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Will our coastline stay the same? Year 5/6
Features of a Coastline caused by deposition (the put ng down of sandy/rocky material).
ti
Weathering is the process that wears away rocks...
i
| Features caused by hydraulic action | | |
|---|---|---|
| 1 | Crack | Natural splits in the cliffs. These can by made larger by hydraulic action (weathering by waves and rain) |
| 2 | Cave | The crack can grow into a cave |
| 3 | Arch | The cave breaks through the headland leaving an arch of land at the top. |
| 4 | Stack | The arch eventually col- lapses, leaving a column, or stack, of rock behind in the sea. |
| 5 | Stump | The stack will erode over time until it is just a stump of rock in the sea. |
| 1 | Bay and headland | If a coastline is made of sec- tions of harder and softer rock, they will erode at differ- ent speeds when attacked by waves. The softer rock erodes more quickly and forms bays. The harder rock erodes more slowly and forms headlands surrounding bays. |
|---|---|---|
| 3 | Beach | A beach is formed when waves deposit sand, gravel and pebbles along a coast- line. |
| 4 | Spit | A spit is a long hook shaped area of land. It is formed when the tide carries eroded materi- al along the coastline before depositing them. Changing winds may shape this material into a hook shape. Sometimes mudflats develop along the sides of a spit. |
| 1 | Physical weather- ing | If rain water falls into the cracks in a rock and freezes, it will expand (get bigger). If this hap- pens many times, it will break up and crack the rock it is in. This is also called the freeze-thaw cycle. |
|---|---|---|
| 2 | Chemical weath- ering | Rain water is slightly acidic. If acidic rain falls onto rocks such as limestone, over time it will dissolve some of the rock. |
| 3 | Biological weath- ering | Roots from trees and other plants may grow into or under rocks with such force that they can cause damage or even split the rock in two! | | 958 | 523 | {
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Feed Communities, Not Stigma Virtual Service Project
FEEDING COMMUNITIES, NOT STIGMA
Join with buildOn students to help fight food insecurity
The COVID-19 pandemic has sent shock waves through already fragile food systems. As an alarmingly increasing number of people find themselves experiencing food insecurity, buildOn has decided that we can't afford to wait a second longer to help.
Join buildOn students in completing a nutritious meal-kit for a family in need. Using a digital service tool kit you will create a meal-kit for one family at a buildOn partner food pantry or soup kitchen.
Your Digital Service Tool Kit Will Include:
* A shopping list of nutritious, shelf stable food items that will be used in a healthy buildOn recipe book
* Instructions and materials for packing the box and shipping your donation to one of our local food pantry partners
* Downloadable cards that will be given to recipients of the donations
Your service kit will be joined with handmade recipe books created by buildOn students. In some regions, the full kit will then be distributed by buildOn U.S. students in a socially distanced service project.
FEEDING COMMUNITIES, NOT STIGMA
Virtual Service Project Details
How It Works
buildOn's Virtual Service Project is a one-hour engagement where buildOn alum lead adult partners (up to 40 participants) through a community service project. Before the project begins, all participants receive a digital service toolkit with everything needed to take action virtually. The project also includes an investigation discussion around the service topic to foster a deeper understanding of the issue and our role as citizens in making systemic change.
Price
A donation of $2,500 per session
Your Partnership Supports buildOn Students
Participation in the Virtual Service Project supports buildOn's U.S. service learning program, which empowered more than 14,000 students in 2019. Your donation provides community service materials, professional buildOn staff, and the highest quality service learning education to empower students in severely under-resourced schools to serve, learn, and lead.
FEEDING COMMUNITIES, NOT STIGMA
Virtual Service Project Agenda*
| Activity | Description |
|---|---|
| Welcome + Investigation | ● Group welcome ● student-led exercise to help explore the issue of food insecurity ● Hear from a buildOn partner about the issue on the ground |
| Preparation + Action | ● A buildOn student leader walks your group through the instructions for creating your meal kit ● Decorate notes cards with words of solidarity |
| Reflection | ● A buildOn student will share their views related to food insecurity in their communities and share the story of how they are taking action ● Then a buildOn student leader will lead the group through a series of reflection questions on the meaning of the project |
| Demonstration | ● Demonstrate what you’ve learned by discussing ways you can advocate for or spread awareness of this issue |
*This is a family friendly activity so feel free to include children or other members of your household.
FEEDING COMMUNITIES, NOT STIGMA
Get In Touch
To sign up for a virtual service project please contact Jon Mucciolo, Development Manager email@example.com | 1,476 | 661 | {
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Bee City USA Annual Report Town of Carrboro 2017
"We can all avoid pesticides. We can all put nectar-rich native plants into the landscape. We can all advocate for green space. We can all teach kids about bees. It's not that we all need to become beekeepers. No, we all need to become bee protectors, bee champions."
--Alison Gillespie, author of Hives in the City. Keeping Honey Bees Alive in an Urban World
In the fall of 2014, the Carrboro Board of Aldermen adopted a resolution to apply to Bee City USA, and Carrboro became the 3rd Bee City USA community. The Environmental Advisory Board (EAB) took on the role of serving as a citizen's advisory group, a requirement for participation in Bee City USA. In 2015 and 2016, a number of activities were pursued to kick off the Town's participation, as described in the 2015 and 2016 reports. The rest of this report focuses on 2017 activities.
The Carrboro ArtsCenter sponsored a pollinator themed exhibit, "Saving Our Pollinators", featuring: "Beehold the Humble Pollinator" from the North Carolina Botanical Garden along with art of Matthew Leavitt, Miriam Sagasti, and Torey Wahlstrom and other curated art from the community.
The EAB showed up at Carrboro Day to promote participation in Bee City USA.
The EAB also continued to help maintain the pollinator garden at the corner of West Main Street and Hillsborough Road.
Painting by Miriam Sagastir
For the third straight year, a decision was made to host a Father's Day movie at the Carrboro Century Center, with "Hometown HabitatStories of Bringing Nature Home" being chosen.
The "Bee City" page was updated on the Town's website to help promote pollinator protection and habitat restoration. Mayor Lydia Lavelle provided a proclamation to coincide with National Pollinator Week.
The Public Works Department continued to promote and pursue healthy pollinator habitats in its own operations. Public Works staff pursued installation of water wise, native, pollinator producing perennials as primary vegetation throughout Town properties, and also participated in the first training program offered to Bee City USA affiliates in April.
Randy Dodd, the Town's Environmental Planner, participated in several conference calls with the growing number of Bee City representatives across the country to share successes and challenges.
The Town moved forward with updates to the Land Use Ordinance provisions related to landscaping, adding a table of recommended plants that includes and notes pollinator tree and shrub species to put these species more clearly on the radar for new plantings as part of development projects.
That's the buzz for 2017! | 1,166 | 568 | {
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| Resources | Timeline | Who Is Responsible/Involved? |
|---|---|---|
| What are existing resources that can be used? What new resources can be used? | When will this activity begin and end? | Who will take primary responsibility? Who else needs to be involved? |
| School Tool Intervention Specialist’s Records | Monthly through June 2018 | PBIS Data Team Social Worker SIT Team (BIT) |
| Green Screen Touch Cast Software | Weekly Broadcast Sept. –June | Advisor Intervention Specialist Principal Students Staff |
activity/plan? (Microsoft Form etc.) the weekly broadcast broadcaster)
| Principal PBIS Committee PTO Intervention Specialist Carlie’s Crusade Center for Prevention of child Abuse Tolerance Assembly with Joakim Lartey | October – 2017 Ongoing as needed | PBIS Team Principal Intervention Specialist SIT |
|---|---|---|
| Principal PBIS Committee Intervention Specialist SIT Students Mentors (6th Grade) working with Joakim Lartey Social Worker Staff | September 2017 Ongoing as needed | PBIS Team Principal Intervention Specialist SIT Faculty/Staff |
| Resources | Timeline | Who Is Responsible/Involved? |
|---|---|---|
| What are existing resources that can be used? What new resources can be used? | When will this activity begin and end? | Who will take primary responsibility? Who else needs to be involved? |
| Aide Coverage Emily Russo Stephen Cabarcas | May 2018 | Principal Parent Academy Committee Parents Students |
| PTO Leo’s Club | Ongoing throughout the school year | Principal Parent Academy Committee Parents Students |
| Resources | Timeline | Who Is Responsible/Involved? |
|---|---|---|
| What are existing resources that can be used? What new resources can be used? | When will this activity begin and end? | Who will take primary responsibility? Who else needs to be involved? |
| Professional Development Building Budget Funds LMTIS Wallkill Public Library SIT Principal PTO Library Faculty/Staff Ulster BOCES | September 2017 – June 2018 | Principal Teachers SIT LMTIS Library Employees |
| AIS Grant Funds | December 2017 – April 2018 | Principal Teachers SIT LMTIS Library Employees |
| PTO | • September 2017 – June 2018 | Principal PTO |
| Resources | Timeline | Who Is Responsible/Involved? |
|---|---|---|
| What are existing resources that can be used? What new resources can be used? | When will this activity begin and end? | Who will take primary responsibility? Who else needs to be involved? | | 1,485 | 767 | {
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This summer, keep your stomach cool by keeping yourself hydrated
26 May 2019 | Opinion | By Sonali Wankhade
Avoid refrigerated and cold juices to keep yourself hydrated as it may aggravate stomach and spleen problems
With the temperatures soaring as high as 38 degrees in the city, loss of appetite is becoming extremely common this summer. Appetite loss combined with dehydration and diarrhoea makes way for a host of gastric and indigestion problems. Eating anything that's oily or spicy during the summer can further add to your digestion woes. Thus health experts suggest that it becomes highlight important to know how often one should eat and the portion size of the meals to avoid poor digestion during summer. All the more when the summer heat this time seems nowhere in the mood to subside. Right after heat waves, inflammation bowel disease and stomach bugs are also common scenarios. Instances of infectious gastroenteritis marked by vomiting and diarrhoea also enhance in the summer temperatures especially in children. Doctors also suggest avoiding outside food especially street foods during summer.
"The common symptoms of summer sickness include loss of appetite, dizziness, weakness, frequent headaches and chest pains. Water and food contamination are the main reasons behind people falling sick during the summer season. Therefore, it is important to focus on your diet and keep yourself hydrated to maintain adequate levels of fluid in the body," said Dr.Jayakanth MJConsultant Internal Medicine, Columbia Asia Hospital Sarjapur Road.
He also added that it is as crucial to maintaining the temperatures inside your body as it is to maintain in our surroundings. As soon as we feel the heat, we avoid direct exposure to the sun, look for shade and try to get into an air-conditioned environment at the earliest. However, we often miss noting the heat intensity within our stomach and our bodies which plays a major role in keeping us cool during summer.
A main external cause of digestive issues during summer is the prevailing pathogenic dampness. When this pathogenic dampness invades, the stomach i.e. the digestive system as well as the spleen which is responsible for converting food into energy is usually the first body systems to be affected and start functioning inappropriately.
"Avoid refrigerated and cold juices to keep yourself hydrated as it may aggravate stomach and spleen problems. Instead opt for whole fruits like watermelon, guava, orange, and mango as these seasonal fruits supply necessary nutrients in the body to boost immunity," added Dr.Jayakanth MJ.
Some simple tips to allow your digestion to work smoothly as the temperatures rise are:
Eat Less: Avoid heavy meals as the digestive system becomes sensitive during summer. It is best to eat smaller meals at shorter intervals as it goes easy on your digestive system and keeps you from feeling hungry as well. Also, switch to green leafy vegetables and fresh fruits that are easy to digest and will help you stay hydrated for long.
Keep yourself hydrated: It's very common to lose your appetite during the summer season. Therefore, make sure that you include enough fluids like water, milk, buttermilk, coconut water, mango panna to prevent dehydration. Also, include fresh fruits as they will not only provide vitamins and minerals but also regulate water content in the body.
Include herbs in your diet: Include herbs like coriander, fennel seeds, cilantro and ginger in food preparation as these are good for digestion. These will help you improve your digestive capabilities as well as absorb gases, reduce stress and help blood flow to the digestive system. Also, make sure you include sufficient salt in your diet, as you tend to lose much of body salt through sweating during summers.
Avoid Spicy and Fried Food: Stomach inflammation is a common problem during the summer season. Therefore, avoid eating spicy and fried food as it makes your spleen weak, leading to stomach inflammation. You can instead include beans, lotus root and carrots in your diet to help strengthen the spleen and stomach.
Doctors also point out that binge-drinking, late-night meals, overeating, too many painkillers, and the sedentary lifestyle also upset the stomach in summers. Stomach heat occurs as a result of a faster digestive process. Though the stomach heat can earnestly impact stomach fluids and lead to serious health complications. However, it can certainly be brought under control and quite naturally. Certain food items aid in keeping the temperature cool and bring down the excess of acid levels. Home remedies work as a better form of treatment. Foods like tomatoes, apples, pears, watermelon, cucumber, yam, sweet potatoes, pearl barley, millet, beans, seaweed, and white gourd can also help.
Dr Jayakanth MJ, Consultant Internal Medicine, Columbia Asia Hospital Sarjapur Road | 1,963 | 964 | {
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Curriculum Information for Parents
| Learning Leader Contact Information | | Phone: 01604 862125 or 01908 563468 |
|---|---|---|
| Examination Board | AQA | Specification Code |
Students study a full course GCSE that consists of the study of religion and beliefs (50%) and thematic studies (50%).
At EWS we have selected Christianity and Islam as the two religions studied (with the exception of 2018-2019 Year 11s who are studying Christianity and Judaism). This reflects their relative numbers of adherents and the impact that each has on life in modern Britain.
Students will study Christian & Islamic beliefs/practices in detail and will be able to critically evaluate and compare a variety of understandings and views within each religion. Students will also study the following thematic units:
- Religion and Life (including euthanasia, abortion, environmental ethics, and animal rights).
- Religion, Crime and Punishment (including capital/corporal punishment, the aims of punishment, and the relative success of each).
- Religion, Peace, and Conflict (which is a broader investigation of the Year 8 unit).
- Revelation and the existence of God (including arguments for and against God's existence, claimed sources of religious knowledge, and miracles).
Additional Equipment Required:
Students should purchase the AQA A RS (9-1) Revision guide from CGP. This can be most easily ordered through Amazon. If students are unsure of the correct choice, their class teacher can advise them.
Assessment Details
At the end of Year 11, students will sit two exams. Both are 1 hour 45 minutes long. Students will be required to complete a variety of written answers: from multiple choice to extended essay writing.
During their learning in Years 9, 10, and 11 students will regularly be given in class tests that mirror their final exam style and will be given detailed feedback on their strengths and areas of need.
What can I do to support my child at home?
Encourage regular revision, from the start of the course, as the course is 3 years long and students will not have time to go back over all material in the classroom. Students will also be set regular homework and should be encouraged to complete it.
Students should also be encouraged to engage in current affairs and critically evaluate the responses to events and ideas, whilst forming their own considered viewpoint.
| Name | Role | Email |
|---|---|---|
| Mr Kieran Hart | Learning Lead for RS | firstname.lastname@example.org |
| Mrs Charlotte Gordon | Teacher of RS and Progress Lead for Key Stage 3 on North site. | email@example.com |
Additional Information:
Curriculum Information for Parents | 1,232 | 580 | {
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Worksheet for students
li
How Fast Does Water Evaporate from a Cup of Hot Tea?
How much water evaporates from a cup of hot tea in 100 seconds? How much can we slow down the cooling, when we prevent the evaporation?
What you need:
- sensitive balance connectable to a PC via USB or LabQuest
- a thermo cup (or a common cup)
- a plastic bag
- USB Go!Temp thermometer
- a kettle
- a stand
Tasks:
Preparation for measurement
1. Before the measurement, it is necessary to unlock the balance. Remove the metal plate off the balance, turn the red knob to the "unlocked" position and return the metal plate back in its original place.
Modul PHYSICS
Worksheet for students
li
2. Connect the balance to an electrical grid (so that the battery is not being "wasted") and switch the balance on.
3. Connect the balance and a thermometer via USB ports to your computer, open the Logger Lite software.
4. Set Durarion to 600 s and Sampling Rate to 1 Hz.
5. Fill the cup with tap water so that the water level is 1 - 2 cm below the edge and put it on the balance. If the mass of the cup with water exceeds the measuring range of the balance (600 g), pour some water out.
6. Use the stand to place the thermometer so that its tip is immersed 2 cm below the water level.
7. Boil the water in the kettle. Meanwhile, prepare the plastic bag. In the first phase of the experiment it will serve as a pot lid to prevent the evaporation – pierce a hole in the bag with the tip of the thermometer. After pouring hot water into the cup and starting the experiment, it will look something like the image above.
Performing measurements
1. Start the measurement. After 300 seconds, lift the bag gently and fasten it on the stand so that it does not prevent the evaporation of water from the cup any more. Do not stop the measurement. This manipulation with the bag will be shown on the graph of mass vs. time as an irregularity ("spike").
Modul PHYSICS
Worksheet for students
li
2. The measurement stops after 600 seconds (10 minutes). Store the measurement and look at the graphs.
Evaluation
1. How much water has evaporated in the first and in the second case?
2. How has the removal of the "lid" affected the cooling rate? | 907 | 518 | {
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Key messages World Soil Day 2023 (5 December) –
Soil and water, a source of life.
1. Soil and water are essential resources for sustaining life on Earth.
* Soil and water provide the foundation for food production, ecosystems, and human well-being. Recognizing their invaluable roles, we can take proactive measures to safeguard these resources for future generations.
* Soil erosion and compaction disrupt the capacity of soil to store, drain and filter water, and exacerbates the risk of flood, landslides and sand/dust storms.
* Soil and water are the medium in which plants grow and obtain essential nutrients.
* Healthy soil plays a crucial role as a natural filter, purifying and storing water as it infiltrates into the ground.
* Rainfed agriculture systems withdraw 70% of the world's freshwater and account for 80 percent of croplands (contributing to 60 percent of the global food production). These systems rely heavily on effective soil moisture management practices.
2. Soil and water are interconnected resources that need integrated management.
* The health of the soil and the quality and availability of water are interconnected.
* Implementing sustainable soil management practices enhances water availability for agriculture.
* Healthy soils, enriched with organic matter, play a crucial role in regulating water retention and availability.
* Efficient use of quality water, promoting the sustainable use of fertilizers and pesticides, employing appropriate irrigation methods, improving drainage systems, controlling pumping, and monitoring soil and groundwater salinity levels are essential to maintaining sustainable agricultural practices.
* Sustainable soil management is key to improve water productivity in irrigated systems.
3. Improper soil and water management practices affect soil erosion, soil biodiversity, soil fertility, and water quality and quantity.
* Water scarcity leads to the loss of soil biodiversity, while leaching and eutrophication from agriculture practices lead to the loss of biodiversity in water bodies.
* The mismanagement of pesticides and fertilizers not only threatens soil and water quality but also poses significant risks to human health and ecosystems.
* Poor irrigation and drainage practices are some of the main drivers of soil salinization .
* Rising sea levels contribute to land loss, increasing the risk of soil salinization and sodification, which can negatively impact agricultural productivity.
4. Soil and water conservation contribute to climate change mitigation and adaptation.
* Improved soil and water management improves the land's capacity to withstand extreme climate events such as droughts, floods and sand/dust storms.
* Integrated soil and water management practices provide essential ecosystem services, supporting life on earth and enhancing ecosystem resilience.
* Healthy soils act as a carbon sink, by sequestering carbon from the atmosphere, thus contributing to both climate change adaptation and mitigation efforts. | 1,280 | 543 | {
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MAIN POINT:
God is Faithful; I Can Do What God Asks
MEMORY VERSE:
"The Lord is with me. I will not be afraid. What can mere human beings do to me? Psalm 118:6
BIBLE STORY SUMMARY:
The wall around Jerusalem was in ruins, and when Nehemiah heard about it, he was distraught. He asked the king if he could go back and repair it. The king agreed, and even gave him supplies to help with the project. Nehemiah rallied the people, and they completed the wall in fifty-two days, even though their enemies were making fun of them and threatening to attack them.
WATCH IT
Find the lesson video on our website: https://cschurch.ca/childrens-online
Search: CSC Children's Ministries on YouTube to find our channel.
DO IT → PRAYER CUBE
SUPPLIES
* Prayer Cube template (1 per child, see last page)
* Glue or scotch tape
* Scissors
* Pencil crayons, markers or crayons
Activity Instructions:
Print the prayer cube and colour.
Cut out the prayer cube and fold all the lines in so the pictures are on the outside.
Fold it up and secure each flap with tape or glue
The Point
This prayer cube can assist your child in knowing what to pray for.
LESSON DISCUSSION GUIDE
GRADE SCHOOL
Kindergarten to Grade 4
November 25 & 26, 2023 Weekend
Continued on next page →
Grade School – Kindergarten to Grade 4
September 25 & 26, 2021
TALK ABOUT IT:
Do this section with your child while they are assembling their craft.
1. Nehemiah was following what God wanted him to do when he was building a wall. Sometimes things God asks us to do can seem pretty ordinary. But anything God asks us to do is important! It might be things like being kind to your brother or talking to a kid at school who no one likes. It might be helping your parents with chores or saving your money for an offering project. Has God ever asked you to do something that seemed ordinary? (Discuss)
2. When Nehemiah and the people were building the wall, they had issues with their enemies who made fun of them, got angry, and threatened to come and fight them. When we're doing what God asks, God is faithful, which means He will be there with us every step of the way. Can you think of a time when you were doing what God asks and you faced troubles? (Friends made fun of them, someone didn't want to help, didn't have what they needed to do something they were supposed to do, everything was going wrong.)
3. When we don't know what to do, we can follow Nehemiah's example and pray! Our craft is a prayer cube. It reminds us of a brick, so it helps us to remember our story of when Nehemiah built the wall, but it also gives us suggestions of what we can pray about. We can look at it and choose the prompt that fits our situation the best, or we can roll it and do whichever prompt it lands on. Take turns rolling their cube and discuss possible answers.
God you are… Please help me… I'm worried about… Thank you for… My friend or family member… I'm sorry for…
FAMILY PRAYER:
Dear God, thank You that You are faithful, and You always do what You say You will do. We know that when You ask us to do something, we should do what You ask, because You are doing something important through it. In Jesus' name we pray, amen.
OFFERING:
Our offering project will go to Samaritan's Purse Operation Christmas Child to help with shipping costs of the shoeboxes.
Continued on next page
→
Grade School – Kindergarten to Grade 4
September 25 & 26, 2021
Grade School – Kindergarten to Grade 4
September 25 & 26, 2021 | 1,419 | 826 | {
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Sample Questions
1
(correctly rounded to two decimal places)
a.
20.24+56.719 - 0.998
b.
5²x 4³x0.004
2
express the following (a) and (b) in
scientific notation.
a.
6968
b.
0.000227
3 Evaluate:
a.
7.69392 x 10⁴
b.
7526 x 10⁻³
Calculate answers to the following questions,
5
a. How many Milliamps is 0.8Amps
b. How many Kilowatts is 1760Watts
c. If 1 Horsepower equals 746Watts, how many Killowats is 3 Horsepower?
6
Determine 29.5²
(express your answer to two decimal places)
Determine:
√ 35
(Give your answer correct to two decimal places)
7
Calculate: 12
6 ÷ 12³
8
Re Arrange the following Formula
a.
if V= I R
then R =
b. if V= P/I then P =
9 If an electrician drills a hole to a depth of 85mm in a 150mm thick concrete slab, how far is the drill from breaking through?
10
11
12
13
14
Three electricians have have quoted the following prices for the same job: $975.00, $1,130.00 and $946.00. What is the average price quoted?
A bundle of 25mm HD conduit consists of 10 lengths and costs $76.60 per bundle. How much would 18 lengths cost?
Two freight trains leave Sydney at 9PM, one heads north at 35kph, the other heads south at 70kph, how far will they be appart at midnight?
B = 4M
Using Pythagoras theorem calculate the length of side A in the right angled triangle shown above
A Circular area has a diameter of 20m. What is the total area of the playground? (to the nearest whole number)
15
16
The formula for volume is:
V = hlw(cubic Centimetres)
h= height w= width
l= length
If the volume is 96 cubic centermeters, lenght is 12 cm and width is 2 cm what is the height?
The cost of a repair was $270.00 and the materials cost was 40%. If the remainder was labour, what did the labour cost?
17
If a 1st year apprentice is paid $10.42 per hour for normal time worked and time and a half for up to 2 hours overtime, how much will he/she be paid for 1.5 hours overtime?
18 Select the number that completes the missing sequence:
1
3
6
10?
19
A wholesaler provides a 15% discount on materials costing $766. How much will the customer be required to pay? | 1,129 | 632 | {
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Bone. Visceral. Close to. Stark.
From Middle English bon, from Old English ban (bone, tusk the bone of a limb), from Proto-Germanic *baina (bone), from Proto-Germanic *bainaz (straight),. bone GoDoc Build Status Go Report Card bone on Gitlab. What is bone ? Bone is a lightweight and lightning fast HTTP Multiplexer for Golang.The human skeleton of an adult consists of 206 bones. It is composed of 300 bones at birth, but later decreases to 80 bones in the axial skeleton and 126 bones Sesamoid bones: These are embedded in tendons, such as the patella or kneecap. They protect tendons from wear and stress. Irregular bones: As their name implies, these are bones that do not fit into the first four categories and are an unusual shape. They include the bones of the spine and pelvis. Bones are thrown consumable Weapons that also can be used as crafting materials. They are dropped by Angry Bones, Dark Casters, and Bone cancer can begin in any bone in the body, but it most commonly affects the pelvis or the long bones in the arms and legs. Bone cancer is3 days ago Old, discolored human bone with several holes bored into it. Lorettas Bone closely resembles an old, broken Homeward Bone when putComedy Forensic anthropologist Dr. Temperance Bones Brennan and cocky F.B.I. Special Agent Seeley Booth build a team to investigate murders. Quite often, thereBone: Bone is the substance that forms the skeleton of the body. It is composed chiefly of calcium phosphate and calcium carbonate. It also serves as a storageA bone is a rigid organ that constitutes part of the vertebrate skeleton. Bones support and protect the various organs of the body, produce red and white blood cells, store minerals, provide structure and support for the body, and enable mobility.Bones is an American crime procedural drama television series that aired on Fox in the United States from September 13, 2005, until March 28, 2017, for 246 Bone definition is - one of the hard parts of the skeleton of a vertebrate. How to use bone in a sentence.Made mostly of collagen, bone is living, growing tissue. Collagen is a protein that provides a soft framework, and calcium phosphate is a mineral that addsWhere would you be without your bones? Learn more about the skeletal system in this article for kids. - 7 minThe difference between bone and cartilage is that cartilage is a semi-rigid connective tissue
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Inglewood Forest stretched from the walls of Carlisle to the town of Penrith and included all that poorly drained area of land between the Rivers Eden and Petteril and west to the Cumbrian Fells. From the reign of Henry I the forest was reserved as a royal hunting ground. It was stocked with red deer, fallow deer, wild boar and other beasts of chase. Edward the First visited Inglewood in the eighth year of his reign. He hunted for four days, and on the first 'there were killed four hundred harts and hinds'.
Inglewood was subject to forest law. No man was allowed to hunt or take game or in any way abuse the forest. Except under licence, a man living within a forest might not 'assart' (take new land into cultivation), or enclose land, or build, hedge, ditch, drain, cut down trees or even collect firewood, except under the eye of the forester. He could not hunt deer, wolf, boar or even the smaller animals, or cut down a bush which might give food or shelter to a deer. Under Henry I it was forbidden to have dogs or bows and arrows in the forest without a warrant.
Rights were granted to graze pigs as at Mungrisdale or to feed cattle as at Stockdalewath, (as the names indicate) but there was little settlement. In 1391, after yet another great fire in Carlisle, Richard II gave 500 oak trees from the forest to rebuild the city. Otherwise, the king took payment for forest privileges. The Bishop of Carlisle paid half a mark a year to graze his cattle in the Wreay area: 'Ralph, bishop of Carlisle, has one vaccary in the wood at Byrkskawe, situate by the water of the Peytrel, where his beasts have been kept for three years back; they graze the land of Barroksleghtes, Ellerton, Thowethueyt (Southwaite), Blakeberithueyt (Burthwaite) and Hescayth, to the wasting of the herbage of half a mark per annum.'
Every June 11th, people from the forest with a grievance met at the Court Thorn between High and Low Hesket to seek justice: 'a foristers-moot-court at Hesket Thorne every St Barnabie's day in the morning, where the chamberlin of Carlisle is foreman of a jury there & the rest of the jury are made up of the constables or turnmen of the 13 townships on the west & north parts of the forest, & of the free parkers.'
There were disputes over forest rights. At one time the Scots who had settled at Scotby were in conflict with Roger of Lancaster over their right to graze their beasts at Wreay: 'Item, that Roger de Lancastre made a perambulation at Peterelwra and Barrokmosse within the forest, and treats the land there as preserved, though the men of Scotby had common there with all their beasts without hindrance time out of mind.' At another time a notorious poacher from Wetheral was caught with his dogs in the forest at Wreay: 'Thomas, the brother of Robert de Warthewyk, was poaching at Peytrelwra, accompanied by Adam of the Cellar, who has been mentioned elsewhere, with three greyhounds. The names of two of them are preserved, Kel and Arthurk; they were from the priory. The third is said to be "unknown".'
Successive kings kept Inglewood Forest underdeveloped so that it served as a 'buffer zone' between the Scottish border and England. Carlisle was cut off economically from the rest of the country.
The sparsely populated forest was a place of legend and romance. John de Corbrig was a celebrated hermit who lived in the desolate area of Wragmire Moss. In the fifteenth-century by Andrew of Wyntoun, Robin Hood belongs to Inglewood and not Sherwood Forest. Many other poems from the same date have King Arthur hunting in Inglewood Forest. In the ghost of Guinevere's mother rises from the waters of Tarn Wadling by High Hesket to warn her daughter against committing adultery with Sir Gawain. In a giant lives at nearby Castle Hewin. In another medieval ballad, a band of forest outlaws, Adam Bell, William Cloudsley and Clym of the Clough escape hanging in Carlisle, seek shelter in Inglewood Forest and, eventually, secure a pardon from the king when William shoots an apple balanced on his son's head from sixty paces.
Before 1540, the time when the Arloshes would have come to Woodside, there were few enclosures in the forest. The whole area remained thinly settled and poorly utilised until the enclosure acts of the late eighteenth and early nineteenth centuries, when the fields were drained and the land was farmed more productively.
The last 'gnarled and knotted' oak of Inglewood Forest, on Wragmire Moss, 'fell from sheer old age' on the 13th of June, 1823. In 1973, Cumberland County Council preserved the 44 acres of Wreay Woods as 'one of the last remaining ancient woodlands on the River Petteril'. | 1,806 | 1,128 | {
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Name_____________________________________
Spending Time
Introduction: Are you really aware of how you spend your time?
Directions: Use the following chart to estimate how you spend your time each day (5:00 am-10:00 pm) in a "regular" week. Next, make another copy of the chart and record what you "actually" do for the next seven days, beginning tomorrow morning (5:00 am-10:00 pm each day). Summarize your findings on the following page.
Spending Time
| Time | Sun. | Mon. | Tues. | Wed. | Thur. | Fri. |
|---|---|---|---|---|---|---|
| 5:00 am- 6:30 am | | | | | | |
| 6:30 am- 7:30 am | | | | | | |
| 7:30 am- 8:30 am | | | | | | |
| 8:30 am- 9:30 am | | | | | | |
| 9:30 am- 10:30 am | | | | | | |
| 10:30 am- 11:30 am | | | | | | |
| 11:30 am- 12:30 pm | | | | | | |
| 12:30 pm- 1:30 pm | | | | | | |
| 1:30 pm- 2:30 pm | | | | | | |
| 2:30 pm- 3:30 pm | | | | | | |
| 3:30 pm- 5:30 pm | | | | | | |
| 5:30 pm- 8:30 pm | | | | | | |
| 8:30 pm- 10:00 pm | | | | | | |
Date_________________
Time Summary
Summarize both charts in the table below by recording the number of hours (from 5:00 am to 10:00 pm each day) that you spent on the listed activities. One column should show the hours as summarized from your estimated "regular" week and the second column should show the "actual" hours spent in these activities.
Compare the first chart with the second one.
- Did it create an awareness in you that there are "time wasters" in your week?
- How accurate were you at estimating the time you spent in various activities?
- Did the way you allocate your time surprise you? How?
- Finish this sentence: “Based on the way I spend my out-of-school time, I seem like I am getting ready for the job of . ” | 1,087 | 642 | {
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Camera provides view into Sun's polar regions
10 February 2020, by Maria Estacion
Artist's impression of ESA/NASA's Solar Orbiter spacecraft. Credit: ESA/ATG Medialab
The Solar Orbiter mission will use a U.S. Naval Research Laboratory-designed and -built heliospheric camera, known as SoloHI, to provide unique perspectives and unprecedented views of the Sun's North and South poles. The spacecraft, a NASA and European Space Agency collaboration, launched aboard an Atlas V rocket at Cape Canaveral, Florida, Feb. 9.
A number of other solar missions are currently studying the Sun's impact on Earth. Those spacecraft, however, travel in the same plane Earth orbits the Sun while the Solar Orbiter circles at an angle off this ecliptic plane to provide views of each pole.
"The magnetic field at the Sun's poles are controlling the overall magnetic structure of the interplanetary magnetic field. We're just embedded in the Sun's magnetic field," said NRL astrophysicist Robin Colaninno. "When solar storms occur, that's the Earth's magnetic field interacting with the Sun's magnetic field. That's what generates aurora borealis and similar events that have a great deal of effect here on Earth."
An aurora is a light show caused by collisions between electrically charged particles released from the Sun that enter the Earth's atmosphere and collide with gases such as oxygen and nitrogen. The Northern and Southern Hemispheres light up around the magnetic poles.
Researchers can use SoloHI and the other nine instruments on Solar Orbiter to examine phenomena on the Sun like never before since the spacecraft looks down at the Sun, instead of viewing it from the side.
"We see an event at one point in the solar atmosphere. The question has always been, 'does that instability occur in isolation or does it impact other regions as well,'" said SoloHI principal investigator Russ Howard. "Now, we will have a view of this whole region. If something goes off in one area, we'll be able to see it propagating through the atmosphere."
Solar Orbiter seeks to resolve the physics of the stream of charged particles from the Sun. SoloHI will image the variable solar wind as it leaves the Sun, and as it hits the spacecraft and heads to Earth.
"We know that the interplanetary medium is filled with charged dust, but all the space weather models ignore this dust," said Howard. "Solar Orbiter is putting the focus back on the processes that are involved in transporting material from the Sun to Earth."
For the next seven years, scientists will look to Solar Orbiter to supplement results from other missions for a comprehensive look at this huge volume of space. Refined forecasts of solar storms, and other Sun-related disturbances, will improve satellite communications and spacecraft operations
1 / 2
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in the solar system.
Provided by Naval Research Laboratory
APA citation: Camera provides view into Sun's polar regions (2020, February 10) retrieved 27 January 2021 from https://phys.org/news/2020-02-camera-view-sun-polar-regions.html
This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.
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When the Adults weren't Listening…
1 Samuel 3:1-4:1a
Communication Failures
______ do people communicate?
Why does the message sometimes not have the desired ________?
Is God's message to us having its desired ________ in us?
Setting for 1 Samuel 3
The people of Israel entered the Promised Land
12 "Judges" led the people in a downward ________ ~300 years
Eli the head priest over the tabernacle (God's ___________)
Eli had sons who became ___________ priests
A prophet declared God's ____________ against Eli's household
"Those who honor me I will honor,
but those who___________me will bedisdained." 1 Samuel 2:30
Samuel was a __________ son
From his _________, he lived in service in the temple under Eli
1 Samuel 3:1-4:1a
We go from "The word of the LORD was ________"
to "all Israel…recognized that Samuel was attested as a ____________ of the LORD."
God's communication sometimes seems very __________
It can seem like just a ________ voice!
God wanted Samuel to learn to _________ to Him
Eli taught Samuel something Eli didn't ________ _______ ______
Samuel had to have _____________ to speak a message of judgment against Eli!
The Big Idea:
God speaks
____His people and____________His people
who will _________
and _______ ____ ________ His word
Take to heart = Adjust attitudes, words and actions based on the ___________ of God's word
John 10:3-5
"Whoever has ears, let them ________."
Application:
Listen
What it means to _______ God
God speaks in many ways:
the Bible, songs, books, speakers, other people (young & old), an impression, conviction, a thought that comes to mind, dreams, visions, …
The clearest and the final authority: the ________
The Bible is communication from God, rather than a textbook or rulebook. So listen _____________…
We hear better with practice and togetherà______________
___________ listen: God speaks to each of His children
Have a hearts that __________ to hear
Listen for the voice of God in _____ parts of life
Be eager to be ___________ by God (and through others)
_________ other things
______ do people communicate?
Confess & _________
Remove __________
_______ time
Meditate, memorize, pray, …. __________________
Most of the things we "________" we never really _______
Take God's word to ________: Obey & Speak
Obey
If we _________ what we already know or have heard,
Don't expect to _______ more
Even what we have heard already may be _______ ________
Parable of the Four SoilsMark 4
Seeds left sitting on the path get _________
For seeds to be ___________: "hear, accept, produce a crop"
Speak
Proclaim the ___________ of God and ________ God uses and can speak through _______ of his people (Priesthood of all believers)
________ and men
________ and older
________ and richer
________ and healthier
Citizen of a _____ country
_____ Christians and long time Christians
When the ________ weren't listening, God called a ________ to speak
Jesus said…
my sheeplisten to my _________
I call my sheep by ________ and lead them
My sheepknow my ________
My sheep will never __________ a stranger becausethey do not recognize a stranger's voice
"Whoever has ears, let them _______."
"Speak, Lord, for your servant is listening and ready to _______."
Reflection Questions
* What questions do you have about “hearing God’s voice”?
* What has been your experience of “hearing God’s voice”?
* What helps you hear God?
* What helps you “take to heart” God’s messages to you? | 1,864 | 838 | {
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Exercise: Three Short Stories and Introductions
Dimension / TPI: Trust, Diversity
Supplies: None
Time:
Give team members about 15-20 minutes for the one-on-one storytelling. Allow about 2 minutes, not more, for team members to do the introductions — then add about another 25% or so; it can be a little challenging to rein in team members when they are into storytelling mode.
Set-up:
* Team members are paired up (or there might be one group of 3) to share personal stories and given time for that.
* A close, enclosed circle of chairs is set up for sharing the stories with the team.
* This is an exercise that works well with the "interview" period during the lunch break, and the storytelling introductions for the team right after lunch, and of course, it could fit in other time slots as well.
Instructions:
Team members will find a partner — or two partners in case there is an odd number on the team. They will have some time to chat with each other. There will be three topics for the conversation.
Let them know, "When you come back you will introduce your partner by sharing some from the stories you heard. These will be short introductions — not more than 2 minutes (you could even say, "a minute and a half"). You can share short bits from each of the three stories you heard, or just from one.
"The context for the introductions is this: from the stories you heard, what would you like the team to know about this person? You are not being a journalist, reporting back all the details — you don't need to take notes (unless that helps you)."
Here are the 3 topics
1. Tell me a story from your youth. The person telling the story gets to define what age "youth" means, and of course, gets to choose the story. It could be an experience you had, exciting or scary or rewarding.
2. A lesson you learned in school that is still with you today. Again, the storyteller decides which school — could be any grade level, and chooses the story — the life learning.
3. A life-changing experience. Now we all know that being a parent is a life-changing experience. For the sake of the exercise pick the second thing on your list.
Before the introductions begin, make sure the circle is closed, just for the team, and close so it is easy to see and hear everyone; the tighter circle also helps create intimacy for the storytelling.
The introductions are short.
* The team will manage time (sometimes a team member volunteers to use a timer on their phone — however, the team manages time is fine and tells you something about the team).
* Go in any order. If one in the partner starts, the other partner is required to follow.
The coach should move out of earshot so as not to infringe on the team's intimacy. This is an exercise just for the team. Stay in the room but at a distance.
Debrief:
Questions you can use for debrief:
* What is different on this team as a result of doing this exercise?
* What were some of the (character) strengths you heard in the stories? These are strengths on this team.
* What are you taking away?
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District of Sanctuary Prayer Stations
A set of 4 prayer stations to enable groups to explore the journey from exile from homeland to a place of sanctuary.
1. Exile from Home:
Resources; images of war, places around the world where people flee from. Before and after photos of war zones (www.boredpanda.com/before-after-war-photos )
Prayer/Action/Reflection: Imagine you have to leave your home(land), you don't know if you'll ever come back.
Are you alone?
Do you other family members to care for?
Transport or walking?
What items will you take with you?
What will be left behind?
How might a sanctuary centre help to provide what was left behind?
2. The Journey:
Resources; different types of footwear in various degrees of wear. Images of different terrains - deserts, seas, mountains, jungles. Include if you can distances from places where people flee from to your own place.
Prayer/Action/Reflection: Imagine you are having to walk out of your country. Think about safe routes and people who might be able to assist.
Who can you trust?
Do you have money, items of value?
Passports or official documents?
What would you be willing to do to leave?
Are you ready to risk your life (and those close to you)?
How might a sanctuary movement assist in ensuring those who are fleeing their homes are enabled to move, travel and relocate safely?
3. Arrival:
Resources; no entry signs, chains, locks, manacles. Images of prisons and a list of all the detention centres in the UK, current numbers of detainees and gender/age demographic.
Prayer/Action/Reflection: Read through the information.
Does this surprise/shock you?
Were you aware of detention centres?
Hold the chains and locks; could you imagine wearing these?
How might a sanctuary movement change policy on detention centres? How might you visit and support those in detention centres?
4. Safe to Stay?
Resources; Build a large tent from blankets, chairs, sheets etc. Fill with cushions and bean bags (idea to make it cosy and warm)
Prayer/Action/Reflection: Sit inside the space, get comfortable.
How does this feel? Warm/Safe?
Is it inviting to sit in?
Do you need documents to be in this space?
Can you communicate to those who allow you to stay?
Do you need help to make this permeant ?
How might places of sanctuary be created and sustained? Could you be a part of this?
Throughout the journey pray for those who are currently on these journeys, those who are in detention centres, those in refugee camps and those who have it within their power to help.
Dawn Canham April 2019 | 1,071 | 587 | {
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ACTIVITY: Slalom
BACKGROUND
* The alpine skiing programme in the Olympics and Paralympics includes a number of slalom events, for example: slalom, Giant Slalom, Super-G.
* These events can inspire activities in the physical education programme.
* Participants move along the slalom courses as quickly as possible from the start point to the finish.
WHAT YOU NEED
* Marker cones, marker discs or improvised alternatives in order to create the slalom 'gates'.
* Sports-specific equipment (for example: basketballs, footballs).
Slalom
* Arrange single marker cones in various ways to challenge the participants (see examples opposite).
* Increase the difficulty/ complexity of the slalom courses (see STEP for some ideas).
Giant slalom
* In this activity, create gates through which the participants travel.
* The distance to be covered in giant slalom can be increased (dependent on the ability or mobility of each individual).
Sport-specific
* See the STEP adaptation tool and Sports-specific Activities on the reverse of this card.
Winter Sports in the Inclusive Sports Programme
START
FINISH
BASIC SLALOM
START
FINISH
OFF-SET GATES
SPORTS-SPECIFIC (FOOTBALL)
THINK ABOUT
Ways in which you can improve your time through the slalom course; can you get closer to the marker cone (without touching it)?
ACTIVITY: Slalom
Use the STEP adaptation tool to ensure that players of all abilities can participate
SPACE
TASK
PEOPLE
* Increase or decrease the distance to be covered depending on ability/mobility. Note that different participants can cover different distances.
* Change the width of the gates; for example, wide gates initially, then narrower as mobility improves.
* Use the environment to create different challenges; for example, gradients and changes in surface.
* Participants can travel in different ways; for example, forwards, sideways, backwards, different speeds.
* The slalom course can become more complex as skills improve; for example:
— 360° circle around certain cones;
— Control boxes through which participants must pass in different ways; for example, in forwards, turn and out backwards.
* Alternative markers can be used; for example:
— Markings on the floor using tape, chalk or throw-down markers can help with orientation around the course.
— Empty plastic water bottles; slightly weighted with water or small stones.
* Use a variety of sports-specific equipment; for example, hockey sticks/ball, footballs, basketballs.
* The slalom course can be organised in different ways; for example:
— Each person goes individually against the clock; participants try to beat their best time.
— Participants get into teams and race in relay fashion along two parallel slalom courses.
* In small groups, participants devise their own slalom courses and then challenge others to try them.
SPORTS-SPECIFIC ACTIVITIES
FOOTBALL
Through the gates
* Players have a football each and try to dribble the ball through as many 'gates' as possible; as skills improve, decrease the amount of time available.
Pairs version
* The leader player dribbles the ball through a gate and then passes the ball back through it to their partner; the partner now takes the lead and dribbles to the next gate, and so on.
* Try basketball or hockey versions of this game.
BASKETBALL
* In teams, dribble the ball in a relay through the slalom course.
* Use one hand to dribble the ball, return using the other hand.
* At the end of the course, shoot the ball at a target then dribble the ball back for the next player.
*
HOCKEY
* Dribble a ball through the slalom course; or use a puck, like ice hockey! | 1,635 | 778 | {
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DROUGHT CONCERNS
Below average snowfall this season has prompted many discussions about drought throughout much of Colorado including the Roaring Fork Valley. According to the most recent data from the United States Drought Monitor (4/3/18), the Colorado River basin ranges from Abnormally Dry in the upper reaches of the river to Moderate/Severe Drought throughout the rest of the basin. Updated data can be found at: http://droughtmonitor.unl.edu/CurrentMap/StateDroughtMonitor.aspx?CO. The Roaring Fork Valley ranges from Moderate Drought in western portion of Pitkin County to Severe Drought in the remainder of the Valley. Many factors influence drought and drought severity including:
* Rainfall
* Snowpack
* Temperature
* Relative Humidity
Drought can impact several things in a community or region. Some common impacts include:
* Increased Wildfire Danger
* Decreased Water Availability (streamflow and groundwater)
* Increased Water Consumption (less natural moisture=increased outdoor watering)
CARBONDALE SPECIFICS
Water is an essential need for any community. In Carbondale, we are well positioned when it comes to providing water for domestic uses. The Town has senior water rights for much of our demand and also has access to water in Ruedi Reservoir to augment these rights The Town operates three water treatment plants from three geographically unique sources (Nettle Creek, Crystal River Wells and Roaring Fork River Wells). These plants are fully operational and have the capacity to provide domestic water to our customers.
At this time, we are not contemplating irrigation restrictions but the Town Code (Sec. 13-6-60) does lay out a framework for irrigation restrictions that could be implemented if necessary. The measures could include time of day restrictions and odd/even restrictions. One of the triggers for implementing restrictions is a reduction in our storage capacity (water tanks being drawn down). Storage capacity is directly related to our ability to provide adequate flows in the case of a fire. The Town's ability to maintain storage capacity has been impacted in the past by high water usage during times of drought. The Town encourages users to consider reasonable conservation measures whether or not we are experiencing drought conditions.
The Town ditch system may be impacted by the below normal snowpack if the region experiences below average precipitation throughout the remainder of the year. As the ditch system is supplied by the Crystal River, flows in the Crystal River directly impact our use of the ditches.
Of all the common impacts of drought, increased wildfire danger has the potential to have the biggest impact on our community. Not only do wildfires have the potential to damage property in the community, the lack of vegetation in areas affected by fires can impact water quality for many years. The Town encourages everyone to be particularly aware of increased wildfire danger associated with a drought and to take measures to prevent them. | 1,304 | 597 | {
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Home Learning Grid – Summer Term 2 - Week 3 - It's Magic!
Reading
Log into Oxford Owl and choose an eBook to read.
Username: Fishwick earth class
Password: earth
and/or
Read a story book that you have at home. Encourage the use of phonics when reading words.
and/or
Listen to Room on the Broom by Julia Donaldson www.youtube.com/watch?v=XRany_OScms
Get Creative
Construction Challenge Using a long stick or twig can you make a magic wand to practise your magic spells with? Or can you make a magicians hat or other props to do magic with?
and/or
Watch Let's Play Clowns and pretend to be a clown in the circus with Sid and Rebecca. www.youtube.com/watch?v=K457ChbKRQE
Writing
Maths
Write down instructions for a magic trick. How could you turn a pumpkin into a magical carriage for Cinderella? How could you make a chocolate appear in your hand?
Remember to encourage the use of phonics to write words or a simple sentence.
Science
Can you make a magic potion? What happens when coffee, salt or sugar is mixed into warm water?
Can you make different coloured potions using food colouring or different flavoured cordial?
*Be careful when using warm water - adult supervision is required*
Don't forget to…
Water your plant and measure how much it has grown. Practise writing your name and the day of the week. Share stories and encourage reading of words they are confident with. Check Education City and Purple Mash for weekly challenges.
Counting in 2's - Can you practise counting in 2's to 10. To begin with say all numbers but whisper the odd numbers and shout the even numbers. 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. This will help show that the multiples of 2 are important.
and/or
Numberblocks - Cbeebies
Choose an episode to support your child's counting. www.bbc.co.uk/iplayer/episodes/b08bzfnh/numberblocks
Get Active
Cosmic Kids Yoga - Harry Potter and the Philosophers stone www.youtube.com/watch?v=R-BS87NTV5I
and/or
Balancing - Ask somebody to time you whilst you balance on different body parts. Can you beat your previous time?
PSHE & Life Skills
On a dry cloudy day lie on your back outside and watch the clouds drift by. Can you spot any shapes of animals or objects? Take a minute to relax.
and/or
Go Noodle - Rainbow Breath www.youtube.com/watch?v=O29e4rRMrV4
Please e-mail any photographs to me for the weekly collage.
firstname.lastname@example.org
I will respond to emails 10-11am and 2-3pm Monday - Friday.
Thank you, Mrs Pilkington | 1,087 | 617 | {
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Maintaining wellbeing in the face of long term stress
It can be difficult looking after yourself and feeling well when you're under pressure, especially over a long period of time or if you're experiencing multiple challenges like the drought, bushfires and COVID-19. It is normal to feel stress sometimes, but longer term, stress does not resolve without direct action. There are some simple things you can do to manage stress and maintain wellbeing.
Stress is a natural reaction
Stress is the body's way of creating the extra energy you need to help deal with challenges. Stress can be caused by any significant change in your life, whether that be related to your loved ones, prolonged uncertainty or ongoing pressures.
What you might be feeling
You will most likely have a range of feelings if you are continually under stress. Many of these feelings are normal as they are reactions to challenging circumstances. It is important to give yourself space and time to acknowledge these emotions so you can then manage them in a healthy way. Some common feelings you might have:
* worry and/or anxiety
* fear
* anger or irritability
* helplessness
* feeling overwhelmed
Physical reactions
Your body, as well as your mind, may be affected by stress. Common reactions include:
* heart palpitations
* fatigue, sleep disturbance or insomnia
* upset stomach
* frequent headaches
* muscular aches and pains
There are things you can do to manage your stress and look after your wellbeing;
Australian Red Cross / Aysha Leo
Slow down and check in with yourself
Stress can sharpen our focus onto a single task or a point in the future. This can be helpful for short periods, but it can also mean that you dismiss or miss important things, like checking in on how you are feeling and taking time out. Our priority tends to be 'fixing' the problem, which is often out of our control. In this mindset, leisure and pleasure generally take a back seat, even though taking time out and enjoying life is what relieves stress and helps us to cope. There are some easy things you can build in to your daily routine to maintain your own wellbeing.
Maintaining connections with your loved ones, friends and communities will help
Stress does not resolve without direct action, and reaching out to your loved ones and community is a great way to combat your stress.
* Spend time with your loved ones. If you are unable to see them, make regular phone or video calls
* Join a local community group whether in person, or online
* Talk in advance with loved ones about ways to defuse any difficult situations or anger
* Write a letter to loved ones
* Arrange play dates for your children, or yourself. If you are unable to travel, arrange for video play dates
* Watch your favourite TV show or sport with friends, in person or online
LOCAL INFORMATION
Text to go here redcross.org.au
Wellbeing, pleasure and leisure
Enjoyment and prioritising your wellbeing is the best antidote to stress. Even with rest, stress tends to perpetuate unless deliberate steps are taken to address it. Doing things that you enjoy in times of stress is not a luxury – it's essential to manage your wellbeing.
* Make time to exercise
* Try meditation or mindfulness exercises
* Get outside
* Learn a musical instrument or language
* Read a novel, newspaper, magazine or comic
* Play board games, cards, or try virtual games of chess or scrabble
* Do some craft activities like knitting, crochet, colouring or drawing
* Cook a new recipe
* Take a course online
These are just ideas, so you may want to add your own relaxing, gentle activities that help you
Where to get help
Lifeline
A free 24-hour crisis support line 13 11 14 - lifeline.org.au
Beyond BlueFree tips and resources to help you
look after your wellbeing
1300 224 636
beyondblue.org.au/drought toolkit
Kids HelplineA free and confidential phone and online counselling service
for young people
1800 551 800 - kidshelpline.com.au
Farm Hub Connects farmers to a range of
services. farmhub.org.au
Australian Red Cross/Dilini Perera | 1,664 | 912 | {
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Bush Links
Linking Biodiversity, Community and Local Government
Background
Bush Links was a joint initiative between the Cities of Wanneroo and Joondalup, Friends of Koondoola Regional Bushland and Friends of Yellagonga Regional Park.
The project aimed to link the efforts of Local Government, professional bush regenerators, residents and school students in local biodiversity conservation activities.
Bush Links was funded for two years by the Perth Biodiversity Project and focused on the management of eight reserves which were
previously neglected in the Cities of Wanneroo and Joondalup.
Description of Activities
During the first year of participation, the following activities were undertaken:
* Professional bush regenerators conducted weed management and rubbish removal in 8 reserves;
* Native vegetation was surveyed in 8 reserves and the overall condition of this vegetation was mapped;
* School students learnt about caring for their local bushland and participated in Weedbuster Week activities in 5 of 8 reserves;
* The two cities and friends groups worked with other stakeholders such as Birds Australia who conducted surveys in 8 reserves;
* A series of on-the-ground activities were held for community members, e.g. Bush care days in 8 reserves (97 people in 8 days) and Guided nature walks in 8 reserves (39 people);
* Fire Response Plans were developed with advice from FESA and local fire brigades; and
* Promotion of Bush Links was conducted with the following methods: 16 events (136 people), 39 media releases that resulted in numerous radio interviews and articles. Various signs were installed, including interpretive signs, 8 bush Links signs and 7 naming/conservation
signs.
The second year of the project saw the following activities undertaken:
* Professional bush regeneration activities continued;
* Positions were created for a full time Supervisor of Natural Areas (City of Joondalup) and Part time Bush Care Coordinator (City of Wanneroo);
* An additional series of on-the-ground activities for community members continued, e.g. Bush care days in 4 reserves (46 people at 4 events), Guided nature walks in 4 reserves (19 people);
* More interpretative signs were installed at 4 reserves; and
* School student involvement continued with their participation at Weedbuster Week activities in 1 reserve;
* Bush Links continued to be promoted using 15 media releases.
"The integrated approach of Bush Links means that everyone can participate and benefit"
How Bush Links Made a Difference
* Baseline data templates, procedures and an action plan were developed, which has guided ongoing management. These templates were consolidated by the Perth Biodiversity Project and now form the basis of the Natural Area Initial Assessment templates that are now widely used by more than 10 Local Governments;
* Bush Links worked with land developers to manage bushland reserves from the outset. For example, the Satterley Group was approached about the management of a Public Open Space containing a Threatened Ecological Community. This early intervention ensured the developer undertook management of the natural area prior to the City of Wanneroo taking over management two years later;
* The data collected assisted the Local Governments with long-term management planning. The Project also helped the City of Wanneroo to implement actions from its Local Environment Strategy;
* Good working relationships were established with other stakeholders, for example Conservation Volunteers Australia joined the Bush Care Days, adding another dimension to the project and on-going support to the area;
* Bush Links raised community awareness about the importance of urban bushland;
* Weed control was successfully implemented in 8 reserves;
* On-going financial commitment was made by the Cities of Wanneroo and Joondalup. For example, City of Joondalup increased its Bushland Maintenance budget by $150,000 in the 04/05 financial year; and
* Both Local Governments developed additional projects to facilitate the ecological assessment of all the natural areas that they were responsible for managing.
Further Achievements
The Bush Links Project has been adopted and integrated into to the regular activities of the City of Wanneroo.
Contact Details
Visit the WA Local Government Association portal at: http://www.councils.wa.gov.au/directory/walga/index.html/pbp
Or phone the Association on (08) 9321 5055. | 2,029 | 889 | {
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My Room Meditation
Get as comfortable as possible with your eyes closed.
Tense up your forehead and relax it. Tense up your face and relax. Tense up your neck, relax. Your shoulders, relax. Your chest and back, hips, legs, shins, feet, arms, and hands, relax.
Take a deep breath in and imagine the number 10 as clearly as possible in your mind, breathe out.
Take a deep breath in, imagine the number 9 as clear as you can in your mind, breathe out.
Deep breath and imagine the number 8, breathe out.
In and 7 as clearly as possible, breathe out.
In and 6, out, in and 5, out. In and 4, out. In, 3, out. In, 2, out. In, 1, out.
Now imagine a staircase with a railing in your mind. You can make it out of anything you want. It can be made of anything, stone, grass, glass or even clouds or water.
Now imagine you are standing on the top step with your hand on the railing.
Take a deep breath in and see, in your mind, the number 10 on the top step and then step down to number 9. Deep breathe in down to 8, in down to 7, down to 6, to 5, 4, 3, 2, 1.
Now imagine a door in front of you. Grab the knob, turn it, enter the blank room and close the door behind you.
This is your room. You can make it anything you'd like.
Look behind you at the wall with the door on it. Take a minute to add any kind of flooring and lighting you want for your room.
Look at the second wall. Take a minute to put anything you'd like on the wall, pictures, furniture, whatever you'd like.
The third wall is a full glass window. Imagine what is outside your room. You can be anywhere at any time. You can be anywhere from the bottom of the ocean to the middle of space. You can be in the future or past, or simply at the beach, it's up to you.
Now look at the fourth wall and create a sitting space for two people. Invite anyone, dead or alive, real or imaginary, to your sitting area. Greet them, ask them one question and wait for an answer.
Now tell your guest goodbye and go to your door. Open the door and close it behind you to see the stairs in front of you.
Now imagine the numbers on the stair as you go up to the top. 1,2,3,4,5,6,7,8,9,10. Open your eyes and feel awake and happy. | 783 | 575 | {
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CCS 2015-2016 College/Career Advising Curriculum (Complies with ORC 3313.6020)
All lessons align with ODE mandates, the CCS district mission, District Ends Policies 3 & 4 and ASCA Standards within Academic, Career and Personal/Social Domains
*Denotes school events meant to enhance the College and Career Curriculum, but may not be mandatory for each student
College Signing Days
Grade 6 Getting Started on a College and Career Path
Lesson 1:
Setting
Lesson 2:
Activity
Lesson 3:
Follow up individually
*The location for all lessons may be in the classroom at sites with tablet carts and wireless access. All other locations will require computer lab access for any individual student Naviance tasks.
Follow up individually
Grade 7 Understanding Individual Styles and Pathways
Lesson 1:
Naviance
Plan Goals
Lesson 2:
Inventory
Lesson 3:
Create 5 Year
Options
Lesson 4:
Survey
Exit Survey
*The location for all lessons may be in the classroom at sites with tablet carts and wireless access. All other locations will require computer lab access for any individual student Naviance tasks.
Grade 8 Preparing for the Future
Lesson 1:
Goals
Lesson 2:
Career Key
Lesson 3:
Lesson 4:
Create 4 Year
*The location for all lessons may be in the classroom at sites with tablet carts and wireless access. All other locations will require computer lab access for any individual student Naviance tasks.
Grade 9 Building on Individual Strengths and Interests
Lesson
Timeframe
Duration/ All
Resources
Survey
On Track
Lesson 2:
Activity+
Lesson 3:
Portal
Lesson 4:
Activity+
Default Delivery
Alternative Delivery
Counselor
IKIC
Responsibilities with absent students
Run task completion with absent students
Run task completion to complete activity
Run task completion
Goals
Grade 10 Exploring and Planning Individual Pathways
Lesson
Timeframe
Duration/Location
Resources
Default Delivery
Alternative
Counselor
IKIC
Responsibilities with absent students
Run task completion
Run task completion
Help follow up with
Run task completion
Run task completion
Grade 11 Developing a College/Career Game Plan
Lesson
Timeframe
Duration/Location
Resources
Survey
Survey
Lesson 2:
Search planning
Lesson 4:
Default Delivery
Alternative
Counselor
IKIC
individual students to individual students to
students on resumes
Review/follow up with
Grade 12 Taking Action!
Responsibilities
Follow up with each student to complete
Provide application
Run task completion with absent students
to complete activity
Run task completion
Lesson 1:
Lesson 3:
Lesson 4: | 1,495 | 684 | {
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WHAT ARE THE STANDARD PROTECTION MEASURES THAT ARE REQUIRED?
The Seminole Tribe of Florida is required by the Federal Endangered Species Act to abide by standard measures adopted to protect this endangered mammal:
1. A Florida panther protection/education plan has been developed which requires training for all construction crews.
2. A qualified observer/biologist will be on- site for notification by construction personnel if a potential Florida panther is sighted.
3. If a Florida panther is seen on the construction site, all activity must cease immediately, the qualified observer must be notified, and the cat allowed to move away from any dangerous area on its own.
WHO DO YOU CONTACT IF YOU SEE A PANTHER ON THE RESERVATION?
Contact your direct supervisor
You may also contact::
Seminole Tribe of Florida's Wildlife Biologist
Phone: 863-902-3249 x13411
Cell: 954-410-7073
Seminole Tribe of Florida Environmental Resource Management Department
Florida Panther Puma concolor coryi
Protecting Tribal Resources
WHAT IS A FLORIDA PANTHER?
Panthers are known by many names throughout the country including mountain lions, pumas, and cougars.
The Florida panther is one of the most imperiled mammals in the United States. It has been federally listed as endangered since 1973 under the Endangered Species Act. It is also protected under the Wildlife Code of FL, and the FL Panther Act of 1978. Habitat loss and fragmentation are severe threats to the panther in Florida.
WHAT SIGNS CAN HELP YOU IDENTIFY A FLORIDA PANTHER ?
Tracks —The typical panther track is the imprint of four un-clawed toes around a 3-lobed heel pad.
Scratches — Panthers hone their claws by scratching on logs or trees. These scratches are probably not a form of territory marking or communication to other panthers, but they do alert humans to the presence of panthers.
Scrapes — piles of soil, leaves, or pine needles with urine or feces on top. The panther makes a scrape by flicking its hind legs backward, leaving two parallel streaks on the ground surface. Scrapes are between 10 and 20 cm long and within them you can often tracks near the scrapes.
HOW CAN YOU IDENTIFY A FLORIDA PANTHER?
Adults are a uniform tawny color with lighter fur on their lower chests, belly, and inner legs. Shades of individual may vary from grayish to reddish to yellowish. This uniform color conceals them effectively in a variety of habitats.
Kittens are spotted, which helps to camouflage them in the shadows of their den. These spots fade as they approach maturity at the end of their first year.
WHERE DO FLORIDA PANTHERS OCCUR?
Once the panther ranged throughout Florida as well as throughout much of the southeastern United States from Louisiana north and east to Tennessee and the Atlantic. Today only about 80-100 adult panthers remain in national and state parks and nearby private lands in southwest Florida. They occur locally throughout the Big Cypress area including the Big Cypress Seminole Reservation.
WHAT SHOULD YOU DO IF YOU SEE A FLORIDA PANTHER?
Panthers are solitary, elusive animals and are rarely observed in the wild. Encounters are unlikely, however, if you do encounter a panther avoid all contact with it. If you are driving a vehicle or heavy equipment, stop, cease operation and allow the cat to pass. Do not harm or harass it in any way. Please contact your supervisor or the number at the back of this pamphlet and report the location and circumstances. | 1,660 | 757 | {
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October 21, 2020
Dear Families,
The energy in our classroom has settled into a frequency similar to a well-oiled machine. The children come to school ready to work and already have a plan in mind when they enter the classroom. By now, everyone knows our routine and feels safe within the limits of our classroom and schedule. Since everyone is well adjusted, exploration and work are in full swing. Many of the children are working hard on strengthening their fine motor skills. We have been working on zig zag, serpentine, vertical, and horizontal lines. The Primary children are tracing the first letter of their names with a sandpaper letter. Many children are attempting to write their letter (and their assigned shape!) with chalk, crayons, and paint. All of the children love using our pumpkin stamper to make a smiling jack-o-lantern face or using their crayons to decorate a printed outline of a pumpkin.
We have enjoyed collecting leaves and identifying them with our leaf chart. We have talked about birch, maple, oak, gum, and sassafras leaves. The children have also enjoyed feeling, washing, and smelling our pumpkins, gourds, squashes, and pinecones. This sensory experience will help the children retain these new vocabulary words and encourage their language development. We have also talked about forest animals such as squirrel, fox, wolf, pika, fawn, racoon, and beaver and what these animals are up to this time of year.
We have recently had lots of lessons with solid cylinders of varying sizes, color tablets to expand our knowledge of primary, secondary, and tertiary colors, and the pink tower. Our primary students are receiving variations of these lessons to encourage creativity and engineering skills.
Hiking in the woods will be occurring more frequently now that the weather has changed. The children love exploring mushrooms, lichen, various species of trees... and we even saw some wild turkeys! Please make sure you send your child in with sturdy shoes they are able to put on by themselves.
I have attached an article that was shared with me by a colleague pertaining to pretend and imagination play among preschoolers. As many of your children enter into the preschool age, you will notice that their type of play will evolve. This is a great article that correlates well with the Montessori philosophy.
https://www.themontessorinotebook.com/montessori-and-pretendplay/?fbclid=IwAR2JGzKIZjFWQiJSeEZ2t014vLn72Cqjk0yliT7zCprYtpG8WqXmb7u4AFY
We had a wonderful time celebrating Anna's birthday Russian style on Friday with a Russian fairy tale, Russian cake, Russian ice cream, and exploring a Russian tea pot! The children were so sweet and loved hearing Anna's life story and looking at her beautiful family photos.
Classroom Notes October 2020
Here is the link to our upcoming parent/ teacher conferences:
https://www.signupgenius.com/go/20F0F45ADA929A0FE3-parent2
I am looking forward to talking with each one of you pertaining to your child's current developmental standpoint.
Warmly, Sarah Veitenthal
Jack- O- Lantern Poem: Sometimes big. Sometimes small. But always round and yellow. When children make my famous grin, I become a silly fellow! | 1,228 | 704 | {
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Good Work: Week One—Work Ethic
Connect: Tell a story that best describes the way you learned how to think about work—maybe a situation with your parents, a mentor, etc. How does that thinking affect your work today?
Grow:
1. When you think of "good work" what do you think of? List some examples.
3. Work is God's good idea. It is a way we provide for ourselves and others and it is a way we worship God, but it has been made really difficult because of sin. Talk about how you've seen both the "good" and the "difficult" side of work in your life. What do you notice about your approach to work as a result?
2. Read Genesis 2:1-2,15, 3:17-19. What is the significance of the fact that work existed before sin entered the world? Is work a curse or a gift?
4. Read Colossians 3:23. How you work and why you work is far more valuable than "what" the work is. Do you ever think that only certain work is "for the Lord"? How does excellent work, whatever it is, reflect God's excellence?
6. We tend to think of worship as something we do on Sundays and work as something we do Monday through Friday. How does God intend for our work and worship to overlap?
5. What kind of a carpenter do you think Jesus was? What kind of Yelp reviews would He have received? What kind of work do you think Jesus did?
7. How does the work that takes up most of your day give you chances to point to the goodness and grace of God? How could you turn a few of the things you do at work into ways to love God and love your neighbor?
8. Read Ephesians 2:8-10. We aren't saved by our good work. We are saved by Jesus' good work! And we are saved for good works. What does that mean? Why is it significant?
Pray: Pray that our vision for good work will get bigger and that we'll see it's application in every aspect of our work. Whatever you do, work at it with your whole heart, as though you are working for the Lord and not for people. Pray that we will see each small part of our day as an opportunity to do good work for the glory of God!
Next: Keep Colossians 3:23 in the front of your mind this week as you do the work of raising kids, building things, organizing events, leading co-workers, etc. Consider printing it out and keeping it somewhere in your line of sight during the workday. Write out some ideas of how you can love God and your neighbors through your work. | 863 | 578 | {
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Week 15 – English
This week we would like you to have a look at the life and work of Vincent Van Gogh. Admittedly, this information is presented in a very boring way. So it's up to you to create a fun fact file about Van Gogh's life! Feel free to present this in any way you wish. Some of the information is not needed as KEY information so it's okay to miss bits out, but try not to copy 'word-for-word'.
When you are happy with your fact file, you may send it to your class teacher or to Mrs Sissons at firstname.lastname@example.org by Friday 3 rd July
Vincent van Gogh was a major Post-Impressionist Dutch painter whose work had a huge impact and influence on 20th century art. His paintings were noted for their rough beauty, emotional honesty, and bold color. Although he was not famous in his lifetime, Vincent van Gogh is now considered to be one of the greatest artists of his time and his paintings sell for millions
Key Facts & Information EARLY LIFE
Vincent van Gogh was born in Zundert, Netherlands on March 30, 1853. He had two brothers and three sisters, and although his father and grandfather were ministers, other family members did work in the art world.
He was around 27 when he finally decided to devote his life to art. Before this, he had many different jobs. He was a teacher in London, a minister, he worked in a bookstore, an art gallery, and also worked as a missionary. He learned to draw using pencils and charcoal sticks. Sometimes he would also use watercolors. Over time he came to paint using oil paints. One of his favorite subjects was to draw poor, hard working people. His early paintings were often sad and somber. He achieved this by using a lot of dark colors like brown and dark green, and by focusing on poor people. One of his most famous early paintings was The Potato Eaters, which was a very dark and somber painting of a poor peasant family eating potatoes for their dinner.
Most of what we know about van Gogh comes from letters that he wrote to his brother, Theo. He was very close to his younger brother, who worked in an art gallery in Paris. Theo supported Vincent's art career by sending him money and encouraging him. Theo also tried to sell Vincent's paintings, but at the time nobody wanted to buy them.
Theo introduced Vincent to Impressionism. He wrote to let Vincent know about this new style of painting in Paris, and in 1886, Vincent van Gogh moved to Paris to learn from these new painters. As a result, his art became influenced by painters including Claude Monet, Edgar Degas, and Camille Pissarro.
During his time in Paris, van Gogh started to use brighter colors. His brushwork also changed and became more broken as he painted subjects found in the streets of Paris, as well as the countryside.
VAN GOGH AS AN ARTIST
He painted over 20 self portraits during his time in Paris. He became very interested in painting portraits of people and turned to self portraits when he couldn't find any subjects to paint.
Van Gogh moved to Arles, France in 1888. During this time he set up an artist's commune and invited artist Paul Gauguin to join him.
In Arles, van Gogh began to paint with even more intensity and emotion. The vibrant colors of Arles inspired him and his paintings became more vibrant and bright. He would often paint directly to the canvas from the tubes, leaving it thick with rough brush strokes that would sometimes take weeks to dry.
He became fully obsessed with art. He painted hundreds of pieces of art during his time in Arles. Sometimes he would paint masterpieces in a single day.
Vincent van Gogh cut off his own ear. After an argument with Paul Gauguin, van Gogh cut off his own ear with a razor and presented it to a woman, named Rachel, to "keep this object carefully". Doctors told his brother Theo that Vincent would live, and on January 7, 1889, van Gogh was released from hospital.
In 1889, Vincent van Gogh committed himself to Saint-Paul-de-Mausole asylum in Saint-Rémy-de-Provence. This happened because the people of
Arles signed a petition to say that he was dangerous. On May 8, 1889 he began to paint in the hospital grounds and was invited to exhibit his paintings in Brussels later that year, in November. He sent six of his paintings, including Irises and Starry Night.
On July 27, 1890, Vincent van Gogh shot himself in the chest with a pistol. The bullet didn't kill him and he was found bleeding in his room. His brother Theo came to be by his side and they spent a couple of days together talking. After Theo took him home, van Gogh died in his brother's arms on July 29, 1890.
Van Gogh's brother, Theo, died six months later. He was already suffering from syphilis and he was weakened by Vincent's death. He died in a Dutch asylum and was eventually buried in Auvers cemetery next to his brother. Today, several of van Gogh's paintings rank among the most expensive in the world. Irises, which was painted during his time in the asylum, sold for a record $53.9 million, and Portrait of Dr. Gachet, a portrait of the doctor who cared for him during the final months of his life, was painted in June 1890 and sold for $82.5 million in 1990.
During his lifetime, Vincent van Gogh completed over 2,100 works. These include 860 oil paintings and more than 1,300 watercolors, sketches, and drawings.. | 2,007 | 1,219 | {
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Chemical Properties of Water - Part 1
©1998 by Alberts, Bray, Johnson, Lewis, Raff, Roberts, Walter. http://www.essentialcellbiology.com Published by Garland Publishing, a member of the Taylor & Francis Group.
HYDROGEN BONDS
+
bond lengths
Because they are polarized, two adjacent H 2 O molecules can form a linkage known as a hydrogen bond. Hydrogen bonds have only about 1/20 the strength of a covalent bond.
Hydrogen bonds are strongest when the three atoms lie in a straight line.
WATER
Two atoms, connected by a covalent bond, may exert different attractions for the electrons of the bond. In such cases the bond is polar, with one end slightly negatively charged (d _ ) and the other slightly positively charged (d + ).
Although a water molecule has an overall neutral charge (having the same number of electrons and protons), the electrons are asymmetrically distributed, which makes the molecule polar. The oxygen nucleus draws electrons away from the hydrogen nuclei, leaving these nuclei with a small net positive charge. The excess of electron density on the oxygen atom creates weakly negative regions at the other two corners of an imaginary tetrahedron.
HYDROPHILIC MOLECULES
Substances that dissolve readily in water are termed hydrophilic. They are composed of ions or polar molecules that attract water molecules through electrical charge effects. Water molecules surround each ion or polar molecule on the surface of a solid substance and carry it into solution.
Ionic substances such as sodium chloride dissolve because water molecules are attracted to the positive (Na + ) or negative (Cl _ ) charge of each ion.
H
H
Polar substances such as urea dissolve because their molecules form hydrogen bonds with the surrounding water molecules
WATER STRUCTURE
Molecules of water join together transiently in a hydrogen-bonded lattice. Even at 37 o C, 15% of the water molecules are joined to four others in a short-lived assembly known as a "flickering cluster."
The cohesive nature of water is responsible for many of its unusual properties, such as high surface tension, specific heat, and heat of vaporization.
HYDROPHOBIC MOLECULES
Molecules that contain a preponderance of nonpolar bonds are usually insoluble in water and are termed hydrophobic. This is true, especially, of hydrocarbons, which contain many C–H bonds. Water molecules are not attracted to such molecules and so have little tendency to surround them and carry them into solution.
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Name: ____________________ ( ) Class: Date:
Worksheet 7.3 Compound Interest 複利息
Objective: To understand the concept of compound interest and to solve problems involving compound interest.
If the amount got in each period is used as the principal for calculating the interest in the next period, the method of calculating interest used is called compound interest.
In general, if we deposit $P at an interest rate 利率 of r% per period and the interest is compounded at the end of each period 時期, then the amount 本利和 $A after n periods is given by:
A
=
P
(1 +
r
%)
n
- The compound interest 複利息 $I earned is given by: I = A – P
1. A sum of $10 000 is deposited at an interest rate of 2%
p.a. for 5 years, compounded yearly. Find
(a) the amount 本利和,
(b) the interest 利息.
(Give the answers correct to the nearest $0.01.)
Demonstration
A sum of $4000 is deposited at an interest rate of 3% p.a. for 6 years, compounded yearly. Find
(a) the amount,
(b)
the interest.
(Give the answers correct to the nearest $0.01.) Solution
(a)
Amount = $4000 × (1 + 3%)
6
= $4000 × 1.03
6
= $4776.21, cor
Interest = $(4000 × 1.03
(b)
6.
to the nearest $0.01
– 4000)
= $776.21, cor.
to the nearest $0.01
2. A sum of money is deposited in a bank. Using the information shown, complete the following table.
3. A sum of $8500 is deposited at an interest rate of 5% p.a. for 3
years, compounded half-yearly. Find the amount.
(Give the answer correct to the nearest dollar.)
© Educational Publishing House Ltd
Demonstration
A sum of $5000 is deposited at an interest rate of 3.5% p.a. for 2 years, compounded quarterly. Find the amount.
(Give the answer correct to the nearest dollar.) Solution Interest rate per quarter
+
8
Number of
Amount = $5000 ×
1
%
5.3
= $5361, cor.
4
periods to the nearest dollar
4. A sum of $50 000 is deposited at an interest rate of 4.6% p.a. for 2.5 years, compounded half-yearly. Find the amount. (Give the answer correct to the nearest dollar.)
What are the interest rate per period and the number of periods?
© Educational Publishing House Ltd
5. Terry deposits a sum of money in a bank at an interest rate of 3.6% p.a., compounded monthly. After one year, he will receive an amount of $20 732. Find the amount deposited by Terry.
(Give the answer correct to the nearest thousand dollars.)
6. Ben deposits a sum of money in a bank at an interest rate of 5.1% p.a., compounded quarterly. After two years, he will receive an amount of $44 270. Find the amount deposited by Ben. (Give the answer correct to the nearest thousand dollars.) Set up an equation using
Try More
7. Alice deposits a sum of money in a bank at an interest rate of 7% p.a., compounded quarterly. After three years, she will receive interest of $3610. Find the amount deposited by Alice.
(Give the answer correct to the nearest hundred dollars.)
Demonstration
Joey deposits a sum of money in a bank at an interest rate of 4% p.a., compounded half-yearly. After two years, she will receive an amount of $14 070. Find the amount deposited by Joey. (Give the answer correct to the nearest thousand dollars.) Solution
Let $P be the sum of money deposited.
$$Amount = $P 4 2 % 4 1 + = $P(1.02) 4 P(1.02) 4 = 14 070 P = 4 02 .1 14070 = 13 000, cor. to the nearest thousand ∴ Joey deposits $13 000.$$
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Name: ____________________ ( ) Class: Date:
Worksheet 9.3A
Objective: To deal with simple problem of true bearing.
A true bearing describe a direction using an angle (from 0 to 360) measured in a clockwise direction from north. A N
e.g. In the figure, the true bearing of A from P is 230.
B
Note: The integral part of the true bearing must be expressed in 3 digits. For example, the true bearing of B from P is written as 035 instead of 35.
1. In the figure, A, B, C and O are on the same horizontal plane. A
N
35
P
Demonstration
Find the true bearing of
P
N
P
(a) Find the true bearing of A from O B.
(b) Find the true bearing of B from O.
(c) Find the true bearing of C from O.
2. Demonstration
In the figure, the true bearing of Q from P is 052. Find the true bearing of P from Q.
```
Solution Refer to the figure, the true bearing of P from Q is b. a = 52 (alt. s, // lines) b = 180 + 52 = 232
```
∴ The true bearing of P from Q is 232.
Solution
In true bearing, the angle measured is in a clockwise direction from north.
True bearing of
P
from
O
= 90
+ 12
= 102
© Educational Publishing House Ltd from
O.
In the figure, the true bearing of Q from P is 195. Find the true bearing of P from Q
3. In the figure, the true bearing of S from R is 112. Find the true bearing of R from S.
4. In the figure, A, B and C are on the same horizontal ground. C is due south of B. The true bearing of A from B is 210 and BAC = 17. Find the true bearing of A from C.
Try More
5. In the figure, P, Q and R are on the same horizontal ground. The true bearing of Q from P is 033. △PQR is an equilateral triangle.
(a) Find the true bearing of R from P.
(b) Find the true bearing of R from Q.
© Educational Publishing House Ltd
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- Red watery eyes
Phone (951) 358-5107
Susan D. Harrington, MS, RD, Director Cameron Kaiser, MD, Public Health Officer
Measles Frequently Asked Questions
1. What is measles?
Measles is a very contagious disease caused by a virus (germ). The virus lives in the nose and throat.
2. How does measles spread?
The virus spreads easily through the air when a sick person coughs or sneezes. The virus can also stay in the air for up to two hours. You can be infected by being in a room that was used by a person with measles within the last two hours.
Measles can also be spread if you have direct contact with the nasal or throat secretions from an infected person. Most people who have never been vaccinated against or sick with the measles will get it if they have contact with the virus. A person with measles can spread the disease to others even before they have any symptoms.
3. What are the symptoms of measles?
Measles can cause these signs of disease:
- High fever (over 101°F)
- Runny nose
- Cough
- A rash that starts on the face and spreads to the rest of the body
Measles can cause complications, such as ear infections and diarrhea. It can also cause serious illness, such as pneumonia, encephalitis (swelling around the brain), and even death. Some people are more likely to have these serious health problems:
- Pregnant women
- Children under five years
- Adults over 20 years
- People with weak immune systems, such as patients with leukemia or HIV
4. How is measles treated?
There is no cure for measles. Treatment focuses on relieving symptoms and managing the serious health problems that can happen.
5. What can I do to prevent measles?
Getting vaccinated is the best way to keep from getting and spreading the measles. People should get the measles-mumps-rubella (MMR) vaccine if they haven't been vaccinated or don't know if they got the MMR vaccine before. Children should be vaccinated at 12-15 months of age and 4-6 years of age. Teens and adults born after 1956 who haven't been vaccinated should get their MMR vaccine.
6. Where can I go to get vaccinated?
Call your doctor to get an MMR vaccine, which may be covered by your insurance. You may also be able to get vaccinated at a pharmacy or at a clinic offering no or low-cost vaccinations. Visit http://www.rivco-familycarecenters.org/ to find a nearby clinic.
7. What should I do if I think I may have measles?
If you think that you or someone in your family has been exposed to or has measles, contact your doctor's office right away. Tell them that you might have measles before you go, so they can take steps to prevent other patients and staff from being exposed.
8. What is the Department of Public Health doing to prevent measles?
The County of Riverside Department of Public Health works to stop people from getting and spreading disease by:
- Investigating all measles cases in the county.
- Identifying people who may have had contact with someone with measles.
- Educating healthcare providers regarding measles symptoms, diagnosis, and reporting.
- Taking safety measures, like giving the MMR vaccine or restricting participation in school or work, for unvaccinated people who may have come in contact with measles.
- Reporting cases to the California Department of Public Health so they can see the impact measles is having across the state.
For information on current cases visit:
- http://www.cdc.gov/measles/
- http://www.cdph.ca.gov/HealthInfo/discond/Pages/Measles.aspx | 1,522 | 780 | {
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How confident do you feel speaking about transgender?
As teachers, teaching assistants, support staff, parents or carers, do you worry about using the wrong words? If so, read on…
Gender is your sense of being a man or woman. It can also be other types of gender that don't fit the man or woman category.
The trans topic is rapidly changing. Here's ten tips for school staff.
- Transgender: This umbrella term describes someone who is not the same as (or who is not comfortable with) the sex they were assigned on their birth certificate.
- Trans: A shorter version of the word transgender. Many trans people use the terms trans and transgender interchangeably.
- Transman: I was assigned female at birth but now I identify and live as a man.
- Trans woman: I was assigned male at birth but now I identify and live as a woman.
- Non-binary: Non-binary people don't feel male or female. They may:
o Feel like both
o Feel like something in between.
o Have a gender that changes over time
o Not relate to gender at all.
- Cisgender: This describes anyone who is not transgender. It is shortened to "cis " and is pronounced "sis." Someone born a man, who identifies as a man and lives as a man would be cis.
- Transitioning: This is the process of making changes from your sex assigned at birth.
Transitioning can include a change of name, change of pronouns used, surgery, hormones and seeking legal recognition of a person's gender identity.
- Deadnaming: When you call a trans person by their previous name (e.g. a name used before transitioning).
Deadnaming is hurtful. Use the person's present name at all times possible.
- Pronouns (he or she): Often, a trans person's chosen name indicates their gender preference. So, a trans person called Connor would typically be referred to as "he."
It is best to respect what the person prefers. This could include terms such as they, their or xe. If you are unsure, politely ask the person what their preferred pronouns are.
- Outing: This term means exposing someone's trans status.
In short, it is very bad manners because it is best for the trans person to decide about who is told about their identity (with some exceptions).
Is it more common in people assigned male or female at birth to be transgender? Historically, those assigned male at birth made up more of the referrals to gender identity clinics.
This is changing. Amongst teenagers, those assigned female at birth are more likely to identify as trans.
One gender identity clinic, The Tavistock Centre, has reported that the rate was about 70% 30% (birth-assigned males vs birth-assigned females).
Is autism more common in the transgender community? Research from Cambridge University says yes.
Also, autistic traits are more common in the trans community (i.e. people who show characteristics of autism but do not have a confirmed diagnosis).
Currently, we are not certain why this is.
Where do I find more information?
The Genderbread person is a visual way of understanding more about gender identity, sexual orientation and gender expression. Visit genderbread.org. | 1,270 | 657 | {
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Talking Matters
www.talkingmatters.com.au Ph: 8255 7137 Helping your child to reach their potential
Top 10 things to do to help your child's language
If you are waiting for an assessment or therapy to begin, or if you just want to help your child's development every day, here are some simple things you can do that make a real difference to your child's language skills.
1. Talk together every day. Talk to your child whenever you can, as you go about daily activities like cooking, bathing, dressing, eating, travelling to kindy or school, getting ready for bed. Looking after children takes up a lot of time but this time can be used for learning and building relationships as you get the practical things done. It won't take any extra time and if your child is involved in the conversation they will probably cooperate better too.
Make a special talking time each day where you just focus on talking with your child for a few uninterrupted minutes. With younger children talk as you play or
look at a book. Talk with older children about their day, to keep communication open and relationships developing.
2. Get down to your child's level. Ensure your child can see your face when you are talking to them. This helps them focus, lets them see and hear your words better and encourages them to copy you. This might mean getting down on the floor, putting your child in your lap, cuddling up together on a couch or bed or sitting them up in a high chair at the table with you.
3. Follow your child's lead when you talk. Take some time to see what holds your child's interests. Watch what they look at, touch, hear and reach for and talk with them about these things. Put out a range of toys or books and see which ones they choose. Watch what they do and copy them and talk about what they are doing.
4. Talk about what you are doing and 'think out loud'. Talk in simple words about what you are doing as you do your daily activities to develop your child's vocabulary. "I am cutting carrots into circles". Think out loud as you make decisions to develop problem solving skills "I need to cut this; I will look for something sharp; a pair of scissors would be good". Talk about how you feel to develop social and emotional skills. "I am feeling tired and a bit grumpy; I will sit down and have a rest and a nice cold glass of water to help me feel better".
Teaching children to copy sounds and words Reference information here Last Modified
1
Talking Matters Speech Pathology
5. Be positive. Use lots of encouragement and tell your child what they have done well. Use specific words. "I like the way you used your words to ask for that". "The red colour in that picture looks great". Tell your child what good things you want them to do, "Sit here and draw a picture while I finish the dishes". Link good behaviours with good consequences. "Because you were quiet while I finished the dishes, now we have time to go to the park".
6. Model new words. Tell your child the names of things they have not seen before. Teach them new action words when you do things together. Teach them describing words by talking about what they see, hear, touch, taste and smell. Include words about size, shape, colour and feel.
7. Recast your child's errors. If your child makes a mistake when talking, repeat the sentence, fixing the mistake to show them the right way. Use a positive tone and repeat it a few times but keep it natural. E.g. Child "I runned". Adult "Yes you ran, you ran very fast, you ran right to mummy". Try repeating this same word a few more times later on, so your child gets lots of chances to hear it the right way.
8. Use lots of repetition. Young children learn though repetition. Repeat new ideas, words and concepts over and over. Repeat stories and songs too. Repeat new words and ideas in different places, times and situations to help your child learn the full meaning and understand different ways the word can be used.
9. Read lots of books together. Reading to your child is one of the best things you can do to help them learn. Make it a part of your day every day. Read new books but also old repeat old favourites. Choose books which suit your child's age, language level and interests. Talk about what you read and ask your child questions.
10. Embrace new experiences. Try new places, games, songs, books and activities with your child. Do something special and different every chance you can as this opens up new words, ideas and concepts to talk about. Plan ahead if you are going somewhere. If you need to pick up that parcel is there a new playground to visit nearby. If you are shopping is there a new food your child might like to try. Take photos of your child doing new things and talk about these later.
Top 10 things for developing language
Talking Matters
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CORONAVIRUS PREPARATION
Press Released: 3/6/2020
We know you may have questions about coronavirus/COVID-19 and how it may affect our church and community. Our church has been in constant contact with the Florida Department of Health and plugged in to the media on local developments. Coronavirus is spread just like the flu, through droplets from sneezing or coughing. It can lead to a respiratory illness (an illness that affects breathing and involves the lungs) called COVID-19. If you have specific questions about you or your family's health, contact your health care provider.
Current situation
1) We are operating our church as usual, with normal hours. We are taking proactive steps for the health and well-being of our members and staff—frequently cleaning our auditoriums and common areas. We are also installing more hand sanitizer and soap dispensers in our buildings. At this time, based on guidance from the Florida Department of Health, there is no reason to be scared—just be smart about prevention.
2) It is important to talk with your family about using good hygiene—this stops the spread of most illnesses. Follow the prevention steps here, especially:
* Wash your hands often with soap and water for 20 seconds
* Don't touch your eyes, nose or mouth without washing your hands first
* Cough or sneeze into your elbow or sleeve—not your hand
3) Stay home if you are sick. This helps stop the spread of any illness, including a cold or flu, and lets you rest and recover. If you have the symptoms of COVID-19, the disease caused by coronavirus—fever, cough and shortness of breath—call your regular doctor and then reach out to the Elders of our church (813) 657-9400.
Physical – Our main campus
* Installing hand sanitizer dispensers at every main entrance in the coming days.
* Focusing extra cleaning in areas where disease is most likely to spread as our custodial crews apply the cleaning methods they use during flu season.
Medical – Preventing disease spread
* Increasing messaging to families and staff about core disease prevention and hygiene.
* Reviewing and stocking up on supplies in our custodial closet.
* Preparing our youth staff to explain what's happening and show what steps to take to prevent the spread of any disease.
Educational – Ensuring learning continues
* Exploring options to ensure members have remote access to community if they are out of church for an extended period.
* Preparing our Elders to respond to members where anxiety is high to help member's focus.
*If a case is detected, some possible steps we may take, guided by the Florida Department of Health, include:
* Having a specific room or group of members stay home or be otherwise isolated.
* Temporary Closure of the Main Campus (this is a last resort).
* Isolation of members within a campus, minimizing exposure to large gatherings.
* Surveys sent into the community to determine relatives and others who may be infected.
* The Florida Department of Health would take over and direct any larger response. | 1,248 | 634 | {
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STUDENT CONSTITUENT GROUP CONVERSATION STARTERS
QUOTES FOR DISCUSSION
"Since the wider sense of community for all students and adults is compromised when racism is left unexamined, conversations on race and racism should be held across and among the various constituencies in the school community. Talking about race and racism is not something only black people and other people of color should do. While interracial dialogue that directly addresses race, racism, and privilege may be difficult to engage in, it is necessary that these conversations take place."
- Edith G. Arrington, Diane M. Hall, and Howard C. Stevenson "The Success of African American Students in Independent Schools"
It's not enough to simply have representation—students must feel that their identities are validated and that their school is a place that accepts them completely. In addition, schools must hold educators and students accountable when they say and do things that make school unsafe for those they claim they want to support. Only when students feel they will be supported by their schools will they be able to fully become a part of that school community.
- Christina Torres, Teaching Tolerance "All Students Need Anti-Racist Education"
STUDENT CONSTITUENT GROUP CONVERSATION STARTERS
#Blackat INSTAGRAM POSTS
"I just think it's sad how it has taken 50 years and a revolution going on outside for the school to actually start listening to us. I also think it's sad how yet again we have to be the ones to give ourselves a platform to speak unapologetically." #LongOverdue
"In 6th grade, one of my white classmates asked me to say the N-word. I don't know why, but he really wanted me to say it and was smiling about it. I don't think [the school] can just say it's an "antiracist" school. I didn't say anything because I didn't think teachers would do anything, or everyone would say I was a tattletale. Besides, when white kids do this stuff, all they do is talk to them."
#N-Word
#NoConsequences
"Yes, reading Huck Finn and TKAM [To Kill A Mockingbird] was awkward. We always had to read out loud in class. I didn't mind saying the N-word sometimes because I made it sound as ugly as nasty as it is for the class to hear. Depends on how I was feeling that day...Of course, I wish the word never existed."
#N-Word
"I had a tight group of friends all thru LS and up. Mostly white. We did everything together. I thought we were a "band of brothers." In 8th [grade], one of them had a b-day party at his house in the burbs, only I was not invited. I was told his neighbors would not be comfortable with a black kid coming over to the house. I was crushed, and learned to be distrustful." #Othering
"We had to beg teachers and students to stop saying the N-Word. Only after we made a petition, wrote an open letter, and had several meetings with faculty did we see minor changes. Do you think we enjoy having to constantly advocate for ourselves? Why are black students treated like [the school's] free diversity consultants?" #N-Word
#BlackStudentsasDiversityConsultants
To be a black girl at [the school] is to be excluded from a large portion of the social scene. All white friend groups uphold white supremacy, in the sense that the conversations, the parties, and offensive things that are said stay within the groups. The Microaggressions that do occur in public are telling of a much larger story.
#SocialExclusion
#WhiteSupremacy
STUDENT CONSTITUENT GROUP CONVERSATION STARTERS
QUESTIONS
Question 1: How has the climate changed at your school since the killings of George Floyd and others and the national and international protests.
Question 2: Do you feel that all students feel a true sense of belonging in your community?
Question 3: Do you feel as though student's voices are heard by the adults in your school? How so? How could they be better (valued)?
Question 4: How do the inequities in society show up in your school? Has your school made sure that the inequities in society do not show up in your school?
Question 5: Do you feel that your history/social studies or other curriculum provides a full and accurate history of race in America?
Question 6: In your opinion, when racial micro and macro-aggressions occur in your school, are they responded to appropriately by teachers and administrators?
Question 7: What would you like to see change in the discussion or experience of race in your school?
Question 8: What are you proud of - with regard to your school's efforts to create an anti racist community. | 1,869 | 1,016 | {
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Fire Safety
Information for council tenants
We want all our tenants to live safely in their homes.
This leaflet tells you about what we do to keep your home as safe as possible and what you should do in the case of a fire.
This leaflet tells you about:
- What you can do to keep your home safe
- How to prevent fires
- Making a fire escape plan
- What to do in the event of a fire
o If you live in a house or maisonette
o If you live in a block of flats
What you can do to keep your home safe
Smoke alarms save lives by giving you vital extra seconds to escape a fire. All of our properties should be fitted with smoke detectors, one on each level.
Most tenants are responsible for testing and maintaining their smoke alarm. It is crucial to test them and replace batteries when needed.
If your home does not have a smoke detector, if you cannot replace the battery yourself, or have concerns about your smoke detector, please call 0800 018 6050 (option 2) or visit our website www.dacorum.gov.uk/repairs.
You can also get a free Home Fire Safety Check from the Fire Service. Find out more by visiting their website.
How to prevent fires
- Check your smoke alarms weekly and change the batteries as soon as they need it
- Make sure any electrical fittings aren't broken and report any broken switches, sockets, lights fittings or exposed wiring to us
- Don't use or store propane gas bottles, paraffin, petrol or other flammable liquids
- Close all internal doors when you go to sleep
- Turn off any electrical items that aren't designed to be left on for a long time
- Never leave lit cigarettes, cigars or pipes unattended
- Keep matches away from children
- Never leave cookers unattended if they're being used, especially if you're using hot oil
- Only use candles in a proper candle holder, keep them away from anything flammable and don't leave them unattended
- Don't dry or air clothes near electric heaters, cookers or open fires
- Always use the chargers provided with your phones, laptops and portable devices. Fake chargers can overheat and cause fires
Making a fire escape plan
If there is a fire in your home, it'll be much easier for you to escape if you've already thought about the best way to get out quickly.
- Work out an escape route, making sure that you always keep it clear of obstructions like toys or anything that could block your way
- Keep keys to doors and windows accessible
- Check all the family know how to escape
- Tell family or friends who may stay at your home overnight
What to do in the event of a fire
You should always follow the advice of the fire service
If you live in a house or maisonette
If a fire breaks out in your house or flat, you should:
- Raise the alarm
- Get out
- Get others out if you can safely. Don't risk your own life
- Call the fire service on 999 or 112
- Stay out – don't go back in for anything
If you live in a block of flats
The fire service advise that if you are living in a high-rise block of flats (six floors or above) you should 'stay put' unless the fire breaks out in the flat you are in. This is because all of our blocks of flats were built as self-contained homes, so unless the fire is in your home, or you are in a communal area, such as a hallway, you are safe to stay in your home unless the fire service tells you to leave.
If a fire breaks out in your flat, you should:
- Raise the alarm
- Get out
- Get others out if you can safely. Don't risk your own life
- Call the fire service on 999 or 112
- Stay out – don't go back in for anything
For more advice, or to report a repair to your electricity supply, please visit www.dacorum.gov.uk/repairs or call 0800 018 6060 and select option 2. | 1,444 | 859 | {
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Curriculum Map – Two Year Rolling Programme
Summer 2
BOS: Animals and
* Identify and name a variety of
common animals that are carnivores,
herbivores and omnivores.
* Describe and compare the
structure of a variety of common
animals (birds, fish, amphibians,
reptiles, mammals and invertebrates,
including pets).
* Identify name, draw and label the
basic parts of the human body and
say which part of the body is
associated with each sense. Link to
Famous People
Henry Trengrouse
Richard Trevithick
Neil Armstrong
Christopher
Florence Nightingale
Mary Seacole
Edith Cavell
Describe historical
Describe significant people from the
Recognise that there are reasons
why people in the past acted as they
Place events and artefacts in order
Change, continuity
& development understanding of
the concept of nation and nation's
history. Describe significant people.
Environment
Compare Christmas
Environment
Change in Australia with
Change
Invite a speaker to aspect of the past
the children would like to know more
Creation Story
Music
Practice and learn-
Performing – Christmas
Making Musical
Musical Instruments
Sea Shanties
Recognising
Christmas play
Play
Patterns
Using them to
To take part in different sounds
and music
To recognise changes in timbre,
dynamic and pitch
Art - Investigate current artists who
paint the sea.
Colour Mixing
Use thick and thin
* Mix primary colours to make
* Add white to colours to make
tints and black to colours to make
DT – Model Islands
Cooking – Famous
Research Project –
Famous Person
To use a range of applications and
devices in order to communicate
ideas, work and
communicate ideas,
Manages Change
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
BOS: Materials
Everyday Materials:
Look at their uses and suitability.
describe basic movements and
how everyday
Cracking Ideas
Enterprise Day
Build an overview
Describe historical
Describe significant why people in the
past acted as they
Key Questions
Why do we know so much about how
What is the geography of where I live?
What is the impact
How do our favourite
Who helped of weather around
toys and games change the world?
changes in time has the world?
compare with those
Disadvantaged
Enterprise Day
Music Around the
Identify the beat of famous inventors.
* Sort and arrange
* Mix materials to create texture.
DT – Investigate our homes, school etc
and come up with ideas to make our
own inventions.
DT – Local foods
DT – Famous
* Create colour help the children to
Sculptures wheels
make their toys.
Set up a class social media page
for the summer!
To participate in class social media
Manages Change | 1,359 | 618 | {
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Grade Level(s): 9-12
Film(s): This is Africa (T.I.A.)
Discipline(s): Dance
Core Arts Anchor Standard
7: Perceive and analyze artistic work.
Dance Standard(s)
* HS, Proficient: (DA:Re7.1.I) a) Analyze recurring patterns of movement and their relationships in dance in the context of artistic intent.
Learning Objective(s)
* Identify and analyze repetition in choreography and the impact it has on artistic intent.
* Connect repetition in language to repetition in movement.
Introduction
The lesson surrounding T.I.A. involves students watching the video of the performance, identifying the repetitive movement, analyzing how the repetition affects the intent, and connecting the different repetitive aspects of this performance. This is a discussion-based mini-lesson where students will explore the "why" of using repetition in dance.
Materials needed:
* Pen or Pencil
* Paper
* Electronic device (optional)
Total time/length of activity: ~ 45 minutes, ½ of a class period
Lesson
Students would have been introduced to the element of repetition in choreography (OR this could be used as an introductory activity). This lesson could be implemented during the first half or second half of a class period.
1. (10 minutes) Students will watch the video of T.I.A. and will be asked to identify movement that is repeated using specific dance terminology.
FAD Collections T.I.A. Lesson
2. (5 minutes) Students will have an opportunity to discuss their ideas with partners using the following guiding questions:
a. What is the movement? What are the movement qualities?
b. When does it occur? How often is it repeated? How long of a phrase(s) is being repeated?
c. Where is it repeated in terms of the setting?
3. (10 minutes) The video will be played again. Students will be asked to connect the movement choices with the spoken (and displayed) message; specifically, what words and choreographic phrases are being repeated.
a. Are the repeated words and movement phrases being repeated at the same time? Different times?
b. What does the repeated movement phrase(s) symbolize in the spoken message?
4. (5 minutes) Students will have an opportunity to discuss with partners their ideas and responses to the above questions (in #3).
5. (15-20 minutes) The teacher will then lead a whole class discussion more generally about the impact repetition has on artistic intent/message and WHY a choreographer would want to use it.
a. One question to use as a beginning discussion question is "would the message/ intent be the same if the movement and/or words weren't being repeated?" (This could be discussed in terms of T.I.A. and then move the discussion to more general.)
6. (Optional) To have an assignment for this lesson,
a. Students could work in partners to choreograph a short movement phrase that is associated with a word phrase OR
b. The teacher could have students look back through dances, videos, etc.. that they had worked with in the past (but didn't necessarily point out any repetition) and identify the repetitive movement and answer questions similar to those above OR
c. A project could be assigned where students choreograph their own dance that uses repetition intentionally and they write an artistic statement to share and justify their ideas. | 1,440 | 680 | {
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Arts Programs and
Community Impact Robin Koelsch
Housekeeping
* Gotcha! (I'm recording)
* Agreements
* Who am I?
* Why this topic?
Context
Dr. Felton Earls
In looking for the ingredients that affect the physical well-being of people in different kinds of places, Dr. Felton Earls, a Harvard professor of public health, conducted an extensive, fifteen-year study in neighborhoods across Chicago. His research found that the single-most important factor differentiating levels of health from one neighborhood to the next was what he called "collective efficacy." He was surprised to find that it wasn't wealth, access to healthcare, crime, or some more tangible factor that topped the list. A more elusive ingredient–the capacity of people to act together on matters of common interest– made a greater difference in the health and well-being of individuals and neighborhoods.
Goals
* Tip of the iceberg
* Collective resources & ideas towards intentional community impact
* What YOU and/or YOUR org need to be successful
Who are you?
* Name
* One word on community
One side= for this discussion
What are YOUR needs?
Fold your paper in half lengthwise
One side= for you/your org
Let's Get Started
* Define "community"
* Guiding questions:
– What do you mean when you say "community"?
– Do people need to be physically together to be a community?
– Does there need to be a certain # of people in order to be a community?
– Can people be part of a community and not know it?
– What communities are you a part of?
Let's Go For It!
Things to remember…
*Ask yourself:
–What does this look like when it is being done well?
–What do I need to know in order to improve my impact on community?
–How will this help me improve my programs?
–What resources do I need?
–What is already available?
Rationale & Relevance
* Why is community impact important?
* Is it truly a key element to arts programs? To your program? How do you know?
* Does a one-time arts experience impact community?
* Does a program have to be a certain length to be impactful?
Target Audience
* Are we trying to impact individuals as part of the community or other organizations/institutions?
* Is the goal for impact to be social, cultural, psychological, economical or something else?
* What different types of communities are there?
* What is the difference in strategies to impact and impact itself for:
– Classroom community
– School community
– Community at large
Art Authenticity
* How do we do all of this while staying authentic to the art itself?
* What resources, materials, partnerships etc. do we need to achieve positive community impact?
* How much of a program needs to be art making, learning vs. direct community impact work? Should they be integrated? Why?
Measuring Impact
* How do we know we've done a good job impacting community?
* How are we already successful in community impact?
* How can we do this more intentionally?
* Does the impact need to be long term to meet the goal? How can you know if impact is long term?
* Takeaways?
* Action items?
* Greetings from the future
– What is one goal/idea you want to accomplish towards intentional community impact in the next 60 days?
"There is no better place to create a community of caring than in our schools—the heart of our future." Patricia Gándara
Final Thoughts
THANK YOU! | 1,482 | 728 | {
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Education Policy
SFF Tasmania views high quality education as the cornerstone and foundation of our society and its future. With over 50% of adults in Tasmania considered functionally illiterate, access to comprehensive, inclusive and affordable education is not only a human right and a central tenet to quality of life, it is the roadmap to our state's social and economic growth and to environmental awareness, understanding and appreciation.
Tasmanians need to meet the new century's challenges of globalisation with openness and resilience. Critical thinking, continual skill renewal and operational flexibility are essential keys to future career and workplace decision making. Effective and relevant training and management practices will be paramount.
The education of our young people must include an understanding of the connectedness with the natural environment as a central focus, an understanding and enjoyment of it and the knowledge to care for it through evidence-based, informed management. An understanding of how our basic human needs are met, especially how food is grown by farmers working responsibly within the unique Tasmanian environment should be engendered.
Education should be seen as a life-long continuum, being flexible to the everchanging demands of the ever-changing world in which Tasmania must effectively take its place through the strength of a well-educated people.
If elected, SFF Tasmania will use their vote in parliament to recommend:
* That all Tasmanians, especially the young and disadvantaged, have access to high quality education in both government and non-government education systems and through effective pathway planning students can be prepared with the necessary and relevant skills to tackle the jobs, careers and industries of the future.
* That local community should have input to schools and education initiatives and a recognition that indigenous and non-indigenous, multi-cultural perspectives and values are essential in creating a collective understanding and sense of connectedness with empathetic, future-focused learners.
* That all sectors of education, both government and non-government, are valued, relevant and necessary to provide for the economy and social fabric of Tasmania's future and that resourcing of government education is adequate, funded on a needs basis without additional parental levy contribution, for full participation and retention of students.
* That government education is available to all, is of the highest standard by educational sector and recognises students' individual and unique learning needs, ensuring not only basic standards of literacy and numeracy, but
challenging students to achieve high levels of excellence in academic, technical and vocational fields.
* To ensure school nurses and dental services are available to all students in all educational settings to treat existing health needs and to educate students regarding sound future health practices.
* To promote and foster life-long lifestyle choices of physical activity and sound dietary habits through the monitoring of food provided by school canteens, as well as promoting school cooking and food garden programs and teaching students where their food comes from.
* To ensure adequate staffing levels of educational psychologists, social workers, occupational therapists, speech pathologists, teachers of the deaf and learning support teachers within schools to address the needs of at-risk students and strengthen inclusion within learning environments.
* To ensure that not only teacher numbers are adequate, but that opportunities are promoted and incentivised for up-skilling of already experienced teachers and a strong mentoring culture is in place for beginning teachers so that true, strong learning communities are fostered.
* To work with key stakeholders, Tasmanian Institute of Teaching, Tasmanian Qualifications Authority and Australian Institute for Teaching and School Leadership, to ensure the highest standards of teaching, educational leadership, accessibility and relevance of the curriculum. | 1,669 | 703 | {
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File: AR-IHAM/IHAMB
HEALTH/SEX EDUCATION
The Aspen Ridge Preparatory School Board of Directors is committed to a health education program as a component of each student's general education. Such education shall be in support of a parent or guardian's responsibility to assist their child in developing positive, lifelong health habits and value systems, and provide support for their attitudes and beliefs. Also, the Board of Directors believes that the purpose of sex education is to help students acquire factual knowledge which will result in responsible behavior that contributes to the well- being of the individual, the family and society. The Board recognizes that parents have the primary responsibility to assist their children in developing moral values and attitudes. Therefore, all human sex education will be an opt-in program, which requires a permission slip to be included. Aspen Ridge Preparatory School will support parent's efforts in these areas by offering students factual and age-appropriate information, as determined by the Aspen Ridge Preparatory School Board of Directors.
The health education programs shall emphasize an age-appropriate approach to health information and the skills and knowledge necessary for students to understand and appreciate the functioning and proper care of the human body. Instruction will follow the Core Knowledge Scope and Sequence along with Colorado State standards pertaining to the human body, and students should be taught care of the human body as it relates to the sequence. .
In addition to the requirements listed below, Aspen Ridge Preparatory School regulations concerning the approval of new curriculum shall apply to any courses dealing with health and sex education offered by the school.
1. Instructional materials to be used in the health and sex education programs shall be available for inspection by the public during school hours.
2. Parents/guardians of all students shall be provided with a syllabi at the beginning of class listing course topics. They will be given written notice that such courses have been scheduled and that they may request that their child opt-out of specific pieces of the program.
3. Teachers who provide instruction in health/sex education shall have adequate training in the subject area.
4. Professional or trained community members may be invited to classes, with administrative approval, to cover specific health topics. In such situations, the teacher responsible for the class
should be present for the entire presentation and discussion time. All guests must adhere to established ARPS volunteer policies.
Human reproduction will not be covered in grades K-4. When the topic appears in the Core Knowledge Scope and Sequence, in grades 5-6, human reproduction will be covered from a biological stand-point, only.
LEGAL REF.: C.R.S. 22-25-106 (4)
C.R.S. 22-25-110 (2)
CROSS REF.: AR-IGA, Curriculum Development
AR-IGD, Curriculum Adoption
AR-IMB, Teaching about Controversial/Sensitive Issues | 1,324 | 580 | {
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Glossary
Avatar - A graphic or icon used to represent a person in an online chat-room or game.
Block - To prevent other users from communicating or interacting with you online
Blog - A web log or blog is an online journal or diary in which writers, known as 'bloggers', can write about their daily lives or comment on news.
Chat room - An interactive forum where you can talk in real-time. Many chat rooms are established so that people can discuss a common interest like music, films or games.
Cyber bullying - Using the internet, mobile phones or other devices to send or post text or images intended to hurt, embarrass or harm another person.
Hacker- Someone who accesses computer
information illegally
Homepage - The web page that your browser is set to open when it starts up, or is the main page of any
website
IM- Instant Messaging:- a form of real-time
communication between two or more people based on typed text. The text is sent over a network such as the internet. Messages appear almost instantly on
the users' screen.
Social netwroking sites - An online community where people from all over the world may meet and share common interests. These sites allow members to set up a profile, which may include information such as name, location, phone number, age and gender. Often users will post pictures and videos.
E-safety tips for parents and children of Shaftesbury Park Primary School
Put yourself in control
Make use of the parental controls on your home broadband and any internet-enabled devices. You can find out how at your broadband provider's website or by visiting internetmatters.org
Explore together
Set your homepage to a child-friendly site such as CBeebies and give them a user account which only allows access to sites you've chosen. Explore these different sites together.
Helpful websites
getsafeonline.org
thinkuknow.co.uk
fosi.org
Search safely
Use safe search engines such as swiggle.org or kids-search.com. Safe search settings can also be activated on Google and other search engines as well as YouTube. You can find out more at google.co.uk/safetycentre.
Help your child to learn through games
Games are a great way for young children to explore the internet and learn about the world around them. You can choose safe, fun and educational games free of charge from providers such as Fisher Price or about their favourite characters.
Set boundries
It's never too early to start setting rules about when and for how long your child can use devices and start to introduce the subject of internet safety at the same time. Keep your computer in a communal area, keep other devices out of reach and use passwords so they can't go online without asking you first. | 1,117 | 558 | {
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Midwest to Mid-Ocean: Making Connections Between Scientists and High School Students
Katie Lodes, St Joseph's Academy Science Teacher October-April 2014
This project was three-pronged. The first part took place between late October and mid-December 2013. Twenty-five juniors and seniors in St. Joseph's Academy elective Marine Science class in suburban St. Louis corresponded with marine scientists and policy makers. During the email and Skype sessions, the students learned what interested their researcher in their career in first place, what she or he does and what advice she or he had for the students. When the students finished with their correspondence, they made 5-10 minute videos to share what they learned with the rest of the class. They also wrote letters of support and thank you notes to mail to their researchers along with a copy of their videos.
There is a video for each of the 15 scientists and the ones below involved ocean microbes: Meghan Powers (UCSC), John Kirkpatrick (URI), Darcy McRose (Princeton), Luke McKay (UNC), Mary Dzaugis (URI) and others that work with coral and their algal symbionts: Anne Rosinski (NOAA Coral Fellow), Maggie Sogin (UH-M), Amanda Shore-Maggio (UH-M) and Maya Walton (UH-M). Junior Kelsey Ponder found the experience beneficial: "Once you got further in your project, your scientist really helped out a lot. We corresponded by e-mail and had to do one Skype session."
Two students from the group of 25, Ponder and fellow junior Maddie Page attended the 2014 Ocean Sciences meeting in Honolulu, Hawaii with me to share their experiences, in a talk entitled, "Midwest to Mid-Ocean: Making Connections Between Scientists and High School Students." All three of us spoke at a Wednesday morning session (pictured, at left) about what they gained from the experience. Page felt that the experience "opened my eyes to all the different options for careers in marine sciences." Besides presenting, the students also used their time to attend other oral session, the keynote address by Elizabeth Kapu'uwailani Lindsey, toured the Hawai'i Institute of Marine Biology on Coconut Island, toured the Ka Papa Lo'i 'O Kanewai, and snorkeled at Hanauma Bay Nature Preserve to see firsthand the coral they had heard about during their class movies and Ocean Science presentations.
Maddie Page also presented her work with Pyrocystis fusiformis at the Youth Science Symposium on Tuesday night (pictured, at left), supported in part by a GEMS award for poster printing. Having scientists talk with her and provide feedback was invaluable throughout the two-hour session. She walked away with confidence and a better understanding of how research science proceeds, much better than reading in a textbook about how the scientific method functions.
Upon returning home, the students, along with two current St. Joe sophomores and alums of Marian Middle School, shared what they learned with a group of students at Marian Middle School, an urban, allfemale middle school in the City of St. Louis, Missouri (pictured to right). They talked and answered questions about what it takes to succeed in high school and how to challenge yourself to move outside your comfort zone. | 1,365 | 684 | {
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Unit: Housing
Options; Leasing; Problems; Phoning the Landlord
Objective
Ps will identify housing options and problems in the home.
PS will practice the vocabulary used in leasing an apartment.
PS will practice the dialogue between a landlord and tenant regarding a home problem.
Materials
* Housing options large picture flashcards
* Moving in Story p 2- 10
* Housing Options large word flashcards
* Maintenance and repair p. 2-7
* Phoning the landlord
Step 1 Warm Up (15 minutes)
Introduce the idea of Housing options::
* Take out the housing options large picture flashcards and hold up the picture of the house – ask the Ps "what is this?" one by one. As they say put the matching word underneath – put them all on the board with tape.
* Ask them one by one where they live, do they rent or own, etc.
Step 2 Work out (60 minutes)
Renting In Winnipeg. Moving In:
* Read with the Ps the "Moving In" story (p.2) "Ahmad signs a lease".
* Look at the lease, (p.3) discuss the information they see on the lease. Where is it? How much per month? How long is the lease? What does occupants mean? What is a landlord/tenant? What utilities does it cover?
* Ask "what is a lease?"
* Look at p. 4, why is there 2 cheques?
* Have them do p. 6. Correct.
* Look at p.5, what is a receipt? Do the comprehension questions.
* In pairs have the Ps do p.7 Have them tell the story to the class.
* Have Ps do p. 10. Correct.
* Have the Ps do p.8 or p.9 depending on their ability. (p. 9 is more difficult) Correct.
Entry Program for Older Adult Immigrants English Conversation Circle
Problems in homes:
* Take out the problems in homes large picture and word flashcards and put the just the pictures on the board. What is the problem with each one? Do they know? As they name each one or you tell them put the matching word underneath.
* Who do they call? Put them into groups of 3 and have them discuss for each one who they call if they are renting an apartment and who they call if living in a house.
* Come and have them share their answers. List on the board and list any they did not know the answer for.
o All apartment pictures – landlord
o House/plugged toilet – plumber
o House/leaky sink – plumber
o House/leaky roof – roofers
o House/ broken lock – locksmith
o House/bugs – exterminator
o House/broken fridge – appliance repairman
What is the problem? Maintenance and Repair:
* Take out p.2, Maintenance and Repair. Discuss the vocabulary with Ps and describe the problems in the pictures.
* P.3 – look at the pictures and discuss the correct answers for the multiple choice questions.
* P.5, 6 and & 7. Do the pages at the rate of the participants.
Step 3 Cool Down (15 minutes)
Practice phoning the landlord:
* Hand out the page "Phoning the landlord" and in go over how to do the dialogue with them.
* In pairs have them practice.
* Have them come back to the class and have a few of them say the dialogue in front of the class. | 1,265 | 723 | {
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SENIOR IMMIGRANT SETTLEMENT SERVICES English Conversation Circle
Beginner
Unit: Health and Safety Fall Prevention
Objectives
Ps will learn vocabulary related to fall prevention.
Ps will identify dangerous situations related to falling.
Ps will learn fall prevention strategies.
Materials
- Large flashcards
- Mini matching picture flashcards
- Vocabulary words sheet
- Worksheet 2 – matching exercise
- A rubber-backed mat to demonstrate safe mats
Step 1 Warm Up (15 minutes)
Introduction to fall prevention:
- Hold up some of the large flashcards showing a person falling or who has fallen.
- Ask: What has happened? Write two or three responses on the board. Make them into full sentences and have Ps repeat them after you. Give Ps time to write them down if they want to. Incorporate the words balance often into the lesson to teach the meaning and its importance to fall prevention.
- Ask Ps why they think this person has lost their balance and fallen. Repeat the responses, saying "yes, or maybe" where appropriate. Ask Ps if they personally have fallen down and what happened. Repeat their stories so everyone can understand, including yourself.
- Tell Ps today we are going to talk about losing our balance and falling and how to prevent it.
- Write fall prevention on the board. Underline the word prevent. Try to elicit a definition of prevent and explain fall prevention means to stop people from falling, or losing their balance.
Step 2 Work out (60 minutes)
Learn the vocabulary: This lesson could be used over two or three classes depending on how quickly the Ps learn the words and phrases.
- Safe or Dangerous: Write the words Dangerous and Safe on the board leaving room to make two columns. Choose five or six of the large flashcards to introduce, some dangerous, some safe. Have Ps repeat the words several times as you show them the flashcards. Tape the large flash cards on the board under the appropriate word, saying "_______ (the vocab word) is dangerous, (not good, no) or _______ (the vocab word) is safe, (good, yes)" to show the difference using simple language and vocabulary. Tape
SENIOR IMMIGRANT SETTLEMENT SERVICES English Conversation Circle
the vocabulary strip under each flashcard as you day the word. Have Ps repeat the vocabulary words after you and to each other.
- Take down the photos and give one to each P and ask them to tape them up under the correct word, asking "Is it safe or is it dangerous?" and try to match it with the correct word strip. Go through this exercise until everyone gets a chance to go to the board at least once or twice with a different card.
- In pairs, hand out the mini matching picture flashcards of the words you have learned so they can match the pictures with the words.
- Hand out the vocabulary sheets with the pictures and words. Have the Ps check off the words as you say the words you have learned today.
Step 3 Cool Down (15 minutes)
Recap:
- Hand out Worksheet 2 –matching. Go over the directions by using an example on the board showing how to draw the line from the picture to the vocabulary word.
- It may take more than one class before the Ps are comfortable with all of the vocabulary words. Take time to ask questions about Ps experience with falling, or if they practice any of the fall prevention strategies in their home. For example, do they have slip proof mats, or a proper step stool, and what kind of footwear do they have for different seasons? etc. | 1,394 | 730 | {
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多言語情報コーナー
1. Do you know about the two types of Evacuation?
In the coming season, there may be heavy rains and natural disasters caused by typhoons.
You often hear the word "evacuation". Did you know that there are actually two kinds of evacuation? They are "Emergency evacuation" and "long-term evacuation". It is
important to understand these two similar but different types of evacuation when thinking about how to deal with disasters.
"Emergency evacuation" refers to taking action to save lives when a disaster has occurred or is about to occur. For example, in the case of a flood, emergency evacuation
means staying in a safe place during the disaster or when there is an increased risk of disaster, such as a place higher than the flood level, an area that is less likely to be
flooded, or outside of a landslide warning area.
"Long-term evacuation" refers to temporary living in a shelter, etc., after emergency evacuation and keeping safe when one's home or area is damaged and one cannot
continue to live there as usual.
In general, "evacuation" means going to a city shelter, but if your home is in a safe place, it is better not to leave your home during a disaster than to go to a shelter where many
people are evacuated at once. Also, if flooding has already begun, move to the second floor or higher, which is also known as "vertical evacuation".
Please consider different types of evacuation based on the disaster situation.
1
多言語情報コーナー
（令和６年 ８月号）
2. When to evacuate
Gathering information is important to determine when to make an emergency evacuation from a flood or landslide disaster. It is a good idea to have multiple means of gathering
information such as from the internet, phone, TV, and radio in case of an emergency.
When the "Level 5 Emergency Safety" information is issued for a severe typhoon, there is a good chance that a disaster has already occurred. Take steps to reduce the risk to
your life as much as possible.
If there is heavy rain that continues for a while, you are now in a "Level 4 Evacuation
Order" situation. A disaster could occur at any time. Please evacuate everyone to a safe place as soon as possible.
If an emergency alert e-mail from Tochigi City for "Level 3 Evacuation for the Elderly" has been issued, the possibility of a disaster occurring has become very high. Elderly people and others who need time to evacuate should do so immediately.
If a large and powerful typhoon is approaching, you are now in a "Level 2 Confirm your evacuation actions" situation. Gather information from weather forecasts and other
sources.
For any disaster situation, it is a good idea to plan several options for how you would evacuate.
2
多言語情報コーナー
3. Emergency Supplies and Stockpiles
What you will need temporarily at your evacuation site during an emergency evacuation is not necessarily the same as what you will need during a long-term evacuation. So
what items will you need during an emergency evacuation and what items will you need during a long-term evacuation?
Emergency supplies are items that you should prepare for an overnight stay in an evacuation center so that you can take what you need with you immediately. These items include food, first aid supplies, household necessities, clothing, and valuables. You should also prepare additional items depending on your household's situation, such as for the elderly, infants or children, and pets.
If a disaster strikes and distribution of goods is disrupted or necessities such as electricity and water are cut off, you should have a stockpile of at least 3 days and preferably 7 days worth of items you would need for each person.
Prepare an emergency supply of 3 liters of drinking water per person per day. It is also a good idea to stockpile portable toilets.
It is recommended that food be stockpiled on a "rolling stock" basis. Simply buy a little more of the food you normally eat, and replace it as soon as it is consumed. Repeat this process, and even if distribution is interrupted for a while due to a disaster, you will be able to continue eating the food you are accustomed to eating.
We tend to over think things when we talk about disaster preparedness, but all you need to do is to try to incorporate disaster preparedness into your daily life little by little in a simple, sustainable way.
3 | 1,684 | 926 | {
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Check in Tips
Working better together means regularly checking in, so that the inclusion team remains connected and moving forward.
Staying connected will help the inclusion team to check on progress, fine tune decisions and troubleshoot any problems. For effective inclusion team connection, plan both formal and informal check ins.
Formal check ins
Scheduled, formal check ins or meetings can be useful for reviewing inclusion progress, decision-making and troubleshooting. These check ins usually involve the whole inclusion team and are useful to keep the team journey on track and moving forward.
Informal check ins
Informal check ins help to build and nurture working relationships between team members. They can increase understanding, trust and empathy. They also keep communication channels open, so are good for sharing feedback and dealing with any incidental problems. These informal check ins could be a "Hello, how are you going?" at drop off or pick up time; a check in phone call or text message; or a brief email to share a new resource or to say that something is going well. If an informal check in suggests that something is not going well, it may require a formal check in to problem-solve.
Team communication
Formal and informal communication processes need to be accessible and agreed on by all team members. It is important to check that everyone can, and is happy to use this type of communication. As you continue to work together, ensure the agreed communication methods continue to suit everyone.
Ensure all inclusion team members are part of the check ins.
Does everyone have input to conversations and decision making?
Is anyone's perspective missing? If so, how can they be meaningfully included? If they can't attend an in-person meeting, could they join by phone or virtually?
Ensure the team also checks in to include the voice of the child. What is happening for the child? How is the child feeling? What do they think?
Consider check in timing and context.
Not everyone can respond straight away. Early childhood education and care services will have times when educators are fully engaged with children and cannot respond to calls, texts or emails. Families, carers and early intervention professionals will also have limitations on times they can be available.
Shared conversations should always be respectful and consider privacy as some conversations can cause an emotional response and/or include sensitive conversations.
Remember that regular and ongoing shared conversations will help the inclusion team to work better, together. Click here to find out more about Inclusion Together or go to https://inclusionagencynswact.org.au/about/inclusion-together
This project was funded by the Australian Government Department of Education and led by the NSW/ACT Inclusion Agency.
Page 1 of 1
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#135 The Hope Stitch
Skill Level: Beginner
Stitch Multiple of 2 plus 3.
Example 2 x 6 = 12 plus 3 = 15
Note: This pattern is written for using two colors, changing colors every two rows, you can either carry your yarn up the side of work or fasten off and join new color in first st of color changing row. If working in one color, follow pattern without changing colors. To change color attach new yarn before pulling the last lp through the last st of row then finish the st with new color, OR finish last stitch with current color, then fasten off, and join new yarn to first st of next row.
To make a sample swatch, with White or color of your choice, chain 15.
Row 1: Hdc in 2 nd ch from hook, hdc in each remaining ch across, turn.
Row 2: Ch 1 (does not count as a st), hdc in back loop only of first st, hdc in back loop only of each st across, changing color to color of your choice before pulling the last lp through the last st, finish last st with new color, turn, OR finish last stitch with current color, then fasten off, and join new yarn to first st of next row.
Row 3: Ch 1, sc in first st, * skip next st, sc in next st, sc in previously skipped st to the right (crossed sc just made) *, rep from * to * across to last st, sc in last st, turn.
Row 4: : Ch 1, sc in first st, * skip next st, sc in next st, sc in previously skipped st to the right (crossed sc just made) *, rep from * to * across to last st, sc in last st, at end of row change color to color of your choice before pulling the last lp through the last st, finish last st, turn, OR finish last stitch with current color, then fasten off, and join new yarn to first st of next row.
Row 5: Ch 1 (does NOT count as a st), hdc in first st and each st across, turn.
Rnd 6: Ch 1 (does not count as a st), hdc in back loop only of first st, hdc in back loop only of each st across, changing color to color of your choice before pulling the last lp through the last st, finish last st with new color, turn, OR finish last stitch with current color, then fasten off, and join new yarn to first st of next row.
Repeat Rows 3-6 for pattern.
Stitches Used:
beg – begin (beginning)
ch – chain rep- repeat
st – stitch yo- yarn over
sl st – slip stitch sc- single crochet
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Year Group Topic Curriculum Map 2024 Year One
Summer Term 1
Maths, PSHCE, French and PE will run in conjunction with the National curriculum expectations
Year Group Topic Curriculum Map 2024 Year One
Begin to use historical vocabulary to retell simple stories about toys from the past.
PE
PE Hub – Unit: Attack Defend Shoot
I recognise rules and apply them in competitive and cooperative games
I can make decisions about how to defend a target
At varying distances, defended and unopposed Roll, slide or throw a beanbag or ball with accuracy Attempt to intercept and catch a thrown ball Use change of direction and speed in open play Come up with creative ways of manipulating different objects such as balls and beanbags
Work in collaboration with others to attack and score points
Show motivation to improve and attempt more difficult challenges
Aim at targets and shoot from
Music
Computing – coding Purple Mash Unit 1.7
Knowledge
work out what is wrong when the steps are out of order in instructions.
say that if something does not work how it should it is because my code is incorrect. (1.7)
I can try and fix my code if it isn't working properly.
(1.7)
make good guesses of what is going to happen in a program. For example, where the turtle might go. (1.5, 1.7)
Skills
name my work. (1.2, 1.3, 1.6, 1.7, 1.8) save my work.
(1.2, 1.3, 1.6, 1.7, 1.8)
find my work.
(1.2, 1.3, 1.6, 1.7, 1.8)
change content on a file such as text, sound and images.(1.3, 1.6, 1.7, 1.8)
Maths, PSHCE, French and PE will run in conjunction with the National curriculum expectations
Begin to use drama/role play to communicate their knowledge about toys from the past.
Skills
Within living memory
Know that the toys their grandparents played with were different to their own
Know that toys people from the past played with are different to their own
Know the main differences between their school days
Organise a number of artefacts by age and that of their grandparents
Present the data in a suitable manner.y6gtv
RSE
Knowledge
*What are the names of the main parts of the body? BS
* What can my amazing body do?
* When am I in charge of my actions and my body? BS
* How can I keep my body clean? HP
* How can I avoid spreading common illnesses and diseases? HP
Skills
Be able to recognise names for the main external parts of the body
* Be able to name the sexual parts with growing confidence using colloquial and scientific words with trusted adults
* Be able to describe what their bodies can do and understand how amazing their body is
* Show some understanding that their body belongs to them
* Be able to describe some basic personal hygiene routines and understand how these can prevent the spread of disease.
Year Group Topic Curriculum Map 2024 Year One
Maths, PSHCE, French and PE will run in conjunction with the National curriculum expectations | 1,257 | 700 | {
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Session 2: The Task
Core Passage: Acts 13:42-52
Suggested Week of Use: September 8, 2024
News Story Summary
Last month, more than 10,000 athletes competed in the 2024 Olympics in Paris, having prepared for years—even decades—to earn the right to participate. Behind the scenes, a very different preparation was taking place. The International Mission Board (IMB), one of two missions organizations of the Southern Baptist Convention, was preparing to send its own representatives to the Olympics. There, they would pursue opportunities to share the gospel with athletes, coaches, and visitors who flooded the country for the almost three-week competition. Evangelistic outreach began in May and continued throughout the Olympics. Volunteer teams from sixteen states, other countries, and several parachurch organizations conducted surveys, hosted children's festivals and talent shows, traded pins (a longstanding Olympic tradition), and participated in other outreach efforts, all to share the gospel.
For more about this story, search "Southern Baptists ready to share Christ at 2024 Olympics"
Engage
To supplement the Engage activities, play a game called, "Would You Rather…" Instruct adults to move to the center of the room. Say: As I give you two options, you must choose which activity you would rather do. Then move to the side of the room designated for your choice. Read each of the following statements and point to a side of the room for each option:
* Would you rather swim in the ocean or a lake?
* Would you rather eat calamari (squid) or escargot (snails)?
* Would you rather teach a Sunday School class for toddlers or teenagers?
* Would you rather go to the movies or watch golf on TV?
* Would you rather share the gospel with a friend or a family member?
* Would you rather talk about your faith at work or give a presentation at work?
After each question, allow volunteers to explain their choices.
Afterward, say: Many choices are a matter of preference or what feels the most comfortable. Share the story of Southern Baptist volunteers who stepped outside of their comfort zones to share the gospel during the 2024 Paris Olympics. Point out that they underwent their own training and preparation. Say: Today's session focuses on people who were ready to share the gospel with anyone who would listen.
Challenge
To supplement the Challenge activities, recall the story of the people who sought to share the gospel at the 2024 Olympics. Point out that volunteers used a variety of approaches to gain an opportunity to talk about their faith (talent shows, pin swapping, and so forth).
Distribute notecards and a pen or pencil. Instruct adults to list people in their lives who don't have a personal relationship with Jesus. Then direct them to list unique ways to share the gospel with the people on their cards based on their needs, desires, habits, and relationships. Allow volunteers to talk about their ideas and responses. Encourage adults to pray for opportunities to share the love of Jesus with those people in the coming weeks, even if it means getting out of their comfort zones. | 1,215 | 637 | {
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Hilliard City School District students will be administered universal screeners. Universal screeners are administered according to the annual district assessment calendar.
Every teacher in Hilliard City School District will use interventions (a set of teaching strategies) with any student to help them succeed in the classroom.
Step 1:
Hilliard City School District students who fail to make consistent progress will enter into Step 1. The school response to intervention team, in collaboration with the parents, will review the student's performance data to determine if it supports an evaluation. Tests of word reading, decoding, and spelling after the lack of response to Tier 3 intervention support will be evaluated for a reading disability.
Grade K - KRA, DIBELS, HRSIW, Letter ID, Fountas & Pinnell
Grade 1 - STAR early literacy, Fountas & Pinnell, HRSIW
Grade 2 - STAR reading, Fountas & Pinnell, HRSIW
Grades 3-5 - STAR reading, Fountas & Pinnell, State of Ohio ELA Testing
Grades 6-8 - STAR reading
Grade 9 - ELA 1, STAR reading
Grade 10 - ELA 2
Grade 11 - ACT reading
Step 1: HCSD students who score below benchmark in reading will enter into Step 1. During this step, the school data team will review the student's current year assessment data in all content areas and implement Tier 1 interventions to support student readers within their classroom.
Tier 1: All students in Tier 1 receive high-quality, scientifically based instruction, differentiated to meet their needs, and are screened on a periodic basis to identify struggling learners who need additional support within the classroom.
Step 2: HCSD students who have not responded to Tier 1 intervention in reading will enter into Step 2 and will receive targeted Tier 2 intervention support. A Student Success Plan will be developed in collaboration with parents and the response to intervention will be monitored for progress.
Tier 2 - In Tier 2, students not making adequate progress in the core curriculum are provided with increasingly intensive instruction matched to their needs on the basis of levels of performance and rates of progress.
Student Success Plan - A tool for managing and tracking response to intervention plans. This tool is used and accessed through the response to intervention team.
All HCSD students who perform below grade level benchmark after the lack of response to Tier 2 intervention support, will be administered and complete a teacher checklist for dyslexia behavior.
Step 3: HCSD students who have not responded to Tier 2 intervention in reading will enter into Step 3 and be provided targeted Tier 3 intervention support as indicated in the Student Success Plan.
Tier 3 - At this level, students receive individualized, intensive interventions and progress monitoring that target the students' skill deficits for the remediation of existing problems and the prevention of more severe problems.
Step 1: In the evaluation, the following areas may be included, but not limited to:
Background information from parents and teachers
Intelligence - poor achievement despite average or better intelligence is a key indicator
Oral Language Skills - the ability to listen to and understand speech as well as to express thoughts through speech
Word Recognition - the ability to read single printed words
Decoding - the ability to read unfamiliar words by using letter-sound knowledge, spelling patterns and chunking words into smaller parts
Spelling - the ability to spell individual words from memory using knowledge of letter sound pairings, patterns of letters, plurals, etc.
Phonological Processing - the ability to think about, remember, and correctly sequence the sounds in words in order to link letters to sounds for reading and spelling
Automaticity Fluency - letter naming speed
Reading Comprehension
Vocabulary Knowledge - the ability to learn the meaning of words
Step 2: A written evaluation report that includes student strengths and weaknesses across various skill areas assessed will be reviewed with the school team and with parents to determine eligibility. (Note: This is not a diagnosis of dyslexia; it is a determination that a student may have characteristics of dyslexia.)
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Hot water case study : Residential heat pump and solar PV.
Summary
We heard that heat pumps were much more cost-effective than gas hot water systems, and we now know they are.
We disconnected from gas and now our home exports more energy than it uses, thanks to rooftop solar and heat pumps for hot water and space heating.
Ian Garradd, homeowner
The mulit-residance household replaced both a gas-fired water heater and a 250-litre offpeak electric hot water system with a heat pump to supply all three spaces.
The heat pump is mostly powered by the solar panels on the roof, and if cloudy, grid-sourced 100% GreenPower is used. In this way, the household can get hot water entirely from renewables and has reduced its imported energy consumption by 75%.
This case study highlights the benefits of using a renewable source of energy to heat water for a household.
In most cases, an all-electric home is cheaper to run and can source 100% renewable energy.
Fast facts
Environmental benefit
o 70 tonnes over the 15-year lifetime
About the household
were replaced by a single 4.5 kW heat pump with a single 315-litre storage tank.
This case study explores a household on the NSW Central Coast with two granny flats, occupied by five to six people.
Previously, an instantaneous gas system provided the hot water for a family and one granny flat, and a 250-litre electric off-peak system provided hot water for the second granny flat.
In New South Wales, water heating is usually the largest energy-using appliance in households, followed closely by space heating and cooling.
Typically, a household will use more than half of all hot water in the bathroom, a third in the laundry and the remainder in the kitchen.
Altogether, heating water can make up close to 30% of your household's energy use.
Hot water strategy
In 2013, both the old 250-litre electric hot water system and the continuous gas hot water system
The heat pump consumes 1 kW of electricity to generate 4.5 kW of heat, which is an extremely efficient way to produce hot water.
The original electric hot water system was connected to the off-peak circuit, but a decision was made to operate the hot water system during the daytime, to make use of the rooftop solar electricity. The offpeak circuit was disconnected.
The current system uses solar electricity and is connected to a time-of-use circuit, and programmed to heat water during the warmest time of the day, between 9am-4pm. This ensures that the heat pump can extract the maximum heat from the air, which increases its efficiency.
The homeowners have managed to reduce the household's annual energy consumption by 75% due to the combination of using a heat pump and solar panels and a range of energy efficiency measures.
These include:
〉 Installing (and using) thick curtains on all windows
〉 Replacing electric element and gas heaters with reverse-cycle air conditioners (also heat pumps)
〉 Increased insulation in the ceiling and walls
〉 Replacing old lights with LEDs.
〉 Roof-top solar PV design has been incorporated in renovations.
Heat pump system configuration
There are two types of system configurations for heat pumps.
1. An integrated system has the heat pump on top of the storage tank, which is ideal when limited space is available.
2. A split system has a separate heat pump and storage tank.
The homeowners chose a split system because of its efficiency and life-cycle costs.
Split systems can have either part replaced if one part fails. The tank has a warranty of 15 years, whereas the heat pump has a warranty of six years.
The heat pump operates quietly, with a noise level of only 37 dB, which is lower than most reverse cycle air conditioner outdoor units.
The heat pump component is located underneath the house, an area which is well ventilated.
The homeowners had space in a warm and dry storeroom for the tank, which is resulting in greater energy efficiencies than the previous location.
The pipework around the tank is fully insulated. To further increase efficiencies, all the hot water pipes to taps and showers have also been insulated.
Results
The household was able to disconnect from gas, resulting in zero gas costs and zero daily connection charges.
The electric hot water heat pump has significantly reduced energy costs.
The heat pump uses carbon dioxide as a refrigerant, which further reduces the household's greenhouse gas emissions. | 1,862 | 917 | {
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Exercice 1: How to write emails to different recipients
1) Introduction
1-1 The email subject
- The subject must be clear and precise.
- It is important that the subject line should indicate it what your email contains
-The sender must select the keywords to summarize the request in the email subject:
A good use: " Marketing Meeting Agenda ",
A bad use: " Copy of the marketing meeting agenda".
1-2 Standard greetings and endings
- It is recommended to start an e-mail with a greeting. The most classic but universal one is "Dear + Forename". It is a neutral and formal salutation. The email should end "Yours sincerely".
- Other formal salutation: "Dear + Surname". This greeting is very formal and is appropriate for a particular customer.
- If it is a personal correspondence, it is better to write: "Hello + Forename "or "Hi + Forename" and end "Best wishes" or "Best regards".
- For an unknown recipient such as a society, the sentence can be "To whom it may concern".
- In English, the title of a person (if followed by his/her name) is always indicated by its abbreviation, such as "Mr." (for Mister), "Mrs" (for "Madam").
- Avoid writing 'hello' as your subject line.
1-3 A clear message
- Business correspondence in English is less formal than in French.
- Introduce the subject of the email in the first paragraph. It is better to go straight to the point. For example:
- To structure the message, use such terms as "first, second, next, and finally" and use paragraphs to keep the email clear and easy to understand
- Don't give too many details so that the match can contact you later. It is common to end the email with:" If you have any other questions please feel free to contact me".
- Always stay polite. Use "I would like" instead of "I want".
- Avoid abbreviations. The recipient could not understand them.
2) Examples of salutations to different recipients.
2-1 To a friend or family:
2-1-1 Greetings:
- Dear + "Forename",
- My Dear + "Forename",
- Dear Aunt,
- Hello,
- Hello + "Forename",
- Hi" Forename",
- Hey ( in American English),
- Hey Guys/ Hi Guys ( in American English).
2-1-2 Endings:
- With love from + "Forename",
- Love from + "Forename",
- Yours,
- All the best,
- See you soon,
- See you later,
- Cheers (GB).
2-2 To your boss or colleagues
2-2-1 Greetings :
- Dear Mr./Ms.+ "Surname". You can't write "Dear Mr" as in French.
- Dear Sir / Madam (a greeting used when you don't know the name of the recipient),
- Dear Sirs,
-Gentlemen.
2-2-2 Endings:
- Yours sincerely,
- Sincerely yours ( in American English)
- Yours Faithfully,
- Bests regards.
If the email is sent to one of your colleagues or one of your close relations, you can end your email with the following expressions:
- Many thanks,
- With Kindest regards.
3) Ressources:
British Council BBC: email writing
English Town: comment rédiger un email en anglais
Vidéo Youtube: How to write a memo or email with four examples
Learn English today: Writing Business Letters | 1,429 | 735 | {
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The history of the Australian kelpie
The history of the Kelpie begins in Scotland. In 1870, a sheep rancher named William Allen of Geralda Station, near Forbes, in New South Wales, imported a pair of black and tan smooth-coated dogs with prick ears. They were purchased from Mr. Rutherford of Scotland and were known as fox collies.
Legend has it that these dogs had a bit of fox running through their blood. This belief came from the fact that there was always a red pup in each litter. In actuality, these fox collies were probably very closely related to the ancestors of the modern border collie. The border collie comes in various colors and both smooth and long coat, with both upright and semi-prick ears.
The two dogs," Brutus" and" Jenny," were mated on the ship on route to Australia. The pups, born in Australia, were all black and tan, except for one red pup. The dogs were silent workers, with a wide cast and strong eye. They were ideal for working the flighty Merino-type sheep that the ranchers raised on the sheep stations.
About this time, another sheep rancher, Mr. Gleeson, obtained a black and tan bitch from Victoria. Although her pedigree was unknown, she looked and worked like Brutus and Jenny. Robert Kaleski's accounts say that she may have had a trace of Dingo blood in her, but this was never proven.
This bitch, whose name was" Kelpie," was bred to one of the offspring of Brutus and Jenny, a black and tan male named" Caesar". Meanwhile, the red male from Brutus and Jenny's litter, after proving himself to be an able-bodied worker, was stolen from the sheep station at Goolagong. Although his exact whereabouts could never be traced, he was undoubtedly the forefather of all the red Kelpies in Australia.
Mr. C. B. W. King, who was the manager of Wollongough Station, Humbug Creek, near Condobolin, New South Wales, was given one of the pups from Kelpie's litter. She was a black and tan pup and resembled her mother so much that Mr. King named her" Kelpie II"
" Kelpie II" made her mark when she competed in and won the very first sheepdog trial in Australia at Forbes, New South Wales, around the year 1872 or 1873. Her puppies, which of course became very much in demand, became known as "Kelpie's Pups".
Soon" Kelpie" was established as the breed name. The word" kelpie" is Gaelic for water sprite, which fits this agile, quick breed very well. Anyone who has known the Kelpie will admit this dog is a serious worker with a touch of mischief to its personality.
The history of the Australian kelpie
1
Another line of Kelpies was developed from one of Kelpie II's offspring. Her name was Sally, and she was bred to a solid black male descended from Brutus and Jenny whose name was Moss.
A black male pup from this litter was acquired by a stockman named Davis. Because of his forceful personality and his great speed, the pup was named" Barb," after a great racehorse of that era. Later he was sold to Mr. Edols, of Burrawong, who used him as a stud dog.
The" Barb" was predisposed for his black color and power on sheep. Known as" Barb's pups," black Kelpies soon became known simply as Barbs.
Kelpies were first shown at the Melbourne Royal Show in 1908, with the Barb being shown with the Kelpie. Robert Kaleski drew up the standard for the Kelpie in 1903, when he drew up the standard for the Cattle Dog.
The Kelpie played a vital role in the working ability of today's Cattle Dog. In some lines of Cattle Dogs, one can still see the low crouching style and intense" eye" of the Kelpie coming through. This is especially apparent in the" play" mode of many young puppies, where they will stalk each other.
The history of the Australian kelpie
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CAFOD climate quiz
Round 1: Who said?
1. "The environment is God's gift to everyone, and in our use of it we have a responsibility towards the poor, towards future generations and towards humanity as a whole."
a) Pope John Paul II
b) Pope Benedict XVI
c) Pope Francis
2. "The problem of global climate change is one that affects us all and action will only be effective if taken at the international level."
a) Theresa May
b) Tony Blair
c) Margaret Thatcher
3. "The earth, our home is beginning to look more and more like an immense pile of filth."
a) Ban-Ki Moon
b) Pope Francis
c) Sir David Attenborough
4. "We are the first generation to feel the impact of climate change and the last generation that can do something about it."
a) George Bush
b) Barack Obama
c) Hilary Clinton
5. "Climate change is real, it is happening right now. It is the most urgent threat facing our entire species, and we need to work collectively together and stop procrastinating."
a) Madonna
b) Leonardo DiCaprio
c) Angelina Jolie
6. "You say you love your children above all else, and yet you are stealing their future in front of their very eyes."
A) Greta Thunberg
B) Lord Stern
C) Christina Figueres
Round 2: True of false
1. The 423 million people who are most vulnerable to the impacts of climate change are already living in extreme poverty.
2. The British chip was left an inch shorter by the 2018 heatwave
3. In 2015 storms linked to climate change caused more than £1.5m damage to cricket clubs in the UK.
4. Since 1990, the UK has cut emissions by 42% while our economy has grown by 50%.
5. Half of the Catholic dioceses in England and Wales buy renewable energy.
6. 48 of the world's poorest countries have already pledged to move to 100% renewable energy by 2050.
Round 3: Picture round
These companies have all committed to 100% renewable energy. Name the company from the logo
Round 4: Countries
1. A United Nations Climate Conference takes place every year. They are referred to as 'COPs'. Which country hosted the conference in 2018?
2. Name those countries which are the top three carbon emitters.
3. How many countries signed the global climate agreement in called the Paris agreement? The agreement states that countries must endeavour to limit global temperature rise to 1.5 degrees.
4. Which county established the world's first legally binding climate change target?
5. According to the Climate Change Performance Index in 2019, which European country is ranked as the best? Note: the ranking is based on a country's Green House Gas emissions, renewable energy, energy use and on their Climate Policy.
6. Jakarta is the fastest 'sinking' city in the world, sinking by 15cm per year (on average), and is said to be almost completely sunk by 2050. What country is Jakarta capital of?
Round 5: Years
1. According to a scientific report released in 2018, how many years were left to solve the climate crisis?
2. The first global climate agreement was called the Kyoto Protocol. What year was it signed?
3. Which year did countries sign the Paris Agreement which commits countries to endeavour to limit global temperature rise to 1.5 degrees?
4. Which year was the hottest summer on record in the UK?
5. The EU aims to make 27% of all energy consumption renewable, by which year?
6. CAFOD is campaigning to ensure that the government reaches net zero emissions (Net zero emissions is achieving a balance of emissions so that we only produce the same amount of greenhouse gases that we take in). By which year do we need to have reached net zero emissions?
Round 6: Lifestyle
1. Which uses less water, washing a full load of dishes by hand or in the dishwasher?
2. On average, what is the single biggest contributor to most people's carbon footprint:
a) Transport
b) Diet
c) Energy use
3. The varying policies within councils and boroughs make recycling quite tricky! What percentage of British households argue over what can and cannot be recycled?
A) 63%
B) 47%
C) 56%
4. What percentage of people in the UK have never bought clothes from charity shops?
a) 12%
b) 38%
c) 55%
5. How much water does it take on average to make a pair of jeans?
a) 1,000 litres
b) 5,000 litres
c) 10,000 litres
6. How much food produced globally gets thrown away each year?
a) Fifth
b) Quarter
c) Third | 1,923 | 1,027 | {
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Human Rights- Grade 7- 11
Infrastructure in India
Learning Objective
Reading comprehension & vocabulary build
Identify the term, 'infrastructure.'
Describe general conditions of living in a rural area in India
Connect people's access to basic infrastructure with health and social problems.
Identify realities that prevent or challenge access to water and other 'basic necessities' in rural India.
Connect the relationship between government and people's access to infrastructure.
Materials
* Handout: article, 'No drinking water, electricity and sanitation in 20% of rural houses: Report.'
* Handout: article, 'India losing 54 billion dollars annually due to poor water and sanitation: World Bank'
* Handout: questions on articles
* Slideshow on 'Water Access in India'.
* Access to internet and/or encyclopedias
Time3.5 hours
Part 1: What is infrastructure?
Group discussion
Does anyone know what the term, 'infrastructure' means? (the basic physical and organizational structures and facilities (e.g. buildings, roads, power supplies) needed for the operation of a society or enterprise.)
Is infrastructure something we take for granted here in Canada
One way to know is to ask, have you ever had to build your own:
* Toilet
* Road
* Roof
* Public bridge or staircase
Or do you remember a time the power went out, and how you felt at the time?
Who is mainly responsible for providing these things? (Government for public infrastructure such as roads, sewage, pipes, and power lines; or construction workers.)
In developing countries, people must often take responsibility for their own town's infrastructure. They do not simply 'receive' important structures like sewage pipelines; they have to build it themselves.
Access to water is not as easy as turning on the tap in India!
It often requires a lot more hard work, and communities have to figure out how to access water by themselves.
Watch the video 'Children Change the World' if you haven't already. www.youtube.com/watch?gl=IN&v=wgt1cKAGTmo&hl=en-GB
Part 2: Infrastructure in India
Split class into groups.
Half the groups get the article, 'No drinking water, electricity and sanitation in 20% of rural houses: Report.' The other half gets the article, 'India losing 54 billion dollars annually due to poor water and sanitation: World Bank.'
Each group answers the handout questions for their article. (See handout sheet)
Class Discussion
Read, share and discuss handout answers as a class.
What is the importance of sanitation and plumbing?
Why is it so important that people have access to basic infrastructure?
Watch the slideshow on 'Water Access in India'. Discuss.
Part 3: Research Group Work
Research topics
What is the difference between access to infrastructure for rural populations and urban populations in India?
In your city, where does potable water come from, and where does it go?
Choose one of the following communicable diseases: cholera, jaundice, malaria, typhoid, diarrhea
What is 'green plumbing' and why is it important?
… or another topic chosen by the group and cleared with the teacher.
In groups, students select one of the above topics, and do the following:
1. Research the topic: Find a number of reference sources- an article, encyclopedia entry or otherwritten about the topic.
2. Summarize the topic: Give 3-5 facts about the topic.
3. Give a brief history of the topic. What was the situation 100 or more years ago?
4. Can you identify a problem with this topic?
5. Who is working to solve this problem and what are they doing?
6. How does this topic affect the living conditions of people? How does it affect their health, their social life, their family life etc.? | 1,703 | 854 | {
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Children need active play every day to be healthy. Active play is any activity where your child is moving.
TIPS FOR BEING ACTIVE
Aim for 90 minutes of active play each day. This does not have to happen all at once – spread activities throughout the day.
Be sensitive to your child's needs. Remember that each child is unique – what one child likes may not appeal to another. Help your child choose active play that is fun for them. Choose active play that is focused on participation rather than competition. Explore activities such as going up and down slides or dancing to music with family and friends.
One of the best ways to be sure that you have an active child is to be active yourself. Be a role model for active living – actions speak louder than words. When your child sees you being active and having fun, your child is more likely to be active.
Eat healthy foods together, be active every day and love your own body. Your child is learning from everything that you do.
For more active play ideas and tips, go to www.2010legaciesnow.com/leap_bc/
Physical Activity Line: Dial811
Dial-A-Dietitian: Dial811or call toll-free: 1-800-667-3438
Greater Vancouver: 604-732-9191
Or visitwww.dialadietitian.org
Plan fun, energetic things to do as a family and with friends. 1
Go outside and explore together. Throw a ball, chase bubbles, play in the park, ride your bikes, or go on a scavenger hunt.
Include your child in daily activities. Involve them in cleaning the house, gardening, walking to the store, or cooking healthy meals. 2
Check with your local recreation centre or public health unit about activities for you and your child. 3
Your community may have many different places that offer fun activities such as family places,
neighbourhood houses, or community centres. Many activities are low cost or free. Try ice skating, or family swims.
Limit your child's screentime to one hour a day. 4
Also set limits on the amount of time your family spends watching TV, playing video games, and being on the computer. Do not have a TV in your child's bedroom. Helpyour child find other fun things to do, such as playing shop keeper, building with blocks, building a fort, playing hide and seek, or dancing to music.
Plan ahead to help fit active play into your busy days.
Try using the Keeping Active Together planner at www.dietitians.ca/healthystart/Active_Living_Planner.pdf | 943 | 540 | {
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Coniferous Trees
Northern White-cedar
Aromatic ornamental used for landscaping, hedges, & windbreaks. Subject to deer damage. Scale-like and abruptly pointed needles. Sometimes yellow/brown in winter. Grows well in acidic, loamy, moist, rich, sandy, silty loam, well-drained, wet and clay soils.
Height: 40-60'
Spread: 10-15'
Growth: Slow-Med
Light: Prefers Full Sun
Soil: Moist, well-drained soil
Uses: Windbreaks, hedges
Deciduous Trees
Black Cherry
One of our most valuable hardwoods. Provides food for many birds and mammals. Leaves are Shiny & finely toothed, turning red & orange in fall. Small white flowers. Prefers deep, moist, well-drained soils.
Height: 50-80'
Spread: 20-30'
Growth Rate: Med-Fast
Light: Prefers Full Sun
Soil: moist, well-drained soil
Uses: Lumber, shade
Wildlife Trees & Shrubs
Red Raspberry
Height
: 3-5'
Juicy dark red fruit great for fresh eating. Easy to grow. Fruits in 2 years. Leaves grow in groups of 3-5 leaflets. White or greenish drooping flowers. Prefers well-drained, acidic soil, with plenty of organic matter. Provides food and cover for wildlife.
Spread: 3-5'
Growth Rate: Fast
Light: Partial to full sun
Soil: well-drained, acidic soil
Uses: Wildlife, forage, medicinal
Bird & Butterfly Attracting Mix
A blend of annual and perennial flowers that will create a backyard habitat to attract birds and butterflies. 4oz. bag. Covers 1,350 sq. ft.
Low Maintenance Flower Mix
Blend of Perennial and Annual species designed to perform in a wide variety of growing conditions. 4oz. bag. Covers 2000 sq. ft.
Countryside Wildflower Mix
Blend of Perennial and Annual species that are low-maintenance and easy to establish. Perfect for flower beds or open areas. 4oz. bag. Covers 2,500 sq. ft.
Wildflower Seeds
Flowers in Mix:
Lance Leaved Coreopsis, Indian Blanket, Cosmos, Cornflower, Tree Mallow, Purple Coneflower, Globe Gilia, Shasta Daisy, Annual Phlox, Catchfly, Sweet Alyssum, Foxglove.
Flowers in Mix:
Crimson Clover, Annual Baby's Breath, Scarlet Flax, Cornflower, Calendula, Blanketflower, Blue Flax, Lance Leaved Coreopsis, Purple Coneflower, Shasta Daisy, Corn Poppy, Rocket Larkspur, Bishop's Flower, Snapdragon, Catchfly, Plains Coreopsis.
Flowers in Mix:
Crimson Clover, Annual Baby's Breath, Scarlet Flax, Tall Mixed Cornflower, Pacific Beauty Mix Calendula, Blanketflower, Blue Flax, Lance Leaved Coreopsis, Purple Coneflower, Shasta Alaska Daisy, Corn Poppy, Rocket Larkspur, Bishop's Flower, Tall Spurred Snapdragon, Catchfly, Plains Coreopsis.
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PBS LEARNING MEDIA RESOURCES FOR 8TH GRADE
These resources are part of the Inspiring Middle School Literacy from PBS Learning Media and have Support Materials available when the link is activated.
The Story of Pocahontas In this blended lesson supporting literacy skills, students learn that there are multiple versions of the story of Pocahontas and John Smith. Students develop their literacy skills as they explore a social studies focus on the two different versions of this story that Smith wrote, and what historians believe really happened when Smith met Pocahontas. During this process, they read informational text, learn and practice vocabulary words, and explore content through videos and interactive activities. From PBS Learning Media.
From Slavery to Freedom in Colonial Times In this blended lesson supporting literacy skills, students learn the story of Venture Smith, an African boy who was enslaved and brought to America in 1737. Students develop their literacy skills as they explore a social studies focus on differences between slavery in the North and South as they learn about Smith's journey from slavery to freedom. During this process, they read informational text, learn and practice vocabulary words, and explore content through videos and interactive activities. From PBS Learning Media.
Who Was Alexander Hamilton? In this blended lesson supporting literacy skills, students learn about the early life of Alexander Hamilton and his achievements as an adult during the Revolutionary War and in the Washington administration. Students develop their literacy skills as they explore a social studies focus on how Hamilton's role as an outsider shaped his beliefs about the powers of the federal government. During this process, they read informational text, learn and practice vocabulary words, and explore content through videos and interactive activities. From PBS Learning Media.
The Powers of Government In this blended lesson supporting literacy skills, students learn about the three branches of the United States government. Students develop their literacy skills as they explore a social studies focus on the powers that the Constitution assigns to each branch—legislative, executive, and judicial—and how the three branches work together. During this process, they read informational text, learn and practice vocabulary words, and explore content through videos and interactive activities. From PBS Learning Media.
Slavery and the U.S. Constitution In this blended lesson supporting literacy skills, students learn about the debate over slavery at the Constitutional Convention in 1787. Students develop their literacy skills as they explore a social studies focus on the changing perception of slavery in the new United States and the ways in which the debate over slavery affected the content of the Constitution. During this process, they read informational text, learn and practice vocabulary words, and explore content through videos and interactive activities. From PBS Learning Media.
PBS LEARNING MEDIA RESOURCES FOR 8TH GRADE
Building the Erie Canal In this blended lesson supporting literacy skills, students learn how the Erie Canal changed the U.S. economy and influenced settlement patterns in the west. Students develop their literacy skills as they explore a social studies focus on how the effects of the Erie Canal on New York City, New York State, and the entire United States. During this process, they read informational text, learn and practice vocabulary words, and explore content through videos and interactive activities. From PBS Learning Media.
Trail of Tears: The Cherokee Fight Against Removal In this blended lesson supporting literacy skills, students are introduced to the Cherokees' struggle to remain on their land in the early 1800s. Students develop their literacy skills as they explore a social studies focus on the assimilation strategy of the Cherokee Nation and its eventual impact on their fate. During this process, they read informational text, learn and practice vocabulary words, and explore content through videos and interactive activities. From PBS Learning Media.
Conflict Over Western Lands In this blended lesson supporting literacy skills, students learn about the differences between the way white settlers and Native Americans thought about land and land ownership in the mid-1800s. Students develop their literacy skills as they explore a social studies focus on the concept of Manifest Destiny and how it created conflict in the Great Plains. During this process, they read informational text, learn and practice vocabulary words, and explore content through videos and interactive activities. From PBS Learning Media. | 1,989 | 838 | {
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Media Coverage
Overview:
Teens research news coverage using magazines, newspapers, television, and the Internet to make the case that a local topic is not getting the fair attention it deserves.
Materials:
* Access to library, news reference database
Procedure:
1. Ask students where they get their information about current events (newspapers, magazines, television news, Internet, etc.). Say: There's a lot of information out there, yet many important issues aren't getting the attention they deserve. Because of that, they may remain problems longer than they have to.
2. Ask why this is true. Possible answers: they're being ignored by the media; people are apathetic and don't care; there's so much information out there that it's hard to prioritize the importance of what we read, watch, and hear.
3. Tell students they will research a local issue they think has been inadequately covered in the news.
4. Explain what a "local" issue is (one that concerns only the local community or is a local expression of a larger issue or problem like homelessness). Ask them to define "inadequate" news coverage: reporting on an issue without balance (not fair to all sides of the issue) or not covering an issue as much as other stories. Tell them they must back up their assertions with research from the library or Internet to confirm how much coverage there has been.
5. Reports are due in two weeks. Check in with students at least once a week to make sure they're progressing. You may want selected students to make a class presentation on their findings as well as to explain what they're willing to do to raise awareness of the neglected issue.
As a follow-up exercise, have students write reports on the neglected topics and submit them — with a letter explaining the project — to local media organizations. This can be an individual or group exercise.
This lesson is from the Good Ideas book, available for purchase from the CHARACTER COUNTS! online store: http://www.charactercounts.org/materials charactercounts.org
CHARACTER COUNTS! is a registered trademark of Josephson Institute.
© 2013 Josephson Institute
McREL standards
Language Arts
Standard 10. Understands the characteristics and components of the media.
Level IV, Benchmark 1. Understands that media messages have economic, political, social, and aesthetic purposes (e.g., to make money, to gain power or authority over others, to present ideas about how people should think or behave, to experiment with different kinds of symbolic forms or ideas).
http://www.mcrel.org/Standards-benchmarks/
Media Coverage
CHARACTER COUNTS! is a registered trademark of Josephson Institute.
© 2013 Josephson Institute
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WINDSOR ESSEX COMMUNITY HOUSING CORPORATION
BOXELDER BUG INFORMATION
BOXELDER BUG
NUISANCE PEST - NOT HARMFUL
This bug is about 1/2 inch long and 1/3 as wide. It is black with three red lines on the body, a red line along each side, and a red line on each wing. The wings lie flat on the back when at rest.
The Boxelder Bug, Leptocoris trivittata (Rhopalidae), is often found in Windsor near its favorite food plant, Manitoba Maple. Masses of female bugs can sometimes be found in sheltered spots on the sides of buildings in October. These bugs are not a cause for concern for residents. They do not bite, feed or reproduce indoors.
Boxelder Bugs cause concern in the autumn when they gather in considerable numbers on the warm outside walls of homes and sometimes find their way into our properties looking for a suitable place for winter.
When they gain entry to buildings through cracks or other openings they remain in wall cavities and will occasionally emerge inside the home in the spring. They will not breed indoors, so there is no danger of starting an "infestation".
They cause no structural damage whatsoever but they can "spot" interior furnishings with their droppings. They can't bite, they don't eat anything on the inside of your house, including house plants, and they won't harm you or your pets.
ARE BOXELDER BUGS BUGGING YOU?
When the bugs decide it's time to leave their winter stop-over in your home some may be attracted to the warm atmosphere where you live. They want to get outside but inadvertently end up inside. A good way to eliminate them is to vacuum the bugs up with a long hose attachment. If you squash them they may stain the walls or fabric.
Remember they are harmless to humans and homes. You can easily use a broom to sweep the Boxelder outside of your home or away from your doors.
Spraying them with a mixture of soap and water will kill them. You can also wash them off exterior walls and tree trunks with a pressure hose or garden hose.
Windsor Essex Community Housing (CHC) Customer Service 519-254-1681 x 3030 www.wechc.com email@example.com
How to avoid Boxelder bugs from entering your home.
- On sunny days when the bugs are grouping, usually on the South West side of a building, ensure your doors are not propped opened.
- You can use a broom to sweep the bugs off of the wall.
The Boxelder is a nuisance but they do not
- bite
- feed
- or reproduce indoors.
Feedback is welcomed on the information sheet.
-Did you find this information helpful?
-What other information sheets would you like to see from CHC?
-You may email us at firstname.lastname@example.org, or phone 519-254-1681 extension 3030. | 1,075 | 637 | {
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Application Exercises
How Can I Apply This Tool?
1. When you see an emotional reaction from a kid or teenager, try to respond first with empathy. Use the phrase, "I can see that you feel . . ." Practice making your first response a right brain response to encourage an emotional exhale. Ask questions about how they are feeling. If possible, pull up a feelings chart or wheel. If that's not readily available, have a few feeling words available as examples.
Do you feel . . .
Embarrassed?
* Alone?
* Ashamed?
* Lonely? • Hurt? • Angry? •
* Afraid?
2. We know that kids and teenagers can experience a roller coaster of emotions—calm one minute and hysterical the next—and still be normal. However, when you observe signs that appear to extend beyond teenage moodiness or kid brooding, it's important to intervene. Here are some ways:
* Check in. Talk to your kid or teen about the changes in mood or behaviors you've observed. In the conversation, try to determine if what they are experiencing is something that they believe they can eventually tackle or if life feels overwhelming right now. Encourage the expression of all emotions, even the really strong and complicated ones. Keep in
* Be aware of the classic signs of depression such as sadness, tearfulness, feelings of worthlessness or guilt, difficulty concentrating, changes in sleep and/ or appetite, and loss of interest in friends or typically enjoyable activities. If these signs persist on a daily basis, consider scheduling an evaluation with a pediatrician or therapist.
mind that if emotions aren't freely expressed, they get bottled up and eventually leak out in unexpected ways.
* Seek professional support. If you think your kid or teen may be severely depressed, or if you have concerns about his or her safety, it's important to seek out professional support. Unfortunately, clinical depression isn't likely to improve on its own. Don't know where to begin? Start with a medical health provider like a pediatrician, family doctor, or school nurse.
3. If a kid in your life says something that concerns you, here are things that you can do in the moment:
* Then ASK directly: Are you thinking about hurting yourself? Avoid using the word "suicide." That word may not connect with a kid or teen who is thinking about hurting themself. They may not be that far in their thoughts or understand the weight of those terms.
* Express empathy for their distress, "It sounds like things are really hard for you right now. It doesn't seem like you have much hope that things will get better. Is that right?"
* Be sure to share your concerns with a healthcare provider. If you are a ministry leader or coach, tell the kid or teen's parents immediately. | 1,046 | 568 | {
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5946 AAAA
Forays into Anti-Aliased Ascii Art
Aliasing is the term used for artifacts introduced when digitally sampling an analog source due to the finite resolution of the digital capture. Aliasing is a common problem in computer graphics, where lines and smooth curves appear jagged when plotted as pixels. For example, given an equation of a line to be plotted:
a naive attempt to draw this line might result in something like
***
**
***
***
looking more like a staircase than a smooth line.
Aliasing (a.k.a. jaggies) can be countered by anti-aliasing schemes in which pixels are drawn in varying shades of gray and, sometimes, diffused over neighboring pixels to yield a smoother-looking image when viewed from sufficient distance, as illustrated by the picture at the top of this page.
One scheme for anti-aliasing lines works on the idea of shading two pixels at a time for each value for each x. Given a point (x, y) where y = mx + b, let yw be the "whole part" of y (the largest integer that is less than or equal to y) and let yf be the "fractional part" of y such that
For example, if y = 23.56, then yw = 23 and yf = 0.56. Also, if y = −1.3, then yw = −2 and yf = 0.7.
Let the gray level of a pixel be a number from 0.0 to 1.0 where 0.0 denotes a pure white pixel and 1.0 denotes a pure black pixel. If yf is zero, then shade the pixel (x, yw) at a gray level of 1.0. If yf is non-zero, then shade the pixel (x, yw) at a gray level of 1 − yf and shade the pixel (x, yw + 1) at a gray level of yf .
Write a program to draw anti-aliased lines according to this scheme.
Input
The input set will consist of several cases. Each case is given as a single line, containing two numbers, m and b, denoting the slope and intercept of the line in the formula
These numbers will be presented as floating point numbers with no more than 2 digits after the decimal point. m will be in the range 0.00 to 0.50 inclusive and b will be in the range -20.00 to 20.00 inclusive.
A zero value for both m and b signals the end of input and is not plotted.
Output
For each line in the input, produce a separate plot consisting of a 20 × 20 square of characters. Each character represents a point on the portion of the Cartesian plane defined by 0 ≤ x < 20, 0 ≤ y < 20. Each character position unrelated to the line is filled with a blank. The line is plotted by filling the appropriate character positions with a character obtained by computing the appropriate gray level as described above, rounding to the closest tenth, and then selecting a character from the following table:
The characters, if you have difficulty recognizing them, are: period, colon, hyphen, equals, plus, lower-case T, lower-case W, asterisk, hash, percent, at. yf and the gray level must be computed exactly. When rounding the gray level to the closest tenth, break ties by rounding up.
Each line of the plot will be printed as 20 characters, immediately preceded and immediately followed by a vertical bar ('|').
After each plot, print a single line containing 22 underscore ('_') characters.
Sample Input
```
0.5 0 0.2 10.0 0 0
```
Sample Output
```
| | | | | | | | | | | | | | | | | | | t| | t@t| | t@t | | t@t | | t@t | | t@t | | t@t | | t@t | | t@t | | t@t | |@t | ______________________ | | | | | | | | | |
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Bowling Rules
- The goal is to knock down all ten pins
- Each frame consists of throwing the ball twice to knock down all the pins
- If you knock down all the pins with the first ball, it is called a "strike"
- If you knock down all the pins with the second ball, it is called a "spare"
- Each games consists of ten frames. If you bowl a strike in the tenth frame, you get two more balls. If you throw a spare, you get one more ball.
- Open frames are frames without a strike or spare
- Scoring is based on the number of pins you knock down. However, if you bowl a spare, you get to add the pins in your next ball to that frame. For strikes, you get the next two balls.
- An average of three games is played. You determine a 3 game average by adding all 3 scores and then dividing that number by 3.
- Accurate preliminary scores are essential for fair divisioning.
- Foul line is in effect. If you step over the foul line, any pins knocked down will not count towards your score.
- Ramp Bowling is allowed for those athletes that are not physically capable of rolling a bowling ball. The ramp is for physical disabilities and not to be used to just increase a score.
- Bumpers are not allowed.
LANE ETIQUETTE
- Every bowler must wear bowling shoes, with the exception of Athletes utilizing a wheel chair. Bowling shoes should not be worn outside or into restrooms.
- Bowl on your own lane
- Don't bowl at the same time as someone else on any lane next to you
UNIFORM
- Athletes must be appropriately dressed. One of the most important things a coach can do is have their team in Uniform. Athletes should be dressed in a team shirt, walking shorts or pants. (Jeans are acceptable in bowling).
SOOK offers 3 different Bowling events:
- Traditional Singles Bowling – This is Singles bowling. The Athlete's score is based on a three game average. Add the total of all 3 games together and then divide by three for the three game average. The maximum score is 300.
- Unified Team Bowling – Two Athletes and two partner's team together in a four person team, where all 4 scores are added together and a 3 game average is taken. The maximum score is 1200.
- Unified Doubles Bowling – The Athlete and Unified Partner bowl as a team. Score is determined by a three game average of both their scores added together. The maximum score is 600.
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Boring press releases - 5 ways to grab attention
What is a press release?
A press is considered as an official statement that is released to the public through print, electronic and social media. The main purpose of a press release is to make an important announcement or to spread a piece of news amongst the general public. Most of the time a press release that is used to make an announcement is a brief summary of the real document which is sent to all news agencies. A press release consists of all the important information regarding the news that is to be announced. A detailed document that includes all the minor details related to the announcement is either emailed to the news agencies or a hardcopy is sent to them and can get essay writing service
What format to follow when writing a press release?
As mentioned before a press release does not contain all the details related to the news which is being released to the public. That is why it is important to follow the format of a press release so that it is easier for the reader or listener to understand what the news is about. The format that should be followed in a press release include:
The headline
The first heading of the press release should be a strong headline that describes the content of the press release. To make the press release interesting the writer should try to grab the attention of the reader by writing a strong and clear headline. The essay writer suggests that the headline should be short but striking for the reader.
The location where the news took place
The second important section of the press release is the location where the news took place. The writer needs to include the exact location where the event is taking place or has already happened.
Strong lead
This is a one-liner section in which the main gist of the news should be mentioned. The content of this line should interest and attention-grabbing so the reader is convinced to read the whole press release and have college essay writing service
The main body of the press release
This is the main section of the press release in which the basic information regarding the news is written. Most of the details related to news that is released to the public is included in this part and it is important for the writer to used clear and persuading language so that the reader does not get bored while reading the press release
Press contact and organization that made the press release
The contact details of the organization that made the announcement should be mentioned in this section. This may include the phone numbers, email address, and location of the organization's main office.
How to avoid making a press release boring;
Find a selling point that will make your press release interesting
The writer of a press release or the paper writing service that has been entrusted to write the document needs to ensure that there should be something unique about the announcement being made. If there is a unique selling point in the press release the interest of the audience is kept in the news.
Make it fun to read
With the introduction of social media, press releases have now become a major attraction for the public. The writer should try to include one-liner jokes that are not offensive to anyone so that the audience keeps enjoying the announcement.
Read the work of famous journalists
The press releases of famous journalists should be referred to when writing a one for yourself or your organization. Reading those samples and learning techniques to grab the attention of the public.
Know the basics of a press release
If the set format of a press release is followed and all necessary information is included the attention of the audience is attainted. Professional work will always be easier for the audience to understand hence their interest is developed in the news and go for professional essay writing service
Add a call of action at the end of the release
The release should end with open feedback for the public so that they could give their opinion regarding the news or announcement. People will always keep their interest in documents that allow them to give feedback at the end.
Other Useful Resources :
Exploratory writing Topics
Guide on Cause and Effect Essay Topics
Guide about Writing Services-Perks and Drawbacks | 1,531 | 816 | {
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http://www.bbc.co.uk/schools/ks2bitesize/
www.woodlands-junior.kent.sch.uk/maths www.woodlandsjunior.kent.sch.uk/Games/ educational/literacy.html
https://www.topmarks.co.uk/Search.aspx? AgeGroup=3
https://www.bbc.co.uk/bitesize/topics/zcvv4wx https://www.timestables.co.uk/
Swimming kit reminder
If anybody has spare kits, goggles, hats or swim bags they no longer need, school would really appreciate them. Thank you!
Year 5 swim every Wednesday morning. Your child will need their costume or shorts on under their school uniform, and a bag with their towel, hat and goggles.
Baghdad 900CE Curriculum Passport Year 5 Summer 1 2023
English
We will be using our Talk4writing scheme to write our own suspense story. We will be using a story called
Elf Road to write our own portal story.
Art/DT
Art—we will be creating our own piece of work, focussing on Style
In DT we will be considering how to make bread, following recipes and evaluating our
We will cover a wider range term: e of topics this half
Maths
* Measurement includin tween different units ng converting bes of measure.
* Multiplication and division
* Addition and subtract decimals tion including
* Measures including tim me and timetables.
History
We will be learning about life in Ancient Baghdad. We will be considering how it was a centre for peace and wisdom before conflict arouse from the Mongol army.
How to support your child at home:
Please encourage your child to read regularly at home, either independently, with a sibling or with an adult. We ask that reading diaries are signed three times a week to earn Read-It Tickets!
Regular practise on TTRockstars is also encouraged to keep improving fluency in times tables.
Science
All Change!
Are the changes that happen around us reversible or non-reversible? We will be carrying out lots of investigations and experiments this half term to find out more about reversible and irreversible changes.
Computing
How can we design our own computer games?
Music
Learning all about movie soundtracks and creating movie sound effects.
French
Asking and saying where you're going on holiday.
PE
We will continue to swim every Wednesday and enjoy Danish Longball on a Monday
RE and PSHE
RE— Wise words. What do believers learn from religious words. Which holy books do believers follow? We will be reading religious stories to find out what the meaning is for believers.
PSHE — Happy and Healthy Me. What can affect my health, including the media? How will my body change as I grow up? | 1,142 | 571 | {
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STUDENTS
Illness Guidelines: Conditions requiring temporary exclusion
When a student becomes ill but does not require immediate medical help, a determination must be made about whether the student should, be sent home (i.e., should be temporarily excluded from school). Most illnesses do not require exclusion. The building administrator, school nurse or designee should determine whether the student's illness meets the following criteria for exclusion:
- Prevents the student from participating comfortably in activities as determined by staff members of the school.
- Results in need for care that is greater than staff members can provide without compromising the health and safety of other students.
- Poses a risk of spread of harmful disease to others (on the list of specific excludable conditions).
If any of these criteria are met, the student should be excluded, regardless of type of illness, unless a health professional determines the student's condition does not require exclusion. To attend school, the student must be absent a fever without the aid of fever-reducing medicine.
List of specific excludable conditions:
- A severely ill appearance. This could include lethargy or lack of responsiveness, irritability persistent crying, difficulty breathing, or having a quickly spreading rash.
- Fever and behavior change or other signs and symptoms (e.g., sore throat, rash, vomiting, diarrhea).
- Diarrhea, stool that is occurring more frequently or is less formed in consistency than usual in the student and not associated with changes of diet. Exclude students who have 2 stools above normal per 24 hours.
- Vomiting 2 or more times in the previous 24 hours.
- Abdominal pain that continues for more than 2 hours or intermittent abdominal pain that is associated with a fever or other signs or symptoms.
- Mouth sores with drooling that the student cannot control unless the health department or the student's healthcare provider states the student is noninfectious.
- Rash with fever or behavioral changes, until a healthcare provider has determined the illness is not a communicable disease.
- Skin sores that are weeping fluid and are on an exposed body surface that cannot be covered with a waterproof dressing.
- Other, specific diagnoses as follows:
o Streptococcal pharyngitis (i.e., Strep throat or other streptococcal infection), exclusion until the student starts an appropriate course of an antibiotic (course is usually at least a week of a form of penicillin or erythromycin). Return to school may occur if the student has a dose on the day of the diagnosis and has a second dose the following morning and before returning to the school.
o Head lice (pediculosis), only if student has not been treated after notifying family at the end of the prior school day. (Note: Exclusion is not necessary before the end of the school day.)
o Scabies, only if student has not been treated after notifying family at the end of the prior school day. (Note: Exclusion is not necessary before the end of the school day.)
o Pink Eye (conjunctivitis), only if yellow or white eye drainage or crusting eye discharge associated with pink or red conjunctive (i.e. Whites of eyes) and fever, eye pain or eyelid redness.
o Ringworm, (cutaneous fungal infections) only if student has not been treated after notifying family at the end of the prior school day. (Note: Exclusion is not necessary before the end of the school day.)
o Impetigo, only if student has not been treated after notifying family at the end of the prior school day. (Note: Exclusion is not necessary before the end of the school day as long as lesions are covered.)
o Chickenpox (varicella) until all lesions have dried or crusted (usually 6 days after onset of rash) and no new lesions have showed for at least 24 hours.
o Rubella, until 7 days after rash appears.
o Pertussis, until 5 days of appropriate antibiotic treatment (21 days if untreated).
o Mumps, until 5 days after onset of parotid gland swelling.
o Measles, until 4 days after onset of rash.
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VCE History
Seymour College
Contents
1. Overview of the subject
2. Units 1 & 2
3. Units 3 & 4
4. Entry requirements and assessments
5. Careers and pathways
1. Seymour overview
History involves inquiry into human action in the past, to make meaning of the past using primary sources as evidence.
The study of history fosters the ability to ask searching questions, to engage in independent research, and to construct arguments about the past based on evidence.
2. Unit 1 & 2 (Year 11)
Unit 1: Modern History Change and Conflict
In this unit students investigate the nature of social, political, economic and cultural change in the later part of the 19th century and the first half of the 20th century. Modern History provides students with an opportunity to explore the significant events, ideas, individuals and movements that shaped the social, political, economic and technological conditions and developments that have defined the modern world.
Unit 2: Modern History The Changing World Order
In this unit students investigate the nature and impact of the Cold War and challenges and changes to social, political and economic structures and systems of power in the second half of the twentieth century and the first decade of the twenty-first century.
3. Units 3 & 4
Two broad topics are studied over the course of the year – one in Unit 3 and one in Unit 4. Each topic is split into two time frames – before and after 1950. Students will be studying: War & Upheaval and Power & Resistance
War and Upheaval (1909–1992)
Area of Study 1: Students investigate the debates and perspectives about Australia's participation in World War One and World War Two.
Area of Study 2: Students investigate the debates and perspectives about Australis's participation in Asian Wars as part of the Cold War period: Korea, Vietnam, Malayan Emergency and the Indonesian Confrontation. The changing nature of enlistment and service in the Australian Military is included.
Power and Resistance (1788 – 1998)
Area of Study 1: Students investigate the ways in which the colonisation of Australia began as a complex story of the exercise of power and resistance to authority. Topics include: the Frontier Wars, the Rum Rebellion, the Eureka Rebellion, the rise of Unionism and Federation, Female Suffrage.
Area of Study 2: Students investigate how Australian democracy and society were challenged in the post-colonial world that emerged after 1945 and the extent to which these challenges were influenced by perspectives of, and events in, other nations. Students study the struggle for Indigenous civil and land rights, struggles for improved workers' rights and conditions, the push for women's equality and demands for LGBTIQA+ rights.
4. Entry Requirements & Assessment
VCE History does not have any pre-requisites to entry. Any student may enroll in the subject regardless of their previous study and interests.
VCE History is assessed via the following written assessment tasks:
1. A historical inquiry
2. An evaluation of historical sources
3. Extended responses
4. An essay
Why History?
The choices that you will be making for your future should include the past!
By choosing history, you will not only be equipping yourself well for your final years of schooling, but for the rest of your life. History enables people to know about past events and actions; it also makes them critical and wary thinkers, more confident communicators and more active citizens.
Employers also value many of the skills developed in the study of History. These skills include:
A high level of written communication
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DAUNTSEY'S SCHOOL
CYBER BULLYING POLICY
'STICKS AND STONE MAY BREAK MY BONES BUT WORDS THEY CANNOT HURT ME'
Unfortunately, in this day and age the statement is rather out of date. The misuse of e-mails, texts, social networking sites, social media, games consoles and mobile phone calls can create a nuisance or great misery for a lot of people. It is hoped that this policy will help to alleviate the problem at Dauntsey's. It is open to review and alteration.
What is cyber bullying?
Cyber bullying is the use of Information Communications Technology (ICT), particularly mobile phones and the internet, deliberately to upset someone else.
Some cyber bullying activities could be criminal offences under a range of different laws, including the Protection from Harassment Act 1997, Equality Act 2010 and the Malicious Communications Act 1988.
How are we trying to prevent it?
Updating and reviewing our anti-bullying Policy to include cyber bullying. Please refer also to the School's ICT user policy.
Raise the awareness of staff, parents and pupils to the problem through Complementary Curriculum lessons, and seminars run by visiting speakers for staff and pupils.
Raise awareness of their responsibilities in their use of ICT.
Promote the positive use of technology.
Provide and publicise different ways of reporting an incident and offer advice about how pupils can keep themselves safe.
Regularly review the impact of the policy by an annual online, anonymous anti-bullying questionnaire.
A mobile technology policy for pupils, written by Mrs A. Jackson and Miss E. Conidaris, will be shared through Complementary Curriculum lessons.
How can cyber bullying be reported?
Talk to someone you trust, a parent or any member of staff, the Listening Service or Counsellors. All
First and Third Form are introduced to the Counsellors at the start of the academic year as well as provided with the opportunity to visit Orchard House and view where counselling takes place in the
school. The Deputy Head (Pastoral), Mrs A. Jackson, is the Designated Safeguarding Lead and any concerns can be reported to her or to Miss E. Conidaris, Head of the Lower School and Deputy
Designated Senior Safeguarding Lead or Mr G James, Deputy Designated Safeguarding Lead.
Concerns can also be raised directly with the Head Master.
What sanctions will be used?
The 'No blame' approach will be used, however, the person may lose certain privileges depending on the severity and the length of the bullying.
These may include blocked access to the Internet at school, confiscation or restriction of use of a mobile phone, detention, or even suspension or exclusion, which will be at the discretion of the
Head Master.
The Use and Abuse of Technology Policy also highlights necessary sanctions.
Access to technology should be seen as a privilege not a right and the abuse of these privileges brings consequences.
Anais Seager
Head of Complementary Curriculum and PSHE
Reviewed:
September 2020
Next Review:
September 2021 | 1,388 | 627 | {
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1 a Express 4 (1 )(2 ) x x + + − in partial fractions.
b Given that y = 2 when x = 3, solve the differential equation
2 Given that y = 0 when x = 0, solve the differential equation
3 Given that d y x is inversely proportional to x and that y = 4 and d y x = 5 3 when x = 3, find an expression for y in terms of x.
4 A quantity has the value N at time t hours and is increasing at a rate proportional to N.
a Write down a differential equation relating N and t.
b By solving your differential equation, show that,
where A and k are constants and k is positive.
Given that when t = 0, N = 40 and that when t = 5, N = 60,
c find the values of A and k,
d find the value of N when t = 12.
5 A cube is increasing in size and has volume V cm 3 and surface area A cm 2 at time t seconds.
a Show that
where k is a positive constant.
Given that the rate at which the volume of the cube is increasing is proportional to its surface area and that when t = 10, A = 100 and d d A t = 5,
b show that.
6 At time t = 0, a piece of radioactive material has mass 24 g. Its mass after t days is m grams and is decreasing at a rate proportional to m.
a By forming and solving a suitable differential equation, show that
where k is a positive constant.
After 20 days, the mass of the material is found to be 22.6 g.
b Find the value of k.
c Find the rate at which the mass is decreasing after 20 days.
d Find how long it takes for the mass of the material to be halved.
PMT
7 A quantity has the value P at time t seconds and is decreasing at a rate proportional to P .
a By forming and solving a suitable differential equation, show that
where a and b are constants.
Given that when t = 0, P = 400, b find the value of a.
Given also that when t = 30, P = 100,
c find the value of P when t = 50.
The diagram shows a container in the shape of a right-circular cone. A quantity of water is poured into the container but this then leaks out from a small hole at its vertex.
In a model of the situation it is assumed that the rate at which the volume of water in the container, V cm 3 , decreases is proportional to V. Given that the depth of the water is h cm at time t minutes,
a show that
where k is a positive constant.
Given also that h = 12 when t = 0 and that h = 10 when t = 20,
b show that
and find the value of k,
c find the value of t when h = 6.
a
Express
1
(1
)(1
)
x
x
+
−
in partial fractions.
In an industrial process, the mass of a chemical, m kg, produced after t hours is modelled by the differential equation
where k is a positive constant.
Given that when t = 0, m = 0 and that the initial rate at which the chemical is produced is 0.5 kg per hour, b find the value of k,
d find the time taken to produce 0.1 kg of the chemical,
e show that however long the process is allowed to run, the maximum amount of the chemical that will be produced is about 462 g.
8
9
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Newcombville Elementary School Music Communication Plan 2020/2021 (A. Sheffield, Music)
Program Overview
Music is a dynamic part of our life and culture, providing pleasure and enjoyment, as well as deeper insights and awareness. All Music classes at Newcombville Elementary School will foster the development of physical, perceptual, personal, and social skills of students; while students create, respond to, and present music.
Covid 19's Impact on Music Class
Like so many other activities, music class will be carried out differently than it was before. The province has offered detailed recommendations for Music P‒12 that are based on research and practice in music education. Research is ongoing and recommendations are subject to change throughout the year.
I will be following, and monitoring, provincial recommendations throughout the year as I plan for music classes. We will begin the year developing our music classroom culture and establishing new routines designed to be engaging while keeping everybody safe. Below I will outline some of the key changes and some of the things that will stay the same related to music class.
A little bit the same
* A little bit different
* I am extremely excited to see and work with your children again.
* Students will have lots of opportunities to move, use their imaginations, and be creative.
* Students will be chanting, humming, using body percussion, playing instruments (sanitized and not shared), listening, and moving to music
* To reduce movement in the hallways, students will not be traveling to music class and I will be going into students' classrooms to teach music class.
* Students will be social distancing as much as possible within their classrooms.
* Students will still be creating, presenting, and responding to music to develop their understanding of the following: rhythm, melody, harmony, expression, and cultural context.
* Students will not be singing until further research has been completed and singing is deemed appropriate by public health guidance. (humming and chanting are appropriate)
* Instruments will not be shared between students. * subject to change
Assessment
Assessment for learning will be ongoing throughout the year. Students will be assessed based on their demonstration of understanding of the items listed above. They will be assessed using observation, rubrics, work samples, projects, and self-evaluations.
Expectations for Learning Success
To achieve success in music class, students need to participate, strive to do their best, be good listeners, and respect themselves and others. Music classes are 30 minutes long twice a week, therefore students are expected to listen, be respectful, and participate in activities. Any disruptions during these classes will impact their ability to learn and can negatively impact the rest of the class. Negative behaviour in music classes will not be tolerated in order for all students to have the best chance for success.
Communication
If you need to reach me you can do so by visiting the "contact me" section of my website, emailing email@example.com, calling the school at 541-8230, or through writing a note in your child's agenda. Please do not hesitate to contact me.
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Resources and Strategies for Reading, Writing, and Talking about Current Events
The following instructional resources are designed to support creating space within our classrooms, campuses, and districts for students to engage in reading, writing, and talking about what is happening in the world around us. Because we believe that Franklin D. Roosevelt spoke truth when he said "Democracy cannot succeed unless those who express their choice are prepared to choose wisely. The real safeguard of democracy, therefore, is education…to prepare each citizen to choose wisely and to enable him to choose freely are paramount functions of the schools in a democracy."
AVID Instructional Resources
Resources are linked as PDFs and include the educator and student resources needed for the instructional practice. We envision these resources being used with texts you provide, which are developmentally appropriate for your students. Please keep in mind that we define "text" as anything conveying meaning – including images, video clips, graphs, and podcasts.
* A KWLA chart is a tool for recording the exploration of ideas and learning through the duration of a lesson or unit as it allows the opportunity for identifying what students already know, what they want to learn more about, what they have learned, and how they will apply this new learning. Click HERE for the instructional practice and supporting resources.
* Think-Alouds and Structured Dialogue provide an opportunity for students to think about what they are reading, identify points of confusion, and be able to apply, analyze, evaluate, or synthesize what they have read as they engage in conversation with a partner. Click HERE for the instructional practice and supporting resource.
* The Depth and Complexity Thinking Tools uses 11 tools and their corresponding icons to provide readers with both a visual cue and a road map for engagement with a text. Click HERE for the instructional practice and supporting resources.
* Says, Means, Matters is a strategy scaffolds the analysis of text by walking students through what the author is saying and what it means, then providing the opportunity to offer an analysis that determines why it matters. Click HERE for the instructional practice and supporting resources.
* Reading Across Costa's Levels of Thinking leverages Costa's Levels of Thinking and Questioning for students to explore and analyze texts, moving from being able to describe basic information to thinking at the highest levels of rigor. Click HERE for the instructional practice and supporting resource.
* Purposeful Rereading to Deepen Comprehension and Retention moves students through multiple reads of a text or chunk of text, with an intentional focus for each read that moves students to deep levels of comprehension and understanding. Click HERE for the instructional practice and supporting resource.
* Higher Order Discussion Techniques incorporates the use Academic Language Scripts and Academic Thinking Skills Sentence Frames to support students when engaging in discussion
strategies like a Socratic Seminar or Philosophical Chairs. Click HERE for the instructional practice and supporting resources.
* Socratic Seminars provide students with opportunities for thinking critically, engaging in dialogue, and considering new perspectives. The Socratic Seminar Core Strategy page on my.avid.org is filled with resources for engaging in a Socratic Seminar in a blended learning environment. Click HERE to be taken to the site, you will be prompted to log into my.avid.org.
Websites and Resources to Support Educators and Students
* AVID Weekly provides relevant and engaging content, this video and article text set outlining contentious elections in our nation's history with the supporting lesson is a wonderful way to look at our current events through the perspective of a historian.
o Click HERE for the article.
o Click HERE for the lesson.
* Facing History and Ourselves pulled together Responding to the Insurrection at the US Capitol, this resource is full of collaborative, reflective, and engaging ideas for how to create both a safe and brave space for academic discourse.
* Talking to Kids About the Attack on the Capitol is a resource put together by the National Education Association has compiled that provides resources and strategies that are differentiated so they are developmentally appropriate.
* Presidents Obama, George W. Bush, Bill Clinton, and Jimmy Carter released direct statements that are powerful examples of primary source documents. These texts would pair nicely with any of the instructional strategies listed above. Click HERE for their statements.
* PBS released this Classroom resource: Three ways to teach the insurrection at the U.S. Capitol which incorporate video footage and clips from news agencies as well as instructional steps and strategies. | 1,973 | 881 | {
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K-5th Grade
Samson
Discussion Questions
Session Title: Samson
Bible Passage: Judges 13–16
Story Point: God gave Samson strength to defeat the Philistines.
Key Passage: 1 John 1:9
Big Picture Question: What is repentance? Repentance is turning away from sin and turning to
Jesus.
K - 5TH GRADE DISCUSSION QUESTIONS
Ask the following questions:
What special instructions did God have for Samson's hair? (An angel of the Lord told Samson's parents not to cut his hair; Judg. 13:4 )
What did the Philistines do to capture Samson? (They paid Delilah to find out his secret, cut his hair, and attacked him; Judg. 16:5-20 )
How did Samson deliver God's people? (He prayed to God for strength and then pushed over the pillars holding up the roof of a temple, crushing the Philistine leaders and himself; Judg. 16:28-30 )
What was Samson's real source of strength? Lead the kids to see that, although Samson said cutting his hair would take away his strength, his hair was just a picture of his obedience to God. God was his source of strength.
Who else gave His life to rescue many people? Help the kids make the connection to Jesus, who gave up His life on the cross to save people from sin. Make a point to remind the kids that Jesus was without sin, making His sacrifice even greater. Samson saved the Israelites from the Philistines, but Jesus saved all God's people from sin and death forever.
How can we have strength from God? Guide kids to see that our source of strength is also God. Guide the discussion away from physical strength and to the ideas of strong faith and determination to obey God. Remind them that we grow our spiritual strength by trusting God, praying to Him, reading His Word, and spending time with other believers.
Say • God gave Samson strength to defeat the Philistines. When we trust Jesus, God sends the Holy Spirit. He gives us spiritual strength.
Journal and prayer
Give a sheet of paper to each child. Ask the kids to write about or draw a picture to answer the following questions:
What does this story teach me about God or about the gospel?
What does this story teach me about myself?
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Healthy Weight: A Family Affair
Of course you want your family to be healthy. And you likely know what it takes to be at a healthy weight: a balance of healthy eating and activity. But if you're like many families, it can be hard to add even one more thing to your daily lives.
What if being a little more healthy as a family was just a little bit easier? And what if your family joined in the changes gladly? Does this sound like a dream world? It doesn't have to be.
Make a plan for your family, by your family
Where to start? For many people, it helps to make a plan. Think about your goal, break it into smaller steps, and think about what could get in the way of reaching your goal.
Ask yourself and your family some basic questions. Think about all the possible ways you can reach your goals—together. Then agree on a few steps you'll start with and when. If for some reason these steps don't work, don't worry. Making a change for good takes time, and practice. Think about what worked and what didn't work, and try again.
KEEP IT SIMPLE AND SPECIFIC
Here are the types of things to include in your family's healthy weight plan.
* Why does your family want to be at a healthy weight? Ask your children why they want to be more active or eat healthier. Your family's reasons are the most important part of this plan.
* When is a good time to start? For example, if you have a lot going on as a family with the holidays or with school schedules, now might not be the best time to make a change. Think about when a better time might be.
* What steps could you try? Include all of your family's ideas about this. Maybe you make a fun challenge to eat one fruit or vegetable more a day. Or play active games two times a week instead of watching TV. Find common ground, then agree on a few steps that seem doable to all of you.
* How will you prepare? For example, you might agree to not buy certain foods, such as soda or chips. Or you could make sure you have healthy snacks ready for the kids to grab.
* What might get in the way of these changes? Maybe you wonder if your children will ignore you. Or you think you might get too busy. What might be hard for your children? Try asking them things like if they'll get tired of eating fruit. Plan for these barriers and how you all can get around them.
* Who can help support you? Maybe you have a family member or friend—or even a teacher— who can support your family as you make these changes. And who knows? You might inspire them to make changes too.
* How will you celebrate small successes? Maybe it's a family movie night. Or it might be a special family cheer or song. Try to think of rewards that aren't food.
Your ideas
You're ready to create your plan. As you think of your ideas, circle a few ideas that seem easiest to start with.
Your family's healthy weight plan
Your reasons to be healthy:
A good time to start:
What might get in your way:
Some possible solutions:
Who can support you:
How you'll track and celebrate your progress:
Now that you've got your plan, you're ready to get started—as a family. Try taking that first step and see how it feels. Talk with each other about how it's going. You can change your plan along the way to suit what works best and helps you all reach your goal to be a healthy family.
©2007-2019 Healthwise, Incorporated. Healthwise disclaims any liability for use of this information, which does not replace medical advice. Current as of: March 28, 2019 • LHP1911799-0910 | 1,207 | 785 | {
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Computing Scheme of Work - EYFS
ELG: Being Imaginative and Expressive
Expressive Arts and Design
Expressive Arts and Design
Early Learning Goal:
Being Imaginative and Expressive
Resources
(Mini Mash & Purple Mash)
2Create A Story
Children at the expected level of development will:
Invent, adapt and recount narratives and stories with peers and their teacher.
Sing a range of well-known nursery rhymes and songs.
Perform songs, rhymes, poems and stories with others, and – when appropriate – try to move in time with music.
Lesson ideas
2 Create A Story provides an opportunity for story writing through, the use of, multimedia tools.
The children can add clip art and their own images, their own voice recording and their own musical sounds, as well as adding movement to their picture and finally playing their pages like a book and listening to all the sounds added.
Let the children explore all the elements of the app individually before starting to put the elements together.
Explore recording sounds with the picture, explore adding animation to the picture and explore how to run the page to see what happens to all the elements you have added.
Lesson ideas: -
* The teacher to create their own storybook to play back and listen to with the children. This could be linked to a story the children have already read but with different characters and plot.
* The teacher and the children to make a class story together.
Mashcams
(Mini Mash & Purple Mash)
* The children to create their own stories using the record tool to record their own voice.
* Play back the children's stories for all the children to listen to, can the children recognise each other voices?
* In Mini Mash, make a tray with all the storybooks in which the children have created. Let the children have the opportunity, to go to the storybook tray to read though the stories and to talk to each other about the stories they have made.
Let the children become the character they want to be by using their own photograph as the face of the character.
Many of the character are linked to themes or topics which could be developed through role play activities e.g. People who help us, pirates, zookeeper etc.
Lesson ideas: -
* Use the Mashcam characters to support role play activities which the children may be engaged in.
* Let the children choose which character they would like to be.
* What do the children think it would be like to be that character?
* Let the children take on the role of the character in the role play area.
* Let them take photograph of each other in role play.
* Let them upload their face into the Mashcam.
* Use the record button within the Mashcam to record the children acting out the character.
* What will your character sound like? Can you make the sound of the voice that your character might use?
* Print off a blank picture of the Mashcam, laminate it, use it as a wipe board to let the children draw their own face in the picture and reuse by wiping clean.
2Beat
(Mini Mash & Purple Mash)
2Explore
(Mini Mash & Purple Mash)
Use 2Beat to explore making different sounds with different instruments. Try the different instruments, what do they sound like?
Lesson ideas: -
* Listen to the different instruments and make a choice of what you are going to use.
* Create your tune by clicking on the boxes next to the instruments you have chosen.
* Play back what you have created so far.
* Try changing the tune by changing the number of boxes you select.
* Change the instruments.
* Play the tune fast play it slow. Which do you prefer?
* Make the tune longer by adding more beats.
* Can you make a tune which sounds like people running fast?
* Can you make a happy, playful tune?
* Can you make a sad slow tune?
* Play your tunes for your friends, what do they think?
Use 2 Explore to listen to all the different instruments, drums, chimes, bells etc.
Lesson ideas: -
* Let the children explore all the different sounds in 2Beat.
* Ask the children to record the sounds that they have chosen.
* What does their selection of instruments sound like when they play the back?
* Can they make their tune go faster or slow it down?
* Do the sounds they have chosen, make them feel happy or sad?
* Let the children use 2Explore on the interactive whiteboard and explore making music and sounds in small groups.
* Save what the children have created onto a display board and let them play each other's creations. | 1,668 | 942 | {
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Students are invited, with support from adults, to produce scripted videos for the opportunity to be featured on NBPC websites to be viewed by classrooms around the country—plus, win some amazing prizes! It's a creative way for adults to engage youth in bullying prevention conversation while involving them in developing resources that can help educate their peers.
How it works:
*Record a video using the script
*Submit video by April 30, 2022
*Students appearing in video will need signed permission forms
*Send via YouTube links to email@example.com, or through DropBox, WeTransfer, or Google Drive
Additional notes:
*Minor adaptations to the script are allowed and encouraged
*Music included in videos must be royalty and copyright free, such as YouTube Audio Library
*Optional: The red, italicized text indicates content in which there is the opportunity to hold conversations with students to explore ideas to incorporate their own words
Top entries :
Selected videos will be featured on the Kids Against Bullying, Teens Against Bullying, and NBPC websites, along with a behind-the-scenes look (with permission) about the students participating—plus, receive amazing prizes from the list below.
Top entries to be announced May 18, 2022
Create a World Without Bullying | PACER.org/Bullying
®
Bullying hurts.
With 1 in 5 students reporting it,
Chances are it's happening to someone you know and care about.
So, let's talk about what we can do to be a part of the solution.
Bullying is with unwanted words or actions
when someone is being hurt or harmed that are repeated
could be and the person bullying has more power, which for example,
physical size or even a group against an individual.
more social status
Now, that's the definition you might see in your school handbook.
But teens?
Many of us describe it differently, such as, bullying makes you feel small
less about who you are as a person like you don't matter
like no one cares.
bad about yourself
Think about what happens when someone is bullied.
They often
feel hurt or humiliated believe that no one cares wonder if anything will ever change.
That is a lonely place to be.
Bullying brings people down,
```
But now imagine how that could be different. Think about what it means to someone being bullied, To have another person show they care, Especially someone our own age. We know that bullying can happen at school, in the community, a nd online. So, let's talk about how we can take it on. If you know someone is being bullied, You can build them up with encouraging words and actions. Try saying: I'm here for you I want to help you don't deserve to be treated that way. Take action connect with them during class breaks, even just to say hi invite them to join an activity reach out with an encouraging text. There are a lot of emotions with bullying anxiety fear anger sadness shame depression humiliation embarrassment.
```
It can be hard to talk about how you are feeling.
Let the person being bullied know that you are there for them.
This doesn't mean you have to fix the situation,
It's about giving them an opportunity to talk about what's going on and how it feels.
We all have the power to make a difference,
When others are negative, be positive.
Be there for those experiencing bullying and speak up when it happens.
```
If you see bullying in-person, you can: help them get away from the situation change the subject when your peers start tearing someone down if you feel safe, ask the person doing the bullying to stop find an adult who can quickly intervene.
```
If you see bullying online, you can:
contact the person being bullied and let them know you are there write something positive in response
for them trusted adult.
take a screenshot of the bullying and report it online or share with a
It's also really important to encourage and support them to reach out to a parent
Or someone they trust,
As the adult role is to help stop what's happening.
While it's important that we each do what we can,
Create a World Without Bullying | PACER.org/Bullying
There is also strength in numbers
encourage others to get involved too start a club at your school create spaces that are monitored by peers and adults.
Most of all,
Know that our actions have the power to make a real difference.
When we all work together, that is where real change happens.
Bullying hurts,
But it's a problem we can all do something about.
Together, we can create a world that is kinder, more accepting, and more inclusive.
Together we can create a world without bullying.
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personification rhetorical questions passive voice relative clauses modal verbs colons using senses to enhance description simile/metaphor semi-colons dashes for parenthesis repetition for effect
As readers we will:
Develop our comprehension and understanding of authorial intent whilst studying 'A Long Walk to Water' by Linda Sue Park.
In computing we will:
Develop our coding skills
- Design and write more complex programs
- Learn to use functions
- Use user input
- Follow and create flowcharts for algorithms to create and debug code
Use 2code to make a text-based adventure
In PSHE we will:
Promote diversity and recognise and respect everyone's individuality
In RE we will:
Consider what religions say to us when life gets hard.
As artists we will:
Design and create 3D African masks, inspired by Picasso Develop our line drawing, exploring how to create texture to effectively replicate the hides of African animals.
As musicians we will:
Listen to and appraise traditional African music
Learn to sing and play 'Shosholoza' – a traditional call and response song – for performance
Explore traditional African Djembe drums
Compose a piece of African-influenced music
As mathematicians we will:
Place Value within 10,000,000
Read, write, order and compare numbers up to 10,000,000
Round whole numbers to a degree of accuracy
Use negative numbers in context, and calculate intervals across zero Solve number and practical problems.
Four operations
Solve addition and subtraction multi-step problems
Multiply mulita-digit numbers up to 4 digits by a two-digit whole number using the formal written method of long multiplication
Divide numbers up to 4 digits by a twodigit whole number using the formal written method of long division, including interpretation of remainders depending on context
As scientists we will:
Study evolution and inheritance:
- Recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago. We will make our own fossils to exemplify this.
- Look at both inherited and environmental variation within different species (such as humans and dogs) to help us to understand that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents.
- Identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution. We will also learn about how animals and plants adapt in extreme conditions.
- Create cladograms to show evolutionary relationships between different species.
As athletes we will
Create an African dance (Indoor PE) Hone our football skills (Outdoor PE)
Divide numbers up to 4 digits by a twodigit whole number using the formal written method of short division, interpreting remainders according to the context.
Recognise and use square numbers and cube numbers, and the notation for squared (²) and cubed (³) Perform mental calculations, including with mixed operations and large numbers Identify common factors, common multiples and prime numbers Use knowledge of the order of operations to carry out calculations involving the four operations Solve problems involving addition, subtraction, multiplication and division
Fractions
Use common factors to simplify fractions; use common multiples to express fractions in the same denomination Compare and order fractions, including fractions > 1 Add and subtract fractions with different denominators and mixed numbers, using the concept of equivalent fractions
In French we will
Repeat and recognise the vocabulary for school subjects
Learn to say what subjects we like and dislike at school. Learn to say why we like/dislike certain school subjects Learn to tell the time on the hour Learn to say what time we study certain subjects at school | 1,717 | 742 | {
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Creating a Mandala
Creating a Mandala
Summary: In Vajrayana Buddhism, the mandala ("circle") serves as a diagram of the cosmos. Creating a sand mandala can take weeks and requires intense concentration, but the ritual practice requires the mandala be destroyed or dismantled after its completion. This emphasizes the impermanence of all created things.
The word mandala, originally a Sanskrit word, means simply a "circle" and, by extension, a "world." In the Hindu and Buddhist traditions, mandalas are also symbolic circles that represent the entire world in a microcosm. The Tibetan term for mandala, kyinkor, means "center and surrounding environment." The center with its surrounding geometric designs, its doors, its guardians, and its gods—all become charged with the order and the energy of the whole cosmos. Visualizing the world created in the mandala with all its color and detail becomes a powerful and finely tuned meditation practice.
Creating a mandala to serve as a focus of ritual and meditation has become a highly elaborate process in the Tibetan Vajrayana tradition. The mandala may be painted on cloth, created of colored particles of sand, or visualized in the mind's eye. In the United States, thousands of people who would not otherwise have seen this process have had a chance to observe Tibetan monks creating a mandala in museum installations or on university campuses. For instance, the Kalachakra Mandala, the "Wheel of Time," has been painstakingly created over a period of several weeks in the American Museum of Natural History in New York, the Natural History Museum of Los Angeles County, the Asian Art Museum of San Francisco, the Philadelphia Museum of Art, and the I.B.M. Gallery in New York.
The mandala is created of fine multi-colored sand, placed grain by grain in the intricate circle. Working outward from the center along a pattern that has been laid out, monks place the grains using special metal funnels that release a steady stream of sand, one grain at a time. The meditation does not begin on completion of the mandala; rather, the creation of the mandala is itself a form of meditation for the Namgyal monks of the lineage of the Dalai Lama. The placing of the sand requires the finely honed quality of attentive, unwavering presence that is meditation. The mandalas, some six feet in diameter, take three to four weeks to complete. In the United States these sand mandalas have been dedicated to peace—both inner and universal peace—the peace that requires the balance and wholeness that the mandala embodies.
The world created here becomes the symbolic abode of the deity, in this case the Kalachakra deity and 822 aspects of Kalachakra represented in the mandala. They are situated at every point in the pattern of concentric circles and squares that radiate from the center. There are the cardinal directions with their respective colors and guardians. There are the layers that compose the human person—circles representing the body, speech, mind, and, at the center, pure bliss, pure wisdom. The elements of the universe are laid out—earth, water, fire, wind, space, and, finally, consciousness. The whole interlocking world of life and death, buddhas and bodhisattvas, is present in this Wheel of Time.
The same process is undertaken when the mandala is created for a ritual, such as the Kalachakra initiations, which have taken place several times in the United States, including the huge Kalachakra initiation conducted by the Dalai Lama in Madison Square Garden in New York, in 1992. Many monks work intensively to create the sand mandala, completing the whole in only three days. When it is completed, the ritual master, in this case the Dalai Lama himself, invites the deities to come from their celestial abode and reside in the mandala. Kalachakra and the other deities become present for the period of the Kalachakra initiation. Initiates are introduced to them by the ritual master and are guided through the aspects of the mandala. When the ritual is completed, the deities are requested to return again to their celestial abode.
Whether in the museum or in the ritual arena, the sand mandala is not permanent. After being on display or after serving as divine residence during the ritual, the mandala is dismantled. The intricate sand painting is ritually destroyed. The multi-colored sand is poured together in a large container and brought to San Francisco Bay or the East River to be ritually deposited. The impermanence of all created things is enacted here in the painstaking creation of an intricate, exquisite work of art—and its destruction. A symbolic world comes into being, grain by grain, and passes away. | 1,824 | 981 | {
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Bystander CPR/AED Overview
Thank you for attending Swedish Covenant Hospital's Bystander CPR/AED Training Session. This program was made possible through a grant from Illinois Heart Rescue and Swedish Covenant Hospital Foundation. Bystander CPR is a critical link in the chain of survival. Studies show that for every minute of delay before starting CPR, survival decreases 10%. As the minutes tick by, the likelihood of a victim dying or suffering permanent brain damage increases. Waiting for an ambulance is not an option.
Watch a short video to review how to respond if you witness someone in cardiac arrest: SwedishCovenant.org/SaveALife.
Hands-Only CPR
1. Survey the Scene
* Look at what's going on around you. Is it safe for you to help them?
* Try to wake up the victim and check if they're breathing.
* If they do not respond, call 911.
* If they are not breathing, begin chest compressions.
2. Begin Chest Compressions
* Position the heel of your hand in the center of the victim's chest, at the breastbone.
* Place your other hand on top of the first and interlace your fingers.
* With your shoulders above your hands and your arms straight, push down hard and fast.
* Compress the chest at least two inches and let it completely rise before pushing down again.
* To deliver compressions at the correct speed (100-120 per minute) consider a familiar song at the same tempo, such as "Stayin' Alive" by the Bee Gees.
About Swedish Covenant Hospital
3. Continue Chest Compressions Until…
* The victim begins to breathe.
* Another trained individual can take over.
* Emergency specialists arrive and take over.
* You become too exhausted to continue delivering compressions.
* An AED has been prepared.
* You feel your safety is threatened.
Note: If other bystanders are available, you can coach them to take over compressions when you need to take a break. It is important to keep the same rhythm (without any breaks or delays) once compressions have begun.
Automated External Defibrillator (AED)
* An AED is a portable device that can deliver an electric shock to restore normal heart rhythm.
* If an AED is available, continue compressions until it is prepared for application.
* After turning on the AED, audio prompts will provide stepby-step instructions on how to use the device.
Hands-Only CPR Pocket Guide
Swedish Covenant Hospital is Chicago's leading independent, nonprofit teaching hospital, with 500 board-certified doctors and advanced practice providers from some of the top medical schools and residency/fellowship programs in the country. For more than 130 years, the hospital has continually evolved to offer more than 50 academiclevel specialties utilizing the latest, most advanced technology and procedures available. Swedish Covenant Hospital is an award-winning and Magnet®-recognized facility, delivering world-class care with the compassion and attention of a faith-based community organization.
1. If person is not breathing normally, or is not responding to their name, call 911 and start CPR.
2. Start hard and fast chest compressions immediately (arms straight, hands interlocked and over center of chest, to beat of "Stayin' Alive")
3. Don't stop until emergency personnel arrive and take over.
4. Use AED by following device's simple audio prompts.
A person's chance of survival significantly increases with bystander CPR. You can make a difference!
.
Watch a video and learn more at SwedishCovenant.org/SaveALife | 1,498 | 727 | {
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Baykeeper Update
Baykeeper Challenges Oakland Coal Export Terminal in Court
Posted October 2, 2015
Baykeeper is adding a legal challenge to our advocacy against the shipment of coal by rail along San Francisco Bay's shoreline. On October 2nd, we filed suit in Alameda County Superior Court against the city of Oakland and the developer of a bulk shipping terminal included in the redevelopment of the Oakland Army Base. Our lawsuit charges that under the California Environmental Quality Act (CEQA), the city and the developer failed to analyze the environmental impacts of transporting coal to and exporting coal from the terminal.
After years of denying that coal would be part of the project, the terminal's developer is now proposing to export millions of tons of Utah coal from the Oakland Bulk and Oversize Terminal at the foot of the Bay Bridge. The coal would arrive in Oakland via long trains of open cars running on tracks close to the Bay's shore, and be loaded onto ships. Baykeeper's goal is to prevent the export of coal from Oakland and the pollution it would cause to the Bay and local communities.
Baykeeper is partnering in this lawsuit with the Sierra Club, Citizens for a Better Environment, and the Asian Pacific Environmental Network, represented by the environmental law firm Earthjustice.
The city of Oakland already approved and amended an Environmental Impact Report for the Oakland Army Base redevelopment project. However, none of these documents even mentioned, let alone analyzed or described mitigation for, the significant environmental and public health impacts of coal shipping, handling, and export. Under CEQA, if a proposed project is changed in ways that will significantly impact the environment, a supplemental environmental review is required.
Many harmful impacts would result if coal is exported through Oakland. Coal contains arsenic, lead, and other toxins. Shipping coal through the Bay Area by rail could contaminate San Francisco Bay with coal dust blowing off open train cars. According to the rail industry's own calculations, each open coal car loses between 500 and 2,000 pounds of dust and coal during its journey. In addition, water is used to control dust during the unloading of coal from train cars; this contaminated water would likely drain into the Bay. Coal could also be spilled directly into the Bay during ship loading.
Coal dust can smother plants and animals that live on the Bay bottom. It can keep fish from finding food, slow the growth of fish, and interfere with fish reproduction. Harm to fish also means harm to an important food source for birds and marine mammals.
In addition to polluting the Bay, coal dust carried in open train cars would blow into neighborhoods near railroad tracks in cities that include Berkeley, Emeryville, Richmond, and West Oakland. Research links coal dust to asthma—which is already a widespread public health problem in West Oakland—as well as bronchitis, pneumonia, emphysema, and heart disease.
This lawsuit is the latest action in Baykeeper's ongoing efforts to halt coal export from Oakland. At an Oakland City Council hearing in September, Baykeeper and the Coal-Free Oakland Coalition urged Oakland leaders to prohibit the export of coal (https://baykeeper.org/blog/baykeeper-urges-oakland-leaders-nix-coalterminal) from that city. We also helped scuttle a proposal by developers in 2014 for a new facility to export coal from the Port of Oakland. (https://baykeeper.org/blog/nixing-dirty-coal-export-port-oakland) Baykeeper will continue to press forward to protect San Francisco Bay, its wildlife, and residents of neighborhoods near railroad tracks from toxic coal dust.
Read the Petition for a Writ of Mandate in Baykeeper's lawsuit challenging coal export from Oakland. (https://baykeeper.org/sites/default/files/blog_files/Lwsuit%20re%20coal%20terminal%20EIR% 20Writ%20of%20Mandate.pdf) | 1,801 | 857 | {
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Malachi Men Proverbs Lesson 1 Introduction to Wisdom
What are Proverbs? Hebrew poetry.
What is the purpose of Proverbs? To give practical wisdom for living.
What is the form of a Proverb?
- A brief, vivid, striking, memorable word picture (Proverbs 10:26 & 11:22)
- Compelling (to gain discernment, 1 Kings 3:9; Ezekiel 44:23; Matthew 13:23)
- Sentence-sayings, probability statements, no 100% guarantee (10:2 & 10:4)
Who was the author? Solomon (Proverbs 1:1)
How wise was Solomon? The wisest man in the world (1 Kings 3:12).
Did Solomon always live wisely? No. (1 Kings 11:1-6, 11-13)
Can we ever be content that we are wise enough? No, consider Solomon.
Who taught Solomon Wisdom? David, but ultimately God (Proverbs 4:3-5).
Did David teach all his sons? No (1 Kings 1:5-6).
What is wisdom? "The fear of the Lord" (Proverbs 1:7, 8:13, 9:10).
What is the "fear of the Lord"?
- An attitude of trust, awe, honor, and obedience toward God (Job 28:28; Psalms 33:8, 128:1, 147:11; Ecclesiastes 12:13-14; Matthew 10:28).
How do you get wisdom? (Proverbs 2:1-6, 3:5-12, 4:23-27)
- Wisdom comes from God. It is not easily obtained or automatic.
- To obtain wisdom you must: be attentive, listen to instruction, make it your purpose to grow in wisdom, pray to God for wisdom and understanding, seek earnestly and diligently for wisdom (like silver and gold), treat wisdom as a precious thing (treasure), trust the Lord, be humble, depart from evil, honor the Lord, submit to correction and discipline, honor God by what you think, say, watch and do.
Why is wisdom important?
- Everyone needs wisdom: the simple, young, naïve & wise (Proverbs 1:4-5).
- There are consequences to each path (Proverbs 1:32-33, 2:21-22, 3:33-35, 4:1819, 8:34-36).
- There are only two paths in life: wisdom & foolishness (Proverbs 9:1-6 & 13-17).
- Wisdom has many benefits (Proverbs 1:33, 2:7-20, 3:13-18, 3:34-35, 8:10-11, 8:19).
What happens if you ignore or mock wisdom?
- Wisdom will ignore and mock you (Proverbs 1:20-31).
Malachi Men Proverbs Lesson 1 Introduction to Wisdom
Homework:
- Read 1 chapter of Proverbs each day (for example, read chapter 15 on June 15).
- Read Ecclesiastes:
o Ecclesiastes is the last writing of Solomon.
o Identify futile pursuits in your life that you want to abandon.
o Solomon explains the futility of pursuing worldly pleasures.
o Pray for wisdom to see how to change your life to avoid being tempted.
- Memorize: Proverbs 1:7 and 14:34.
- As you read Proverbs memorize verses that are particularly meaningful to you. Put them into practice in your life, and share them with others when appropriate.
Proverbs 1:7 (644) The fear of the Lord is the beginning of knowledge, but fools despise wisdom and instruction.
Proverbs 14:34 (655) Righteousness exalts a nation, but sin is a reproach to any people. | 1,474 | 846 | {
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Health Facts for You
Patient/Family Education
Food Safety
It is important to know about food safety. It may help you keep from getting sick. Learn about ways to keep your food safe.
Clean
- Wash hands frequently for 20 seconds with soap and running warm water.
- Wash surfaces, dishtowels and cutting boards between foods. Do not use sponges.
- Things like knives, forks and spoons (utensils) used to prepare, serve and eat food should be washed often. Use hot, soapy water or dishwasher.
- Rinse all fruits and vegetables. If the produce appears damaged, throw it away.
Separate
- Keep meat and eggs apart from other foods when shopping at the store and in the refrigerator.
- Use different utensils, plates and cutting boards for each food. Keep foods that need to be cooked away from foods that are ready to be served.
Keep hot food hot.
Bacteria that cause food poisoning grow quickest between 40° and 140°F
- Use a food thermometer.
- Keep hot food over 140° after cooking.
- Check for safe internal temperatures of these cooked foods:
| 145° F | 160°F |
|---|---|
| Whole pieces, roasts, or chops of beef, pork, veal, lamb, and fish Let sit 3 minutes before cutting. | Ground beef, pork, veal, lamb and egg dishes |
Keep cold food cold.
- Keep your refrigerator temperature below 40°F.
- Put away foods that need to be kept cold within two hours.
- Thaw meat in the refrigerator or in the microwave. Never thaw foods on the counter.
- Keep leftover food in a sealed container. Keep it for 3-4 days in the refrigerator or 1-2 months in the freezer.
Unsafe Foods
There are some foods and drinks that may not be safe for all children. They are more likely to get sick from the following foods and drinks:
- Unpasteurized milk and milk products. Look for the word pasteurized on the carton to be safe.
- Unpasteurized juices. Look for the word pasteurized on the carton to be safe.
- Raw or undercooked eggs.
- Raw sprouts.
- Uncooked foods made with raw eggs. This may include cookie dough and cake batter.
- Food past its "use by" date.
For More Information: https://www.foodsafety.gov; www.fda.gov
ALERT: Call your child's doctor, nurse, or clinic if you have any concerns or if your child has special needs that are not covered by this information.
This teaching sheet is meant to help you care for your child. It does not take the place of medical care. Talk with your healthcare provider for diagnosis, treatment, and follow-up.
#1611 May 2017
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Recycling Frequently Asked Questions
How is the City bringing back recycling?
The City has created a new and improved recycling program called DFB Recycling Version 2.0. This new recycling program will focus on bringing recycling back to its basics, and keeping it clean.
DFB Recycling Version 2.0 will recyclables will consist of: cans, paper, flattened cardboard, plastic bottles, containers and jugs, as well as glass bottles and containers. All containers should be rinsed and dried. The new program will no longer tolerate contaminants like plastic bags, pizza boxes and other food-contaminated items. The City will be regularly monitoring collection routes for these items.
Know the Recycling Rules. Remember, just because it can be recycled, doesn't mean it is in our program. If it is not in our curbside program, IT IS CONSIDERED CONTAMINATION.
When will recycling collection resume?
The City will resume curbside residential recycling collection on Monday, September 3 rd.
How can I help?
Residents should only recycle items that are included in the City's new recycling program. Eliminating contaminants like plastic bags and pizza boxes is the way to create a more sustainable program. Check out www.DFB.city/recycling for details.
Keep watching the City's social media feeds for even more tips and tricks to becoming a smart recycler.
Can I still put garbage in my blue bin come September 3, 2018?
No. Recycling routes will resume starting September 3. Your recycling collection day will be the same as it was prior to the suspension. THIS MEANS NO MORE GARBAGE IN YOUR RECYCLING BIN. Only recyclables that are on the program list are allowed in the bin, anything else is considered contamination.
Recycling Frequently Asked Questions
What is recycling contamination and why does it matter?
Recycling contamination is when incorrect materials are recycled. Some of the most common contaminants are plastic bags and materials with food residue like pizza boxes. With the advent of single stream recycling and "wish-cycling," (where people hope something is recyclable and throw it in) recycling contamination has increased significantly. Contamination causes an increase in the cost of processing recyclables and decreases the value of the material, which ultimately makes it more costly to recycle. The most recent composition study showed that Deerfield Beach's contamination rate was over 50% before the program's temporary suspension.
What caused this change?
Historically, China has been the U.S.'s main importer of recyclable materials. However, late last year China imposed a ban on materials that do not meet stringent contamination standards. Contamination has always been a problem, but it has become more of an issue with these changes in the market. Additionally, over the past several years, the overall value of recyclables has steadily declined.
DFB Recycling Version 2.0 is aimed at tackling these challenges and becoming a more sustainable and beneficial program for Deerfield Beach.
How can I do more to save my planet?
* Say no to single use plastic like straws, bags, and take-out containers.
* Visit the Cleaner Greener Deerfield Beach page to learn how you can participate in a beach or neighborhood cleanup.
* Check out Stormy and the City's stormwater campaign on ways to be stormwater smart!
* Conserve water at your home by participating in the Broward Water Partnership and installing free low-flow water fixtures.
* Reduce your use of plastic altogether.
* Consider composting. For more information and to learn how just visit the Cleaner Greener Deerfield Beach page. | 1,503 | 726 | {
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Terms explained
Administrative Data
Data collected in the day to day operations of government departments, local authorities, businesses, voluntary organisations, etc.
Census
Census refers to a complete count of the population of interest (as opposed to a sample). In the United Kingdom a census of the entire population is taken every ten years – the last was in 2001 and the next is in 2011.
Community
The Welsh equivalent of Parish.
Employed, unemployed and inactive
The International Labour Organisation (ILO) definitions for "employed", "unemployed" and "inactive" are quite detailed and are explained more fully in the LABORSTA International definitions.
Regions
Apply to England only. The country is divided up into 9 regions.
These are shown in the Office for National Statistics: map collection (see administrative geography map number 1).
Inactive
See Employed, unemployed and inactive.
Local Authority Areas
There are five types of local authorities in England and Wales.
See Understand how your council works: types of council
NEETS
An acronym for 16–18 year olds who are "Not in Education, Employment or Training".
Output area
The smallest units for which data are available. Output Areas are subdivisions of 2003 wards and each contains approximately 125 households (300 residents). Very little data is available at this level.
Parish
Parishes are the most local administrative areas in England and Wales (where they are referred to as communities), and often have a parish council with a range of duties. Approximately 40% of the population of England and Wales live in parishes or communities.
Super output area
Super output areas (SOAs) are aggregations of output areas.
Survey
Balanced samples of the population are asked questions on a variety of topics. The results are scaled up to represent the whole population.
Unemployed
See Employed, unemployed and inactive.
Ward
Electoral wards (electoral divisions in Wales and the Isle of Wight) are the base unit of UK administrative geography, being the areas from which local authority councillors are elected.
Working Age
Until August 2010 "Working Age" was defined as 16–64 for males and 16–59 for females.
In August 2010 the definition was changed to take account of the change in the State Pension age (SPA) for females. Although the female SPA is increasing on a sliding scale, from August 2010 the definition of "Working Age" became 16–64 for males and females for statistical purposes. | 1,180 | 515 | {
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STUDENT WELLNESS SURVEY
Grades 6-12: Demographics
Province
Zone 1
New Brunswick
Moncton and
South-East Area
Sex at birth
Sex at birth refers to sex assigned at birth. It is typically assigned based on a person's reproductive system and other physical characteristics.
Male% | 2022-2023
Female% | 2022-2023
Gender identity
Gender identity refers to the gender that a person feels internally and individually.
49.8
50.2
50.3
49.7
Race
Race is a social construct – this means that certain individuals and groups are racialized because of their differences from others. Experiences of racialization can have important consequences on health and well-being. Knowing students' self-reported race can help better understand their health outcomes. It also helps identify inequities that may stem from students' experiences of racialization.
Province
New Brunswick
Zone 1 Moncton and South-East Area
About this Table
Content and description
This table presents data collected from students in grades 6 to 12 through the New Brunswick Student Wellness Survey (SWS). It contains self-reported information regarding the demographic context of New Brunswick students in grades 6 to 12. Topics include age, grade, language, sex, gender identity, sexual identity, LGBTQ2+ status, Indigenous identity, race, learning exceptionalities and special education needs, food poverty, as well as context around survey participation.
The questionnaire comprises modules, which means that certain questions are asked every other cycle.
Why it is important
Only when we understand who our students are and where they are coming from can we support their health and educational needs.
Availability of the data
The information in this data table is available by school district, school sector and overall New Brunswick, as well as by the seven (7) New Brunswick health zones and 33 communities created by the NBHC. More information is available on our New Brunswick Student Wellness Survey page.
Note about 2021-2022 data
The methodology of the 2021-2022 edition of the SWS was significantly changed. This was the first cycle to adopt online data collection, and a shorter data collection period. Also, the survey questionnaire was thoroughly revised for this cycle. Many questions were removed or amended. As such, some indicators are no longer comparable to previous years, and caution needs to be exercised when attempting to compare the results of the survey with results from prior survey cycles outside of what is displayed in this Data Table.
The 2021-2022 edition of the SWS was conducted during the COVID-19 pandemic. Some schools may have had lower participation from their students than previous years. Some students may have participated to the survey during periods of remote learning.
Caption
n/a = Not applicable / not available
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myenglishpath.com
Name: ___________________________________ Date: __________________________
Grade & Section: ___________________________ Teacher: ________________________
Negative Passive Quiz
Choose the best answer to complete these negative passive sentences.
1. My salary ... this year.
a. aren't going to be raised
b. isn't going to raise
c. isn't going to be raised
2. The annual review will not ... next month.
a. be conducted
b. conduct
c. conducted
3. The rugs ... by the maid every day.
a. are not vacuumed
b. do not vacuumed
c. is not vacuumed
4. The window ... before you arrived.
a. had not broken
b. had been not broken
c. hadn't been broken
5. Her laptop ... at the electronics shop right now.
a. isn't being fixing
b. isn't being fixed
c. doesn't be fixed
6. Their houses ... by the rainstorm yesterday.
a. did not flooded
b. were not flooded
c. did not flood
7. The dog ... by Tina yesterday.
a. not walked
b. didn't walk
c. wasn't walked
8. The exam papers ... by the teacher yet.
a. hasn't been marked
b. have not been marked c. have been marked
9. The job applications ... by the committee members yet.
a. haven't been checked
b. have not checked
c. has not been checked
10. The hall hasn't ... with balloons.
a. being decorated
b. been decorating
c. been decorated
myenglishpath.com
Grade & Section: ___________________________ Teacher: ________________________
Answer Key
1. My salary ... this year.
c. isn't going to be raised
2. The annual review will not ... next month.
a. be conducted
3. The rugs ... by the maid every day.
a. are not vacuumed
4. The window ... before you arrived.
c. hadn't been broken
5. Her laptop ... at the electronics shop right now.
b. isn't being fixed
6. Their houses ... by the rainstorm yesterday.
b. were not flooded
7. The dog ... by Tina yesterday.
c. wasn't walked
8. The exam papers ... by the teacher yet.
b. have not been marked
9. The job applications ... by the committee members yet.
a. haven't been checked
10. The hall hasn't ... with balloons.
c. been decorated
Negative Passive Quiz
Name: ___________________________________ Date: __________________________
Grade & Section: ___________________________ Teacher: ________________________
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SUBJECT INTENT STATEMENT
LEADER:
INTENT
"Tell me and I forget. Teach me and I remember. Involve me and I learn." — Benjamin Franklin
We believe that computing is an essential skill which should be an integral part of all learning. We aim to develop confident users of Office software (e.g. Microsoft Word), creative thinkers and independent problem solvers. We aim to wide range of fundamental skills, knowledge and understanding that will actually equip them for the rest of their life by applying computing to other areas of the curriculum such as: maths, science and DT.
We aim for every child to be responsible and safe online so that they can confidently explore and become inspired by the modern world that they live in and help build upon their technological curiosity. Experimenting with video, sound, photography and games will allow children to develop a love for technology and become far more innovative.
Furthermore, through computing we aim to create digitally literate pupils who will have the vital skills to enable them to have the skills to progress in their future.
CONTENT
The National Curriculum is the core of our planning. Our high-quality computing education provides the opportunity for pupils to think creatively.
An integral part of the computing curriculum is ensuring that pupils can use technology safely.
Computing starts in Early Years, where pupils are learning to follow rules, explore how things work, develop their fine motor skills and show confidence and independence as they access different tools.
In Key Stage One, pupils are taught about algorithms, they learn to create and debug programs, predict behaviour and create organise and store content.
In Key Stage Two, computing is further developed and children are taught to design, write and debug programs. They are able to use logical reasoning to explain how algorithms work and have a growing understanding of the world wide web.
CULTURAL CAPITAL
PEDAGOGY
By the end of primary school, pupils are confident and clear communicators who are able to articulate their views and opinions, in a range of situations, thus enabling them to become responsible citizens who enhance the community they live in.
VOCABULARY
In line with Rosenshein's Principle of Instruction, each computing lesson starts with a recap on prior knowledge, through the use of questioning.
New learning is then shared in small steps. This is also modelled to pupils and questions are used to clarify understanding and identify misconceptions. Once the teacher feels confident with the pupils understanding, they will have the opportunity to apply their knowledge to an activity (usually on Purple Mash).
Pupils will develop an understanding and accurate use of computing vocabulary which has been specified on the vocabulary progression map.
At the end of each lesson, knowledge and skills will be assessed in preparation for the next lesson
Pupils will use these to articulate and describe processes, methods and concepts.
| | RETENTION | | ASSESSMENT | | SMSVC |
|---|---|---|---|---|---|
| To support pupils, recall of information, we start every lesson with a recap from the previous lesson. This is called the ‘Learning Line’. As pupils are preparing their equipment, questions are ‘fired’ and pupils try to respond. The teacher then uses this knowledge to decipher the next steps. | | Pupils are assessed each lesson through work produced, conversations with pupils and knowledge displayed. Assessments also take place against the learning objective at the end of each half term. | | There are many challenges faced in computing lessons. As a result, children are taught to develop perseverance, resilience and teamwork to ensure that they can succeed. As well as computing being used to develop pupils’ character, it also support pupils moral understanding as they learn how to behave appropriately when accessing the internet. Furthermore, the skills developed will support our children as they progress through school to use the taught skills to enrol in Vocation of their choice. | | | 1,664 | 801 | {
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2019 Academic Scholarship Preliminary Examination
English
Time allowed: 1 hour
Instructions
- Dictionaries are not allowed
- Answer on lined paper. Clearly mark your name at the top of each sheet of paper you use.
- Answer ALL the questions in Section A. Choose ONE question from Section B. You should divide your time equally between both sections.
- You are expected to write clearly and accurately throughout each of your answers. You should leave some time towards the end of the examination to check your work carefully.
- The maximum number of marks for this paper is 50
Section A: Comprehension
You should spend 30 minutes on this section
The following poem is by the poet Vernon Scannell (1922-2007). Read the poem carefully and answer the questions that follow. You should support your answers with quotations from the poem, as appropriate.
The Fair
Music and yellow steam, the fizz
Of spinning lights as roundabouts Galloping nowhere whirl and whizz Through fusillades* of squeals and shouts; The night sniffs rich at pungent spice, Brandysnap and diesel oil; The stars like scattered beads of rice Sparsely fleck the sky's deep soil Dulled and diminished by these trapped Melodic meteors below In whose feigned fever brightly lapped The innocent excitements flow. Pocketfuls of simple thrills Jingle silver, purchasing A warm and sugared fear that spills From dizzy car and breathless swing. So no one hears the honest shriek From the field beyond the fair, A single voice becoming weak Then dying on the ignorant air. And not for hours will frightened love Rise and seek her everywhere, Then find her, like a fallen glove Soiled and crumpled, lying there. 5 10 15 20
* fusillade a series of shots fired in rapid succession
1. How exactly does the poet attempt to capture the atmosphere of the fair in the first few lines? (4 marks)
2. Describe the poet's attitude to the fair. You could start by considering the phrases 'Melodic meteors' (line 10), 'feigned fever' (line 11) and 'sugared fear' (line 15).
(4 marks)
3. Why is the shriek coming from the field described as 'honest' (line 17) and the air as 'ignorant' (line 20)? (4 marks)
4. What impression is created by the final two lines of the poem? (3 marks)
5. What is your opinion of this poem? In your answer you might like to comment on:
-
the effectiveness of comparisons, such as metaphors and similes
- the sound of the words in the poem and the way they are grouped together
- the form and structure of the poem.
(10 marks)
(Total: 25 marks)
Section B: Composition
Spend about 30 minutes on this section
The following are all opening sentences from a selection of different novels. Write a story or a piece of descriptive writing using ONE of these sentences as your opening sentence. Make your writing interesting and original. Credit will be given to how well your writing fits with and develops from your chosen sentence. You are reminded of the importance of clear and accurate written English and of careful presentation in your answer. All questions carry equal marks.
1. A man came down the steps cut in the rock.
(25 marks)
OR
2. It was really summer, but the rain had fallen all day and was still falling. (25 marks)
OR
3. I came home on the last train.
(25 marks)
OR
4. The hem of her black silk gown swept up a miniature storm of dust in the lane.
(25 marks)
OR
5. I should have realized they'd call the police when they found me missing.
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Notes for The Medieval Period in the West
Jews come in to Europe slowly
Often invited in, as with Charlemagne (early 800s) well-integrated into the society (at first) until the first crusade, that is. Ritual murder accusations/blood libel become common in the 1100s
Pope Innocent III- a big consolidator of papal power. In 1215 he convened a church council, the 4th Lateran Council which, among other things, enacted a number of laws designed to segregate Jews from the larger population, and mark them as the secondclass citizens that they were. Some of these included that Jews should pay taxes to churches, that Jews should wear distinctive clothing marking them as Jews- in practice this meant the special pointed Jews' hat, sometimes with horns, and a yellow badge, obviously the forerunner of the yellow star that Jews were forced to wear during the Nazi regime of the 20th century.
Jews were forbidden to go out in public at all for three days before easter. Jews were not allowed to hold public office.
Other practices of the period were that Jews were obligated to listen to Christian sermons at various times of the year, and sometimes were compelled to send a representative to debate or dispute with Christian authorities.
There were also the occasional forced or compelled baptisms- this was a problem because even if forced, they were irrevocable.
Please note: this text may not be shared or reproduced without the written permission of the Darshan Yeshiva.
Expulsions:
Expelled from England in 1290
Please note: this text may not be shared or reproduced without the written permission of the Darshan Yeshiva.
From France repeatedly
Various places repeatedly- cities and towns etc.
Biggest one- 1492, from Spain
1497 from Portugal
Rashi (1040-1105) R. Shlomo Yitzhaki
ibn Ezra (1089-1164)
Rambam (1135-1204) R. Moshe ben Maimon, Maimonides
Ramban (1194-1270) R. Moshe ben Nachman, Nachmanides
Moshe de Leon (1250-1305)
The Zohar- major work of Jewish mysticism/Kabbalah.
Further reading:
A History of the Jewish People by H.H. ben-Sasson
The Jew in the Medieval World, a sourcebook, Jacob Marcus ed.
Church, State, and Jew in the Middle Ages, Robert Chazan, ed. | 991 | 535 | {
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DAILY PROPHET
T
- Introduction to Thanksgiving
- Review of Native Americans
MRS. TERESA'S UPK CLASS
November 13 th – 22 nd
- Continuing Students' Name Recognition & Name Spelling
- Continuation of Sight Words
- Continuation of Left to Right Progression Reading
- Weekly Specials & Enrichments: Science and Literacy Class with Ms. Kathy, PE Class with Ms. Rebecca
S
PECIALS EVENTS
* 11/20: Homemade Butter: Liquid into Solids
* 11/23-11/24: School closed for Thanksgiving
* 11/27: Park Shore Re-opens
* ART: Thanksgiving crafts and continuation of Fall crafts.
* SPANISH: Introducing "Pavo" (turkey) and "Feliz Dia de Gracias" (Happy Thanksgiving). Reviewing "Indios Nativos" (Native American), "calabaza" (pumpkin), "hola" (hi), "adios" (bye), "Buenos dias" (Good morning), days of the week "Domingo" (Sunday), "Lunes" (Monday), "Martes" (Tuesday), "Miercoles" (Wednesday), "Jueves" (Thursday), "Viernes" (Friday) and "Sabado" (Saturday), numbers "uno" (one), "dos" (two), and "tres" (three), "Otoño" (Fall), colors "rojo" (red), "verde" (green), "azul" (blue), "amarillo" (yellow), "morado" (purple), "café" (brown) and "negro" (black).
* VOCABULARY WORDS: Fall/Autumn, November, leaf, leaves, corn, cornstalk, candy corn, hay, rake, moon, scarecrow, owl, pumpkin, pumpkin pie, cornucopia, turkey, Native Americans, Pilgrims, Thanksgiving.
* CENTERS: Various activities that promote the use of fine and gross motor skills. Activities that also help develop sensory, cognitive, and social skills (ex.: building, puzzles, dance/movement, dramatic play, problem solving).
* CIRCLE TIME: "Hello" and "Days of the Week" songs in English and in Spanish. Daily talk about our feelings. Weather discussion throughout the week. Continuation of the seasons and months of the year.
* LETTER OF THE WEEK: Review of the alphabet with a focus on the letter Ff, its sound and words that start with the letter. Difference between uppercase and lowercase letter.
* COLOR: Review all colors with a focus on Fall colors.
* SHAPE: Review all shapes.
* READ ALOUD: Stories related to the Fall season, Native Americans, Thanksgiving and books handpicked by students. Learn the basic parts of a book (front cover, back cover, spine, pages, book title, author, and illustrator).
* MATH: Number Recognition. Counting from 1-20. Daily Calendar: counting the days of the week, and each number of the day. Review and practice of sequencing, patterns, and graphing on unit theme.
* SCIENCE IN CLASS: Fall/Thanksgiving themed STEM experiments! We will be doing a Butter Science experiment. This will teach us about changes in states of matter and the separation of molecules. We will also make Cranberry Oobleck! This experiment will be made of cornstarch, cranberry sauce, and water. Here we are combining a liquid and a solid, but the mixture doesn't become one or the other. Ooobleck is a little bit of both! That's why oobleck is called a nonNewtonian fluid.
* FINE MOTOR SKILLS: Continuation of proper pencil grip, tracing, the use of glue sticks, and the use of scissors.
* WRITING:
Students' name recognition, spelling, and tracing. In class worksheets on various topics in unit. | 1,579 | 833 | {
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GROVE ROAD PRIMARY SCHOOL
"Our family school where all are equally valued"
A: Cromwell Road, Hounslow, TW3 3QQW: www.groveroadprimary.co.uk
T: 020 8570 6132F: 020 8230 4019 E: email@example.com
Acting Head Teacher: Mrs Grace Beckford
20 th September 2023
Dear Parents,
I hope you all had a restful break.
Below are some of the things we are learning this half-term in English & Maths as well as the homework expectations for this term:
| English | Maths |
|---|---|
| Spelling, Punctuation & Grammar: • Finger spaces • Using ‘and’ • Capital letters and full stops Writing: • Labelling and captions • Root words and suffixes • Proofreading • Single-syllabic words • Multisyllabic words • Adjectives • Verbs Reading: • Read Write Inc Set 2 Phonics sounds: ay, ee, igh, ow, oo, oo, ar, or, air, ir, ou, oy • Understanding green words and red words • Reading speech • Building reading stamina • Reading aloud We will also be continuing to have daily Picture Power sessions. | Numbers to 10: • Counting to 10 • Counting Objects to 10 • Writing to 10 • Counting to Zero • Comparing Numbers of Objects • Ordering Numbers • Comparing Numbers Number Bonds: • Making Number Bonds • Making Number Stories |
| Homework | Books We Will Be Reading |
| Pupils should be reading for 20 minutes every night. Mathletics and Reading Eggs are set every Monday for the week ahead. | Traction Man is Here by Mini Grey Stanley’s Stick by Neal Layton & John Hegley Kipper’s Toybox by Mick Inkpen |
Attached you will find information about what we be learning in our topic 'What was Playtime Like at Grove Road in the Past?' Included in this are key knowledge and facts that will be covered as well as a list of key vocabulary and definitions. Please ensure that your children are familiar with these words, including the spellings, as they will be using them throughout their topic.
Please don't hesitate to e-mail me on firstname.lastname@example.org if you have any questions or concerns.
Yours Sincerely,
Miss Sheldrake Yellow Class Teacher | 997 | 513 | {
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St Andrew's Online Safety Newsletter for Parents 12 2024
Mobile phones: Do you know the risks?
We know that children having access to a smartphone can expose children to risks including:
What effects do mobile phones have on children's mental health?
* Viewing inappropriate content
* Excessive screen time/use, which in turn can affect their mental health and sleep pattern.
* Contact from inappropriate people/grooming
* Cyberbullying
* Spending money on in-app purchases/scams
Could you delay when your child is given a smartphone with Smartphone Free Childhood?
The premise behind this movement is that all parents/carers of a class all agree not to give their children smartphones (therefore the level of peer pressure is reduced) for a set time or until a specific age:
https://smartphonefreechildhood.co.uk/
Staying safe online with Google Families
Google have a one stop resource to help you and your family stay safe online. It includes how to set up parental controls and important steps on how to keep your children safe online. You can find out more here:
https://families.google/
Be aware of what you share
Get Safe Online have produced a set of tips to help you avoid oversharing and outlines what the consequences might be if you do: https://www.getsafeonline.org/whatdoyoushare/
Expert Approved Apps for Learning at Home
On the Google Play Store, you can find a list of expert approved Apps for learning at home suitable for children up to the age of 12. https://play.google.com/store/apps/category/FAMILY
Compass discuss the research around this important topic, outlining the positive and negative effects that mobile phones have:
https://www.compass-uk.org/services/compass-changinglives/what-effects-do-mobile-phones-have-on-children-and-youngpeoples-mental-health/
EE launches Age Guidance
EE has launched age guidance for smartphone usage to improve children's digital wellbeing. In summary, they recommend that children under 11 should use non-smart devices, for children aged 11-13, they advise that if a smartphone is used, then parental controls should be enabled and access to social media restricted. Finally, for 13-16-year-olds they still recommend that parental controls are implemented and appropriate restrictions set up. You can read the full guidance here:
https://newsroom.ee.co.uk/ee-launches-age-guidance-forsmartphone-usage-in-drive-to-improve-childrens-digital-wellbeing/
What device?
When you think it is the right time for your child to have a phone, then Which? provide an overview of some options available:
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SPIRAL-questions for young persons with autism spectrum disorders
ICF-code ICF- classification of health-related domains
1. Solving problems
| 2. Making choices • Is it easy for you to choose between two or more alternatives? For instance different dishes, clothes. | d177 |
|---|---|
| 3. Group work • Is it easy for you to act in a group? • Are you able to participate in a group discussion? For instance expressing your own opinion, speaking when it is your turn, listening to others. | d2103 d2203 d3504 |
| 4. Ability to relax • Is it easy for you to relax? What kind of ways to relax do you have? | d240 |
| 5. Use of communication devices in contacts • Do you use a phone or a computer when contacting your friends? | d360 |
| 6. Moving around in different locations • Do you move about outside your home on your own? For instance unfamiliar places, new routes. | d460 |
| 7. Taking care of personal hygiene and appearance • Do you yourself regularly take care of washing yourself? • Do others remind you for instance about taking a shower? | d510 d520 d5404 |
| 8. Eating • Do you eat well and in sufficient quantity? Do others remind you about eating? • Is it easy for you to try new dishes? | d550 |
| 9. Rules in personal relationships • Is it clear for you how you should behave in other people's company? • How well do you usually succeed with this? For instance courteous behaviour: greeting, thanking. | d710 d730 d7202 |
| 10. Relationships with friends • Do you have friends of the same age as you? Is it easy for you to make friends? • Are you quick to quarrel with your friends? | d7500 |
| 11. School • How are you doing in school? | d820 |
| 12. Personal financial skills • Are you able to go shopping independently? | d860 |
* Do you have money of your own?
13. Leisure activities
| 14. Undertaking tasks • How do you manage to undertake tasks that are not pleasant but that you are required to undertake? For instance household chores, homework. • Is it easy for you to plan and complete tasks that involve several stages? For instance writing an essay, cleaning your own room. | d220 |
|---|---|
| 15. Self-control • Are you able to resist sudden impulses or desires? How? For instance waiting for your turn while enthusiastic, curbing your first reaction (for instance hitting or shouting) when angered. | b1304 |
| 16. Sleep • Do you sleep well and sufficiently? • Do you follow a regular daily rhythm? | b134 |
| 17. Ability to concentrate • How are you able to concentrate? For instance studies, reading. • Are you able to concentrate even when surrounded by noise? | b140 |
| 18. Memory • Can you easily remember what you have seen or heard? • How well are you able to recollect things that you have learnt previously for instance for exams? | b144 |
| 19. Regulating emotions • Are you able to calm yourself down when angry/sad? How? • Do you sometimes show your emotions so strongly that you regret it later? For instance you unintentionally hurt someone else’s feelings. | b152 |
| 20. Seeing the big picture • Is it easy for you to for instance find the most important facts in a text in a schoolbook? | b1568 |
| 21. Flexibility of thought • Do you easily get stuck on one thought? • Are you able to change your own point of view or your opinion if the situation so requires? For instance when a majority of the group wants to proceed in a different way than you do. | b1603 | | 1,510 | 831 | {
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Geophysical Research Abstracts Vol. 20, EGU2018-2729, 2018 EGU General Assembly 2018 © Author(s) 2018. CC Attribution 4.0 license.
Coastal geology to children through performative arts
Ana Matias (1), A. Rita Carrasco (1), Ana Ramos (2), and Rita Borges (2) (1) Universidade do Algarve, CIMA, Portugal (firstname.lastname@example.org), (2) Centro Ciência Viva de Tavira, Portugal
Coastal and marine geology have traditionally been disseminated in science outreach activities in the form of formal presentations and field trips, usually using scientific jargon difficult to understand. The success of outreach actions and education programs requires knowing and understanding different audiences and strategizing how to reach them. So, efforts are kept now in the improvement of science literacy with accurate and appealing techniques that at the same time strengthen the learner's connection with the ocean. Recent strategies fusing arts and science (e.g. using games, poetry, music, painting, sketching) have been particularly efficient in this regard.
The Intergovernmental Oceanographic Commission (IOC) of UNESCO stands that only through Ocean Literacy it will be possible to create an educated society capable of making informed decisions, and caring for the preservation of oceans' health. The objective of this work was to address IOC ′ s Principle 2 of Ocean literacy: "The ocean and life in the ocean shape the features of the Earth", by using performative arts (dance and drama) as an innovative technique of science communication to children.
Within the framework of the outreach task of the research project EVREST (Evolution and Resilience of Barrier Island Systems), an informal education activity called "The Sea Rolls the Sand", focusing on ocean dynamics, was designed for 10 year olds. It combines coastal science concepts (wind, waves, currents, and sand) with creative dance and drama methods (movement, imaginative play, and sensory engagement). A sequence of six exercises was proposed starting in the generation of offshore ocean waves and ending with sediment transport on the beach during storm/fair-weather conditions. The activity consisted of the theme introduction, warm-up, directed exercises, improvisation and relaxing. Exercises were preceded by a simplified but accurate scientific explanation. Scientific concepts were then translated into structured creative movements (with and without props), within imaginary scenarios, and accompanied by sounds or music with easy rhythmical composition.
Tavira Ciência Viva Science Centre, an institution devoted to science dissemination to the general public, facilitated the bridge between researchers and primary schools students. The activity was performed 6 times summing more than 120 students. All students in the class participated, including children with cognitive impairment, attention deficit disorder, amblyopia, light autism, hyperactivity and dyslexia. Most exercises were made with children standing in two lines facing each-other, waiting for their turn to improvise and dance. This alignment allowed students with some degree of impairment to engage in the activity. Children living in coastal areas have limited scientific background on coastal geology, however they have plenty of empirical experience on the coast, associated generally with pleasant feelings, vacations, playing, and freedom. At the end of the activity, inquiries were distributed to obtain an anonymous evaluation of the activity. Results showed that all children enjoyed themselves and want to repeat, and more then 80% liked to learn about science through movement. | 1,604 | 740 | {
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Ashika Rai 2024
Early Life
Ashika Rai birthday is 15 October. She was born in 2008. She is originally from Mahmai-9, (now Mai) Dungdunge village, in Ilam in east Nepal. She has one brother, Yakesh and one sister, Yashika, and her homeless Mom, her father dead because of cancer in the Throat. Her two sibling, Yakesh, and Yashika, were already in orphanage. One time her mother called Reuben and said, I am poor and sick, Kanchi, little one becomes helpless, please take her to with you to orphanage. I give her to you. Reuben carried her and brought her to orphanage and put her in school under his care. She was 5 years old at that time. She is now 16 years of age and studying in class 9.
Current School
She is studying in Class 9 in Radhika Higer Secondary School. School is 10 minute walk from orphanage so she walks to the school at 9:30am. When she was picked up, she was with no clothes, proper food, and use to hide behind the pillar because she was very shy. She did not want to be contacted. Today, she is frank and do not feel shy with anyone and not afraid anymore.
Her Favorites
She likes Apple very much, Mango and Banana as well. Her favorite meat is Chicken. She eats happily any food that Junu prepares for them. Junu is taking care of orphan children free of charge. Her favorite TV Cartoon is Korean Drama. They are allowed to watch TV only on Friday, Saturday and Sunday, other time they are suppose to focus on study.
She fears Tiger, and she is talented dancer. She wants to become a Nurse in the future. Rice and Chowmin is her best food and she prefers bread and Jam for breakfast. English and Math is difficult for her but Nepali subject is easy and she likes it. Football (soccer) is her lovely game. Skirt suits her and short pants with pockets and flip-flop is her best clothing.
Some Questions when asked
When asked a question, what gift you wish people would give to you? She said 'Clothes'. She also gets angry when someone manipulate her. She has a silly answer when asked her when you would want to get married. She responded when I am 25 years of age and she laughs.
She has a best friend in life, she is Yashika her big sister. She is happy when she is taken to mall. She gave us funny answer to funny question. If you would become an animal, what would you want to become? She said, 'Tortoise.' She likes to party for fun and if someone give her money she will put that to clay pot (piggy bank).
Need for Sponsor
Ashika is 16 years old in 2024 and studying in class 9. She need support for school for class 9 and 10, food and for all school supplies and for outward activities like school camping, clothing until when she graduate from class 12.
Prepared by Reuben Modified 2024
Expenses of Class 9
1. Entrance and Admission, 300$.
2. Yearly fee, 12 months, $140.
3. Uniforms, two sets track suit, 2 set dress, and books, $115.
4. Exam fees, Tours, $130,
5. Food, 2 years, $600.
Total for 12 months, $1285. This is an average expense of Class 9 in Nepal. Monthly Sponsorship fund will be $107.
What it covers?
A. 24 monthly fees and admission.
B. Two sets of uniforms and books and copies and bag.
C. 8 times exam fees and educational tours and visit.
D. Food for 24 months.
E. Room and bed, table, chair and a book rack.
What it does not cover?
A. Health and medical insurance.
B. Private clothing and bathroom items.
C. Internet, electricity bills, water.
When to start support?
Support should start from April for April May and June and next due support should be in July for July August and September, and like wise.
How to Support?
Through any convenient way. Primary support medium is through bank wire.
What sponsor would get?
Sponsor would get update ones every three months and card and Christmas letter and New Year letter from the child. Sponsor would get to talk to the child once in a year via zoom.
Duration of sponsorship
Until she is graduated from School, class 10 end.
For further query, please send to email@example.com, Reuben Rai. | 1,582 | 977 | {
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Water Wise Demonstration Garden
Introduction to Xeriscape
What is Xeriscaping?
Xeriscape is the art of creating waterconserving landscapes by selecting plants that are appropriate to the natural environment. The best xeriscapes use a fraction of the water needed by traditional lawn-dominated landscapes. Some xeric plants require little or no supplemental watering once they are established, and xeriscapes require far less ongoing maintenance.
More than fifty percent of residential water in the western United States is used to keep landscapes and lawns green. Xeriscape can reduce this by 60% or more.
Xeriscaping will help beautify your home and increase its value - as much as 15%! Using plants and landscaping that are native to the area in which you live can conserve water, time, money and the landscape will retain its beauty during times of drought. Step up and do your part to live green - xeriscape your yard and cut down on your water usage. It's the green thing to do!
Seven Principles of Xeriscape
Planning and Design Soil Improvements Turf Alternatives Efficient Irrigation Plant Zones Mulches Proper Maintenance
About the Garden
The Southeastern Colorado Water Conservancy District (SECWCD) Demonstration Water Wise Garden is situated on three acres surrounding the SECWCD office near the Pueblo Municipal Airport, just east of downtown Pueblo. Visitors are welcome seven days a week.
The garden is set up to help educate visitors about the techniques of water wise gardening. While walking through the garden a visitor can pick up plant lists and information on how the different areas are irrigated. The garden also contains an experimental grass plot area with ten different types of turf grass. Native grass lawns also surround the garden, which demonstrate the characteristics of various lawn seed mixes. The garden showcases many beautiful plants that flourish in Southeastern Colorado and the principles of xeriscaping are demonstrated throughout. There are many native plants used in the garden as well as regionally adapted ones.
Throughout the garden, birds and native pollinators are encouraged and protected by providing shelter, food sources, and water for them. You may also see checkered whiptail lizards, foxes, and rabbits while strolling around the SECWCD Demonstration Water Wise Garden.
Southeastern Colorado Water
Conservancy District
31717 United Avenue
Pueblo, CO 81001
719.948.2400
www.secwcd.org
More information can be found on our website:
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Where are Almost all of the mass of an atom found
The nucleus.
The nucleus contains almost all of the mass as it also contains protons & neutrons of the atom.
Hope this helps!
I would have to say the NUCLEUS because its the only one that makes sense.
How do I divide 389 by 52
Which description best characterizes the motion of particles in a solid?
A scuba diver is 30 feet below the surface of the water 10 seconds after he entered the water and 100feet below the surface after 45seconds. What is the scuba divers average rate of change?
What is the difference between mass and weight??
What other continent is south america connected to?
Can someone do a essay about HOW TO MANAGE please!!
What is the domain of the function f(x)=-4log2(x+3)-6 Enter your answer in the box.
All real numbers greater than
Why is primase required for DNA replication?
I need solutions for both
Both Cesar Chavez and Martin Luther King, Jr. used __________ protests to support their causes. A. violent B. nonviolent C. treasonous D. ineffective c. When the center of Earth is 2 × 108 kilometers from the center of Mars, the force of gravity between the two planets is about 64.32 × 1022 newtons. The mass of Earth is about 6 × 1024 kilograms, and the mass of Mars is about 6.4 × 1023 kilograms. Using these values, estimate the gravitational constant.
If m^2 + n^2 = 18 and mn=7, what is (m-n)^2
Area of Circles - Item 20636 Qy
A circle has an area of 80 square centimeters. Which answer is closest to the measure
of its radius?
Why did the Mormon faith come under attack while they were settled in nauvoo, Illinois? Why did the Mormons eventually leave?
What other words could be used to describe human beings?
thanks
What is 600000 minus 145782
An accident at an oil drilling platform is causing a circular oil slick. The slick is 0.07 foot thick, and when the radius of the slick is 110 feet, the radius is increasing at the rate of 0.9 foot per minute. At what rate (in cubic feet per minute) is oil flowing from the site of the accident? (Round your answer to two decimal places.)
How are primary and secondary sources different
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Question: A 0.50 m wave has a frequency of 686 Hz. What is the speed of the wave? Answer Choices:
(a) 170 m/s
(b) 1,370 m/s
(c) 340 m/s
(d) 690 m/s
C. 340
Frequency is the number of wavelengths per second and since the length is 0.5 you multiply 0.5*686 and get 343. the question not allowing for one position thus the answer is c
Regina worked hard and successfully as a salesperson for b&j realty company. for the past three years, she surpassed her peers in quality and quantity of sales. yet in comparing pay, she discovered that she makes less than two salespeople who are well liked by management. consequently, she accepted a higher-paying job with b&j's top competitor. to avoid losing other salespeople like regina, management should understand and apply
Which of the following diets is lacking in nutrients that provide energy to the body? A. A diet that is rich in dairy but lacking carbohydrates
B. A diet that is rich in vegetables but lacking protein
C. A diet that is rich in vegetables but lacking fruits
D. A diet that is rich in fruits but lacking dairy
The restrictive, punitive parenting style in which parents exhort the child to follow directions and be respected is termed by baumrind as:
What were president Roosevelt's fireside chats? What was the purpose
PLEASE HELP ME!!!!! Sonora has a 4.6% fixed rate 15-year mortgage in the amount of $375,000. The total cost of principal and interest is about $519,827. Which of the following is closest to Sonora's monthly payment?
$2,083 $3,466 $2,500 $2,888
As discussed in the text, "poverty, marital problems, lack of education, and _______________ can increase the chances of children suffering from child abuse." I need to convert this to scientific notation 13,562,600,000,000.00
E: pun
What is the estimate of 176?
If you free fall for 2.6 seconds what will be your final velocity and how far will you fall?
What kind of government does melancton smith like to see?
Which figure of speech is used in this excerpt from act I of Shakespeare's Romeo and Juliet? ROMEO: O, she doth teach the torches to burn bright! It seems she hangs upon the cheek night like a rich jewel in Ethiope's ear; Beauty too rich for use,for earth too dear!
A: oxymoron
B: allusion
C: simile
D: metaphor
You may lose your license __________ A. when you turn 70 years old. B. if you accumulate too many points on your driving record. C. if you stop driving for more than five years.
Whenever Nora is upset with her sister, Sarah, Nora withdraws and refuses to speak to Sarah for an extended period of time. This response, which sends a disconfirming message to the other person, is known as ____________.
2.570 plus 0.14 rounding to estimate
Identify which sentence below is punctuated correctly. A. Ms. Espinoza has offered to coach the team this year, however the competition for the job is intense.
C. Ms. Espinoza has offered to coach the team this year, however, the competition for the job is intense. B. Ms. Espinoza has offered to coach the team this year;
however, the competition for the job is intense. D. None of the above Please select the best answer from the choices provided A B C D
Solve. the quantity 6 times x cubed minus 1 times x squared plus 1 divided by the quantity 2 times x plus 1
Help with factoring? ill give medals
Factor 80t - 16t = 0
If a matrix does NOT have an inverse, what do know about the determinant? A) The determinant does not exist.
B) The determinant is O.
C) The determinant is 1.
D) The determinant is -1.
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Ayurveda Morning Routine
1. Brush Teeth and Scrape Tongue
2. Drink Warm Water (with or without lemon)
3. Go to bathroom – elimination
4. Self Massage (see full description below)
5. Shower/Bathe
6. Practice – should consist of Asana, Pranayama & Meditation (in that order) Vata and Pitta's should be a moderate (not vigorous or intense) practice. Kapha's should be an energetic practice to warm up the body.
Self Massage (Abhyanga)
Oils used are specific to your Dosha.
* Vata – Almond or Sesame
* Pitta – Sunflower or Coconut
* Kapha – Safflower or Dry Brush
* Jojoba Oil is great for all doshas
As a general rule, if you are feeling cold then use warming oils such as safflower, almond or sesame. If you are feeling warm or hot then use cooling oils such as sunflower or coconut.
1. Warm the oil by placing the container in warm water.
2. Apply the oil first to your face massaging in a circular motion on your forehead, temples, cheeks, ears, ear lobes and jaw.
3. Sit and begin with the feet, massaging gently.
4. Then moving to the ankles use long strokes working up towards the hips and groin moving up towards the heart.
5. Standing, next do the buttocks and then move to the abdomen working in a circular motion. Continue with the sides of the waist and lower back.
6. Next do the arms beginning at the wrists and working up to the shoulders using long strokes towards the heart. Continue by massaging under the arms in a circular motion.
7. Now move to your neck and behind the ears in a circular motion and/or with long strokes towards the heart.
8. Massage the chest area in a circular motion.
9. Sit for a few minutes to allow the oil to absorb and penetrate into the deeper layers of the body.
Benefits of Abhyanga
* Nourishes the entire body – decreases the effects of aging
* Imparts muscle tone and vigor to the tissues of the body
* Imparts a firmness to the limbs
* Lubricates the joints
* Increases circulation
* Stimulates the internal organs
* Assists in elimination of impurities from the body
* Moves the lymph, aiding in detoxification
* Increases stamina
* Calms the nerves
* Enhances vision
* Softens and smooths the skin
* Reduced the appearance of wrinkles
* Pacifies Vata and Pitta and stimulates Kapha
Morning Routine For VATA
Wake Up and Get Up The SAME Time Every Day Between 3a – 6a
Scrape Your Tongue & Brush Your Teeth
Drink Warm Water (Not Hot, Not Cold)
Eliminate
Self-Massage – Abhyanga – Use Sesame or Almond Oil
Bathe – If You Are Cold Use Warm Water
20 Minutes of Hatha Yoga (Slow Flow), Followed By Nadi Shodhana Breaths (9 – 12) and 15 Minutes of Meditation
Breakfast – We Will Discuss Foods In Part 3
Morning Routine For PITTA
You Probably Wake Up Around 3a – Don't Get Up, Get More Rest And Wake Up Preferably Around 5:30a - 6a
Scrape Your Tongue & Brush Your Teeth
Drink Warm Water (Not Hot, Not Cold)
Eliminate
Self-Massage – Abhyanga – Use Coconut or Sunflower Oil
Bathe – If You Are Warm Use Cool Water
20 Minute Moderate Yoga Practice (Moon Salutations Are Recommended) Followed By Shitali Breaths (12 – 16) and 15 Minutes of Meditation
Breakfast – We Will Discuss Foods In Part 3
Morning Routine For KAPHA
Wake Up And Out Of Bed Between 4:30a -5:30a
Scrape Your Tongue & Brush Your Teeth
Drink Warm Water (Not Hot, Not Cold)
Eliminate
Self-Massage – Abhyanga – Use Safflower or Sunflower Oil
Bathe – If You Are Cool Use Warm Water
30 Minutes Of Energetic Yoga (Preferably Sun Salutations), Followed By Bhastrika Breath Work (50-100 x's) and 10-15 Minutes Meditation
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