traci Newell
What began as a middle-school student's interest in fashion and community service has resulted in an innovative approach to helping teenage girls who struggle with self-image.
Los Altos resident Molly Dellheim, a senior at Woodside Priory School, merged her diverse interests in community service and fashion into a program to share her own discovery of the dos and don'ts of fashion for each body type.
"I felt the pressure to look like everyone else when I was in sixth grade," Dellheim said. "Then I started to realize that I didn't need to. I didn't want to wear those clothes – they weren't flattering on me."
Molly's mother, Nan, encouraged her and helped her to develop a curriculum for middle-school girls to aid them in appreciating their beauty, power and potential.
"I realized that we could make something for girls so they could see that they didn't have to be cookie cutters – they could dress to flatter their own bodies," Dellheim said. "They didn't have to change their bodies – they could just change their clothes and have individual styles."
With eating disorders becoming a national epidemic and adolescent depression linked to lack of self-esteem on the rise, efforts to improve girls' body images are increasing. After consulting with experts in the fields of education, counseling, nutrition, yoga, posture, fashion and eatingdisorder prevention, Molly and Nan translated the information into an innovative body-image and self-esteem program for middle-school girls that was piloted at Woodside Priory three years ago.
Classes included stress management techniques, growth and development concepts, media awareness, examples of positive role models and other topics known to help improve selfesteem. The Dellheims soon realized that few schools could provide such a comprehensive program.
"The How I Look Journal," co-authored and self-published by Molly and Nan, resulted from their desire to reach out to more girls. The self-image journal is a tool to help young girls discover their own beauty and possibilities.
"I think it's really helpful for young girls to realize that they're not alone in these feelings, but that each girl is really special," Molly said. "Changing perceptions is really a lifelong exercise, and girls need to being to learn how to do that at an early age."
Molly communicates personally with the readers through short journal entries written on blue clouds spread throughout the pages of the journal. Each cloud contains insights based on personal experiences.
"The journal entries are really a chance for me to speak to the girls because I think that is what is special about this," Molly said. "It is not a teacher telling someone how to think, the advice is coming from a girl who went through similar emotions."
The sixth- and seventh-grade classes at Woodside Priory and the Girls' Middle School in Mountain View are familiar with the journal. The Cadet Girl Scout troop is designing a badge around journal concepts.
Molly is conducting her first research, using her statistics class, on the effectiveness of the journal in improving girls' knowledge and self-esteem. She leads a group of older mentors who interact with the girls going through the program and she plans to continue her research in the future as she enters college next year.
"The reality is that middle school is really, really difficult for a lot of girls, and sometimes painful, and it doesn't need to be – that is what I am trying to do with this," Molly said.
She doesn't expect her suggestions to solve all the problems of self-confidence issues with adolescent girls, but she said she hopes they will help.
"I'm not expecting to dissolve all feelings of self-consciousness and self-doubt and bad body image. But for girls who go through this, they can recognize that they aren't feeling good about themselves and figure out why and how to handle the emotions," Molly said.
For more information or to purchase "The How I Look Journal," visit www.HowILookJournal.com.
Reprinted with permission | 1,595 | 836 | {
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A Publican Who Drew Near to Jesus
(Luke 15:1)
Introduction:
1. Many people drew near to Jesus -- they wanted to hear the Lord.
2. "Publicans" [tax collectors] were among those who drew near to Jesus.
a. They were Jews who collected taxes from the Jews for the Romans.
b. The Jews despised them because of their involvement with Rome.
c. Unfortunately, some publicans took advantage of their fellow Jews.
3. In our lesson we are concentrating on one particular publican who drew near to the Lord -Zacchaeus [we read about him in Luke 19:1-10].
4. Let us begin by looking at . . .
Discussion:
I. THE SETTING FOR WHAT HAPPENED ON THIS OCCASION
A. We learn from Luke 18:31-33 that Jesus was traveling to Jerusalem.
B. Before reaching Jerusalem, Jesus passed through Jericho.
C. Luke tells about the Lord's dealings with 2 men as He passed through Jericho.
1. (Luke 18:35-43) Jesus gave sight to a blind man.
2. (Luke 19:1-10) Jesus met Zacchaeus.
D. Let us turn our attention to . . .
II. THE LORD'S ENCOUNTER WITH ZACCHAEUS
A. Zacchaeus is introduced in vs.2.
1. He was a publican.
2. Not only was he a publican, but he "was the chief among the publicans."
3. Luke informs us that Zacchaeus "was rich."
B. (vs.3-4) Zacchaeus wanted to see Jesus as He passed through Jericho.
1. Perhaps he had heard about the Lord's dealings with publicans.
a. Jesus had chosen a publican [Matthew] to be an apostle.
b. Jesus ate with publicans.
c. Jesus said in Matthew 11:19 that He was known as "a friend of publicans."
2. Although Zacchaeus wanted to see Jesus, he could not because he was too short.
3. To see Jesus he ran ahead of the crowd and climbed up into a tree.
C. (vs.5) As Jesus passed by He saw Zacchaeus in the tree, Jesus called Zacchaeus by name, and Jesus invited Himself to his home.
D. Notice the joy in vs.6 as Zacchaeus received Jesus -- out of all the people present, the Lord chose to be a guest at the home of a chief publican.
E. Unfortunately, the other people present murmured (vs.7).
1. They saw Zacchaeus as "a sinner."
2. Publicans are grouped with "sinners" (Matthew 9:11), "heathens" (Matthew 18:17), and "harlots" (Matthew 21:31).
3. It is true that some publicans took advantage of people, but other publicans had some commendable qualities.
a. They went to John to be baptized (Luke 3:12-13).
b. They listened to the Lord's teaching while the Pharisees and lawyers rejected it (Luke 7:29-30).
4. Zacchaeus was not one of the evil publicans.
F. (vs.8) Zacchaeus defended himself.
1. He was generous -- he gave half of his goods to the poor.
2. He restored fourfold anything he had taken wrongfully [the law only required a fifth part -Numbers 5:7].
G. (vs.9) Jesus identified Zacchaeus as "a son of Abraham," and Jesus brought salvation to his home.
H. Jesus stated in vs.10 that He had come for this purpose.
Conclusion:
1. We know where Jesus was going, and we know why He was going there.
2. Jesus took time from His schedule to meet with Zacchaeus and brought salvation to his house.
3. Jesus fulfilled His mission to the end (Luke 19:10).
4. Through Christ we can become sons of Abraham (Galatians 3:26-29). | 1,455 | 882 | {
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Legacy IAS Academy
Community Forest Rights
Context:
Residents of the four villages in Chhattisgarh's Mungeli district have received Community Forest Resource Rights (CFRR).
Achanakmar became the second tiger reserve in Chhattisgarh to get CFRR, following Udanti Sitanadi Tiger Reserve in Dhamtari district.
Relevance: GS III- Environment and Ecology Dimensions of the Article: 1. What is a community forest resource? 2. What are Community Forest Resource rights? 3. Why is the recognition of CFR rights important? 4. Forest Rights Act, 2006 Legacy IAS Academy
What is a community forest resource?
The community forest resource area is the common forest land that has been traditionally protected and conserved for sustainable use by a particular community.
Each CFR area has a customary boundary with identifiable landmarks recognised by the community and its neighboring villages.
The community uses it to access resources available within the traditional and customary boundary of the village; and for seasonal use of landscape in case of pastoralist communities.
It may include forest of any category – revenue forest, classified & unclassified forest, deemed forest, DLC land, reserve forest, protected forest, sanctuary and national parks etc.
What are Community Forest Resource rights?
1 / 3
These rights allow the community to formulate rules for forest use by itself and others and thereby discharge its responsibilities under Section 5 of the FRA.
The Community Forest Resource rights under Section 3(1)(i) of the Scheduled Tribes and Other Traditional Forest Dwellers (Recognition of Forest Rights) Act (commonly referred to as the Forest Rights Act or the FRA) provide for recognition of the right to "protect, regenerate or conserve or manage" the community forest resource.
CFR rights, along with Community Rights (CRs) under Sections 3(1)(b) and 3(1)(c), which include nistar rights and rights over non-timber forest products, ensure sustainable livelihoods of the community.
These rights give the authority to the Gram Sabha to adopt local traditional practices of forest conservation and management within the community forest resource boundary.
Why is the recognition of CFR rights important?
Aimed at undoing the "historic injustice" meted out to forest-dependent communities due to curtailment of their customary rights over forests.
It also underlines the integral role that forest dwellers play in sustainability of forests and in conservation of biodiversity.
It is important as it recognises the community's right to use, manage and conserve forest resources, and to legally hold forest land that these communities have used for cultivation and residence.
It is of greater significance inside protected forests like national parks, sanctuaries and tiger reserves as traditional dwellers then become a part of management of the protected forests using their traditional wisdom.
But while CFR rights are an important empowerment tool, getting a consensus amongst various villages about their traditional boundaries often proves a challenge.
Legacy IAS Academy
Forest Rights Act, 2006
Schedule Tribes and Other Forest Dwellers Act or Recognition of Forest Rights Act came into force in 2006.
It has been enacted to recognize and vest the forest rights and occupation of forest land in forest dwelling Scheduled Tribes and other traditional forest dwellers, who have been residing in such forests for generations, but whose rights could not be recorded.
The Nodal Ministry for the Act is Ministry of Tribal Affairs.
This Act not only recognizes the rights to hold and live in the forest land under the individual or common occupation for habitation or for self-cultivation for livelihood, but also grants several other rights to ensure their control over forest resources.
Rights under the Forest Right Act 2006:
The Act also provides for diversion of forest land for public utility facilities managed by the Government, such as schools, dispensaries, fair price shops, electricity and telecommunication lines, water tanks, etc. with the recommendation of Gram Sabhas.
Title Rights- ownership of land being framed by Gram Sabha.
2 / 3
Powered by TCPDF (www.tcpdf.org)
Use rights- for minor forest produce, grazing, etc.
Forest management rights– to protect forests and wildlife.
Rehabilitation– in case of illegal eviction or forced displacement.
Development Rights– to have basic amenities such as health, education, etc.
-Source: Down to Earth
Legacy IAS Academy
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Food Assistance After a Disaster
Who Is Eligible for Food Assistance After a Disaster
After a disaster, there are 3 different kinds of Food Assistance that you may be able to get:
* Replacement Food Assistance to replace lost or spoiled food;
* Disaster Food Assistance because you were caught in the disaster; and
* Expedited Food Assistance because you are in immediate need.
Depending on your circumstances and the kinds of Food Assistance that are made available, you may be eligible for only one kind, or you may be eligible for two kinds, all three, or none. Here is a description of the three kinds of Food Assistance and how you can qualify.
Replacement Food Assistance
1. I am getting Food Assistance, but all my food spoiled when the power went out during the disaster. What can I do?
- You are eligible for Replacement Food Assistance to help replace the spoiled food. To apply for Replacement Food Assistance, fill out a Food Assistance Replacement Authorization form # CF-ES 3515. Get this form at DCF's web site at
http://www.dcf.state.fl.us/DCFForms/Search/OpenDCFForm.aspx?FormId=597 or by calling DCF or your caseworker. Return the form to DCF by mail, fax or in person within 10 days of your loss. Contact information for DCF offices is online: https://www.dcf.state.fl.us/programs/access/map.shtml
Disaster Food Assistance
1. What is Disaster Food Assistance?
- The federal government can decide to give out Disaster Food Assistance when grocery stores are open for business again, after a disaster has kept food from being delivered to them.
2. Who is eligible for Disaster Food Assistance?
- That depends on what the government decides after each disaster. Households in the disaster area may be eligible for Disaster Food Assistance even if they would usually not be eligible for Food Assistance.
3. How do I apply for Disaster Food Assistance?
- Call DCF's toll-free number (1-866-762-2237) to find out where to apply, or contact your local Disaster Recovery Center. You may also apply using the "Food for Florida" link: http://www.dcf.state.fl.us/programs/access/fff/index.shtml
Expedited Food Assistance
1. What are Expedited Food Assistance?
- Expedited Food Assistance are for very needy people, and are given within 7 days after they apply. When you apply for regular Food Assistance, you will be asked questions to see if you qualify for expedited Food Assistance.
2. How do I know if I am eligible for Expedited Food Assistance?
- To be eligible for expedited Food Assistance you must show either that:
■ Your household has less than $150 in monthly income before taxes and $100 or less in cash and in bank accounts; or
■ You are a migrant or seasonal farmworker household with less than $100 in cash and you will not be getting any more income during the month you apply; or
■ Your household's monthly rent or mortgage and utilities are more than your combined monthly income before taxes and the amount you have in cash and bank accounts.
3. Are immigrants eligible for expedited Food Assistance?
- Refugees, asylees, Cuban/Haitian entrants, lawful permanent residents (green card holders) with 40 quarters of work in the U.S., members of federally recognized Indian tribes, veterans, members of the armed services, and U.S. citizens are eligible.
4. What verification do I need to get expedited Food Assistance?
- You must be able to verify that you are who you say you are by showing documents with your name on them, or by having someone say they know you.
5. Do I have to meet any other eligibility requirements?
- You will be asked for verification of your immigration status, your social security number, your income and your expenses at the time you apply. But even if you cannot give all of the verification, you will be eligible for expedited Food Assistance within 7 days after you apply.
6. If I do not qualify for expedited Food Assistance, can I still get regular Food Assistance?
- Yes, your food stamp application must be processed and you must receive a written decision within 30 days stating whether you are eligible, and the amount of benefits to which you are entitled. If you are denied benefits, but you believe you are entitled to them, contact the Legal Services office closest to you. | 1,853 | 905 | {
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FOR IMMEDIATE RELEASE
Contacts: Jaime Guandique, Foreperson, 415-819-2677
Jonathan Gohstand, Committee Chairperson, 415-806-2756
*** PRESS RELEASE ***
A Recycling Reality Check: What Actually Happens to Things We Put in Our Blue Recycling Bins?
San Francisco, CA, October 1, 2020 –
The 2019-2020 Civil Grand Jury (SFCGJ) today released a report focusing on a simple question: When San Franciscians put things in their blue recycling bins, where do those items end up? Are they really recycled, or just incinerated or landfilled? The SFCGJ investigation found that while this material does for the most part get recycled, more communication to educate residents on how the process works would increase buy-in and participation in recycling programs.
San Franciscans deposit an average 500 tons of material into their blue bins every day. What happens after that is a mystery to most of us. The material is processed at Recology's "Recycle Central" facility at Pier 96. The San Francisco Office of the Environment and Recology have developed a sorting process that results in over 80% of the material being recycled. This is considered to be the highest recycling rate of any large city in the US and is a testament to the commitment of San Francisco to sustainability.
However, the Grand Jury recommends that the San Francisco Office of the Environment enhance its educational efforts by providing more information about where the blue bin material goes, as well as explaining what items should not be put in the blue bins at all. This education would increase residents' buy-in and support of the program, and it would also decrease the level of contaminants in blue bin material, making it even more viable for recycling.
The report includes a variety of information about the process so that residents can make better choices in how they dispose of their trash. The report also includes a short video that shows the process used by Recology to sort the material we put in our blue bins. There is also a short quiz residents can take to test their knowledge.
The Superior Court selects nineteen San Franciscans to serve year-long terms as Civil Grand Jurors. The Jury has the authority to investigate City and County government by reviewing documents and interviewing public officials and private individuals. At the end of its inquiries,
the Jury issues reports of its findings and recommendations. City and County agencies identified in the report must respond to these findings and recommendations.
Civil Grand Jury reports may be viewed online at http://civilgrandjury.sfgov.org/report.html.
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Primary Source Analysis: Yick Wo v. Hopkins
Source: Yick Wo v. Hopkins, 1886.
Note: This Supreme Court case looked at whether a San Francisco city ordinance that refused to grant Chinese men Yick Wo and Wo Lee a permit to operate their laundry businesses violated their rights under the Equal Protection Clause of the 14th Amendment. The Court decided unanimously (9-0) in favor of Yick Wo and Wo Lee. This was the first time the court ruled that a law that is race-neutral on its face, but is executed with discrimination, still violates the Equal Protection Clause.
The Fourteenth Amendment to the Constitution is not confined to the protection of citizens. It says: "Nor shall any State deprive any person of life, liberty, or property without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws." These provisions are universal in their application to all persons… without regard to any differences of race, of color, or of nationality, and the equal protection of the laws is a pledge of the protection of equal laws…
Though the law itself be fair on its face and impartial in appearance, yet, if it is applied and administered by public authority with an evil eye and an unequal hand, so as practically to make unjust and illegal discriminations between persons in similar circumstances, material to their rights, the denial of equal justice is still within the prohibition of the Constitution… The fact of this discrimination is admitted. No reason for it is shown, and the conclusion cannot be resisted that no reason for it exists except hostility to the race and nationality to which the petitioners belong, and which, in the eye of the law, is not justified. The discrimination is, therefore, illegal, and the public administration which enforces it is a denial of the equal protection of the laws and a violation of the Fourteenth Amendment of the Constitution. The imprisonment of the petitioners is, therefore, illegal, and they must be discharged.
Historical Thinking Skill: Historical Significance
THINKS Document Analysis
T (Topic)
H (Historical Context)
I (Intended Audience)
1. When was this document created and/or circulated? Who wrote it?
2. What events were occuring during the time this document was written?
1. Who was the intended audience of this document?
2. Whose voice or perspective is not shared in this document?
N (New Vocabulary)
1. What words are new to you or need to be defined?
K (Key Purpose)
1. How would you describe the author's perspective, or point of view?
2. Taking into account the author's perspective, why do you think this document was created? In other words, what is its purpose?
S (Significance)
1. List two things or ideas that make this document historically significant.
2. Provide one quote from the document that demonstrates why it might be considered historically significant. Explain your reasoning.
Political
Economic
Social
Religious
Other
© 2021 Thinking Nation
Primary Source Analysis Yick Wo v. Hopkins
Establishing Historical Significance
Yick Wo v. Hopkins, 1886
Who was affected?
Historical Event
To establish historical significance is to show that a historical event is worth remembering.
Quantity: How many people were affected?
Profundity:
How deeply were people's lives affected?
Durability: For how long were people affected?
Relevance: How is this still relevant today?
In a nutshell: ___________________ is historically significant because:
____________________________________________________________ ____________________________________________________________ ____________________________________________________________
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4.1.1 Photosynthetic reaction
AQA GCSE Biology (Higher)
Question and answer notes
For more resources, visit www.mooramo.com
How to use these notes
These notes cover everything you need to know for this part of the specification. They have been written in question-answer format to make them easier for you to study from.
In order to study successfully, I recommend you do the following for each question and answer:
*Read it carefully and make sure you understand it.
* Memorise the answer.
* Practice applying your understanding to past exam questions.
A good way to memorise information is to use retrieval practice. This is when you practise retrieving information from your memory. You could do this by making a flashcard for each question with the question on one side and the answer on the other. Or you could use a flashcard app. Alternatively, use a sheet of paper to cover up the answer so you can only see the question. Try to answer the question and then check how you did.
You should practise retrieving each answer from your memory until you can do it perfectly. Even once you can retrieve the answer perfectly, your ability to retrieve it will probably fade as time passes without practising. Therefore you will need to keep going back to the questions that you have previously mastered and practising them again. However, each time you re-learn the answer, the memory will be stronger and will last longer than the time before.
What is carbon dioxide?
Carbon dioxide is a compound made of carbon and oxygen atoms.
Where is carbon dioxide usually found?
Carbon dioxide is usually found as a gas in the air or as a gas dissolved in water.
What is the chemical formula for carbon dioxide?
The chemical formula for carbon dioxide is CO2.
What is water?
Water is a chemical compound made of hydrogen and oxygen atoms.
What is the chemical formula for water?
The chemical formula for water is H2O.
What is glucose?
Glucose is a chemical compound made up of carbon, hydrogen and oxygen atoms.
What is the chemical formula for glucose?
The chemical formula for glucose is C6H12O6.
What is molecular oxygen?
Molecular oxygen is a molecule made up of two oxygen atoms bonded together. Molecular oxygen is often referred to as simply 'oxygen'.
What is the chemical formula for molecular oxygen?
The chemical formula for molecular oxygen is O2.
What is photosynthesis?
Photosynthesis is a biological process in which energy from light is used to react carbon dioxide and water to form glucose and oxygen.
What is the word equation for photosynthesis?
The word equation for photosynthesis is:
Carbon dioxide + Water →Glucose + Oxygen
Sometimes the word 'light' is written over the arrow to indicate that energy from light is used to drive this reaction.
(Note: the oxygen produced is molecular oxygen, O2)
What types of organisms carry out photosynthesis?
Photosynthesis is carried out by:
* Almost all species of plants
* Almost all species of algae
* Some species of bacteria
Which sub-cellular structures do plants and algae use to carry out photosynthesis?
Plants and algae use their chloroplasts to carry out photosynthesis.
How are chloroplasts adapted to carry out photosynthesis?
Chloroplasts contain pigments, including one called chlorophyll, which they use to absorb light energy. The chloroplasts then use this energy to carry out photosynthesis.
Is photosynthesis an endothermic or exothermic process? What does this mean? Photosynthesis is an endothermic process. An endothermic process is a process that takes in energy from its surroundings. | 1,507 | 735 | {
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Blueberries Add Up to Fruit Fun!
Math Grades 5 - 6
Multiply
Solve the equations. Shade in each answer in the box below to discover the answer to the statement: Blueberries are a good source of vitamin ____.
739 x 40 = ________
592 x 43 = ________
848 x 86 = ________
241 x 92 = ________
356 x 21 = ________
239 x 58 = ________
899 x 25 = ________
450 x 39 = ________
112 x 99 = ________
159 x 35 = ________
Chase the Blues Smoothie
Read the recipe and answer the questions below.
2 cups fresh or frozen blueberries 1 6-ounce container vanilla or other flavored low-fat yogurt 1 cup fruit juice (orange, pineapple or apple)
In the container of an electric blender, place blueberries, yogurt and fruit juice; whirl until smooth. Serve immediately. YIELD: 3 cups (3 servings)
PER SERVING: 141 calories; 31 grams carbohydrate; 1 gram total fat (0.5 grams saturated fat); 2.5 grams fiber; 45 milligrams vitamin C; 360 milligrams potassium
1. How many 6-ounce containers of low-fat yogurt would you need to make 6 servings? _____
2. How many milligrams of potassium are in 3 servings of the smoothie? _____
3. There are 8 fluid ounces in 1 cup. How many ounces does this blueberry smoothie recipe yield? _____
4. If you need 60 milligrams of vitamin C daily, how much more vitamin C will you need after drinking one serving of this smoothie? _____
Rounding
Follow instructions below and fill in each blank with the correct number.
Round 10,446 to the nearest thousand.
Blueberries have been around for approximately _____________ years.*
Round 499,580,321 to the nearest 100 million.
The total production of blueberries in North America is about ______________ pounds. **
Round 74,585 to the nearest thousand.
There are more than ___________________ acres of blueberries grown in North America.***
Blueberry Treats–
Smoothie
Everything Made With Blueberries!
Sm. $1.95, Med. $2.75, Lg. $4.00
Muffin
Slice of pie
$2.15
Fruit pop
$1.25
Crispy rice square
$ .99
$2.25
Slice of dessert pizza
$1.95
You have the money shown here in your pocket. Write the combination of bills and coins you would use to pay for each of the following items, without receiving change.
1. Slice of dessert pizza ________________________________
2. 3 fruit pops ________________________________________
3. Slice of pie and a crispy rice square____________________
4. Medium smoothie and a muffin ________________________
5. 2 slices of pie ______________________________________
5. Lisa has 1/4 cup of orange juice in her measuring cup. How much more juice does she need to make this smoothie? _____
*U.S. Geological Survey, 11/9/2006;http://esp.cr.usgs.gov/research/alaska/alaskaB.html ** 2006 USHBC data *** 2005 USHBC data | 1,582 | 712 | {
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Book Policy Manual
Section 100 Programs
Title Mission Statement/Vision Statement/Shared Values
Code 101
Status Active
Legal Pol. 100
Adopted February 22, 2021
District Mission Statement
Developing lifelong learners and responsible citizens for a global society is the mission of the Upper St. Clair School District, served by a responsive and innovative staff who, in partnership with the community, provides learning experiences that nurture the uniqueness of each child and promote happiness and success.
District Vision Statement
Upper St. Clair School District prepares our students to be successful contributors to an ever-changing global society by providing a nurturing, engaging, and challenging learning environment.
District Shared Values
We believe that:
1. Education is a shared responsibility and requires collaboration of the institution, the governing authority, the student, the family, and the community.
2. The involvement of the parents and community in the schools is critical to the education of students and sets an example for children to grow as responsible citizens.
3. A commitment to excellence demands an investment of financial, human, and material resources.
4. The quality of the school district impacts the quality of life in the community.
5. An exemplary educational institution aims to promote an environment of academic excellence and pride in the school community.
6. A school district that offers a variety of programmatic choices ensures greater student engagement in the learning process.
7. A school district, staff, students, parents, and community benefit from an attitude of continuous progress and consistent practices of exploration, forward-thinking, and openness to change.
8. A safe learning environment is a right and a responsibility for all stakeholders.
9. Children are our community's most valuable asset, and each child has intrinsic worth.
10. Education is most effective when decision-making is focused on the best interests of the student.
11. Children achieve their maximum potential through hard work and dedication in an environment when expectations are high, when they understand the purpose for learning, and when they are engaged in the process.
12. Exposure to a balanced curriculum, including academics, arts, and athletics, expands the human experience and allows each student to discover his or her own particular interests and abilities.
13. A wide variety of extracurricular activities develops a sense of leadership and teamwork in students.
14. Effective education develops the whole person - ethically, intellectually, emotionally, socially, and physically - and promotes self-esteem and personal happiness.
15. Interaction and collaboration with people of diverse backgrounds and character encourages tolerance, open-mindedness, and appreciation for others.
16. Because students learn at different rates and in different ways, it is essential to recognize each student's needs and interests when creating opportunities for continuous progress.
17. Effective education fosters students' abilities to listen and communicate, think critically and creatively, and apply their knowledge to all of their decision-making.
18. Children do best when they are mentored through their failures as well as their successes.
19. Service to others encourages students to develop an understanding of and appreciation for other people and encourages them to become contributing members of society.
20. Lifelong learning, a process that begins with parents in the home and is cultivated by teachers and staff in the schools, is essential for success in a changing society.
21. Thoughtful practices of a school and community can foster a sense of environmental stewardship in students.
22. Citizens and leaders of tomorrow need to be able to function successfully in a global and technological society.
23. An educated and well-informed citizenry is essential for a democratic society to flourish. | 1,650 | 718 | {
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Dear Parents/Carers,
Our topics this half term are 'Spring Flowers and showers' and 'Fee, Fi, Fo Fum!' Within this topic we will follow the children's interests to find out about Spring, plants, growing and the story 'Jack and the Beanstalk'.
Personal and Social Education
* We will continue to look closely at our feelings this half term and learn to express ourselves and to identify how others may be feeling.
* We will work on understanding boundaries and routines at home and at nursery.
Communication, Language and Literacy;
* We will work closely on listening carefully to instructions and following them.
* Children will regularly participate in rhymes and poems as a group and one to one.
* We will model and encourage children to use good language and communication skills.
* We will extend children's vocabulary by ensuring we discuss new language that is introduced.
* Phase 1 Letters and Sounds: This term we will cover rhyme, rhythm and alliteration.
Maths
We investigate all areas of the maths curriculum in nursery. However, we will be focussing on:
* Number rhymes
* Counting forwards, backwards and subitising to 5.
* 2D shapes and their properties.
* Sorting, ordering and matching.
* Times around what will happen now, next and later.
* Length and height of Spring flowers and beanstalks.
Understanding the World
We will be…
* Exploring and experiencing Spring.
* Looking at the changes in weather from Winter to Spring.
* Freezing and melting using frozen flower pots.
* Life cycles of minibeasts.
* Planting seeds and beans to observe the stages of growth.
* How to look after our environment and grow our own food.
Physical Development
* Continue to develop fine motor skills to strengthen finger grip.
* We will focus on health and self-care routines, particularly independent toilet skills.
* We will continue to work on independent dressing and undressing skills, particularly shoes and coats.
Expressive Art and Design:
Through our topics we will enjoy…
* Colour mixing and exploration.
* Observational drawings of flowers, fruit and vegetables and castles.
* Butterfly wings for children to wear.
* Flower and plant printing
* Singing, playing instruments and dancing to music.
In the Foundation Stage we follow children's interests, so it may be that some of these activities do not get completed and we follow the lead of the children into a different aspect of the topic.
As part of our curriculum, we take part in outdoor play each day and in all weathers. Please ensure that your child has a sun hat with their name on, suitable footwear and a waterproof coat each day. Please apply long lasting sun cream each morning before school. Please also send some in to school, which we can keep here, labelled with your child's name.
Please continue to send in any photos of any experiences that your child has at home via Tapestry. This supports me to assess the community strand of our curriculum and also provides a fantastic opportunity for your child to share their experiences and learning during our news time.
If you have any questions, concerns or you want to discuss any aspects of the curriculum further, please do not hesitate to get in touch.
Thank you for your continuing support, Mrs Snowball, Miss Morrison, Miss Taylor, Mrs Richards and Miss Chapman | 1,286 | 673 | {
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The Anti-American British government falls, March 20, 1782
On this day in history, March 20, 1782, the Anti-American British government falls with the resignation of Prime Minister Frederick North. When General Lord Charles Cornwallis surrendered his army to George Washington at Yorktown, Virginia, the desire to bring the war to an end in England reached a fever pitch.
Debates raged in Parliament through January and February and finally, on February 27, the House of Commons passed a vote to end the war. On March 5, Parliament gives King George III the authority to negotiate peace with the Americans. Prime Minister North, however, is unpopular and the opposition tries to pass through several votes of no confidence in order to oust him.
Lord North had been Prime Minister since 1770 and was in charge of the British government during the entire American Revolution. The war had gone badly for England nearly from the beginning. They were never able to consolidate control beyond the major cities that were captured.
North had tried to resign several times during the war, thinking himself unable to handle a war, including right after the Battles of Lexington and Concord and after the defeat of General Burgoyne at Saratoga and the entrance of France in to the war. Each time, however, King George refused to accept his resignation and asked North to stay on.
With the defeat of Cornwallis, North again handed in his resignation and again, the King refused to accept it. This time, however, Parliament had had enough of war and momentum was swinging against North. After the vote to end the war on the 27th, a vote of no confidence was held which North narrowly survived. Only a few days later, however, another vote was held, which he failed.
1 of 2 pages
The Anti-American British government falls, March 20, 1782
On March 20, Parliament was scheduled to hold debates on North. North knew he was about to be sacked and before anyone could him further, he stood up to be recognized in the chamber. North publicly resigned, the first Prime Minister to be forced from office.
Two days later, King George III appointed Charles WatsonWentworth, the Marquess of Rockingham, to be Prime Minister. Lord Rockingham set about immediately negotiating with the American peace commissioners in Paris. By November, a preliminary peace treaty was signed. It is agreed to by Parliament the following January and by Congress in April, 1783.
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7.1 | Waves - Sound | Review
Name ____________________ Period ____
Simple Harmonic Motion
1. Sketch in the shape of the velocity vs time and acceleration vs time graphs for the simple harmonic motion show below.
Wave Properties
2. A wave is a disturbance that transfers ________ through a medium or space
a matter
b. energy
c. water
3. In the picture shown to the right, which of the following letters represents the wavelength of a wave?
a. A
b. B
c. C
d. D
4. In the picture shown to the right, which of the following letters represents the amplitude of a wave?
a. A
b. B
c. C
d. D
5. Which of the following waves do not require a medium?
a. ocean
b. light c. sound
d. none of these
6. You are standing on the beach with your feet in the water and notice that a new wave comes crashing in every 5 seconds, what is the frequency of these waves?
7. The image below shows a student using a slinky to make a wave. The student pushes back and forth sending a wave traveling down the spring. Which type of wave is this?
a. Superposition
b. Refractive
c. Transverse
d. Longitudinal
17. A wave has a frequency of 50 Hz and a wavelength of 10 m. What is the speed of the wave?
23. How long does a closed tube need to be to resonate a 0.12 m wavelength at its 3 rd resonant position? Draw the picture and answer.
24. What is the expected frequency for the first harmonic of a 25 cm open hose that is twirled over your head? Assume a speed of sound of 345 m/s.
25. Two loudspeakers, L1 and L2, emit a coherent signal of 425 Hz, is the person shown in the picture below experiencing a maximum or minimum location? (Assume a speed of sound of 340 m s -1 )
a. A B
b. B C
c. B D
d. A D
8. In the diagram below, which of the following represent one wavelength?
a. A B
b. B C
c. B D
d. A D
9. How many waves are shown in the picture below?
a. 0.5
b. 1
c. 1.5
d. 2
e. 2.5
10. How many complete wavelengths are shown?
a. 2 b. 2.25
c. 2.5
d. 2.75 e. 5
11. What is the period of the wave shown?
a. 2 s
b. 4 s
c. 6 s
d. 8 s
e. 10 s
12. What is the amplitude of the wave shown?
a. 1 m
b. 2 m
c. 3 m
d. 4 m
e. 5 m
13.What is the frequency of the wave shown?
a. 0.25 Hz
b. 2 Hz
c. 2.5 Hz
d. 4 Hz
e. 10 Hz
14. A wave with a frequency of 0.5 Hz and a speed of 10 m/s has a wavelength of
15. As the frequency of a sound wave traveling through air doubles, and the wave speed remains constant, what happens to
the wavelength?
a. halved
b. doubled
c. tripled
d. squared
16. Which of these mediums will a sound wave generally travel faster in?
a. Gas
b. Liquid
c. Solid
d. Same speed in all
18. Twelve, 0.50 m waves, pass an observer in 3 seconds. What is the speed of the wave?
Directions: Use the diagram of the standing wave below for the following questions
19. What is the number of nodes found in the standing wave shown above?
a. 1
b. 2
c. 3
d. 4
e. 5
20. What is the wavelength of the standing wave shown above?
a. 2 m
b. 4 m
c. 6 m
d. 8 m
21. What is the total number of wavelengths for the standing wave shown above?
a. 0.5
b. 1
c. 1.5
d. 2
e. 2.5
Sound
22. The note produced on a guitar string of length 57 cm produces a first harmonic wave with a frequency of 146 Hz. 4 a. What is the speed of the wave traveling on that string. Draw a picture and solve.
b. What is the frequency of the second harmonic on that same string if the wave speed is the same as part a? Draw a picture and solve
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EMC fiction: Year 8 Knowledge Organiser
Topic
Key information
Short stories –
this term you will be reading a collection of short stories. What exactly is a short story?
Character development
A short story is a work of fiction that can be read in one sitting—usually between 20 minutes to an hour. At around 10 to 25 pages, short stories are much shorter than novels. A piece of fiction shorter than 1,000 words is considered a "short short story" or "flash fiction," and anything less than 300 words is rightfully called "microfiction."
The setting of a short story is often simplified (one time and place), and one or two main characters may be introduced without full backstories. In this simplified format, every word and story detail has to work extra hard!
Short stories typically focus on a single plot instead of lots of different ones, like you might see in longer works of fiction. Some stories follow a traditional narrative arc, with exposition (description) at the beginning, rising action, a climax (peak moment of conflict or action), and a resolution at the end. However, the short fiction written now is more likely to begin in the middle of the action (in medias res), drawing readers right into a dramatic scene.
While short stories of the past often revolved around a central theme or moral lesson, today it is common to find stories with ambiguous (unclear) endings.
Character development
You will notice that many of the characters in the short stories we read change significantly. Below are some examples of the different ways in which they might change:
Change arc
The protagonist is an unlikely candidate to be a hero at the start of the story, but changes in dramatic ways, often finding inner reserves of strength that he/she was previously unaware of.
Growth arc
The protagonist grows as a result of what happens to them. Perhaps he or she gets older, or comes up against a difficult situation. The protagonist develops in a fairly gradual, unsurprising way rather than going through huge changes.
Fall arc
The actions of the protagonist doom him or her to disaster, or even death. This arc is very similar to tragedy in drama.
Self-testing activities
Can you think of any short stories you've read and enjoyed?
Can you have a go at writing your own piece of 'microfiction', with 300 words or under?
Which types of settings do you most enjoy reading about and why?
Can you think of any stories you've read which have had a clear moral?
Can you have a go at writing a short story which begins in media res?
Key terms:
Protagonist – main character
Hero -a man/woman who is admired for their courage or brave achievements
Anti-hero – a main character who lacks traditionally heroic characteristics
Character development – tracking how the character changes
Character traits – the main features of the character's personality
Character flaw – an area of weakness. This often leads to the character's downfall
Plot – the order of events in a story
Ambiguous - unclear
Narrative arc – a traditional story structure
Exposition – the description at the start of the story which sets the scene
Rising action – the section of the story approaching the climax, when the tension is rising
Climax – the most dramatic part of the short story
Falling action – the section after the climax, when tension is decreasing
Resolution – when any problems are solved and mysteries explained
In media res – in the middle of the action
Moral – the key message or lesson of the story
EMC Fiction: Year 8 Knowledge Organiser
Self-testing activities: can you complete the table below throughout the term?
Traditional story structure:
Flash marking codes:
This term you have been introduced to the flash marking codes. Here are the ones to focus on:
I: impressions
O: justify opinion
SR: select and retrieve
E: evidence
R: interpretation of text
KW: key words
Big idea
Conflict
Relationships
Perspectives | 1,669 | 819 | {
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The New England Restraining Act is made law, March 30, 1775
On this day in history, March 30, 1775, the New England Restraining Act is made law with the signature of King George III. The Act restricts the New England colonies from trading with any other country besides Great Britain or her colonies and prevents colonists from entering the North Atlantic fisheries. These measures were enacted as a punishment to the colonies for their ban on trade with Britain after the institution of the Coercive Acts and other resistance to Parliament.
Colonial relations with Great Britain had been deteriorating gradually since the Stamp Act of 1765. The Tea Act of 1773 brought things to a head with a small tax placed on imported tea. Though the tax was small, the colonists were firm in their belief that Parliament did not have the right to tax them since they had no representation there. Instead, they believed the proper bodies to institute taxes on them were their own elected legislatures.
The citizens of Boston responded to the Tea Act by dumping 42 tons of imported tea into Boston Harbor in December, 1773, an act known as the Boston Tea Party. When news reached Parliament, it responded by passing the Coercive Acts, a series of acts to punish Boston which closed the harbor, shut down the Massachusetts government, moved trials of government officials out of the colony, required the housing of British troops on private property and extended the boundaries of French speaking, but British held, Quebec, which was viewed as a threat by the colonists.
Even though the Coercive Acts were focused on Massachusetts, all of the colonies saw the Acts as a precedent that could be extended to their own colonies. They responded with mass promises not to import any more British goods until the Acts were repealed. Most of the colonies began actively recruiting and training their own armies to
1 of 2 pages
The New England Restraining Act is made law, March 30, 1775
confront Britain if the need arose. Most of the colonies sent representatives to the First Continental Congress in Philadelphia to deal with the crisis as one.
Parliament's response to all this preparation was to pass the New England Retraining Act, which was signed by the King on March 30, 1775. This Act forbade Massachusetts, New Hampshire, Rhode Island and Connecticut from trading with any other countries but Great Britain or her colonies. The idea was to strangle the colonists into a position of desperation so they would drop their opposition and consent to Parliament's demands. The Acts also forbade them from using the North Atlantic fisheries off Nova Scotia and Newfoundland, a heavy blow to the colonists, who were dependent on the food and income from the fisheries.
The New England Restraining Act focused on the New England colonies because the rebellion was centered there. In April, however, Pennsylvania, New Jersey, Maryland, Virginia and South Carolina were added to the Act when it was learned that they were also participating in the boycotts and raising armies. The Act, tough as it was, was never really enforced and never amounted to much because the war broke out in Lexington on April 19th, causing Britain to escalate to the point of making war on her own people.
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Hella's Book Review
Kristin Hannah, author of The Nightingale, wrote a powerful historical fiction titled The Four Winds. It is a story of the Great Depression and how one woman showed unbelievable strength to help her family survive the terrible dust storms that swept through Texas and throughout the Great Plains for more than ten years.
At the beginning of the story the reader is introduced to twenty-fiveyear-old Elsa Wolcott. At age fourteen Elsa had a childhood fever and ever since, her parents have insisted she was too weak to endure any social interaction. She was also told that she was not pretty like her sisters and that no man would want to marry her. So, Elsa spent her much of her time much in her room reading, especially romantic novels, while her parents showed no love for her at all.
One day, as Elsa was growing tired of the treatment she was receiving, she decided to sew a red dress for herself and sneaked out in search of a romantic adventure. She meets Rafe, who is charming and sweeps her of her feet. But Elsa becomes pregnant, and her parents banish her from their home forever. She is taken to the farm owned by Rafe's parents, Tony and Rose Martinelli, who accept her into their family and urge Rafe marry her. The only thing Elsa wants is love, and be loved, and when her daughter Loreda is born, Elsa loves her with all her heart and soul.
Elsa learns everything she can about farm life. She works very hard right alongside her in-laws and Rafe. She forms a special bond with Rafe's mother, Rose, who teaches Elsa all there is to know about living and surviving on a farm. Elsa and Rafe have a son, Lorenzo, who sadly dies shortly after his birth. Another son, Ant, short for Anthony, is born and Elsa feels so much love for him.
In 1929 the Stock Market crashes and the Great Depression begins. Dust storms that last for days destroy the land, bury homes and fill people's lungs with dust. Even the rains have stopped coming, but through all the disasters, Elsa stays strong and determined.
Many people leave everything behind and head for California, the land of milk and honey. Rafe, too, wants to leave for California in search of a better life, however Elsa refuses to leave the farm, so Rafe packs up and eventually leaves without his family. But when their son, Ant, because very sick from the dust storms, Elsa decides to pack up her children, Loreda and Ant, and travels to California.
The family experience severe hardships on their journey, but with Elsa's strong will they finally make it to California, only to be looked upon as "Okies" and outcasts. Elsa tries very hard to find work, shelter, and food for her family but Californians blame the migrants for increased crime and disease. Elsa struggles to be brave, and is a "warrior" when it comes to fighting for better treatment by the land owners. Through all her hardships Elsa finds strength and resilience, making this a very inspiring story. Happy Reading! | 1,069 | 644 | {
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Analysis & Approaches DP Topic 1 Planner
INQUIRY: establishing the purpose of the unit
Transfer goals
List here one to three big, overarching, long-term goals for this unit. Transfer goals are the major goals that ask students to "transfer" or apply, their knowledge, skills, and concepts at the end of the unit under new/different circumstances, and on their own without scaffolding from the teacher.
Students should be able to:
* Students should be able to model real-life situations with the structure of arithmetic & geometric sequences & series.
* Students should be able to use logarithm laws to find inverses of exponential functions which model real-life situations.
* Students should understand and make connections regarding the binomial theorem and its relationship to Pascal's triangle and that it is an efficient method for expanding binomial expressions.
ACTION: teaching and learning through inquiry
Formative assessment:
Hwk Quiz: Log Properties, Binomial Theorem, Rational Exponents
Hwk Quiz: Arithmetic & Geometric Sequences & Series
Summative assessment:
Formative Quiz
Topic 1 Summative Test
Questions for the cumulative assessments come from released questions in the IB Questionbank. Each summative assessment is cumulative with the majority (60-75%) of the test coming from the content covered between summative assessments.
Differentiation:
☒Affirm identity—build self-esteem
☒Value prior knowledge
☒Scaffold learning
☐ Extend learning
Details:
This unit will utilize prior knowledge of solving equations and binomial theorem to build and extend their knowledge on solving logarithmic and exponential equations including real world applications with compound interest.
Approaches to learning (ATL)
Check the boxes for any explicit approaches to learning connections made during the unit. For more information on ATL, please see the guide.
☒Thinking
☒ Social
☒ Communication
☒ Self-management
☒ Research
Details: Thinking Social and communicating by working in pairs, warm ups, group presentations
Self-management: homework is always available but is not checked for completion. Homework and notes can be used for IB hwk quizzes Students will research other patterns within Pascal's triangle and present to class
Language and learning
Check the boxes for any explicit language and learning connections made during the unit. For more information on the IB's approach to language and learning, please see the guide.
TOK connections
Check the boxes for any explicit TOK connections made during the unit
CAS connections
Check the boxes for any explicit CAS connections. If you check any of the boxes, provide a brief note in the "details" section explaining how students engaged in CAS for this unit.
☒Activating background knowledge
☒ Scaffolding for new learning
☒ Acquisition of new learning through practice
☒ Demonstrating proficiency
Details:
Students must utilize background knowledge of content vocabulary from Algebra 2 to complete many of the concepts in Topic 1. New learning is scaffolded through progression practice. Topic 1 will build new vocabulary through exploration and practice.
☐ Personal and shared knowledge
☐ Ways of knowing
☒ Areas of knowledge
☐ The knowledge framework
Details:
Students will consider the following TOK question in pairs: How have notable individuals shaped the development of mathematics as an area of knowledge? Consider Pascal and "his" triangle.
☒ Creativity
☐ Activity
☐ Service
Details: Students have the opportunity to create their own application problems using arithmetic or geometric sequences. Students are encouraged to use examples from their own lives or interests to write the explicit and/or recursive definitions. Students will present these to their classmates.
Resources
List and attach (if applicable) any resources used in this unit
Resources include:
--IB Thinking Platform
--IB Resources (www.ibo.org)
--IB QuestionBank
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Year 2 History Autumn 2
History of St. Gregory's School
Childhood
Key Vocabulary
Key learning:
* To order and sequence events and objects.
* Recognise that their own lives are similar to and/ or different from the lives of people in the past.
* Develop awareness of significant historical events, people and places in their own locality.
* Ask and answer simple questions about the past through handling and observing a range of sources.
* Use a variety of historical terms.
This half term we will be learning about how school life as changed over the last century. We will talk about the things we enjoy doing at school and our school routines. We will then compare this to what school was like in the past through interviewing Miss Mair, her mum and her grandma – all of whom are past pupils of St. Gregory's school. We will look at how our school buildings, school uniforms and badges have changed through handling artefacts and looking at old photographs. We will also look at what education was like over 100 years ago and discuss which time period we would like to go to school in. Finally, we will look at some extraordinary events which have affected education, including WW2 and COVID-19.
Year 2 History Spring 1
Amelia Earhart
Key Vocabulary
This half term we will be learning about the history of aviation with a particular focus on Amelia Earhart. We will find out who she was and why she is remembered. We will find out about her life, the records she broke, the expeditions she went on and her legacy. We will also investigate her disappearance looking at evidence that was found and draw our own conclusions on what we think may have happened to her.
Key learning:
* Demonstrate an awareness of the life of a significant individual from the past – Amelia Earhart.
* Use a range of sources to show find out about the past.
* Talk about what/ who was significant in historical events.
Year 2 History Summer 1
The Seaside
Childhood
Key Vocabulary
Key learning:
* Recognise that their own lives are similar/ different from the lives of people in the past.
* Ask and answer questions about the past by handling and observing a range of sources.
* Consider why things change over time.
* Order and sequence events and objects.
* Use a variety of historical terms, vocabulary and concepts.
This half term we will be learning about why we have holidays and what we enjoy about them. We will explore similarities and differences between the holidays we enjoy and those enjoyed by people in the past. As well as looking at photographs of holidays from the past to see what we can find out from them. We will find out about the role the railways played in the increase in popularity of holidays. | 1,061 | 560 | {
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FAGLEY PRIMARY SCHOOL AND CHILDREN CENTRE
ACCESSIBILITY PLAN POLICY
WITH ME IN MIND because I matter now and in the future
Purpose of the Plan
The purpose of this plan is to show how Fagley Primary School intends, over time, to in crease the accessibility of our school for disabled pupils.
Definition of Disability
A person has a disability if he or she has a physical or mental impairment that has a substantial and long-term adverse effect on his or her ability to carry out normal day to day activities.
Legal Background
From September 2002, the Disability Discrimination Act 1995 outlawed discrimination by schools and LA`s against either current or prospective disabled pupils in their access to education. It is a requirement that the school's accessibility plan is resourced, implemented and reviewed and revised as necessary. This Accessibility Plan has been written to comply with Paragraph 3 of Schedule 10 of the Equality Act 2010.
This plan sets out the proposals of the Governing Body of the school to increase access to education for disabled pupils in the three areas required by the planning duties in the DDA:
* increasing the extent to which disabled pupils can participate in the school curriculum, which includes teaching and learning and the wider curriculum of the school, such as participation in after school clubs, leisure and cultural activities or school visits;
* improving the environment of the school to increase the extent to which disabled pupils can take advantage of education and associated services, which includes improvements to the physical environment of the school and physical aids to access education.
*improving the delivery to disabled pupils of information, which is provided in writing for pupils who are not disabled. eg. handouts, timetables, textbooks and information about school events. The information should take account of the pupils` disabilities and the preferred format of pupils and parents and be made available within a reasonable timeframe.
Fagley Primary School aims to treat all stakeholders, including pupils, prospective pupils, staff, governors and other members of the school community favourably and, wherever possible, takes reasonable steps to avoid placing anyone at a substantial disadvantage. The school aims to work closely with disabled pupils, their families and any relevant outside agencies in order to remove or minimise any potential barriers to learning, which puts them at a disadvantage, but allows them to learn, achieve and participate fully in school life. The school is active in promoting positive attitudes to disabled people in the school and in planning to increase access to education for all disabled pupils.
As part of the school's continued communication with parents, carers and other stakeholders we continually look at ways to improve accessibility through data collection, questionnaires and parental discussions.
Contextual Information
The majority of the school building and playground is accessible for a child in a wheelchair. The school has had a new extension providing a library and computer suite. This new part of the building has a lift, as an alternative to steps, which is specifically designed for wheel chair use.
The Current Range of Disabilities within Fagley Primary School
The school has children with a limited range of disabilities which include Autistic Spectrum Disorder, cerebral palsy and diabetes. When children enter school with specific disabilities, the school contacts the LA professionals for assessments, support and guidance for the school and parents.
We have a few children who have asthma and all staff is aware of these children. Inhalers are kept in the classrooms and used when needed.
Some children have allergies or food intolerances/cultural food choices.
All medical information is collated and available to staff, on the staff noticeboard, the head teachers' office board and next to the central first aid point by the hall.
We have competent First Aiders who hold current First Aid certificates.
Epi-Pens are kept in the classroom.
Any other medication is brought into school and administered by the parent.
Children with diabetes have individual care plans and information shared with the relevant staff.
PHYSICAL ENVIRONMENT
- Ramps for Key Stage 2 classrooms to outside area.
Future Actions
- Wheelchair access to forest schools. | 1,869 | 820 | {
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English
Writing:
Fiction—finding tale. Innovating and inventing their own stories.
Art
Non-fiction: Writing a non-chronological report.
Use of suffixes, apostrophes and headings/ sub-headings.
Reading:
History
The lives of
Comprehension through guided reading.
significant individuals Amelia Earheart
Fluency practise and recognition of common exception words.
and the Wright Brothers.
Skimming, scanning and inference skills
Phonics phase 3-6
Maths
Addition, subtraction, multiplication and division word problems.
Money
2D and 3D shapes
Science
Identify and explore different plants.
British Values
Developing awareness of one's needs and discussing how I feel.
Geography
Flight paths
Routes on a map
Capital cities
Time zones
Religious Education
Special places.
Constantin Brancusi – Bird in Space. Exploring perspective, colour, pattern, form and sculpture.
Computing
E-Safety and programming.
PSHE
Rights and responsibilities Community
Environments around us
Spring Term in Musicians Class - Musicians @ School
Who was Amelia Earheart and the Wright Brothers and what did they achieve?
Spring Term in Musicians Class - Musicians @ Home
Dear Parents and Carers,
Throughout this term, our topic of learning is 'flight' in which we will explore famous pilot Amelia Earheart and the Wright Brothers.
The Year 2 Team - Miss Cain and Miss Burgess
(If you would like to find out more details about our curriculum please refer to the Website or ask your child's class teacher.)
Term Dates
Term starts
03.01.2019
Term ends
05.04.2019
Recommended books/ research to read
at home:
The Fantastic Flying Books of Mr. Morris Lessmore by W.E. Joyce
Mr. Morris Lessmore
I Am Amelia Earhart By : Brad Meltzer Flight School: How to fly a plane step by step By: Nick Barnard i-SPY At the airport: What can you spot? (Collins Michelin i-SPY Guides)
By: i-SPY
Little Wings: The Story of Amy Johnson 2016 By: F. J. Beerling and Gareth Bowler
Fantastically Great Women Who Changed The World By: Kate Pankhurst
Diary Dates
Outdoor Learning Days 31.01.2019
Birds of prey visit: 21.01.2019
Class photos: 19.03.19
Healthy schools week:14.01.19
Library visits
Every other Tuesday
PE Day Monday | 1,152 | 541 | {
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Spring Term in Reception—Percy the park keeper
Literacy
Daily phonic sessions phase 3/4 and tricky words. Blending and segmenting words to read and write. Hearing initial sounds in words. Writing letters to Percy and his friends. Writing labels and captions.
Stories: Percy the park keeper By Nick Butterworth
Mathematics
Counting forwards and backwards to 20 and beyond.
Solving addition and subtraction problems using objects.
Learning how to count in 2's and 10's. Using money in role play and begin to recognise coins.
Understanding The World
Observing plants grow and changing seasons. Looking at wild animals and their habitats.
Easter.
Learning about festivals such as Chinese new year and
Use ipads to find information about different animals. Use bee bots to learn about coding.
British Values
Learning about making choices and respecting the choices of our friends through class voting.
Communication and Language
Re-telling of the story and sequencing. Use of story language. Speaking and listening activities—role play and taking on the role of Percy. Hot seating—asking
Expressive Arts and Design
questions in character.
Developing joining and cutting skills. Junk modelling. Exploring textures of woodland animals in the park. Choosing and using different materials to recreate the animals. Responding to music as a stimulus e.g. Movement of animals, growth of plants in spring time
Physical Development
etc.
Use dance to explore movement of growing plants.
Talk about how to keep healthy—health bodies and healthy mind.
Weekly yoga sessions.
Talk about a healthy diet and sort healthy and unhealthy snacks.
Finger gym and gross motor exercises to develop handwriting skills.
Personal and Social
Maintain attention and concentration during a short task.
Initiate own ideas and develop confidence to try new activities.
To practise and understand the importance of turn taking.
Spring Term in Reception
Dear Parents and Carers,
Throughout this term, we will be reading
Percy the park keeper stories by Nick Butterworth. Through these texts we can explore wild animals and their habitats and how to look after the environment. We will also be learning about what happens in spring and how plants grow. These stories also provide lots of writing opportunities for non-fiction and fiction purposes. To help with learning at home you can find these stories and animations on YouTube.
Term Dates
Term starts
03/01/19
Half term
Last day: Friday 15/02/19
Back to school: Monday 25/02/19
Thank you for your support,
Mrs Bellfield, Miss Denny and Mrs Weller
Easter break
Friday 05/04/19
INSET
01/03/19
Diary Dates
Outdoor Learning Days
Non-uniform (suitable clothing needed)
Emergency services class: 13th February
Educators Class: 14th February
PE days:
Monday, Wednesday, Friday
Pantomime:
01/02/19 -
Jack and the beanstalk
Height and weight measurements
Thursday 21/03/19
Easter hunt Morning
Friday 05/04/19
Educational visits
We will visit local parks
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Declaration of Genk
5th European Symposium for Protection of the Night Sky
We, the participants at the 5th European Symposium for Protection of the Night Sky:
− are unanimously concerned about the vanishing night skies and the rapid growth of light pollution in Europe and the world. This light pollution is characterized by increasing glare, energy waste, sky glow and harm to the night time environment;
− note that some European countries have taken action to control light pollution as evidenced by new national and regional laws, zoning restrictions, educational campaigns and research;
− note that recent scientific research indicates that excessive outdoor lighting may have a serious impact on human health and adversely impacts many forms of wildlife. Quality lighting can reduce these adverse impacts;
− note also that studies show that a large number of citizens want to be able to appreciate the night skies and protect the night time environment;
− therefore the participants to the 5th European Symposium for Protection of the Night Sky request that all European national and regional governments take action to control light pollution;
− therefore the participants to the 5th European Symposium for Protection of the Night Sky request that the European Union, in particular the European Commission take action develop a European Directive in which the member states are obligated to adopt European outdoor lighting standards in national or regional legislation and to take actions on monitoring, decreasing and prevention of light pollution. These actions should include:
o educational campaigns for citizens, lighting designers, architects, local authorities and all other parties involved with outdoor lighting;
o development of outdoor lighting laws and standards. High quality lighting can reduce light pollution and it can reduce the negative effects on human health and the environment. Therefore, the following rules should be adopted:
* lighting should be avoided in areas without human population, except when it is absolutely necessary for traffic or pedestrian safety;
* light fixtures used for traffic should always be designed and installed so that the lighting does not shine 15 degrees under the horizontal plan, unless it isn't possible by technical means;
* all lighting fixtures should be designed and installed so that lighting outside the area to be lighted is minimized;
* the Commission Internationale de l'Eclairage (CIE) norm for lighting levels should be respected, but maximum lighting levels must be established to minimize light pollution and energy waste;
* advertisement lighting should always be installed with adequate lighting levels established, with downward directed lighting and without drivers and pedestrians being blinded by glare;
* wherever possible, all outdoor lighting should be turned off after close of business;
* monument lighting should be tightly controlled to reduce glare, light trespass and sky glow, and it must be switched off after midnight, except in touristic centres. Lighting levels should be established so that energy is not wasted;
* greenhouse lighting must be shielded in all directions;
o Support of additional research on the following topics are recommended:
* the supposition that more lighting will defeat crime may not be true. More scientific studies are urgently needed to determine the actual impact of lighting on crime;
* additional research is needed to determine the impact of lighting on traffic safety;
* it is now evident that there are many adverse impacts of artificial lighting on wildlife and humans. Additional research is needed to prevent irreversible changes in biodiversity in both flora and fauna, adversely affecting ecosystems and human health;
* o new energy efficient technologies are needed to better control climate in shielded greenhouses;
− We must promote and financially support replacement of bad lighting with good lighting technologies that conserve energy, reduce glare, control light trespass and protect the night time environment.
− We further declare that quality night time lighting is available now and that everyone benefits from better quality lighting. Everyone should use the correct amount of light and only when and where it's needed. People would then see better, save energy and protect the night time environment.
Signed by all attendees on 30 April 2005 | 1,791 | 766 | {
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Hall County Schools Basic Safety Procedures - Quick Reference
Fire / Smoke / Chemical Odor / Chemical Spill
1. Sound Fire Alarm. Evacuate Building. Call 911.
2. Carry all safety information and materials / laptop as you exit.
3. Confirm all students and staff have cleared building and close ALL windows and doors to contain fire.
4. Evaluate status and confirm everyone is accounted for and in secure areas.
5. Await further instructions from Administration and/or Emergency Officials.
Severe Weather
> Thunder - take NO chances. Where there's thunder, there's lightning. Seek shelter.
> Lightning - get out of the open and into an enclosed building as quickly as possible; no exceptions.
> Tornado WATCH - Conditions are favorable for a tornado. Seek shelter in a solid structure.
>Tornado WARNING- A tornado has been sighted. Follow the Campus Severe Weather Plan.
Move students to appropriate safe areas and await further instructions from Administration.
Earthqu
ake
1. Drop, cover head and hold on to sturdy furniture.
2. Stay away from windows.
3. Await further instruction from Administration.
Bomb Threat / Suspicious Container
1. Notify SRO / Administration. The Principal or designee will determine if an evacuation is required.
2. Carry all safety information and materials / laptop as you exit.
3. Confirm all students and staff have cleared building and relocated to Safe Zone.
4. Evaluate status and confirm everyone is accounted for and in secure areas.
5. Use NO electronics near building. Avoid suspicious containers. Await instructions from Police Officials.
Lockdown
A. The Principal or designee announces the Lockdown Level.
B. The SRO will be alerted.
Level 1: Threat is exterior to school. (Criminal activity
around community). Lock exterior doors, monitor movement, remain in building.
Level 2: Threat is inside school, (angry parent or student). Lock exterior door, do not leave classroom, continue instruction.
Level 3: Threat is inside school. (Terrorism / possible weapon). Lock doors and windows, immediately, all persons out of sight in locked room, remain inside.
Intruder / Threat of an Intruder
1. Staff members who sees them first should ask his/her business. If there is no badge, escort them to the office, and report the situation to the Principal.
2. If the person refuses to comply, notify office in the quickest way possible. Ask another staff member to assist personal safety is at risk. in observing the intruder until an administrator arrives. Don't leave them alone unless you feel your
3. The administrator will assess the situation.
4. If required, the Principal will initiate Lockdown Status.
Missing Child / Abduction / Threat of Abduction
1. Notify administration.
2. Record automobile type, color, license number of suspect vehicle.
3. Note description of suspect.
4. Collect data regarding students and suspect from school files to give to law enforcement officials.
5. Assist law enforcement.
6. Media request should be referred to the Director of Community Relations.
Violent Activity / Threat of Violence
1. Alert SRO, Administrator, Safety Coordinator.
2. Identifying key players and concerns.
Weapon / Suspicion of Weapon
1. If weapon is displayed, go to Lockdown and notify Administration.
2. If there is a suspicion of a weapon - Alert SRO and Administration.
3. If witnesses provided info, secure them in a safe room.
4. If at all possible, suspected student should be separated from other students before inquiring about a weapon.
5. Law Enforcement Official will direct protocol until student is relieved of weapon.
Medical Emergency
1. Call School Nurse (if available) and Administration.
2. Notify Administration IF emergency medical services are used.
3. Gather data that might be helpful to medical professionals, as well as witnesses.
4. Media request should be referred to the Director of Community Relations.
The primary contact for information about school safety is Mr. Andy Betancourt, Hall County School District Safety and Security Assistant. He can be reached by calling the Hall County Board of Education at 770-534-1080. | 1,882 | 863 | {
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Additional Information – 4+
| Water bottle Bring in a named, water bottle every day. | | | | | Reading |
|---|---|---|---|---|---|
| | | | Healthy Snack | | Have their Reading Record |
| | | | Please bring in a snack every | | signed by parents at home |
| | | | day for the morning. This | | regularly and bring it into |
| | | | must be healthy: vegetables, | | school every day. |
| | | | fruit, dried fruit or plain | | Once children have read 10 |
| | | | biscuit. This is left in your | | times they receive a prize. |
| | | | child’s drawer. | | Books will be changed every |
| | | | | | MONDAY and THURSDAY. |
| Take responsibility for their own learning in school and can complete tasks set to a sufficient standard. | | Can share and talk about aspects of their school life and day at home. | | Complete their Homework Bingo each half term and bring it in to share with the class and receive their prizes. | |
| | | Star of the week A child is chosen each week to be the ‘Star’ They receive a special certificate during Assembly on Friday. | | PE Have a suitable, named PE kit – blacks shorts, white top and plimsolls. | |
| | Show and Tell | | | | |
| | Children will have the | | | | |
| | opportunity to share | | | | |
| | something related to | | | | |
| | our topic to share | | | | |
| | with the class. | | | | |
Dojo Badges
Children are rewarded with dojo points for great learning, listening well, helping to tidy up and trying their best. Once they get 50 points they receive a dojo badge during Celebration Assembly on Friday.
Class Twitter Pages
We hope you can join our class Twitter pages to see regular updates of our learning, including photographs, the children's work and different events.
To join, please send your Twitter handle to the school office email address and add us on Twitter. Once we know your handle we can accept you.
The Class Twitter pages for 4+ are;
@ArdleyHill.Ireland
Ireland
Wales @ArdleyHill.Wales
Facebook
Don't forget to look out for reminders and photos of our great learning on Facebook. www.facebook Ardley Hill Academy
Important Information
Please ensure your personal information, such as contact telephone numbers, are up to date with the office team. These are the numbers we will use in case of any emergency.
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RCC member countries
Jordan
Country Information
Region: Western Asia
Population: Approximately 9.7 million
Capital: Amman
GDP (US$): 40.068 billion
Geography: Jordan is mainly a desert, with some mountain areas in the west and north-west.
General climate: Jordan has a combination of Mediterranean and arid desert climates, with Mediterranean climates prevailing in the north and west. Generally, the country has warm dry summers and mild, wet winters.
INFORM Risk Rating: 4.1
Risk Summary
* Earthquakes, flash floods, drought, locusts, snowstorms, frost, fires, chemical dangers, chemical, biological and radioactive contamination, armed conflict and mass population migration are Jordan's main threats.
* Due to Jordan's high population growth and density, and vulnerable physical infrastructure, the region's frequent seismic activity can have devastating impact.
* Recurrent droughts have also lead to economic stress, particularly on agriculture, and food insecurity.
* Rapid urbanization and insufficient drainage systems have increased the risk of flash floods.
Disaster Management System
National Level
* The Higher Council of Civil Defense (HCCD)
The HCCD is mandated to formulate plans for emergencies and disasters;
establish public shelters; specify the duties of civil defense committees, Armed
Forces, and Public Security; form civilian volunteer teams; demonstrate alarm techniques to citizens against emergencies and disasters; and recommend the
budgets for emergencies and disasters.
* The Relief Committee
The Committee conducts needs and rapid damage assessments; provides logistics services for disaster relief; supervises national and international disaster relief
operations; coordinates with the HCCD and civil defense committees; follows up on international appeals and external support; and reports to HCCD on relief
operations.
* Earthquake Technical Committee
The committee trains relevant professionals in resistant building design;
implements building codes; monitors the implementation of the building codes;
identifies at-risk buildings; creates a database of engineering institutions for building evaluations and rehabilitation; and establishes an engineering
emergency team in each governorate to assess and classify buildings affected by earthquakes.
Helpful Links and Sources
Jordan country profile:
https://data.worldbank.org/country/jordan
INFORM country risk profile:
http://www.inform-index.org/countries/country-profiles
Jordan Disaster Risk Management Profile:
http://www.jo.undp.org/content/jordan/en/home/library/crisis_prevention_and_rec overy/publication_1.html
Higher Council of Civil Defense website:
http://www.cdd.gov.jo/main.aspx
Jordan risk profile:
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Kenya & Mexico
In Topic this term, Pear Class will explore the countries of Kenya and Mexico. We will be finding out about the landscape, climate and culture of both countries. Through our drawings and writing we shall also make contact with our pen-pals in the Good News Academy in Kenya.
In Maths this term we will expand on our understanding of number and place value, through counting, reading and correctly writing numbers in numerals and words (0-10 initially and then to 20). Number lines will help us to identify them and to count both forwards and backwards from any given number. Through sorting objects we shall develop our language of comparison such as equal to, more than, less than (fewer), most and least. You can help at home by using this language when discussing quantities and by practising 'quick number facts' with your child e.g. number bonds to 10 or counting in 2s, 5s and 10s. We will continue to recognise and name common 2-D and 3-D shapes using accurate vocabulary.
In Science we will begin by looking at Ourselves, and the similarities and differences in our bodies and appearance since babyhood. We shall identify and label the basic body parts and link them to our senses. After half term we will be learning about other living creatures and, in particular, caring for pets. A role play area will extend our learning.
In English we will read and retell stories from other cultures, such as Handa's Surprise, to help develop our short sentence writing. Children will develop their skills in forming letters correctly and consistently. They will develop their punctuation by using capital letters and full stops (where appropriate) and finger spaces between words. In Phonics, we will revise phases 2 and 3 before introducing the phase 4 blends. After half term we will focus on writing instructions.
Our school values this term are Creativity and Peace. In R.E. we will be looking at Creation and Incarnation. In P.S.H.E. we will learn about how our responsibilities change as we get older and, later in the term, we will think about how to treat the people around us.
In Music we will use our hands, beat and rhythm. We shall also
voices and instruments to explore compose our own music. In Art we
are learning about tones and
In P.E. we will be developing our games skills and learn how to keep fit and healthy. In addition to playing team games during our Monday and Friday timetabled sessions, we shall also be taking part in the Daily Mile to help boost our fitness.
colour mixing.
This term in Computing, we will be reminding ourselves of the importance of E-safety. We shall learn to log onto the laptops and i-pads and will further explore Itslearning to support other subject areas including Phonics and Maths. | 1,102 | 590 | {
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Topics to be covered this term include:
Our English this term will be delivered through the book 'There's a boy in the girl's bathroom' by Louis Sachar. The story, which is a humorous story, shows how, with help, the character is able to choose their paths and can change their behaviour and attitude which provides the character with many benefits. The book will be used as a medium to write in many different forms, including: Character & Setting description, balanced argument, Diary entry, Persuasive letter, formal language and their own story linked to the book. Alongside the different genres we will be incorporating different skills within SPAG; for example – relative clauses, modal verbs, adverbs, parenthesis, expanded noun phrase, commas, past and present tense. Also, for homework the children will have comprehension, SPAG or work linked to English every week.
How you can help – reading comprehension is an important skill that we work on during guided reading. Please encourage your child to read frequently and ask them about their books. Ask questions such as: What did you like about the story? What do you think might happen next? What has happened so far? Is there any vocabulary you couldn't read or understand? This will be a great help to your child especially as the SATS will be approaching.
Sapphire – Autumn Newsletter
We hope you find this a helpful overview of your child's learning this term in year 6. If there any aspects of the curriculum or what your child will be learning that you would like to discuss, please do not hesitate to contact us.
We look forward to your continued support.
Mrs Griffiths, Mrs Tough & Miss Mirini
PE will include: Indoor: BoxerciseOutdoor: Tag Rugby
It is essential that children are well equipped for this important and fun part of our curriculum. Children should have an outdoor and indoor PE kit. Many of our PE activities are held outdoors so children are encouraged to bring appropriate clothing and footwear (e.g. jogging/tracksuit trousers, trainers). Please help your child to remember their kit. PE is held on Tuesday afternoon. As from week beginning 24.09.18 Milton Keynes Sports will be teaching the children PE on a Tuesday afternoon.
Our learning will cover work on:
This term we will be covering: Place value, negative numbers, addition, subtraction, multiplication and division – these will include problem solving and reasoning skills. To ensure these topics are embedded the children will complete regular reasoning activities linked to the topic they have just learnt. They will also have a times tables challenge, a maths club challenge and intervention for areas that they struggle with on a weekly/daily basis.
How you can help – confidently knowing times tables can help the children in many areas of mathematics. If you want to help your child with an area or strategy that you are unsure of please ask; we are always willing to help you help your child.
As homework, children will be given their tasks from the CGP book weekly. The tasks set will be linked to the topics children have learnt throughout the week.
Topics this term will include:
Reading Comprehension – Different styles of text and different question types
Maths – A variety of topics which include reasoning, Word Problems, addition, subtraction, multiplication and division
Science – Living things and their Habitats – Children will build on their knowledge and understanding of living things and their habitat. They will classify animals with similarities and differences. They will study Carl Linnaeus. They will research a variety of curious creatures. Children will learn about micro-organisms.
The Living Rainforest: An exciting trip to the Living Rainforest – 11.10.18 – linked to our topic and Science
English: Book based curriculum – There’s a boy in the girl’s bathroom
Topic
: North and South America – countries, continents, climate, comparing places
The children will also have weekly PSCHE, Values, Music and Spanish lessons
Homework – Homework will consist of CGP books for maths, comprehension and SPAG, further research in English on set tasks. Spellings will still go home weekly. As well as this we would like parents to encourage their child to read on a daily basis and comment in their home-reading record. Can parents please remind children to bring their homework in on Monday's; this is so that it can be marked and new homework set for the following Wednesday.
Homework will be sent out on Wednesday and children should return it completed by Monday of the following week. | 1,788 | 912 | {
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Responding to Climate Change
Climate Change and Energy
Responding to climate change is a priority for us. We aim to minimise the effects of our operations on climate change and make sure we can cope with the impacts of climate change on our water and waste water services. By reducing carbon emissions, we can reduce costs and by adapting to climate change now, we can protect our services to customers.
Climate change presents us with two key challenges:
Mitigation: Reducing our carbon footprint to help reduce climate change. This means improving efficiency and generating renewable energy.
Adaptation: Taking action so that we can cope with future weather. This means increasing resilience and flexibility to protect our service.
The Climate Change team is responsible for the company's strategies of mitigating greenhouse gas emissions and adapting to the effects of climate change.
Mitigation – reducing greenhouse gas emissions
It's widely accepted that greenhouse gas emissions contribute to climate change and need to be reduced. The government expects every organisation to play their part, so as a large infrastructure company, we're responsible for a large amount of emissions.
Electricity consumption accounts for around 70% of the day to day greenhouse gas emissions across Severn Trent Water sites. This means energy management is the most important thing we can do to reduce our 'carbon footprint'. The other 30% of emissions are caused by sewage treatment processes, fuel for transport, and fuel use for heating and backup generation. Improving efficiency in all these areas has significant environmental benefits.
As well as operational emissions, there is also 'embedded' carbon which results from construction activities, such as building a treatment works or laying pipes. In addition, around 5% of UK's total greenhouse gas emissions come from people's use of water (primarily heating). We can play a part in reducing emissions by improving design standards, delivering construction projects more efficiently and encouraging customers to use water efficiently.
Action to reduce emissions
* Increasing the energy efficiency of our operations and sites
The main actions we're taking to reduce operational greenhouse gas emissions are:
* Generating more energy from renewable sources
* Educating customers about the links between water-use and carbon emissions
* Minimising fuel use on transport
Renewable energy sources
We run a range of schemes to help reduce our reliance on fossil fuels and reduce the company's carbon footprint.
Sewage gas combined heat and power (CHP)
Many sewage treatment sites have engines which produce power from the digestion process of human waste.
Severn Trent Water Ltd PO Box 5309 Coventry CV3 9FH www.stwater.co.uk
Energy from crops
Growing and harvesting energy crops, combined with digestion and gas generation, has been introduced by using crops which have been grown on land where digested sludge has been spread.
Hydro
Severn Trent Water currently has six hydro turbines installed on four sites, producing around 1.7 MW, which is 3% of its self generated electricity from water. Further opportunities to harness hydro power from reservoirs, networks and rivers are being investigated.
Large wind turbines
Wind turbines have been constructed at some Severn Trent Water sites. Each turbine measures up to 130 metres to blade tip and provides electricity equivalent to supplying around 1,500 homes annually.
Adaptation – changing practises to respond to changes in weather
Changing weather patterns have an impact on our infrastructure and resources. Some of the issues we face are:
* An increase in the amount of waste water that needs to be treated (storms)
* An increase in the demand for clean water at peak periods (warm weather)
* A decrease in the amount of water that's available to treat and supply to customers (drought)
* An increase in the quality that waste water needs to be treated to in order that it is safely returned to the natural water cycle (drought)
Wider issues
We're looking at the possible future risks associated with climate change. To help us deal with these risks, we're improving the resilience of our systems, investigating better methods of drainage and building sewers which can cope better with changing rainfall patterns.
The climate change team works with the water resources team to plan for increases in demand and lower availability of water so that we can make sure customers always have water. | 1,828 | 869 | {
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News Break Scavenger Hunt
Sunday's News Break challenges you to hunt through the Sunday, May 13, 2018 print replica of The Seattle Times to find answers to the following questions.
1. TODAY IN HISTORY: English colonists arrived by ship at the site of what became the Jamestown settlement in Virginia; the colonists went ashore the next day. What year did this take place? (MAIN)
2. TODAY IN HISTORY: In his first speech as British prime minister, Winston Churchill told Parliament, "I have nothing to offer but blood, toil, tears and sweat." What year did this take place? (MAIN)
3. Where will Britain's Prince Harry and Meghan Markle be married on Saturday? (MAIN)
4. They're two of about 40 volunteers — mostly women from the building trades — joyfully toiling Saturday at Seattle's first tiny house village designated exclusively for women experiencing what? (NW Sunday)
5. Following a Seattle City Council committee's approval of a $75-million-peryear tax on large employers Friday, supporters of the controversial proposal marched from Capitol Hill to the Amazon Spheres on Saturday, marking the latest in a series of demonstrations. What would the new tax generate money for? (NW SUNDAY)
6. Gov. Jay Inslee proclaimed a state of emergency Saturday because of _____________ ________________in Eastern Washington, where despite a blue-sky-and sunshine weekend snowmelt from the Canadian provinces has caused record flood levels in three counties. (NW SUNDAY)
7. What is a home inspection? (BUSINESS)
8. Yoga classes and meditation rooms have become a common sight in tech offices. But Microsoft took relaxation a step further at its developer's conference in downtown Seattle last week. What did they do? (BUSINESS)
9. Many young international designers are drawing on what three inspirations to create contemporary textile, ceramic and wall-covering patterns? (SHOP NW)
10. A Russian startup has created a new way to help companies connect with job-seekers and interview them. Her name is Vera, and she's able to interview as many as __________ job candidates in a single workday, sorting through potential hires at a rate that would take most recruiters months to match. (JOBS)
News Break is posted to the Web on Monday. Please share this NIE News Break program with other teachers. To sign-up for the print replica for your class, please call 206/652-6290 or toll-free 1-888/775-2655. Copyright © 2018 The Seattle Times Company
News Break Scavenger Hunt Answer Key: Sunday, May 13, 2018
1. 1607 (MAIN, A2)
2. 1940 (MAIN, A2)
3. St. George's Chapel at Windsor Castle (MAIN, A14)
4. Homelessness (NW SUNDAY, B1)
5. The so-called head tax would apply to employers grossing at least $20 million a year, such as Amazon, and generate money for homelessness services and affordable housing. (NW SUNDAY, B1)
6. Severe flooding (NW SUNDAY, B2)
7. It is an assessment of a home's condition. (BUSINESS, D2)
8. It brought in farm animals. (BUSINESS, D6)
9. Heritage, folklore and their imaginations (SHOP NW,E4)
10. 1,500 (JOBS, F1) | 1,471 | 727 | {
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About Sarcopenia
Sarcopenia is the progressive decline in skeletal muscle and loss of physical function as a result of chronological aging. Sarcopenia is one of the most prevalent muscle diseases of the elderly and the onset of sarcopenia may begin as early as 30 years of age. This results in a loss of one per cent -or one third of a pound- of muscle each year, ultimately leading to a diminished quality of life with age.
Facts & Figures
Who is affected by sarcopenia
* Humans are susceptible to developing sarcopenia at the age of 30. There are currently over 23 million adults over the age of 29 in Canada (64 per cent of Canadians) 1
* Almost half of Canadians (46.3%) are physically inactive and do not get the amount of moderate-to-vigorous physical activity required to be considered physically active. Canadian adults are reported to spend about 70 per cent of their waking hours, or 9.5 hours, sedentary.
* Rising rates of obesity are evident among Canadians of all ages and seniors are no exception. Between 1978/1979 and 2004, the incidence of obesity among seniors aged 75 or older increased from 11% to 24%; among those aged 65 to 74, it increased from 20% to 25%. 2
The aging population
* Sarcopenia is one of the major causes of disability in older persons and can prevent elderly people from performing the most basic tasks of daily living, and greatly increases their risk of suffering falls and other serious accidents. 3
* The more muscle mass older people have, the less likely they are to die prematurely 4
Early detection
* Many patients at an early stage of sarcopenia are undetected. This is a major problem, because there is strong evidence that sarcopenia is a reversible cause of disability and because older persons with early sarcopenia are probably those who are most likely to benefit from interventions. 5
1 Statistics Canada, CANSIM, table 051-0001.
3 Brink W (2007) Preventing Sarcopenia. LifeExtension Magazine
2 StatsCan. A portrait of seniors, 2006
4 University of California - Los Angeles Health Sciences, March 14, 2014.
5 Journal of Applied Physiology Published 1 November 2003 Vol. 95 no. 5, 1851-1860 DOI: 10.1152/japplphysiol.00246.2003
The cost of sarcopenia
* The economic impact of physical inactivity on the Canadian health care system can be substantial and has been estimated at $5.3 billion, or 2.6% of total health care costs in Canada in 2001. 6 Even though sarcopenia contributes to numerous other health problems and accounts for a similar percentage of health care costs as osteoporosis, no public health campaigns are directly aimed at reducing this disease. 7
Recommended treatment
* It's important to seek training from a professional trainer, for optimal benefits with a minimal risk of injury, correct intensity and frequency of exercise.
* Regular exercise, particularly high-intensity weight training, and nutritional supplementation is essential for preserving and increasing muscle mass. In addition to building muscle, strength training promotes mobility, enhances fitness, and improves bone health. 8
* Two decades of age-associated strength loss can be regained in approximately two months of resistance exercise and can increase protein synthesis rates in older adults in as little as two weeks. 9
6 Gilmour, Heather. 2007. "Physically active Canadians." Health Reports. Vol. 18, no. 3. August.
7 Morley JE, Anker SD, von Haehling S. Prevalence, incidence, and clinical impact of sarcopenia: facts, numbers, and epidemiology
- update 2014. J Cachexia, Sarcopenia and Muscle, 2014;5(4):253-259.
9 University of California - Los Angeles Health Sciences, March 14, 2014.
8 Brink W (2007) Preventing Sarcopenia. LifeExtension Magazine | 1,801 | 874 | {
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Welcome From the Specialist Team
Each week all students will have 50 minute specials classes in Music, Physical Education, Technology, and Art. K-3rd grade will also have Outdoor Education and 4th-6th grade students have Advisory. Students will have the same special each day every week
Advisory
Lead by your students homeroom teacher
Music with Ms. Maria
Email: firstname.lastname@example.org
Phone: (513)363-4454
Welcome back to PRM! I am Maria Kitsinis, the music teacher. Each year in music students will explore movement, play instruments and sing. In Kindergarten we focus on music foundations like steady beat, musical opposites (loud/quiet, high low, etc.) and using our voices. For 1st-6th grade students this year's theme will be Music Around the World. We will focus on the elements of music by learning pieces from each continent. We will use a variety of instruments including xylophones, guitars, drums and more! This year 4-6th grade students will be able to sign up to perform in our Annual Spring Musical: Matilda Jr. More information about after school activities will be given out in the next month or so. I am looking forward to a great musical year. Musically,
Ms Maria
Outdoor Education with Mr Chris & Ms Sara
Mr Chris : email@example.com & Ms Sara: firstname.lastname@example.org
Physical Education with Mr. T
Email: email@example.com
Phone: (513) 363-4461
Welcome back everyone, I am Mr. Thornberry the PE teacher! I am excited for another year of learning through movement with all of the students. With the K's we will work a lot on locomotor skills, hand eye coordination and controlling the body in general space in a variety of activities. The rest of the grade levels will be exposed to a variety of activities that include fitness stations, partner activities, small team activities, and large team activities. I
ask that you please make sure that your child wears proper footwear the day that they have PE with me. Wearing sneakers is important so that they are provided the opportunity to do their best in the activities we will be doing, and so that we can take care of our awesome gym floor that we are so lucky to have. If your student has any injury issues, please send a note or an email to let me know what is going on. I look forward to another great year! Keep Moving,
Strings with Ms Castle
Email: firstname.lastname@example.org
Technology with Mr. David
Email: email@example.com
Phone: (513) 363-4447
Welcome Back PRMers!
As most of you are aware, I teach Technology from a 'practical application' standpoint. It has always been my goal to prepare students for high school and college. Kindergarten begins learning the keyboard and basic skills such as select, drag, scroll, etc. 1st-3rd begin formal typing training as well as learning things like digital citizenship, word processing, spreadsheets, Google Maps, and PowerPoint. 9-12 will learn advanced techniques in the Microsoft suite as well as Google docs, sheets, etc. We also dabble in 3D printing and movie making including use of green screen, transitions and adding layers of music. My goal is to make using the computer fun and to open students' eyes to the idea that computers are more than just for games and music. Peace,
Mr. David
Visual Art with Ms. Kate
Email: firstname.lastname@example.org
Phone: (513)363-4460
Hello Families,
In art your child can expect to experiment with a wide range of materials to create works of art reflective of their skill level and personality. Students will keep a sketchbook to practice new skills and keep record of their ideas. Each class students will be given a "stepping stone" goal to work toward related to their final projects. If a student misses a class or takes their time on their work, an extra class period is available at the end of a project for students to complete assignments. If a student needs time beyond the class period, students are welcome to take their work home and turn it in prior to the end of the quarter. Students that complete their work prior to the conclusion of a project will have the opportunity to explore illustrated literature, work on a skill in their sketchbook, or choose an art basket to learn about a new art making process or artist . As I am sure you have experienced, art can be messy. We review how to gather and use supplies appropriately to ensure that students are exhibiting caution while learning how to use new materials. Even with a smooth running room, accidents happen. Most of the materials we use are washable. If you are concerned about your child's clothing, please send them to school wearing clothes that you don't mind becoming a work of art. I look forward to learning with your child and can't wait to see what they create! With Love,
Ms. Kate | 1,995 | 1,093 | {
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STAT 157 – Practice Test 1
November 16, 2017
Name:
Instructor: Patricia Wrean
Total: 30 points
1. (2 points) Consider the following variables concerning a car.
(a) the year it was built
(b) the name of the manufacturer
(c) the gas mileage
(d) whether it is manual or automatic
Which of these are quantitative?
From the quantitive data, which are continuous?
2. (3 points) According to the Vancouver Canucks website, the number of goals scored by their top ten scorers in a past year are as follows:
$$36, 24, 23, 20, 18, 14, 12, 12, 12, 11$$
State the mean, median, and range of this data set.
mean:
median:
range:
3. (2 points) Consider the following sets of data. Without calculating any values, indicate which set will have the higher standard deviation (or will they be the same?).
$$(a) Set 1: 1, 3, 5, 7, 9 Set 2: 11, 13, 15, 17, 19 (b) Set 1: 1, 4, 5, 6, 9 Set 2: 3, 4, 5, 6, 7$$
4. (3 points) The same data set is graphed in each of the following pie charts.
(a) Why is the left-hand graph misleading?
(b) Why is the right-hand graph even more misleading?
5. (4 points) The Gizmo Store is having a sale of its devices which range in price from $25 to $75. Answer the following questions, being as specific as you can!
(a) If every device is reduced in price by 10%, what happens to the mean, median, range, and standard deviation of the prices?
(b) If, instead, only the cheapest device is reduced in price by 10%, what happens to the mean, median, range, and standard deviation of the prices?
6. (4 points) What survey design is used in each of the following situations?
(a) A random sample of classes at Camosun is chosen, and every student in that class is asked a question.
(b) The Camosun student body is divided up into program areas (Civil Engineering, Nursing, etc.) and a random selection of students from each area is asked a question.
(c) A certain number of student records are selected randomly from the entire student record database, and those students are asked a question.
(d) The student records are listed in order by student number. The 11th student and every 25th student thereafter (11th, 36th, 61st, etc.) is asked a question.
7. (2 points) State whether the following studies are experimental or observational by circling the correct choice.
(a) In a recent study, a random sample of children in grades 2 through 4 showed a significant negative relationship between the amount of homework assigned and student attitudes. Expt / Observ
(b) To examine the effect of pets in stressful situations, researchers recruited 45 women who said they were dog lovers. Fifteen of the subjects were randomly assigned to each of the three groups to do a stressful task alone (the control group), with a good friend present, or with their dog present. The patients mean heart rate during the task was the measure of the effect of stress. Expt / Observ
8. (2 points) The company that stocks Camosun's vending machines wants to survey their customers to find out their opinion of some new products. They therefore invite college faculty and staffto a focus group at lunch hour to try some free snacks.
Do you think that the focus group is a representative sample of the company's customers? Briefly explain, giving at least two different reasons.
9. (8 points) A random sample of Technology students were asked how many hours they worked last week while on their co-op term, with the following results.
The mean and standard deviation of this data are 34.2 and 5.7 hours/week, respectively. The histogram for this data is shown below.
(a) Describe the shape and symmetry of the histogram. If appropriate, include the direction of the skew.
(b) Fill in the following table by finding the number and percentage of measurements in the given intervals, what percentages you expect to see in these intervals using either Tchebysheffor the Empirical Rule, and whether the actual values agree.
(c) Should the percentages obtained in part b) agree with those given by Tchebysheff's theorem? Why or why not?
(d) Should the percentages obtained in part b) agree with those given by the Empirical Rule? Why or why not?
| | interval | # points | % points | Tcheby | Empirical | Tcheby works? |
|---|---|---|---|---|---|---|
| x ± 1s x ± 2s x ± 3s | | | | | | | | 1,930 | 1,116 | {
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Math Solutions Professional Learning
AGENDA
Do The Math: Addition and Subtraction
OVERVIEW
This course deepens participants' understanding of addition and subtraction concepts and the Do The Math methodology. Participants gain familiarity with lessons and increase their confidence in the use of the eight instructional principles. They explore the Instructional Practices Inventory and consider how it can elevate instructional decisions.
OUTCOMES
* Articulate key concepts and strategies from the addition and subtraction modules.
* Support students' ability to make sense of addition and subtraction concepts, solve problems, reason, and use appropriate tools.
* Make learning experiences accessible to all students without compromising the rigor in the lessons.
* Utilize the Instructional Practices Inventory to reflect on effective Do The Math instruction.
Day 1
Opening
The opening includes introductions, goals, and establishes learning agreements. Participants review student work samples to discuss common misconceptions about addition and subtraction.
Building Place Value Understanding
The careful scaffolding that intervention students need to understand and be successful with mathematics requires educators to carefully consider the complexity and layers of concepts. In this session, participants connect work with the ten-frame to a hundred-frame and the hundred pocket chart. Using these tools, they investigate the importance of developing a strong understanding of ten.
BREAK
Exploring Addition
Participants continue exploring the learning progression in Module A. Addition strategies build on place value concepts and focus on numerical reasoning. Participants practice using the open number line to represent addition problems and discuss why Do The Math uses the Splitting strategy instead of the standard algorithm.
LUNCH
Extending Strategies to Subtraction
Do The Math helps students learn about subtraction by building on what they have already learned about addition and emphasizing the inverse relationship between addition and subtraction. In this session, participants review the progression of subtraction content and discuss how it connects to the strategies and tools introduced in Module A.
BREAK
Examining Problem Types
Participants experience various types of addition and subtraction problems and consider how the problem type impacts students' interpretation of the operation. The relationship between addition and subtraction is reinforced when participants examine comparing subtraction problems and consider that they can find the difference between two quantities with both addition and subtraction.
Closing
Participants take time to reflect on the experiences of the day and ways that these experiences will impact their classroom instruction. In addition, participants draw upon the expertise of colleagues and discuss possible solutions for common instructional scenarios with Do The Math.
Math Solutions Guiding Principles
Drawing upon academic work and our its classroom-grounded research and experience, Math Solutions has identified the following four instructional needs as absolutely essential to improving instruction and student outcomes:
* Robust Content Knowledge
* Understanding of How Students Learn
* Insight into Individual Learners through Formative Assessment
* Effective Instructional Strategies
These four instructional needs drive the design of all Math Solutions courses, consulting, and coaching. We consider them our guiding principles and strive to ensure that all educators:
* Know the math they need to teach—know it deeply and flexibly enough to understand various solution paths and students' reasoning
* Understand the conditions necessary for learning, what they need to provide, and what students must make sense of for themselves
* Recognize each student's strengths and weaknesses, content knowledge, reasoning strategies, and misconceptions
* Have the expertise to make math accessible for all students, to ask questions that reveal and build understanding, and to help students make sense of and solve problems | 1,728 | 684 | {
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Math 173 – Quiz #1
January 22, 2015
Name: ______________________
Instructor: Patricia Wrean
Total: 40 points
1. Consider the following sketch of θ, an angle in standard position whose reference angle is 69. The swirly line indicates the number and direction of rotations. Calculate the size of the angle and list one negative coterminal angle. Also, state whether sin θ and cos θ are positive or negative. (4 points)
angle: ________________
coterminal angle: ________________
sin θ: ________________ cos θ: ________________
2. Give the exact function value of the following. Show your work.
(3 points)
sin –225
_________________
3. If cos θ = –0.75, calculate θ.
(4 points)
4. Given that 7 cos 9 , and that tan is negative, calculate the other five trig functions of θ. Give exact answers. (5 points)
5. Consider the function graphed below. Locate any maximum/minimum points on the graph and state whether they are absolute or relative. Also, indicate on the graph the intervals of x for which the function is increasing. Lastly, state the domain and range of this function, rounding to the nearest integer. (Just in case it's not clear, the function continues off the edge of the graph, getting closer and closer to the x-axis the further you go.) (5 points)
6. In the diagram below, the line AB is parallel to CD. Given that AC = 12 and CD = 18, calculate the length AB. Show your work by labeling any congruent angles you are using on the diagram, stating which triangles are similar and why if you are using any similarity properties, and clearly labeling which sides you are using if setting up a ratio. (6 points)
_______________________
7. The logo for a new techology startup company is made of two similar ellipses (ovals). The logo is perfectly symmetrical, with x = 5 and y = 2, where x is the length of the logo and y is the height as shown in the diagram. If the area of the larger ellipse is 30 square units, calculate the area of the smaller ellipse. Show your work, giving an exact answer. (4 points)
_______________________
8. State the domains of the functions 1 ( ) 9 f x x and 1 ( ) 9 g x x . Also, calculate g(1). (3 points)
9. The clock tower on the Young Building at the Lansdowne campus is 7 m tall. On a field trip, a Civil Technology student standing a horizontal distance of 18 m from the side of the building measures the angle of elevation from the ground to the bottom of the clock tower to be 38º. From the student's perspective, what is the angle subtended by the clocktower (marked as angle x on your diagram)? You may assume that the sides of the building and clocktower are perfectly vertical. Round your answer to the nearest integer. (6 points) | 1,295 | 686 | {
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From the desks of Bonnie Desselle, MD and Rachel Dawkins, MD….
The following article is the first of many "Faculty Development" sections which will be featured in each month's newsletter.
Too little time to teach? Try the One Minute Preceptor!
The One Minute Preceptor is a five step technique which can be used in a variety of clinical settings. This technique encourages critical thinking by the learner and can help the teacher assess where the learner is in the clinical reasoning process. It also reminds preceptors to provide feedback.
Try this technique after a patient presentation.
Step One: Get a Commitment!
A question such as "What do you think is happening here?" or "What would be your treatment plan?" helps the learner commit to a diagnosis or treatment option, rather than simply going along with the preceptor's plans.
Avoid prompting or suggesting a diagnosis or treatment plan at this point
Step Two: Probe for supporting evidence
What was the learner's thought process? Was this a lucky guess?
Probing questions such as “Were there any other alternatives you considered?” or “What made you rule out _____?” are helpful.
This is a great time to ask WHY questions too: “Why would you chose that medication?” “Why would you like that lab test?”
Step Three: Reinforce what was done right
Comments should include specific behaviors that demonstrated knowledge skills or attitudes valued by the preceptor
Example: "You did a good job of __________, and this is important because __________"
Step Four: Correct Mistakes
As it is important for the learner to know what they have done well, it is just as important to learn what needs improvement.
Again comments should be as specific as possible and try to give guidance on alternative actions or behaviors the learners could use in the future.
Describe what was wrong, and identify how to avoid and correct the error. Example: "In your patient presentation, you forgot to tell me about the physical exam until after your assessment. In the future, organizing your presentation differently will be helpful" or "You choice to order X lab test is not correct in this instance, instead we should order Y tests for this type of patient."
Step Five: Teach general rules
Find a practical teaching point (or two) that can be applied to other clinical situations
Examples: "When this happens, do this…" or "The key features of this illness are…"
This entire process should take no more than ten minutes including the patient presentation. You may choose to rearrange some of these steps. The One Minute Preceptor will hopefully help you maximize your time available for teaching both medical students and residents. | 1,066 | 536 | {
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Ease the Stress with Step by Step: Your Get Out of Debt Checklist.
If you were not able to join the first two webinars in this month's series, below are key take-a-ways from those presentations:
In today's consumer-driven society, getting into debt is far easier than staying away from it. Some of the biggest reasons people end up accumulating a lot of debt are:
- Spending more than you make. (Expenses exceed your income.)
- Using a credit card to purchase items you want but do not need.
- Using credit cards to make everyday purchases like groceries, gas, entertainment, clothes, etc. (Just added 2 more items for variety)
Below are steps you can take to get out of debt, manage your student loans to regain your financial freedom.
1.) Know Your Numbers – Make a list of your outstanding debts and the interest rates. Sort them by the highest interest rate to see which debts cost you the most.
2.) Check Your Credit Report – Request a free copy of your credit report once per year at www.annualcreditreport.com. Review your credit report for any other debts or collections you may have missed.
3.) Create your Budget – Be honest about your spending habits. Utilize a budgeting app or a simple spreadsheet to take an inventory of your spending habits. Where can you reduce expenses each month and apply those savings to pay down the high-interest debt?
4.) Find your 50/30/20 – A good rule of thumb is to spend 50% of your monthly income on NEEDS, 30% on WANTS, and 20% on savings.
5.) Limit your Expenses- Consider looking closely at your budget to see where you can reduce monthly expenses.
6.) Use Cash- If you pay cash for all your purchases, you will avoid the temptation of purchasing things on impulse, and you will not have to worry about interest or late fees.
7.) Use Only One Credit Card-Evaluate the best card that you have. Then, gradually start eliminating the rest. To evaluate your cards, consider interest rates, fees, cash back options, etc. By disposing of the surplus cards, you avoid the temptation of spending more money.
Are Your Student Loans Out of Control?
Taking out student loans to help pay for school is a common—and may be the only way for you to pay for your higher education, however, if you plan on borrowing money you must fully understand your responsibilities and obligations as a borrower. If you are not diligent and do not stay on track with your student loan obligations, it can be easy for things to get out of control.
Here are five ways to keep your loan debt manageable. Check it out below! | 1,035 | 547 | {
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Cyber Safety: Protecting Kids and Teens Online is Everyone's Responsibility
Over the last decade, cell phones and laptops have become as commonplace as TVs in our homes. Younger and younger children are being given unrestricted access to the internet and all that comes with it. iPhones and iPads are prime for apps like SnapChat, Twitter, Instagram, and Facebook and have become the fabric of teenage social lives across the country.
But with all of this changing technology that grants us access to the world around right at our fingertips in a way it didn't even ten years ago when the iPhone was in its infancy and the iPad hadn't yet hit the market, comes more responsibility for what our children and teens are doing behind the glow of those screens.
What happens when boundaries are crossed between acceptable use of these devices and a violation of trust? What are the legal consequences of those who abuse the privilege of the internet; because make no mistake, the internet is a privilege to those who use it, not a right. Those who violate the law not only face legal consequences of their actions, but civil rights litigation may be brought against them as well. This article will detail what parents need to know to keep kids and teens safe online and what adults need to know if they find their child or teen has become the victim of an adult's inappropriate internet behavior.
Screen time vs. free time
When it comes to the internet, we've become a culture consumed in tweets, texts, and Facebook likes. As adults we're responsible for own monitoring of how much time we spend on our phones and tablets; the same cannot be said for children, who will jump at the chance to play an iPad game instead of complete their homework. Our consumption of technology has gotten to the point where unless enforced, children would rather SnapChat than play outside!
One of the most important aspects of childhood is innocence. Playing outside, riding bikes, and swimming should be part of a healthy and happy childhood. That's why parents should step in and closely monitor what their young children are doing when the iPad is in front of them. Newly implemented apps such as Apple's ScreenTime and old standards such as Windows' Parental Controls are all helpful in creating a fun but responsible use of the internet for children and teens.
The most important things parents should ask themselves when setting up devices for younger children are:
* How much time is reasonable to spend behind a screen?
* What is age appropriate for my child to do while using the internet?
* How will I enforce these rules in a healthy and constructive way?
TTYL, LOL, BRB
While many of us grew up with some form of the internet around, new technology like SnapChat and Instagram have paved the way for parents to lose sight of exactly what teens are doing. We see a "'gram" or a "snap" and it's easy to misinterpret the context of these images and videos. That's why parents must be diligent in protecting their teens from being taken advantage of.
Nothing we do online is ever completely private or safe from the eyes of onlookers. There are criminals who lurk online waiting for a teen to post what they may feel is an innocent photo of themselves with their friends so they can contact the teen under the guise of having mutual friends. This happens more than parents would care to think, as the reality of what can happen when a teen meets up with someone they claim to "know well" from the internet is horrifying.
What can parents do in their efforts to remain vigilant against cyber predators?
* Maintain an updated record of their teens' passwords
* Set time limits for when iPhones, iPads, and other internet-enabled devices can be used
* Know where their teens are going and what time they'll be home; this can prevent tragic instances of kidnapping should a teen attempt to meet with a stranger they've only interacted with online
Conversation is key
Perhaps the most important thing parents of young children and teens alike can do, though, is to have an open dialogue. SmartSocial.com provides insight to this simple line of communication between parents and children:
"The first step in creating a safe online world for children is simply having a conversation. Most parents do a good job talking to their children about "saying no" to tobacco, alcohol, and drugs, but starting a conversation about cyber safety can be harder. However, parents do not need to know as much as or more about technology than their children to talk about their concerns."
Instances of cyber crime and the presence of cyber predators is ever present. With the internet ingrained in all of our lives as a permanent fixture, as parents we must be dutiful and responsible for not only the amount of time spent on internet-enabled devices, but for the content our children are consuming on them. Below you'll find a quick list of resources that can help parents better implement internet safety in their homes and on the go:
* SmartSocial
* Internet Safety by KidsHealth
* Child Safety by StoryPark
Parents can also call their ISP and request assistance with setting up time limits and parental controls on their home routers and modems. | 1,969 | 1,031 | {
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Playpak Factsheet #02: How to unpack and pack Playpak
1
Unpacking
Playpak arrives ready for use.
Lay it on the floor. Lift up the flap of the bag and unzip the sides by pulling on the orange Firefly zip pulls (watch your fingers in the zips).
Fold flat by gently pulling apart the Velcro on the two short sides.
Remove the shoulder strap using the two hooks on either end before using your Playpak, as it could create an uneven surface underneath.
Now you're ready.
Rolls (1x long and 1x short) 1
These rolls can be used on their own or with other support elements to provide just the right level of support.
Positioning Strap 2
Use this versatile strap in addition to the rolls for extra support when needed at the front, sides or back.
Head/Tummy Support 3
Can be used on its own to support head or trunk, or with other components for extra positioning possibilities.
Horseshoe Sitting Supports (1x large and 1x small) 4
These profiled cushions are designed to give your child lower and upper back support, while allowing the hands to be free for play and function. When used in conjunction with the other elements, additional front, rear or side support can be increased.
2
Packing
There are a number of different ways to pack Playpak efficiently, and you will find the best way for you with practice. This is our recommended technique for efficient packing:
Use the Velcro on the two small side flaps to stand the flaps up. This will give you an accurate idea of how much space you have. 1
Place the large red horseshoe sitting support on to the mat first. The back of the support should be sitting flush with the folding edge of the bag. 2
Place the small green horseshoe sitting support in the middle of the large red one. 3
The blue head/tummy support will sit neatly on top of the green horseshoe support, along with the positioning strap 4
Place the long orange roll at the other folding edge of the bag, as shown, and place the short yellow roll on top of it, (you may need to fold the long orange roll in half) 5
Zip up this side of the bag using the orange Firefly zip pull, being careful not to nip your fingers. 6
Zip up the other side of the bag, then pull the flap over and push down so that the Velcro 'sticks' securely. 7
Attach your shoulder strap using the hooks on either end of the straps. 8
You are ready to go!
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00:04
Concrete is the second most used substance on earth after water, and for this reason, it has a significant environmental impact. If it were a country, it would rank third for emissions after China and USA. But in fact, concrete is an intrinsically low-impact material with much lower emissions of CO2 and energy per ton than other materials like iron and steel, even things like bricks. But because of the enormous volumes we use overall, it contributes to about eight percent of man-made CO2 emissions.
00:41
Concrete is an essential material. We need it to house people, to build roads, bridges and dams. So we can't do without it, but we can significantly reduce its carbon footprint.
00:55
Concrete is held together by cement. And cement we use today, called Portland cement, is made by heating together a combination of limestone and clay at a temperature of 1,450 degrees Celsius. But in fact, most of the CO2 emissions come not from the heating, but from the breakdown of limestone, which is calcium carbonate, into calcium oxide and carbon dioxide, or CO2.
01:25
Now we can't do without this component altogether, because nothing else is so efficient at holding stuff together. But we can replace a large proportion of it with other materials with lighter carbon footprints. Many colleagues are looking for solutions. And here in Switzerland, we have found that clays produce very reactive materials when they're calcined, that's to say heated to around 800 degrees Celsius, significantly lower than the 1,450 needed to produce cement. But more importantly, there's no CO2 emissions from the decomposition of limestone. We then take this calcined clay, and we add a bit of limestone -- but this time not heated, so no CO2 emissions -- and some cement, and this combination of limestone, calcined clay and cement, we call LC3.
02:23
Now this LC3 here has the same properties as Portland cement. It can be produced with the same equipment and processes and used in the same way, but has up to 40 percent lower CO2 emissions. And this was demonstrated in this house we built near Jhansi in India, where we could save more than 15 tons of CO2, which was 30 to 40 percent compared to existing materials.
02:54
So why isn't everybody already using LC3? Well, cement is a local material. The reason Portland cement is so pervasive is that it's produced from the most abundant materials on Earth and can be produced in India, in the United States, in Ethiopia, almost anywhere. And we have to work with people locally to find the best combination of materials to make LC3. We have already done fullscale trials in India and Cuba. In Colombia, a product based on this technology was commercialized a few months ago, and in the Ivory Coast, the full-scale plant is being commissioned to calcine clays. And many of the world's largest cement companies are looking to introduce this in some of their plants soon.
03:47
So the possibility to replace Portland cement with a different material -- but with the same properties, produced in the same processes and used in the same way, but with much lighter carbon footprint -- is really crucial to confront climate change because it can be done fast and it can be done on a very large scale with the possibility to eliminate more than 400 million tons of CO2 every year. So we can't do without concrete, but we can do without a significant amount of the emissions it produces.
04:26
Thank you. | 1,343 | 737 | {
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TALKING POINTS CILIP Carnegie Medal Shortlist 2012
Small Change for Stuart by Lissa Evans
THE WORLD OF STUART
What does being exceptionally short mean for Stuart?
Why might his reduced height help him in his chosen career?
RESEARCH/ DISPLAY/ SHARE: Many comedians and other entertainers are slightly built, and have often chosen to work with taller or larger stage partners.
Why might this be?
Collect images of famous solo and double acts for a captioned display.
STUART'S PARENTS
Why do Stuart's parents worry about him?
How do they show they are worried?
How is their way of understanding the world different from Stuart's?
Despite trying hard to do their best for Stuart, what do they fail to notice about him?
What does Stuart like to do when he is confused, miserable or tired?
WAYS WITH WORDS: SPEECH
Stuart has learned to understand his father's speech: why is it different from everyday speech?
Could Stuart speak like his father if he wanted to?
Why doesn't he?
What does Stuart find most annoying about April, the first triplet that he meets?
WAYS WITH WORDS: WRITING
Why is Stuart more self-conscious about his name when it is written down?
The title of the book is a pun with at least two meanings, what are they?
Signs and notices are very important to Stuart in his quest to find his great-uncle Tony's workshop. What does he learn about language from following the clue GRAVEST FLATE?
How does it help him that his father is very good at crosswords?
In the newspaper produced by the triplets, how is April's contribution more interesting than her sisters'?
Stuart often quotes modern notices and signs in full. Find some examples. Why does he do this and what effect does it have on the reader?
TRICKS OF THE TRADE
Stuart discovered that his great-uncle, Tony Horten, did not practice magic as a wizard might, but built machines ("Miraculous Mechanisms") to achieve the effects he wanted.
What skills would Tony Horten have needed to create his Marvellous Mechanisms?
Which of his inventions is most likely to depend on magic after all?
UNCOVER THE PAST: Like Stuart, use reference books, museums, your local history library and/or public library and the memories of older family members and neighbours to find out which buildings in your town have disappeared since the Second World War and which, if any, have left a few remnants.
Map out a trail of possible sites and artefacts that connect your generation to your town 60 or 70 years ago.
Collect images of these links to the past.
Create a display about your findings.
FIND OUT MORE: Using reference books and the internet, research the great age of magic shows as experienced by the Great Hortini: the 19 th and early 20 th century.
Design a poster for performances by the Great Hortini and by Stuart 10 years in the future, after he has learned his great-uncle's secrets.
Write reviews of the performances.
Visit www.youngmagiciansclub.co.uk, which runs workshops and publishes a newsletter for 10 to 18-year-olds who want to perfect their magician skills. | 1,303 | 666 | {
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It is important that the quality of water that enters and leaves the City of Salisbury's wetlands is carefully monitored. Small changes can warn us that things are not working properly and allow us to take steps to fix problems before they become too difficult to manage.
Top Monitoring water quality at the Salisbury Wetlands Photo: Luke Simon
Above Visual analysis of cleansed stormwater allows a quick assessment of turbidity prior to laboratory analysis. Photo: Luke Simon
Water in the City of Salisbury's wetlands is checked for sediments, salinity and a range of pollutants and nutrients. Sometimes samples are collected for bacterial counts, or planktonic algae may be examined.
Macroinvertebrate diversity and • population - The range of aquatic macroinvertebrate species and their numbers in a wetland reveals whether the wetland is providing a habitat that will support a diversity of life forms.
This monitoring allows us to predict environmental problems before they happen. Crucial things to monitor include:
Water quality - Microbial, salinity, • turbidity (cloudiness) and nutrient data can tell us whether the wetland is treating the water adequately.
Sediment quality - The materials that • become trapped in the sediments are monitored to determine whether they are toxic and whether they exceed Environment Protection Authority (EPA) guidelines.
Vegetation surveys - Species of • plants and the cover they provide are recorded to allow the detection of weeds before they get out of control, and to determine areas that need additional planting or slowing of water flow. The health of the plants can indicate things such as a change in soil salinity, or a build-up of certain metals.
Council involves school groups and members of the community in wetland monitoring programs, through the Waterwatch Program. If you'd like to be involved please contact NRM Education.
Learn more
For more information on related topics, see the other fact sheets in the Wetlands series. You may also like to visit the following websites for more information:
For an introduction to water monitoring for school students www.amlrnrm.sa.gov.au
The Australian Water Quality Centre, water quality testing www.awqc.com.au/awqc
Watercare www.watercare.net.au
Waterwatch www.waterwatchadelaide.net.au
Contact the Watershed
Telephone
Salisbury Highway, Mawson Lakes SA 5095
08 8258 0862
Email email@example.com
Top Wetlands are continually monitored to ensure they are performing the tasks we require of them. Photo: Luke Simon
Above Even though cleansed stormwater meets stringent quality guidelines, it is not suitable for drinking. Photo: Luke Simon | 1,144 | 535 | {
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Divisibility II
Los Angeles Math Circle
28 February 2021
Recalling the Chinese Remainder Theorem
The Chinese Remainder Theorem says that given a system of k equations:
Then the solution x has the following form where
The next few problems look at some applications of the Chinese Remainder Theorem (continued from the following week).
Problems
Problem 1
A band of 7 pirates stole a sack of gold coins. When they tried to divide the fortune into equal portions, 2 coins remained. In the ensuing brawl over who should get the extra coins, two pirates were killed. The wealth was redistribution, but this time an equal division left 3 coins. Again, an argument ensued in which two more pirates were killed. But now, the total fortune was evenly distributed among the survivors. What was the least number of coins that could have been stolen?
Problem 2
Solve the following system (for x):
Problem 3
Explain why our algorithm for finding solutions to the Chinese Remainder Theorem works: if x has the form
Two numbers are coprime if their greatest common denominator is 1. So far, we have shown that the Chinese Remainder Theorem applied to a system of equations moduli prime numbers. However, the theorem can be extended to moduli numbers that are coprime to each other.
Problem 4
Solve the following system (for x):
Problem 5
Based on your understanding of the Chinese Remainder Theorem, explain why the Chinese Remainder Theorem can be extended to moduli which are coprime to each other.
Problem 6
Comets 2P/Encke, 4P/Faye and 8P/Tuttle have orbital periods of 3 years, 8 years and 13 years, respectively. The last perihelions (the pooint in the orbit which is closest to the sun) of each of these comets were in 2017, 2014 and 2008, respectively. What is the next year in which all three of these comets will achieve perihelions in the same year?
Problem 7
What are the last two digits of 49 19 ? Hint: we are looking for x such that x ≡ 49 19 mod 100. Furthermore, note that 100 = 25 · 4 and gcd(25, 4) = 1.
More Problems on Divisibility and Modular Arithmetic
Problem 8
(a) Show that a number is divisible by 2 if and only if its last digit is even.
(b) Show that a number is divisible by 4 if and only if its last two digits make a number divisible by 4
(c) Can you generalize these principles to make a divisibility criterion for any 2 n ?
5
Problem 9
(a) A positive integer n has remainder 7 when divided by 9. Can it have remainder 2 when divided by 3?
(b) A positive integer n has remainder 23 when divided by 144. Can it have remainder 29 when divided by 90?
6
Problem 10
(a) How many zeros does the number 10! end with? Reminder: n! reads as "n factorial" and
n! = 1·2·. . . ·n
(b) How many zeros for (100!)?
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Sound Map in the Outdoors
Age: 6 + years Duration: 20 minutes
This activity is very effective at calming and focusing a group, enabling participants to have an intense personal experience in Nature. It has a lasting positive impact on participants' observational skills in the outdoors.
Materials:
- A5 Card and Pencil (one set per participant)
- A pencil sharpener
- A quiet outdoor space
Directions:
- In the outdoors (on the school grounds or in a local park) get each participant to pick a spot to sit or stand at least 1 metre away from their neighbour, but within a specified safe boundary.
- Tell the group they will be testing their ears' super-powers!!
- Explain the activity: Students will be drawing or writing down the things that they can hear; they will mark them on their A5 card with respect to where they heard them. They will start by drawing a circle in the centre of their card, to indicate their own position. Then they will fill in the noises they hear around that circle in the 'correct' direction e.g. if they hear something to their right they draw it to the right of the circle on their card; if they hear something in front of them, they draw it on the top of the card above the circle. Demonstrate this, by standing in front of them and filling in your own card as you explain.
- The drawings should not be detailed; the focus is on listening e.g. if they hear water running, encourage them to just do a
wavy symbol ; or for a bird, a music note ; or for rustling leaves, a simple leaf and so on. Or just write the word.
- If you are working with a young group you could get them to suggest things that they might expect to hear. Or give them a few suggestions of things to listen out for to start: the wind, leaves rustling, water flowing, birds singing, cars passing etc.
- Get started: Give each participant a piece of card (A5) and a pencil. Instruct them to draw a small circle in the middle, to indicate them self. And to start filling in their 'sound map'.
- If the group are giddy to begin, explain that anybody who makes noise will have to leave, as the activity won't work otherwise.
- Give the group a good amount of time to settle into this exercise. The group typically enters into a really calm silenceyou will likely be surprised how quiet and peaceful they become.
- After you think they've spent enough time (usually no more than 5 minutes), everyone can circle up and take it in turn to share something special that they noticed.
Extensions:
- This exercise ties in very well with the Bird Song ID Activity, which is classroombased. It can be found on the GreenSchools Website, in the Biodiversity resources section (link below).
- With older groups (8 + years) you could follow this activity up with the Web of Life Activity, which can also be found on the Green-Schools Website, in Biodiversity 'Resources' section www.greenschoolsireland.org/ | 1,113 | 644 | {
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Anaphylaxis Emergency Policy POLICY ON LIFE THREATENING ALLERGIES
1. INTRODUCTION
An increasing number of school-aged children are being diagnosed with life-threatening related allergies. he most common allergens include, but are not limited to, milk, peanuts, tree nuts, wheat, soy, eggs, bees, latex and medications. It has been estimated that one to two percent of children is at risk and that percentage is increasing. Anaphylaxis (severe, allergic reaction culminating in cardiorespiratory collapse, if left untreated) is the most extreme presentation of these allergies. The Holton-Arms School strives to provide a safe and healthy environment for its students. In keeping with that mission, the School Nurse has drafted a policy regarding these allergies, especially focusing on food related allergies.
2. POLICY
A. It is the responsibility of parents to notify the school of students with medically documented allergies. The school does not have a diagnostic responsibility. Parents provide the School Nurse with an Emergency Allergy Action Plan, and Authorization to Administer Prescription Medication form at the beginning of each school year (and notify the school of any changes to the status of their medical conditions). Parents and the School Nurse review and discuss the plan of care with the child's teachers prior to the beginning of school. In Lower School (LS) the Epipens will be kept in the LS office and instructors taking field trips will collect the Epipens for any field trips and carry them. In Middle and Upper School, it is preferred that the students carry their emergency medication on their person during the school day and during field trips. Permission for this needs to be indicated on the Authorization Medication Form under Self-Carry Permission.
B. The school has available Epipen's for non-identified anaphylaxis reactions in various locations around the school, in the infirmary, and in all field trip first aid kits.
C. Students' names, grade, and their allergies are provided to all faculty, staff, and the kitchen. The original medical care plans are kept in the nurse's office. The Emergency Allergy Action Plan will be included in the substitute teacher packet. This also will be a part of off-campus event packets, such as for field trips and overnight trips.
D. It is the goal of the School Nurse to educate students, parents, and staff about life-threatening allergies. Annual training for all staff includes how to recognize an allergic reaction, what to do if one occurs, and how to administer an Epi-Pen. The Nurse will provide the allergy plan on the database that is accessible to all faculty and staff for any child who has an allergy. This information is from the student's Anaphylaxis Emergency Action Plan.
E. If a life-threatening allergy medical emergency occurs on school premises, an adult needs to immediately accompany the child to the nurses' office. Follow the doctor's instructions for treatment as outlined on the Emergency Allergy Action Plan placed in the Medication Book. Epi-Pens for each student with an order are kept on the open shelf in a box labeled, "Emergency Medication". Once an Epi-Pen is given 911 needs to be called so that the child can be transported to an emergency medical facility to be observed for at least four hours. While Nurse is tending to the child prior to the EMT's arrival, a secretary will notify parents and then call the child's doctor.
F. To avoid contamination of foods with peanut/nut products, in the kitchen and cafeteria there will be: a. an allergen free area provided, if necessary, b. time for students to wash hands after eating, and c. washing of tables after eating, d. no peanut/nut products used in class projects and all potential allergens labeled in the dining room.
G. Parents are asked to be sensitive to the needs of these children when sending treats to school for classroom parties. Please check labels and when in doubt about what to send, please call the school office for a list of suggestions. Remember that is not always obvious what foods have been in contact with allergen risk products.
H. Parents are to send in safe snacks for their child to be kept in the classroom. Parents can "sign off" on safe snacks.
I. The Nurse and the Science Department will only order and use latex-free gloves. | 1,780 | 886 | {
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High Ash C.E. Primary School
Personal, Social, Health Education (PSHE) Policy
Statutory requirement & definitions of PSHE
The DfE has made Health Education and Relationships Education statutory (and Sex Education recommended for all state funded primary schools from September 2020. At High Ash C.E. School this is taught through the Jigsaw PSHE curriculum and teaches pupils what they needs to know by the end of year 6 as defined by the DfE guidance (See appendix 1).
PSHE Vision
To ensure children are confident and comfortable to express their emotions and opinions and are able to respect both themselves and those around them.
What we believe
At High Ash CE School, we believe that PSHE helps to give our children the knowledge, skills and understanding they need to lead confident, healthy and independent lives. At our school we are committed to ensuring that the emotional and social needs of all our children are met within our school environment, and we support the development of children's health and wellbeing, self esteem and confidence. We also believe that building resilience in our children and instilling the core British values helps to prevent any form of radicalisation.
Aims:
Through our PSHE curriculum we aim that our children will:
- Develop spiritually, morally, socially and culturally
- Develop self confidence and self-responsibility
- Understand and implement our British Values
- Value themselves and others
- Acknowledge and appreciate difference and diversity
- Be independent, responsible and active members of the school and the local community
- Learn to make informed choices
- Be prepared to be positive and active members of a democratic society
- Understand what constitutes a safe and healthy lifestyle
- Develop the ability to form good relationships
- Understand and manage their emotions
- Have opportunities to consider issues which may affect their own lives and/or the lives of others
- Have the confidence to speak up when they feel something is not right.
How often is PSHE taught? Who teaches PSHE?
PSHE is taught weekly by the class teacher. At the end of every half term, Parents receive a curriculum overview for the next half term – PSHE is cited with a brief overview of the content of PSHE lessons for that half term.
Planning, Teaching and Learning.
High Ash CE school use the Jigsaw PSHE programme, a nationally recognised programme for primary aged children which takes a mindful approach to PSHE at an age appropriate level.
Stakeholder Engagement
This policy has been agreed by our Governing Body, Church representatives and in consultation with our parent body. We would encourage any parents who have questions to talk to their class teacher or our PSHE leader/Deputy Head Teacher, Mrs Kate Goodger.
Jigsaw Content
Jigsaw covers all areas of PSHE for the primary phase, as the table below shows:
©Copyright:Jigsaw PSHE Ltd 2018
Right to Withdraw
Parents and carers do not have the right to withdraw their child from PSHE, which includes statutory Relationships Education and Health Education (including the changing adolescent body/puberty).
The National Science curriculum also includes content on human development, including reproduction, which there is no right to withdraw from.
At High Ash C.E. School, we encourage participation in PSHE for all, and highly recommend all students receive the full PSHE curriculum.
Policy written October 2019 by Kate Goodger, PSHE Lead
In consultation with Governors and Church Representatives, January 2020
In consultation with Parents through the Parent Forum on 22 January 2020. All parents were invited to attend either of the 2 Parent Forum sessions held. 22 attended.
Next Review date: October 2020
Appendix 1 – website links for DfE guidance
https://www.gov.uk/government/publications/relationships-education-relationships-and-sex-education-rseand-health-education/relationships-education-primary https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/81259 3/RSE_primary_schools_guide_for_parents.pdf | 1,916 | 830 | {
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WATER POLLUTION PREVENTION AT Manoa Elementary School
WHAT YOU CAN DO TO HELP PROTECT WATER
STAFF ACTIVITIES
Use water wisely. By conserving water, the amount of wastewater needing treatment and disposal will be reduced. Overwatering and runoff can carry pollutants into the storm drain system.
Use and dispose hazardous substances properly. Always read the product label and choose the least toxic alternative. Motor oil, paints, solvents and other chemicals should not be poured on the ground or down the storm drains, because they can pollute our streams and ocean. Motor oil is recycled at oil change locations; other chemical products should be first used up by buying only the amount needed; typically unused excess could be evaporated or soaked into clay litter, wrapped in plastic and disposed with trash. Excess pesticides require special handling and must be disposed as hazardous waste.
Use fertilizer and pesticides sparingly. Choose the least toxic alternative such as compost for fertilizer, repellant/resistant plants and instead of bug sprays, use baited traps. Follow label instructions and use only the amount needed. Apply outdoors only during dry weather, rain water can easily carry substances to nearby storm drains and stream.
Landscape the land to prevent erosion. Cover bare ground with grass, shrubs or trees to hold soil in place. Establish native plantings and provide vegetation buffer zones along storm drains and stream.
Improve housekeeping. Fix water leaks throughout campus by replacing faucet washers and toilet flappers as needed. A slow drip or leak can easily waste more than 100 gallons of water a week. Put all litter into trash cans so it does not get washed into the storm drains or streams.
Implement annual campus cleanup event. Coordinate cleanup event for the whole campus to collect litter and address any other issues that would impact storm water quality, such as storage of materials and soil erosion areas. Maintain record of litter collected and other changes that impact storm water quality and take before and after photos of campus.
STUDENT ACTIVITIES
Study storm water management. Teachers can address hazards associated with illicit discharges to our storm drains and streams. Develop steps that can be taken to reduce storm water pollution.
Learn about good housekeeping. Good housekeeping practices are simply maintaining a safe, orderly and clean learning environment. Conduct an individual or class project to reinforce pollution prevention activities consistent with protecting storm water.
Learn where your wastewater goes. Investigate the wastewater drainage process from campus to the ocean via streams, storm and sewer drains.
Educate others. Conduct an individual or class project to inform others about protecting our ocean from pollution.
Participate in annual campus cleanup event. Participate in a campus cleanup day to collect litter and address any other issues that would impact storm water quality, such as storage of materials and soil erosion areas.
REPORT ANY ILLEGAL DISCHARGE
As a member of our school we can make a difference, report any illegal discharge in our school and community.
SPILL RESPONSE
- Local (Honolulu Fire Department): 911 (24/7)
- State Hazard Hotline:
586-4249 (business hours) 247-2191 (after hours)
To report illegal discharge that has already occurred, call 768-3203 (City Illegal Dumping Hotline) Polluted runoff public outreach: 692-5208 (City), 586-4309 (State)
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FAITH
Rev. Date: 14 Nov 2019
Faith is having complete trust or confidence in someone or something.
Objective: While participating in a guided discussion, each airman will discuss the importance of faith in themselves and beyond oneself.
Facilitator Aides
Lesson Outline
Ideal Lesson Time: 60 min.
Introduction
MP 1. Faith – Small Group Discussion
MP 2. Faith – Facilitated Discussion Conclusion
USAF Band Link
Airman's Creed
Oath of Enlistment
Code of
Articles
Conduct
A Moment of Truth Video
Boot Stomp
How important is it for your fellow Airmen to place their faith in you? Remember, religion is only one example of faith.
Introduction
Show music video clip from USAF Band, Max Impact This Flag (3:40)
-- Today we are going to talk about faith and how important it is to believe in yourself and something bigger than yourself.
MP 1. Faith – Small Group Discussion
Creed, Oath & Code of Conduct Discuss Importance of Faith
- Civilian Airmen take the Oath of Office too.
Facilitator Action: State/share with class:
- When it comes to the Code of Conduct and surviving a POW situation, our Air Force doctrine advises:
o Honorable survival in captivity depends on faith in and loyalty to fellow prisoners of war.
o Maintaining the qualities of being an "American, fighting in the forces which guard my country and our way of life," requires a love of and faith in the U.S. and a conviction that the U.S. cause is just.
o The best way for a prisoner of war to keep faith with the U.S., fellow prisoners of war, and him or herself is to provide the enemy with as little information as possible.
- When it comes to Ethical Values, being faithful to one's convictions is part of integrity. Fidelity, faithfulness, allegiance, and devotion are all synonyms for loyalty.
o To best survive the situation, military personnel must maintain faith in their country, in fellow detainees or captives and, most importantly, in themselves.
- In our Air Force Core Values, Service Before Self demands that each Airman keep faith in the system.
- Trust is important in creating a healthy team because information needs to be shared and accepted in good faith.
Anticipated Replies and Side Notes
Facilitator Note: Break class into groups. Give each group a printout of one of the following (Airman's Creed, Side-by-side Oath of Enlistment, and Code of Conduct Articles) to read through and discuss how faith is identified in the document and what it means to them. After discussing in the small groups, bring the groups back together to the large group. Ask the groups to read their document aloud and share what their group discovered about the importance of faith.
MP 2. Faith – Facilitated Discussion
Self, Others & Beyond CAF – Spiritual Pillar
LOQ: Does it surprise you that our civilian Airmen take an Oath of Office? Why do we need to have faith in our civilian Airmen?
LOQ: How important is the ability to call upon faith for a prisoner of war? How is faith depicted in the Code of Conduct Articles?
LOQ: Were you surprised that our Air Force guidance ties faith to integrity, loyalty, service, and trust? If so, why or why not?
LOQ: In what aspects do you have faith in yourself? What about in others? Is there something larger than you or another person that you have faith in?
Facilitator Action: State – Comprehensive Airman Fitness (CAF) has four pillars. Can anyone tell me what they are?
LOQ: How does faith fit into the Spiritual Pillar of Comprehensive Airman Fitness (CAF)? How might faith be different from Airman to Airman? Why is it important for us to honor other's faith traditions?
Anticipated Replies and Side Notes
Anticipated Responses: Commander in Chief is a civilian; we are all Airmen, need to trust our wingmen.
Anticipated Responses: Might mean the difference between surviving or not; faith in self, fellow POWs, in the system, in my God.
Anticipated Responses: Mental, Physical, Social & Spiritual
Anticipated
Various Faith groups are represented, some Airmen do not have faith in a higher being/God but do in humanity, the flag, the U.S.
Responses:
Conclusion
Show A Moment of Truth Video, Not Forgotten (3:51)
ASSESSMENT QUESTION: Do the participants have a clear understanding of how Faith contributes to their identity? | 1,942 | 972 | {
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Remote learning
Year Group: 5
WEEK BEGINNING: 31.1.22
This is an overview of the main areas of learning in Year 5 for this week which will link to the learning going on in school. Please use these as the main activities for remote learning if your child is unable to attend school during this week.
Maths: Fractions and Decimals
English
Oak Academy: Mental fluency
Lesson 1 – Fractions and Decimals Click Here
Lesson 2 – Thousandths Click Here
Lesson 3 – Comparing fractions and decimals Click Here
Lesson 4 – Comparing & Ordering up to 3 decimal places Click Here
Lesson 5 – Use this video to consolidate your fraction knowledge, review equivalence, comparing and ordering
Games to play–Fraction matcher (to consolidate learning) Compare decimals
**Challenges**
Can you put these fractions in order from smallest to largest? You may need to convert them first.
Can you put these fractions and decimals in order from largest to smallest? You may need to convert them first.
**Additional Maths**
There are several 2Dos set on Purple Mash linked to fractions and decimals to support your learning with the above lessons: Decimal equivalents, Comparing decimals and Decimal places.
Irresistible Learning (Topic) – The Greeks
Science: The Sun & Night and Day. Watch a video about the sun here, then read the information about the sun on the 2Do and create a fact file about it - choose your own structure and layout to present this and email it to your teacher.
Art: Have a go at designing, drawing (watch video) and/or making your own Greek vase. Click here to read about their history. You can use paper or card to cut it out to the right shape, use crayons to decorate it, or you could use chopped up coloured paper to make a collage. If you search online, you can find many more examples.
French: Copy and learn these parts of the body.
la jambe = the leg la main = the hand la tête = the head la bouche = the mouth l'épaule = the shoulder.
Solve these anagrams (a word, phrase, or name formed by rearranging the letters of another):
al tteê la cheoub al niam l'péuale la mjeab
: TTRockstars
Oak Academy: Non-Chronological reports
How to Train your Dragon - Start at lesson 26 then continue with one lesson per day.
**Additional writing **
Narrative: Myths and Legends – On Purple Mash there is a PowerPoint with 5 activities (1 per day) uploaded as a 2Do. These can be completed on paper/computer and emailed to class teachers. Please see picture for writing task 1. Use this link to listen to more Ancient Greek myths.
SPaG: Grammar: Complete the first 3 Oak lessons to explore simple and compound sentences and complex sentences.
Complete the Word splits 2do to practise identifying word classes – complete it in the time given to move through the levels.
Spelling: weekly spellings set on Purple Mash, Spring week 3.
Reading: On Purple Mash, set as a 2Do, you will find the whole book, 'Who Let the Gods Out' as a PDF. Please read Chapter 4 and answer the questions, sections A-D on pages 1-4, set as a separate 2Do – you can write on this document, save it and send it via 2email to your class teachers. If you want to, you can try the challenge activities on pages 5-7.
Reading for pleasure - Log into Bug Club and read your allocated books and have a go at answering the questions.
Wellbeing
On Thursday 3 rd February, it is Time to Talk Day – a day to remind us how important it is to talk to others when we are feeling worried and also how we can help by starting a conversation with someone about how they are feelings. Remember 'it's ok not to be ok.' Have a look at the conversation starter activity here. Remember that your trusted adults are here to help if you ever need to talk. | 1,686 | 869 | {
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Adjectives and Adverbs
Directions: Choose the option that corrects an error in the underlined portion(s). If no error exists, choose "No change is necessary."
1. Farzana did poor on her algebra quiz. She couldn’t concentrate well because her A B tablemate was chomping noisily on a piece of gum.
C
A. poorly
B. good
C. noisy
D. No change is necessary.
2. Lawrence cheated on the chemistry test, but he is still very happy with his A.
A. real
B. so
C. well
D. No change is necessary.
3. The excruciating long school day put Wanda in a bad mood. She was very tired and A B C just wanted to go home to relax.
A. excruciatingly
B. worser
C. real
D. No change is necessary.
4. The horrifying news that Professor Anderson was assigning another 10-page paper A made his students complain bitter about his very hard requirements.
B C
A. horrifyingly
B. bitterly
C. real demanding
D. No change is necessary.
5. The duck quacked loud, hoping that we would throw it some of our French fries.
A. loudest
B. real loud
C. loudly
D. No change is necessary.
6. Mr. Hodges says to quit gossiping about Veronica and finish typing his report real quick.
A. very quick
B. real quickly
C. right now
D. No change is necessary.
7. We roasted in the very hot sun, sweat pouring profuse off our skin. Thoughts of iced tea A B and lemonade plagued us mercilessly.
C
A. real hot
B. profusely
C. merciless
D. No change is necessary.
8. We moved into the new apartment real easy. Rebecca shamelessly flirted with A B some strong neighbors who were happy to help with the heavy boxes.
C
A. easily
B. shameless
C. happily
D. No change is necessary.
9. Alex did good during his speeches, addressing his classmates with confidence and A poise. But he did poorly for the semester because he never submitted homework B punctually.
C
A. well
B. poor
C. punctual
D. No change is necessary.
10. The incessant loud barks of her neighbor’s dogs kept Diane from getting a good night’s A B sleep. She did not feel well rested the next day. C
A. incessantly
B. well
C. good
D. No change is necessary.
©1997 - 2012 by Robin L. Simmons
All Rights Reserved. | 1,348 | 588 | {
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Remote learning
Year Group: 5
WEEK BEGINNING: 19.7.21
This is an overview of the main areas of learning in Year 5 for this week which will link to the learning going on in school. Please use these as the main activities for remote learning if your child is unable to attend school during this week.
Maths:
Mental fluency: TTRockstars
English
Oak Academy: Place value revision
Lesson 1 – Identifying the place value of the digits in 6-digit numbers – here.
Lesson 2 – Comparing 6 digit numbers using inequalities – here.
Lesson 3 – Comparing and ordering 6 digit numbers using number lines – here.
*Challenge*
*Additional Maths*
There are some 2Dos set on Purple Mash linked to place value. Play this daily 10 game to improve fluency.
Irresistible Learning (Topic) – Stars and Stripes
Holiday planning
The USA is very popular with British tourists. On average nearly 4 million Britons visit the USA each year. Using the internet, find out about the most popular tourist destinations and plan a 2 week holiday with 4 destinations to the USA.
Using a travel company, I found a 2-week trip that included: New York, Chicago, Las Vegas and San Francisco. The price included flights from London and to all the other destinations and hotels at each destination. It cost £3299 per person. Your challenge is to get it cheaper.
To find cheap flights, you can look at: sky scanner, British Airways and Virgin Atlantic. To find cheap hotels, you can look at: booking.com, hotels.com and airbnb. Add your plan to the Y5 display board.
Oak Academy: Demon Dentist – Lesson 1 to 3.
*Writing challenge*
Play script – Plan your own play script of your favourite memory in year 5 and remember to include some of your friends. Here are some ideas of what we did this year and a playscript checklist to ensure you have all the features (you will need to zoom in).
SPaG: Spelling: -ent, -ence/-ency, -ant, -ance/ancy endings – innocent, innocence, decent, decency, confident, confidence, assistant, assistance, independence, existence, recognise, recommend. Complete the Quiz set as a 2Do.
Reading: Remember to take part in the summer reading challenge – look at the information and get started early on your summer reading.
Reading for pleasure - Log into Bug Club and read your allocated books and have a go at answering the questions. Read the latest edition of the First News newspaper here you will find lots of interesting articles and reports on a range of interesting topics. Your parents will need to sign up to the free subscription first.
Well-being – Outdoor fun and activities
As we look forward to the summer holidays get planning some exciting things to do outdoors. There are lots of exciting things to do on the National Trust website, pick your favourite from the list 50 things to do. You could write down some of your favourite and then tick them off as you complete them.
There are lots of different games and sports challenges to keep you fit and healthy over the summer. Try some of the 10 minutes shake up challenges. | 1,276 | 673 | {
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Home-learning
| Year Group: 3 |
|---|
This is an overview of the main areas of learning in Year 3 for this week which will link to the learning going on in school. Please use these as the main activities for home-learning if your child is unable to attend school during this week.
Maths
English
Oak Academy – this week we'll be continuing our unit on time. Complete a lesson each day (lessons 6-10) by clicking here
Challenge –
Lesson 6 – exploring units of measured time
Lesson 7 – measuring time in seconds
Lesson 8 – calculating and comparing intervals of time
Lesson 9 – applying knowledge of time to solve problems
Lesson 10 – further applying knowledge of time to solve problems
Mental fluency TT Rockstars Choose the times tables that you know you need to practise – in school we have recently covered the 4 and 8 x tables.
Irresistible Learning:
History/Art- Dig It topic
This week we will be learning about prehistoric beasts. Follow this link to find out lots of information about prehistoric beasts. Which is your favourite? Then click here to follow a step-by-step guide for how to draw a woolly mammoth. Once you have drawn your woolly
mammoth, add some colour. You could use crayons, felt tips or even paint. If you do have paint, why not experiment with mixing different colours?
Science – Rocks and Soils
This week we'll complete our unit on Rocks and Soils. Our final lesson helps us to understand the steps in the rock cycle. Click here
Oak Academy – this week we continue our unit on Portia spiders – non-chronological reports. Click here and choose a new lesson each day (lessons 6-10)
Extra writing challenge: write a letter to a friend or relative telling them all about the Portia spider. Explain to them why they should learn about these spiders and why the spiders are so interesting.
Reading: Log onto Bug Club to see what books your teacher has given you to read. Perhaps you could create a book review of the book you most enjoyed reading.
Spelling: Log into Purple Mash and you will find your spelling list has been set as a 2do. There is also a spelling quiz for you to complete. This week's spellings are a recap of ones which we have previously covered this half term.
Wellbeing –Media Literacy
This week in our RHW lessons, we will be thinking about how the internet can be used positively. Have a think about all of the times you and your family use the internet in a week e.g., online shopping, playing games, researching information for homework projects. Think about all the great things that being able to go online allows you to do. Draw a table like the one on the right and fill in the spaces. | 1,082 | 594 | {
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GRAPHING EXERCISES CHEMISTRY
Oxygen can be generated by the reaction of Hydrogen Peroxide with Manganese Dioxide.
A Chemistry class sets up nine test tubes and placed different masses of MnO2 in each test tube. An equal amount of H2O2 is added to each test tube and the volume of gas produced is measured each minute for five minutes. The data from the experiment is as follows:
| Tube # | MnO (g) 2 | 1 min (ml O ) 2 | 1 min (ml O ) 2 | 2 min (ml O ) 2 | 3 min (ml O ) 2 | 4 min (ml O ) 2 |
|---|---|---|---|---|---|---|
| 1 | 0.1 | 1.4 | 2.6 | 3.5 | 4.2 | 4.2 |
| 2 | 0.2 | 2.8 | 4.6 | 5.8 | 7.1 | 7.1 |
| 3 | 0.3 | 4.9 | 7.2 | 8.8 | 10.2 | 10.2 |
| 4 | 0.4 | 5.9 | 8.5 | 10.4 | 11.8 | 11.8 |
| 5 | 0.5 | 8.5 | 12.4 | 14.4 | 16.1 | 16.1 |
| 6 | 0.6 | 11 | 14.8 | 17.5 | 19.8 | 19.8 |
| 7 | 0.7 | 12 | 17 | 20.2 | 22.7 | 22.7 |
| 8 | 0.8 | 13.6 | 19 | 22.1 | 24.7 | 24.7 |
| 9 | 0.9 | 16.2 | 21.8 | 25.1 | 28.2 | 28.2 |
1. What volume of O2 did tube #3 produce between the second and fourth minutes?
2. How much O2 is produced in tube #5 during the first two minutes?
3. How much oxygen did tube #7 and #8 produce together during the third minute?
4. What volume of oxygen gas, in litres, was produced during this procedure?
5. Graph the amount of oxygen produced each minute in tubes #2,4,6.
6. By comparing the slope of the graph curves, which tube was producing oxygen at the fastest rate between minutes four and five?
7. Make a graph using the mass of manganese dioxide and the volume of oxygen for all tubes at five minutes.
GRAPHING EXERCISES BIOLOGY
Using the following table complete the questions.
1. Make a line graph
2. What is the dependent variable?
3. What is the independent variable?
4. What is the average pH in this experiment?
5. What is the average number of tadpoles per sample?
6. What is the optimum water pH for tadpole development?
7. Between what two pH readings is there the greatest change in tadpole number?
8. How many tadpoles would we expect to find in water with a pH reading of 5.0?
Ethylene is a plant hormone that causes fruit to mature. The data concerns the amount of time it takes for fruit to mature from the time of the first application of ethylene by spraying a field of trees.
Using the following data, complete the questions.
| Amount of ethylene in ml/m2 | Wine Sap Apples: Day to Maturity | Golden Apples: Days to Maturity |
|---|---|---|
| 10 | 14 | 14 |
| 15 | 12 | 12 |
| 20 | 11 | 9 |
| 25 | 10 | 7 |
| 30 | 8 | 7 |
| 35 | 8 | 7 |
1. Make a line graph of the data
2. What is the dependent variable?
3. What is the independent variable?
4. From the data what conclusions can you make?
5. Farmers constantly need to consider the cost of the products they use. What amount of ethylene would you recommend to the farmer to use? Explain your answer.
The thickness of the annual tree rings indicate what type of environmental situation was occurring at the time of the tree's development. A thin ring, usually indicates a rough period of development. Lack of water, forest fires, or a major insect infestation. On the other hand, a thick ring indicates just the opposite.
| Age of the tree in years | Average thickness of the annual rings in cm. Forest A |
|---|---|
| 10 | 2 |
| 20 | 2.2 |
| 30 | 3.5 |
| 40 | 3 |
| 50 | 4.5 |
1. Make a line graph of the data
2. What is the dependent variable?
3. What is the independent variable?
4. What was the average thickness of the annual rings of 40 year old trees in Forest A?
5. Based on this data, what can you conclude about Forest A and Forest B? | 1,958 | 1,161 | {
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Calshot Lifeboat
6th June 2013 - Roy Underdown Pavilion
Andy Headley, a volunteer crew member of Calshot Lifeboat, gave the Society a presentation about the history and work of the Royal National Lifeboat Institution (RNLI) and Hamble's local RNLI lifeboat based at Calshot. He explained how the work of Calshot Lifeboat station fitted into context with the rest of the RNLI activities.
Andy started by showing a DVD of the wide range of rescues that the RNLI undertake. This included commercial ships out at sea (up to 100 miles offshore) and leisure boats along the coast, as well as people and animals close to the shore or on inland waters. The RNLI is a charity and 85% of the money it raises goes to saving lives on the water but he emphasised that safety education and accident prevention was very important part of its work. It receives no government funding.
The different types of lifeboats were described from the all weather self righting seagoing lifeboats, which can be used in all conditions, to the faster inshore boats. 90% of the crew have no maritime experience when they join and they have to be at least 17 years of age.
Elliot a new volunteer crew member of this age helped Andy demonstrate the equipment they use, including putting on the different types of lifeboat crew's clothing. Elliot does not yet have a licence to drive a car but Andy emphasised that when the crew are called out by a pager they keep to the road speed limit so as not cause another accident.
The lifesaving organisation started in 1824 and became known as the RNLI in 1854. In 1958 the first self righting lifeboat came into service and in 1963 the inshore inflatable lifeboat was introduced. Andy highlighted some important people in its history such as Grace Darling and Brian Bevan. He also mentioned some notable incidents, such as the major rescue operation during the 1979 Fastnet race and the 1981 Penlee Lifeboat disaster. In 2004 a new headquarters and training centre was built at Poole, where in the future it hopes to build all its own boats.
Calshot Lifeboat started in 1970 for an initial trial period of a year at Hampshire County Council's Activities Centre on Calshot Spit (a former military flying boat base). It continued and has had four seagoing lifeboats over the years. In 1976 three crew members received bronze medals for gallantry for a rescue at Ashlett Creek in force 9 winds and in sub zero temperatures. In 2001 it received a Chairman's letter of thanks for rescuing people off the Brambles Bank.
Calshot Lifeboat has approximately 100 call outs a year and is now served by two inshore inflatable lifeboats. The reason for the change is that the 35 knots inflatable boats are more suitable for use in the Solent. Andy explained how Calshot Lifeboat collaborates with other rescue services, such as a year ago when it undertook a rescue off Netley with the independent Hamble Lifeboat.
As well as some of the equipment that the crew use, Andy brought along pictures and models of Calshot lifeboats and photographs of its work over its history. He also had leaflets and some fund raising items.
The meeting was attended by ex Calshot Lifeboat crew and Hamble RNLI Ladies Guild who had items for sale to raise money for the charity. Some members commented that it was slightly disappointing that there was not a larger attendance, especially from Hamble's boating community. | 1,322 | 735 | {
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Name:__________________________________ Partner:_____________________________ PH2223 -____
Experiment Sheet for Magnetic Deflection of Electrons
1. Record your accelerating voltages: VC = ______________, and VB = ______________.
2. This results in Vacc = _______________ and a velocity of v = _________________.
Recall that the mass of an electron is 9.11X10 -31 kg. Show your calculation for v in the space below.
3. What did you get for Earth's magnetic field? BEarth= _________________.
*Note if you got a value larger than the theoretical then it could have been due to the B-fields coming from your power supply. Show your calculation for BEarth in the space below.
4. For ease of data collection it's recommended that for the next part of the lab you use set amounts of deflection and measure the corresponding potential. So starting at V = 0 gradually increase your potential until your dot is centered 1/16 of an inch from its initial position then record the potential. Continue to do this for 2/16 of an inch and so on. These 1/16" increments happen to be the same increments on the CRT screen. Also be sure to convert inches to meters. Record all of your data (for both the positive and negative y directions) in the following tables.
| y (in) | y (m) | V (V) |
|---|---|---|
| 1/16 | | |
| 2/16 | | |
| 3/16 | | |
| 4/16 | | |
| 5/16 | | |
| y (in) | y (m) | V (V) |
|---|---|---|
| -1/16 | | |
| -2/16 | | |
| -3/16 | | |
| -4/16 | | |
| -5/16 | | |
5. Use a separate sheet of graph paper to graph y vs. V.
6. Approximately what was the graphical relationship between y and V? _________________ (possible answers include: squared, exponential, linear, inverse, and exponential decay)
7.
From your graph find the mathematical equation relating y and V. _____________________ (for example: y = 2.3V 2 would be an equation relating y and V) Show your work for deriving your equation in the space below.
8. Explain why there would be a similar relationship between y and I (as there is between y and V). | 1,117 | 564 | {
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Red Shift
Effect
Origin of species
Survival of the fittest
Cause and effect
First cause
(cosmological argument)
Sufficient
Reason
Astronomers
Year 9: Science and Religion Half term 3
| | Key Concepts |
|---|---|
| Evidence through latent gases of the continued expansion of the universe | Evolution: This is a theory created by Charles Darwin, An English Christian. He theorised that all living species are descended from earlier more simplistic life forms. He travelled the world observing key differences in creatures around the world that had changed over millions of years dependent on their environment. With this discovery came the idea that Humans had been descended from apes. Those species that had dies out such as the Dodo did so as they failed to adapt to a changing world, Darwin would label this survival of the fittest. His work was published in a book called “the origin of species” |
| Darwin’s book in which he published evolution for the first time | |
| Those species that had evolved to better suit their environment were more likely to survive and pass on their genes to the next generation | |
| | Creationism: A view held by a minority of Christians that says that the creation of the Earth happened exactly as described in the bible. This dates the Earth and universe as being only 7000 years old contrary to what is commonly accepted by the scientific community that the earth is between 14-16 Billion years old. This theory also suggests that anything omitted from the creation in the Bible did not happen so many creationists do not believe in dinosaurs . |
| A Newtonian law that states that all things in the world as an effect of an earlier cause | |
| | Islamic Cosmology: The Muslim creation story is very similar to the Christian story with a few subtle differences such as the world was created in stages or “Ayyams” rather than days. I most other senses including the story of Adam and Eve (Hawwa) the story is the same, yet very few Muslims could be considered creationists. |
| everything can be traced back to a first cause and in the case of the universe the first cause was God. | |
| | Sources of Wisdom and Authorit |
| This is a cause that is powerful enough to create a respective effect. Eg hitting your head is sufficient reason to have a bump afterwards | |
| Scientists who study the stars | |
a Belgian Roman Catholic priest, astronomer, and professor of physics at the Catholic University of Leuven. He proposed on theoretical grounds that the universe is expanding, which was observationally confirmed soon afterwards by Edwin Hubble. He was the first to derive what is now known as Hubble's law and made the first estimation of what is now called the Hubble constant, which he published in 1927, two years before Hubble's article. Lemaître also proposed what became known as the "Big Bang theory" of the creation of the universe, originally calling it the "hypothesis of the primeval atom" or the "Cosmic Egg" | 1,229 | 646 | {
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Worksheet (13.1 / 11.6): Simplified Quadric Surfaces
A quadric surface is a surface that can be expressed as a second degree polynomial in x, y and z. In this worksheet, we'll look at simplified quadric surfaces in which all the level curves of a certain height k (𝑧= 𝑘) are circles.
A Paraboloid
3. Consider the intersection of the surface with the xz-plane by setting 𝑦= 0:
1. On the x,y-plane, draw several level curves 𝑓(𝑥, 𝑦) = 𝑥 2 + 𝑦 2 = 𝑘 for different values of k.
2. Consider the intersection of the surface with the yz-plane by setting 𝑥= 0:
4. Combine these data in a single x,y,z plot:
A Cone
3. Consider the intersection of the surface with the xz-plane by setting 𝑦= 0:
1. On the x,y-plane, draw several level curves 𝑓(𝑥, 𝑦) = ±√𝑥 2 + 𝑦 2 = 𝑘 for different values of k.
2. Consider the intersection of the surface with the yz-plane by setting 𝑥= 0:
4. Combine these data in a single x,y,z plot:
A Hyperboloid of One Sheet
3. Consider the intersection of the surface with the yz-plane by setting 𝑥= 0. (This shape is called a hyperbola.)
1. Notice that since 𝑧 2 is non-negative, this imposes the constraint that 𝑥 2 + 𝑦 2 −1 ≥0. Sketch the subset of the xy-plane that satisfies this condition. (Compare the shape of the hyperboloid near the origin with that of the cone.)
2. On the x,y-plane, draw several level curves 𝑓(𝑥, 𝑦) = ±√𝑥 2 + 𝑦 2 −1 = 𝑘 for different values of k.
4. Combine these data in a single x,y,z plot:
A Hyperboloid of Two Sheets
1. Notice that since 𝑥 2 + 𝑦 2 is nonnegative, this imposes the constraint that 𝑧 2 −1 ≥0. Consider the intersection of the surface with the yz-plane by setting 𝑥= 0 and notice how the constraint on z results in two hyperbolas.
2. On the x,y-plane, draw several level curves 𝑓(𝑥, 𝑦) = ±√𝑥 2 + 𝑦 2 + 1 = 𝑘 for different values of k to confirm that the level curves are circles.
3. Combine these data in a single x,y,z plot:
A Sphere
2. Since 𝑧 2 is non-negative, the second equation highlights the constraint that 1 −𝑥 2 −𝑦 2 > 0. How do you understand the effect of this constraint, possibly in connection with the hyperboloids?
1. It is not surprising that this last quadric surface is a sphere when we consider the expression 𝑥 2 + 𝑦 2 + 𝑧 2 = 1. Using the expression 𝑓(𝑥, 𝑦) = ±√1 −𝑥 2 −𝑦 2 , confirm that the level curves z = k are circles on the xy-plane. (Note that k must take values less than 1.) | 1,101 | 767 | {
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AP WORLD DBQ RUBRIC
Name: ____________________
Updated July 2017
DBQ: ____________________
CONTEXTUALIZATION
Describes a broader historical context relevant to the prompt. The response must relate the topic of the prompt to broader historical events, developments, or processes that occur before, during, or continue after the time frame of the question. This point is not awarded for merely a phrase or a reference.
THESIS / CLAIM
Responds to the prompt with a historically defensible thesis/claim that establishes a line of reasoning. The thesis must make a claim that responds to the prompt, rather than merely restating or rephrasing the prompt. The thesis must consist of one or more sentences located in one place, either in the introduction or the conclusion.
DOCUMENTS, EVIDENCE, & ANALYSIS
DESCRIBES SUPPORTS EXPLAINS
AccuratelyDESCRIBESthe content of
at leastTHREE documents to address
the topic of the prompt. Quotes are
insufficient to earn this point.
Doc __
Doc __
Doc __
SUPPORTSan argument in response
to the prompt usingat leastSIX
documents. These documents should
meet (and exceed) the standard set for the
description point.
Doc __
Doc __
Doc __
Forat leastTHREE documents,
EXPLAINSHOW or WHY the
document's point of view, purpose, historical situation, and/or audience
is relevant to an argument.
Doc __
Uses at least one additional piece of the specific historical evidence (beyond that found in the documents) relevant to an argument about the prompt. The response must describe the evidence and must use more than a phrase or reference. This additional piece of evidence must be different from the evidence used to earn the point for contextualization.
Demonstrates a complex understanding of the historical development that is the focus of the prompt, using evidence to corroborate, qualify, or modify an argument that addresses the question.
The response must demonstrate a complex understanding, which must be part of the argument and not merely a phrase or reference. This could include:
* Explaining nuance by analyzing multiple variables
* Explaining both similarity and difference, both continuity and change, or multiple causes, or both causes and effects
* Explaining relevant and insightful connections within and across periods
TOTAL POINTS:
/ 7
* Confirming the validity of an argument by corroborating multiple perspectives across themes
* Qualifying or modifying an argument by considering diverse or alternative views or evidence | 1,207 | 514 | {
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School Nursing Weekly Newsletter: Covid19 edition
If your child lives or attends school in London Borough of Hounslow and you would like to speak to the School Nursing Team during the COVID-19 outbreak, please phone 020 3691 1012 or email firstname.lastname@example.org for free confidential health advice and support between Monday – Friday 9am – 5pm.
School Nurses can offer health advice on Diet & Nutrition, Growth & Development, Physical activity, Toileting, Sleep, Managing Behaviour, Keeping a Routine, Allergies, Stress & Anxiety, Relationships and More!
This week's health message;
Coping with Anxiety
Anxiety is a feeling of unease, worry or fear, that can range from mild to severe. Anxiety is a normal response to stress, when the stress has eased the anxiety usually subsides. If you feel anxiety regularly and it begins to affect your life then it becomes a problem. Like adults' children can feel anxious in stressful situations, such as times of change or pressure. Anxiety is the most common emotional problem in children
Symptoms of anxiety in children
Children can develop severe anxieties about many things, for example:
When young children feel anxious, they cannot always understand or express what they are feeling. Signs to look out for in your child are:
* Finding it hard to concentrate
* Not eating properly
* Not sleeping, waking in the night with bad dreams
* quickly getting angry or irritable
* Feeling tense and fidgety
#
* constantly worrying or having negative thoughts
* Using the toilet often, or bedwetting
* Being clingy
* Complaining of tummy aches and feeling unwell
* Lack confidence
* Always crying
* Avoiding everyday activities
* Germs
* Separation Anxiety (common 6months3yrs)
* Vomiting
* their parents dying
* tantrums/ meltdowns
* shy children avoid things that other kids enjoy
* elaborate rituals, like compulsive hand washing - aimed at diminishing the fear.
It's common for young children to develop specific fears or phobias e.g. animals, insects, storms, heights, water, blood, and the dark. These fears usually go away gradually on their own.
* https://www.nhs.uk/apps-library/
* www.youngminds.org.uk
* www.familylives.org.uk
Try this at home;
Ways to ease anxiety in children
* Teach your child to recognize signs of anxiety in themselves
* Stick to regular daily routines where
* Encourage your child to manage their anxiety and ask for help when they need it
* Talk to your child about any upcoming changes
* Practice simple relaxation techniques with your child, such as taking 3 deep, slow breaths, breathing in for a count of 3 and out for 3.
* Try not to become overprotective or anxious yourself
* Distraction can be helpful for young children.
* Turn an empty tissue box into a "worry" box. Get your child to write about or draw their worries and "post" them into the box. Then you can sort through the box together at the end of the day or week
When should we get help? - If your child's anxiety is severe, persists, and interferes with their everyday life, get some help. Talk to your school nurse or GP.
Stress & Anxiety Companion - Breathing exercises, relaxing music and games designed to calm the mind, the app helps you change negative thoughts to help you better cope with life's ups and downs.
My Possible Self: The Mental Health App – Helps you learn to manage fear, anxiety and stress and tackle unhelpful thinking. Record your experiences and track symptoms to better understand your mental health.
Chill Panda - Learn to relax, manage your worries and improve your wellbeing with Chill Panda. The app measures your heart rate and suggests tasks to suit your state of mind. Tasks include simple breathing techniques and light exercises to take your mind off your worries.
Remember: You can Cope with Anxiety | 1,660 | 840 | {
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RESOURCES P P
You need to know
This song relates to the 19th-century textile industry in Dundee. Many women were employed in spinning mills and other factories, partly because employers regarded them as being easier to control––or exploit––than men. However, they were not always completely obedient, and this song illustrates how an imminent wedding might present an opportunity to be defiant; the message is 'you can't be too strict with us today because Jessie's getting married tomorrow'. The song paints a nice picture of a roomful of workers having a song and dance while the gaffer (foreman) stands helplessly by, and its jaunty melody emphasizes the rebellious and celebratory mood. This song was suggested to us by Sandra Kerr and Katherine Zeserson.
Warming up
1 Do some slow deep-breathing exercises, hissing out the air to control the flow.
1 Chant 'the morrow she'll no be here' in the notated rhythm, first whispered and then increasing in volume. Focus on active tongues and lips.
1 Sing the warm-up exercise on page 43, starting on different pitches. Try it as a canon, each new part entering at *.
Learning
1 Encourage the singers to try a Scottish accent and to settle on something manageable and consistent.
1 Start with the chorus. Get the group to chant 'Jessie's gettin' married-o' (bars 19–20), in the notated rhythm, several times, then sing it until secure. Divide into smaller groups, each take turns to sing it, then join back together; this should produce stronger singing.
1 Sing the third 'hurrah, hurroo a-daddy-o' (bars 16–18) to the group and invite everyone to 'answer' with the final phrase, then get everyone singing both phrases.
1 Now teach the first part of the chorus, taking care with the pick-up that starts each phrase. Note that there is a G upbeat at the end of bar 12 but an A in bars 14 and 16, although the phrases that follow are the same each time.
1 Sing the verse to the group and invite them to join in with the chorus.
1 Teach the verses one at a time, being careful to get the rhythms clear and to make a strong feature of the Scotch snap rhythm, e.g. first beat of bar 30. Once everything is reasonably confident, sing through the whole melody with gusto.
1 Next add the harmony part for the verse and last four bars of the chorus. If necessary, break this down into manageable chunks as for the melody. You'll need to make some rhythmic adjustments to the harmony for verses 2–5, but this shouldn't be a problem if the melody and words are really secure.
1 There are two ways of accompanying this song: use either the notated piano part on page 46, or create your own accordion or piano accompaniment using the given chords. If using the piano part, note that there are two options provided for the four-part bridge between verses; try alternating between them as you see fit.
Listen out
1 The upbeats need to be well placed to give a strong sense of the rhythm and to ensure the words are well articulated. Make sure everyone breathes in good time.
1 Check that everyone is singing the same rhythm throughout. It doesn't need to be exactly as notated, but it must feel comfortable to the group and be sung together.
Creating a performance
1 This song works well both in unison and in harmony. Try alternating unison and harmony verses.
1 To give singers a breather, the first two 'hurrah, hurroos' in the chorus can be sung antiphonally. Also try different sections of the group, or soloists, taking a verse each.
1 Try omitting the chorus between verses 2 and 3 to keep the narrative flow and to add variety.
1 Sing the final chorus twice, and cut the last '-o' very short for a strong and energetic ending.
12 The Spinner's Wedding
bon-
nie col
-
oured car
-pet,
a ket
-
tle, and
a pot.
Hur - | 1,472 | 882 | {
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Personal Finance (CTE Credit) 060170
The goal of the Personal Finance course is to help students to become financially responsible, conscientious members of society. To that end, this course develops student understanding and skills in such areas as money management, budgeting, financial goal attainment, the wise use of credit, insurance, investments, and consumer rights and responsibilities. Throughout the course, students also examine contemporary, real-world ethical dilemmas that individuals commonly encounter when managing their personal finances. Leadership development will be provided through FBLA (Future Business Leaders of America) and/or DECA.
Recommended Grade Level:
Recommended Credit: 1
9 – 12
Students will:
1. Explore the regulatory environment of United States' businesses to understand the diversity of regulations.
2. Acquire knowledge of economic concepts to understand their impact on wealth management.
3. Understand the fundamental principles of money needed to make financial exchanges.
4. Analyze financial needs and goals to determine financial requirements.
5. Explore methods of generating income to achieve financial goals.
6. Manage personal finances to achieve financial goals.
7. Understand the use of financial-services providers to aid in financial-goal achievement.
8. Use investment strategies to ensure financial well-being.
9. Use risk management products to protect a business's financial well-being.
10. Utilize sources of securities information to make informed financial decisions.
11. Identify potential threats and opportunities to protect financial well-being.
12. Acquire self-development skills to enhance relationships and improve efficiency in the work environment.
13. Utilize critical-thinking skills to determine best options/outcomes.
14. Complete on-boarding activities to fulfill government and employer requirements.
15. Acquire product knowledge to communicate product benefits and to ensure
appropriateness of product for the client.
16. Discuss consumer rights.
17. Describe consequences associated with decision-making.
18. Discuss how people react to incentives.
19. Explain the impact of limited resources on wealth management.
20. Describe the role of institutions in helping individuals and groups accomplish their goals.
21. Discuss the impact of inflation on personal finance.
22. Explain forms of financial exchange (cash, credit, debit, and electronic funds transfer).
23. Identify types of currency (coins, paper money, and banknotes)
24. Describe functions of money (medium of exchange, unit of measure, store of value, and incentive).
25. Explain the time value of money.
26. Calculate interest.
27. Explain the purposes and importance of credit.
28. Explain legal responsibilities associated with financial exchanges.
29. Explain the need to save and invest.
30. Determine personal net worth.
31. Set financial goals.
32. Develop personal budget.
33. Describe sources of income (wages/salaries, interest, rent, dividends, transfer payments, gift funds, and inheritances).
34. Discuss types of loans (mortgages and auto loans).
35. Complete loan applications.
36. Explain the nature of tax liabilities.
37. Interpret a pay stub.
38. Prepare bank account documents (checks, deposit/withdrawal slips, and endorsements).
39. Maintain financial records.
40. Reconcile bank statements.
41. Pay bills.
42. Manage online accounts.
43. Contest incorrect bills.
44. Explain the nature of charitable giving.
45. Demonstrate the wise use of credit.
46. Validate credit history.
47. Protect against identity theft.
48. Control debt.
49. Prepare personal income tax forms.
50. Determine how to pay for education.
51. Describe types of financial-services providers.
52. Discuss considerations in selecting a financial-services provider.
53. Explain types of investments.
54. Discuss the nature of retirement planning.
55. Explain how to cope with volatile financial markets.
56. Describe sources of securities information.
57. Read/Interpret securities tables.
58. Describe the concept of insurance.
59. Determine insurance needs.
60. Establish a financial safety net.
61. Explain the nature of estate planning.
62. Maintain appropriate personal appearance.
63. Demonstrate systematic behavior.
64. Set personal goals. | 1,981 | 825 | {
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Pacing Guide and Supporting Activities: Setting Goals in the New School Year
Grade Band: Grade 3-5 |Duration: 5 Days
Overview: Students first explore BrainPOP's Back to School 2020 topic, which features strategies for setting themselves up for a successful year—whether it's in-person, remote, or a combination. They follow up with the Setting Goals topic, which details the SMART technique for goal setting: specific; measurable; attainable; realistic or relevant; and time-bound.
Unit Goal: Students will set a goal for the new school year using the concept mapping tool, Make-a-Map, to identify how they'll achieve that goal.
BrainPOP Topics: (1) Back to School 2020 (2) Setting Goals
Build Background
Watch the movie, pausing to reflect on content.
Think & Do
Engage with a feature or tool.
Vocabulary Development:
Back to School 2020
Synchronous Learning Tip: Assign students different terms. Have them share their definitions and sentences with peers online.
Apply Knowledge:
Back to School 2020
Students take notes of how they are going to set themselves up for a successful school year.
30 minutes every day this week, to earn at least a B+ on Friday's quiz . Ask how it addresses each part of SMART.
Apply Knowledge:
Setting Goals
Students play The Meaning of Beep to apply their understanding of relevant vocabulary.
Apply Knowledge:
Setting Goals
Students set a back-to-school goal and ways to achieve it.
Apply Knowledge:
Back to School 2020
Students identify how their backto-school goal is SMART: specific, measurable, attainable, realistic, and time-bound.
See Make-a-Map tutorial.
View rubric.
Assess
Demonstrate understanding.
Test Yourself:
Back to School 2020
Discuss:
Synchronous Learning Tip: Have students share notes from their graphic organizers about setting up for a successful school year.
Challenge yourself:
Setting Goals
3
Test Yourself:
Setting Goals
Movie Viewing Tips
5
| | Quiz: Back to School 2020 Quiz: Setting Goals |
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Urinary Tract Infection (UTI) in Children
Children's Outpatients Department Ipswich Hospital Heath Road Ipswich IP4 5PD
Tel: 01473 702181
What is a urinary tract infection (UTI)?
The urinary tract is made up of the kidneys, the bladder, the tubes that link them (the ureters) and the tube that carries urine out of the body (the urethra).
A UTI is a bacterial infection of the urinary tract.
Why is a UTI important?
It is important to diagnose and treat a UTI quickly. Occasionally a UTI which affects the kidneys (called an upper urinary tract infection) may lead to permanent kidney damage (scarring) if it is not treated.
How do I know if my child has a UTI?
It can be difficult to know whether a child has a UTI, especially in babies and young children. This is because a child with a UTI may be generally unwell, and may not have symptoms that suggest the illness is due to a UTI.
Listed below are possible symptoms or signs of a UTI.
General signs that your child is unwell, such as:
* fever
* vomiting
* irritability
* not feeding well
* not gaining weight.
Specific signs of a possible UTI, such as:
* pain when passing urine
* needing to pass urine frequently
* wetting (in a child who was previously dry)
* tummy pain
* pain in the side
* unpleasant smelling urine
* blood in the urine.
Diagnosing a UTI
If you think your child may have a UTI it is important to collect a urine sample for testing. It can sometimes be difficult to collect a sample from babies and young children, if you are unsure what to do, ask your doctor or nurse for advice.
Young children
* The urine should be collected in a sterile urine specimen bottle that you can get from your GP surgery.
* Catch the urine by holding the bottle in the stream of urine while your child is passing urine.
* Make sure you don't touch the open rim of the bottle because this could affect the sample.
Babies and children who are not toilet trained
* If you are unable to catch a sample of urine you can use a special absorbent pad which you put in the baby's nappy. You will need to get the pad from your GP or paediatrician.
Once the urine has been collected it can be tested, either by dipping a dipstick into the sample or by sending the sample to the laboratory to be looked at under a microscope. The most appropriate method of testing will depend on your child's age and symptoms.
Treatment of a UTI
UTIs are treated with antibiotics.
If your child is less than three months old, or if they are at risk of becoming seriously ill, they will be referred immediately to a paediatrician, who will choose the best antibiotic treatment. This will probably be intravenous antibiotic treatment, given directly into a vein through a needle.
Babies and children who are three months old or more, with an infection that does not involve the kidneys, will probably be prescribed oral (by mouth) antibiotics.
Most UTIs clear up within 1 – 2 days from the start of treatment.
If your child does not seem to be any better after two days you should return to see your doctor.
It is very important that your child finishes the course of antibiotics, even if they seem better.
Tests and investigations
Babies and children who are six months old or more, who respond well to treatment and do not have any other unusual features, do not need further tests unless they have further UTIs.
Babies under six months of age and older children with recurrent UTIs will usually be referred for further tests such as an ultrasound scan to look at the kidneys and bladder to make sure everything is working properly.
Further information
Further information on UTIs in children is available from the National Institute for Health and Clinical Excellence at www.nice.org.uk/CG054
Please ask if you need this leaflet in an alternative format.
Issued by: East Suffolk and North Essex NHS Foundation Trust Ipswich Hospital, Heath Road, Ipswich IP4 5PD www.esneft.nhs.uk | 1,598 | 871 | {
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Unit of StudyWriterly Life
Day/DateDrafting Day
Focus (What one thing will you teach and why?):
Authors pay special attention to how they start their stories because they want to hook us and make us keep reading.
Connection (What will you say to the students about why you are teaching this?):
We've been doing a lot of thinking in our notebooks, because many writers think about their ideas for a long time before they actually write a story. But I think we're ready now to try creating a draft. One thing we can do as we move from notebook entries to a draft on clean paper is to pay special attention to the beginning of our story, because we want to hook our readers at the beginning and make them want more!
Give Info: (How will you teach this? What exactly do you want to say?)
We've now read three stories together-Eleven, The Marble Champ and Slower Than the Rest- and I noticed that they started in three very different ways. Slower Than the Rest started right in the middle of the action (Leo spotting a turtle in the road). The Marble Champ started with sort of a close-up on one character (Lupe) and Eleven starts with a reflection on what it's like to be 11 years old.
I'm going to think about my story-getting asked about my brother in the hair salon. I could start it in the middle of the action, my sister and me in the salon, having fun, talking to our stylists. Or I could start with a close-up on one character, maybe the hair stylist since she's the one that asked me the tough question. Or I could start with a reflection on the fact that I hadn't thought about how I'd answer that sort of everyday question until someone asked me. Hmm…I feel like the action or reflection is the way to go for my story. I'm going to try action. [Demo first few lines of draft].
Active Involvement: (How will students "try-it" before they go off to work independently?)
Think about your story. Does it feel like it should start in the action, with a close up of one character or with some reflection? Turn to a writer near you and help each other work that out. Talk about how you'll start your stories.
Link: (What is the relationship between what you taught and what you expect them to do during workshop time?) Now that you've decided how to start your story, I want you to go back to your seats and write the whole story on draft paper. You need to look back at your notebook entries to remind yourself of some of the smart thinking you've already done (like the things you could hear/see/smell/taste/touch at the climax). But you aren't going to copy exactly what's in your notebook, because when you wrote it in there you were just making notes, not writing a real story yet.
Share: (How will students share the work they did w/ each other to further develop TP?) Make 3 people famous. Invite a student who used each type of opening to tell why he/she chose that opening and then share the first line he/she wrote. | 1,014 | 663 | {
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Our school Christian value this half term is Friendship
CHRISTIAN VALUES INFORMATION
"Walking with a friend in the dark is better than walking alone in the light". Helen Keller
"A good friend is worth their weight in gold". Anon
What makes a good friend ?
- Someone who will support you no matter what
- Someone you can trust and who won't judge you
- Someone who won't put you down or deliberately hurt your feelings
- Someone who is kind and has respect and loyalty for you
- Someone whose company you enjoy
- Someone who is trustworthy and willing to tell you the truth, even when it's hard….
- Someone who can laugh when you do
- Someone who makes you smile
- Someone who is there to listen
Talk about Friendship together ….
- What do friends mean to you?
- What makes a good friend?
- Is it easy for you to make friends?
- How do we choose our friends?
- What would life be like without friends?
- Are we a good friend to others?
FASCINATING FACTS …. Friendship bands …… are usually handmade and given to a special friend. According to American tradition you must wear the bracelet until the cords break and it falls of naturally. In this way you honour the love and hard work your friend has put in to making it.
Our school Christian value this half term is
Friendship
CHRISTIAN VALUES INFORMATION
Read together... Through the roof
Jesus reached a town called Capernaum and made his way to a house near the town gate. The crowd had gathered quickly and now even more people were pushing and squeezing into the small house, wanting to see him, hear him, and touch him.
The excitement was infectious and four friends who lived in a street nearby soon heard the news. They met together and decided that they absolutely had to take their friend Joshua to Jesus. Joshua was paralysed and couldn't walk. They'd heard that Jesus performed miracles and could heal the sick. This was a chance they couldn't miss.
Wasting no time they carried their friend on his bed mat to the house, but jostling crowds blocked the doorway. They couldn't give up now. Their friend must meet Jesus. There was only one way. They carried him onto the flat roof of the house and carefully removed part of the roof to make a large hole.
Knotting ropes to the corners of the bed mat they gently lowered Joshua down right in front of Jesus. Imagine the surprise of all the people looking on. But Jesus smiled kindly at Joshua. 'Take up our bed, and walk' he said. Slowly falteringly and hardly daring to believe it was happening. Joshua stood and took a step forward. He could walk. He could actually walk! Thanks to Jesus and his friends, Joshua's life was changed forever!
Child' Name
Class Teacher
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Our school Christian value this half term is TRUTHFULNESS
CHRISTIAN VALUES INFORMATION
'I am the Way, the Truth, and the Life' – Jesus Christ
Truthful people will:
- Understand themselves, and know their own strengths and weaknesses;
- Present themselves in a way that shows who they really are. Their reputation will be founded on what they are and, whether in public or private, they will be the same;
- Meet any commitments or promises that they make;
- Be accurate in their descriptions of themselves or others, so that they do not mislead others.
As a family talk about truthfulness together:
'I promise to tell the truth, the whole truth and nothing but the truth, so help me God.'
In a court of law a witness swears an oath on the Bible or another sacred text, but sometimes in everyday life people find it more difficult to be truthful.
Talk together about occasions when complete honesty could cause trouble or be hurtful. For example:
- When a member of your family asks you if you like their new shoes.
- When telling the truth will get your friend into trouble.
- When someone asks what you are thinking but the answer would hurt their feelings.
We want to hear real life examples of Truthfulness from you and your children. Please fill in the slip below if you have a good example and would like to share it with us at Surrey Hills. Slips can be handed back to your child's class teacher.
Child's Name
Class Teacher
Brief description of how someone in your family has shown Truthfulness (please include details of who was involved):
Our school Christian value this half term is TRUTHFULNESS
CHRISTIAN VALUES INFORMATION
What the Bible teaches us
The Bible teaches us that you and I need protection in the game of life. The Bible calls it the armour of God and it tells us that we need the armour of God to protect us from evil and wrong doing. What kind of protection does the Bible say that we need?
The belt of truth - The Bible tells us that sin and evil can never win if we will hold on to the truth that Jesus Christ is Lord.
The breastplate of righteousness – evil can never harm us when we choose to do what God says is right.
Feet fitted with the gospel of peace – there is so much to worry and confuse us in our lives, but knowing Jesus brings peace.
The shield of faith - doubt can never take root if we have faith in Jesus.
The helmet of salvation - Jesus came from heaven to earth to save us from evil.
The sword of the Spirit - the Bible, God's Holy Word, it is a powerful weapon against evil.
Belts of Truth Craft
You will need: two sheets of paper or card, scissors and colouring pens or pencils.
1. Start by folding each piece of construction paper in half, long side to long side. (Hot dog style.) Unfold and cut along the crease. You now have four long pieces.
2. Cut one short side of each piece into a point. Do this by cutting away each corner and having your cuts meet in the middle.
3. Along the other end, the flat side, make two holes a couple of inches apart. (For younger children, do these steps first, so they can just focus on the important parts, thinking about the Truth.
4. Now write a Biblical truth that matters to you on each piece. Add a picture if desired. (For example, "God loves me no matter what." Draw a heart.)
5. String all four pieces onto a long length of yarn. Cut the yarn and tie the belt around your waist. You now have a Belt of Truth! | 1,343 | 750 | {
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2020 Covid-19 Shepherd of the Mountains Community Garden Guidelines
How long can the COVID-19 virus live on surfaces?
Current research suggests the COVID-19 virus can live for up to 3 days on surfaces, longer or less, depending on the actual surface material (plas@cs 72 hrs, stainless steel 48 hrs, cardboard 24 hrs – based on an ar@cle in New England Journal of Medicine). We don't know exactly how long it can live, but this is a good rule to follow regarding what we can and can't touch.
What's a safe distance for interacGon with others?
* No more than 10 gardeners in the garden at a @me.
* Maintain at least 6 feet between yourself and other gardeners.
* Bring a mask to wear when others are in the garden. The CDC provides guidelines on use and direc@ons for how to make a mask from items you may have around the house.
* When in doubt, STAY HOME. Do not come to the garden if you are feeling ill, showing symptoms, someone you've been in contact with is sick, if you have health condi@ons, are an older adult or a member of another high risk popula@on.
What are proper pracGces for keeping my hands and surfaces disinfected?
* Soap, alcohol and bleach are the best agents to kill the virus. Soap with water is VERY effec@ve.
* Wash/disinfect your hands before entering and when leaving the garden.
* When washing hands with soap and water scrub for 20 seconds. If soap and water are not available use an alcohol-based hand sani@zer (at least 60% alcohol).
* A sanita@on sta@on for hand washing is at the main garden gate.
* It is good prac@ce to wear gloves; however gloves do not replace proper disinfec@on procedures. The outside of your glove can s@ll transmit diseases to yourself and others. If you wear gloves, dispose of or wash them a`er each use.
* Cough or sneeze into your sleeve or a @ssue that fully and @ghtly covers your mouth. Dispose of the @ssue immediately and wash your hands. If using your sleeve, it is now carrying germs, so take care to avoid bringing that sleeve into contact with others.
* Avoid touching your eyes, nose, and mouth with unwashed hands.
* Bring your own tools from home. We will provide hose wands for watering. Please take tools home when you leave the garden.
* Thoroughly spray the hose nozzle and water spigot with the disinfectant solu@on provided before and a`er use. If surfaces are dirty, clean them before disinfec@ng. Wipes will be provided when they are available.
Do I need to be concerned with food safety when it comes to produce from my garden?
* Always prac@ce proper hand washing when handling food, as well as before and a`er ea@ng. There is no evidence that COVID-19 is passed on through food. Thorough cooking will kill the virus.
* Do not eat or drink in the garden.
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Basic Outlining
An outline presents a picture of the main ideas and the subsidiary ideas of any subject. Some typical uses of outlining are: a class reading assignment, an essay, a term paper, a book review or a speech.
For any of these, an outline will show a basic overview and important details.
Some professors will require an outline in sentence form, or require the main points to be in chronological order, or have other specific requirements. A student's first responsibility, of course, is to follow the requirements of the particular assignment.
What follows illustrates only the basics of outlining.
BASIC OUTLINE FORM
he main ideas take roman numerals (I, II, III, IV, etc.). Subpoints under each main idea take capital letters and are indented (A, B, C, D, etc.). Subpoints under the capital letters, if any, take Arabric numerals and are further indented (1, 2, 3, 4, etc.). If, and only if needed, further subpoints use lowercase letters and are further indented (a, b, c, d, etc.).
I. MAIN IDEA
A. Subsidiary idea or supporting idea to I
B. Subsidiary idea or supporting idea to I
1. Subsidiary idea to B
2. Subsidiary idea to B
a) Subsidiary idea to 2
b) Subsidiary idea to 2
II. MAIN IDEA
A. Subsidiary or supporting idea to II
B. Subsidiary idea to II
C. Subsidiary idea to II
III. MAIN IDEA
It is up to the writer to decide on how many main ideas and supporting ideas adequately describe the subject. However, if there is a I in the outline, there has to be a II; if there is an A, there has to be a B; if there is a 1, there has to be a 2, and so forth. | 987 | 681 | {
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Leo's Monarch Butterfly-Pollinators Simple Garden.
Typical Monarch Butterfly Garden Milkweed Plants Layout. (minimum size 8' x 6')
We recommend a minimum of 10 native milkweed plants of 2 to 3 species:
Common Milkweed (A.Syriaca) - Swamp Milkweed (A. Incarnata) – Butterfly Weed (A. Tuberosa) These perennial plants need very little water and they are drought resistant except the Swamp specie which needs to be watered regularly.
Plant Milkweed Plants 2 ft. Apart to avoid over crowding and potential predators presence.
Any type of soil will do with a good drainage, it would be a good idea to amend the soil with compost, to use a weed barrier covered with mulch to avoid grass and weeds from growing into your butterfly garden. The cleaner the better to avoid predators such as ants, spiders, etc..
PLEASE NOTE: The importance of having at least 10 milkweed plants in your garden is due to the fact that a female monarch butterfly can sometime lay a lot of eggs on your plants, and if there isn't enough food for the caterpillars to grow they may not survive.
Continue below for more.
Typical Monarch Butterfly Garden Flower Plants Layout (minimum size 8' x 6')
The importance of butterfly garden plants is to have some Early, Mid Summer, Late Summer Blooming in order to sustain the monarch life cycle up to migration season.
Example of Early Nectar Plants: Butterfly Bush, Wild Columbine, Wild Lupine, Common Blue Violet, Spring Beauty.
Example of Mid-Season Nectar Plants: Blackeyed Susan, Blazing Star, Golden Alexander, Coneflower, Tall thistle, Boneset.
Example of Late Flowering Nectar Plants: False Aster, New England Aster, Stiff Goldenrod, Ironweed, Marigold.
You can follow the plants recommendation spacing to your garden area, and feel free to add any native wild flowers to attract more pollinators according to the space available.
If space is not available you can always use containers or pots for your butterfly-pollinator garden. P.S.: There are other flowers you may want to add according to your choice that attract butterflies and pollinators!
Please print and share with anyone interested in creating a friendly butterfly garden.
For more information please visit our web page: www.savethemonarchbutterfly.ca Leo e Teresa Silvestri 1158 Erie St. E. Windsor. ON email: firstname.lastname@example.org
Call us anytime: 519-977-3639 | 1,020 | 529 | {
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August 13, 2018
Solar Power: Our Allegiance to Land, Air, Water, and Sun
Keepers of the Athabasca is partnering with Sucker Creek First Nation, and the Society of High Prairie Regional Environmental Action Committee to put a solar installation on the Treaty 8 Building in Sucker Creek First Nation, where Treaty 8 was signed over 100 years ago. We are all Treaty people; our ancestors signed this agreement with the intent to respect Indigenous lands and ways of life.
"In this Peace and Friendship Treaty, it was agreed to share lands and resources. There is no 'cede' or 'surrender' of lands and resources, so the protection of lands and water, plants and animals that contribute to our livelihood: the hunting, fishing, trapping, and gathering that sustain us all, is paramount" Kevin Ahkimnachie, Treaty 8 First Nations of Alberta
We developed an RfP won by Canadian Power Pac to provide this pilot project on the Treaty 8 building. This clean energy project will save thousands of dollars each year, and initiates planning for Phase 2, accessing Alberta's Indigenous Solar Program to design and build solar for a good part of the larger SCFN community.
"We are investing in sustainable energy for the future of our children" Charmaine Willier-Larson, Councillor, Sucker Creek First Nation
Solar energy was championed by Youth (who provided posters for the community's three 'Save the Future' meetings), and Elders (who attended the meetings asking pertinent and searching questions). Solar training will be provided for interested SCFN members and the Nation's maintenance department. A monitor will continually display how much power is being produced. We are honoured to work with forward thinking people who are so conscientious about protecting future generations' right to a clean environment.
"I'm really excited about the future of solar and the use of this energy on our nation. This is a long time coming! We were able to engage the community to decide on our project and contractor. Thanks to Keepers and REAC for making this initial solar installation possible."
Sandy Willier and Michelle Willier, Councillors for Sucker Creek First Nation
Keepers of the Athabasca understands that small-scale solar facilities — owned by individuals, First Nations, cooperatives, businesses, and community groups — can play an important part in Alberta's energy mix and provide economic opportunity for millions of Albertans. While large power plants can lose up to 8% of their power production through transmission, producing on-site power provides a stronger and more consistent local source. Many small sources of energy make our grid stronger.
Keepers of the Athabasca is Board governed, and we accept donations to help support these sustainable initiatives. We continue to present our 'Community Climate Action' workshops for schools, First Nations, community groups, churches, and others who want to build or access renewable energy in Alberta.
For more information:
Jule Asterisk, Executive Director
Keepers of the Athabasca 780 805-1709
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Youth VOTING GUIDE 2020
YOUTH VOTER RESOURCES
RESOURCES FOR FIRST TIME AND YOUNG VOTERS
1 First Time Voter Checklist: Register to vote, find your polling place, and much more at this helpful link.
2 Michigan Voter Information Center: For all Michigan youth looking to vote, this is your one stop shop to see if you're registered, learn about absentee voting and what you should expect day of here.
3 SOS Absentee Voting: Apply for an absentee ballot at this link and check on the status of your application. Changed your mind on your vote? You can learn how to spoil your ballot and re-vote here.
4 U.S. Vote Foundation: October 19th is the last day you can register to vote and November 3rd is Election Day. Find out all other important dates at this link.
5 Pledge to Vote: This is a momentus election and every vote counts. Hold yourself accountable by pledging to vote here.
What to do before you vote
Research Issues And Candidates
Before going to the polls research the issues and candidates you'll be voting for. Read up about them on unbiased websites so you can make the decision on who and what you want to vote for on your own. Try this website for unbiased news media.
Review The ballot
Sometimes it can be difficult to know every candidate and proposal that will be on your ballot. Before visting the polls familiarize yourself with what your ballot will look like at websites like Ballotpedia.
Talk To Someone Who Voted Before
Ask a parent, guardian, or adult you know well to tell you what it's like to vote in person and/or using an absentee ballot. Learning from these individuals' experiences will help you understand what to expect when you vote.
Know Voting Place And Time
To ease the stress of voting day research your polling place and the time it opens and the time it closes. Make sure to get in line before your polling place closes. If you're in line before the polls close, you can still vote so don't let anyone turn you away.
Support the Political Process
EVEN WHEN YOU CAN'T VOTE
Remain informed: Utilize this website to learn about candidates and issues from unbiased sources so you can have well-educated and open discussions about the election with others, helping those who vote stay informed.
Volunteer for a campaign: You can volunteer to support local, state, and national campaigns even as youth or young adults. There are great online options for many volunteers so research how you can support a candidate you like.
Practice voting: Run a mock election to facilitate the voting process so you and others who can't yet vote are prepared to participate in future elections.
Share your perspective: Let those who are voting know how policies and politicians will affect you as a young person. Sharing this information with others will help them understand the full impact of their vote.
Make others aware: Advertise there is an election happening and how others can get registered to vote. You can utilize this service project, hang these posters around town, or even post on social media to share information out. | 1,223 | 636 | {
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Start on Page 1 – Can be Continued
Rural Road Harvest Safety Reminder
As harvest is upon us, the Warren-Henderson Farm Bureau® reminds motorists and farmers to be mindful when traveling roadways. We wish everyone a safe and successful harvest!
Learn to recognize the SMV emblem. It alerts you that you are following a slow-moving vehicle, one that typically travels at less than 30 mph. It has a red-orange fluorescent triangle at its center, surrounded by a highly reflective red border. This sign is common on rural roads and drivers must heed its warning. When you see the SMV emblem - SLOW DOWN!
When driving, remain alert and aware of slow-moving vehicles and be prepared to stop quickly. During harvest season, motorists will encounter more large, slow moving vehicles on the road as well as vehicles and equipment parked on the side of the road. Slow down anytime you are going around curves or up hills. Quickly approaching a piece of farm machinery increases your likelihood of getting into an accident. Give yourself plenty of space by slowing down and being prepared. Also, be aware that farm machinery can enter a public road from a field or driveway, so keep your eyes alert.
Farm tractors generally move at top speeds from 15 to 30 mph. When approaching from the rear, a car traveling at normal speed can overtake a slow-moving vehicle very quickly. Watch for SMV emblems and be patient. The driver should pull over to let you pass as soon as it's safe to do so. When driving farm equipment and semis, the bulky equipment and the sizable load can easily block part of the farmer's view, making it hard to see approaching vehicles. It is important to remember that if you do not see the driver, then the driver cannot see you.
Many farmers haul their grain using semis. When a semi tractor-trailer is full of grain, it takes them longer to stop. Do not pull out in front of a moving semi. Also, do not follow farm equipment or semis too closely, as you want to see what is ahead (e.g. debris and other cars). Sometimes, farm equipment will take up more than one lane. These vehicles make big wide turns. When they are pulling to the side of the road, do not assume they are pulling over to allow you to pass. They may be preparing to turn. Watch for them to acknowledge your presence and signal their turn.
Tips on Passing Farm Machinery:
* Check to be sure that machinery is not turning left. Look for left turn lights or hand signals. If the machinery slows and pulls toward the right side of the road, the operator is likely preparing to make a wide left turn. Likewise, sometimes to make a right turn with wide equipment, the driver must fade to the left.
* Look for roadside obstacles such as mailboxes, bridges, or road signs that may cause the machinery to move to the center of the road. Fading to the left does not mean the farmer wants you to pass on the right.
* Be sure there is adequate distance for you to safely pass, and make sure the road is wide enough for your vehicle and the farm equipment.
* Only pass where it is legal. Do not pass if there is a solid yellow center line. Furthermore, do not pass near an intersection, railroad tracks, tunnels, or bridges. These areas can be particularly dangerous.
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