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The EYFS framework is structured very differently to the national curriculum as it is organised across seven areas of learning rather than subject areas.
This document demonstrates which statements from the 2020 Development Matters are prerequisite skills for geography within the national curriculum. The table above outlines the most relevant statements taken from the Early Learning Goals in the EYFS statutory framework and the Development Matters age ranges for Three and Four-Year-Olds and Reception to match the programme of study for geography.
The most relevant statements for geography are taken from the following areas of learning: Mathematics & Understanding the World
LONG TERM FORECAST Key Stage 1 Geography
Autumn
Spring
Summer
Pupils should be taught about:
Location knowledge
A. name and locate the world's seven continents and five oceans
B. name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas
Place knowledge
C. understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting nonEuropean country
Human and physical geography
D. identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles use basic geographical vocabulary to refer to:
E. key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather
F. key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop
Geographical skills and fieldwork
G. use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage
H. use simple compass directions (North, South, East and West) and locational and directional language (e.g. near and far; left and right) to describe the location of features and routes on a map
I. use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key
J. use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment.
LONG TERM FORECAST Key Stage 2 Geography
Autumn
Spring
Summer
Pupils should be taught:
Location knowledge
K. locate the world's countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities
L. name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time
M. identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night)
Place knowledge
N. understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region within North or South America
Human and physical geography
describe and understand key aspects of:
O. physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle
P. human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water
Geographical skills and fieldwork
Q. use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
R. use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world
use fieldwork to observe, measure and record the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.
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The EYFS framework is structured very differently to the national curriculum as it is organised across seven areas of learning rather than subject areas.
This document demonstrates which statements from the 2020 Development Matters are prerequisite skills for DT within the national curriculum. The table above outlines the most relevant statements taken from the Early Learning Goals in the EYFS statutory framework and the Development Matters age ranges for Three and Four-Year-Olds and Reception to match the programme of study for DT.
The most relevant statements for DT are taken from the following areas of learning: Physical Development & Expressive Arts and Design
When designing and making, pupils should be taught to:
Design
A. design purposeful, functional, appealing products for themselves and other users based on design criteria
B. generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology
C. select from and use a range of tools and equipment to perform practical tasks such as cutting, shaping, joining and finishing
D. select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics
Evaluate
E. explore and evaluate a range of existing products
F. evaluate their ideas and products against design criteria
Technical knowledge
G. build structures, exploring how they can be made stronger, stiffer and more stable
H. explore and use mechanisms, such as levers, sliders, wheels and axles, in their products.
Make
When designing and making, pupils should be taught to:
Design use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups
I. generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design
Make select from and use a wider range of tools and equipment to perform practical tasks, such as cutting, shaping, joining and finishing, accurately
J. select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities
Evaluate investigate and analyse a range of existing products
K. evaluate their ideas and products against their own design criteria and consider the views of others to improve their work
L. understand how key events and individuals in design and technology have helped shape the world
Technical knowledge apply their understanding of how to strengthen, stiffen and reinforce more complex structures
M. understand and use mechanical systems in their products, such as gears, pulleys, cams, levers and linkages
N. understand and use electrical systems in their products, such as series circuits incorporating switches, bulbs, buzzers and motors
apply their understanding of computing to programme, monitor and control their products.
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EARLY LITERACY GUIDING PRINCIPLES
Literacy begins at birth.
Families and communities strengthen school-based learning.
Every child is full of literary promise.
Foundational skills matter.
Every child must be taught to read and write.
Multilingualism benefits everyone.
Educator knowledge and classroom practices are essential.
The Oregon Early Literacy Framework provides a research-based vision to guide teaching of reading and writing and is designed to build statewide coherence, clarity, and common ground about literacy instruction.
OREGON'S EARLY LITERACY FRAMEWORK
Writing
Writing is an essential component of children's learning, not only for the value it has for literacy development, but for the value it has as a medium for expression, discovery, and creativity. Writing nourishes the human spirit."
1
— Oregon Department of Education
Why is writing important?
Writing is a powerful way for students to communicate their perspectives, ideas and experiences.
Writing moves a student's words and ideas onto a page. It provides a creative outlet for self-expression and a way to share opinions, lived experiences, and home languages and dialects.
When students write it expands their learning.
Through writing, students accelerate their language development and solidify reading and writing skills like phonics, comprehension, mechanics, and word choice. Writing helps students understand what they are reading, just as reading different types of texts helps students understand how to write.
A collaborative writing community encourages engaged learners.
Students grow as writers through purposeful sharing and writing together. Learning to give and receive feedback, collaborate, and share work cultivates a community of readers and writers.
1 Oregon Department of Education. (2023). Oregon's early literacy framework: A strong foundation for readers and writers (K-5). https://www.oregon.gov/ode/educator-resources/standards/ELA/Documents/ Literacy%20Framework_2023.pdf
Writing
1
What does this look like in practice?
Practices
Examples
Educators feature and celebrate student writing inside and outside the classroom.
Educators guide students through the writing process and teach them to use specific strategies for different parts of the process.
Educators provide time for students to write throughout the school day and across content areas.
After reading and discussion of the picture book "We Are Water Protectors," students have time to write down their response to a reading prompt. Students' reflections are then posted to a feature board in the classroom, where the teacher and students offer feedback and praise.
A third grade teacher introduces a strategy for organizing ideas before students write a short biography and provides an outline to help them to sequence their writing.
As part of a unit on animals and their environments, a kindergarten teacher sets up one table where students practice writing letters or words in sand and another table where students write labels for different photos of environments.
Discussion Starters
How can educators create classroom environments that showcase and celebrate student writing?
How can leaders plan schoolwide activities that reinforce the connection between reading and writing?
Learn More
How can parents and caregivers use everyday household tasks (e.g. menus, to-do lists, instructions) to help their child practice writing and spelling?
Oregon Early Literacy Framework
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Sleep Tips: Food and Drink
Food and drink that your child consumes throughout the day, and especially in the evening, can have an impact on how well they settle to sleep. Caffeine and sugar both impact sleep quality and can cause more frequent night wakings.
Caffeine blocks a chemical in the brain called Adenosine. This is a neurotransmitter that makes us feel tired. Too much sugar, especially close to bedtime, will give your child a rush of energy that will make them more alert.
Caffeine is in more things than you would think! It can be found in drinks such as hot chocolate, energy drinks, canned fizzy drinks (including diet drinks), tea and coffee. Caffeine is also in chocolate, protein bars, frozen yoghurt, ice cream and medicines, amongst other things.
Check for caffeine and sugar content on food packaging. You can also download caffeine and sugar tracker apps for your phone or your child's phone, depending on their age.
The recommended cut-off time for caffeine use is a minimum of six hours before bedtime. For example, if your child typically goes to bed at 9.00pm, avoiding caffeine after 3.00pm can help minimise sleep difficulties.
Some children may wake during the night or wake early in the morning because they are hungry. A small snack at supper time, around an hour before bed, can help with this. It can also mark the beginning of the bedtime routine.
Certain foods contain an essential amino acid called tryptophan which helps the body produce melatonin. Melatonin is a natural hormone that promotes sleep.
Tryptophan-rich foods: Bananas, nuts and seeds, oats, honey, some dairy food, rice, bread, turkey, wholegrain cereals (not sugary ones), cheese
Include some carbohydrates and protein to sustain your child through the night. Supper should be eaten downstairs, away from your child's bedroom. Use it as a time to talk and keep things calm.
Supper suggestions: Bananas, porridge, wholewheat cereals, oat-based biscuits, peanut butter on toast, turkey sandwich, bagel, crumpet, small warm milk, cheese on toast, cheese and crackers
Whilst there are common strategies that may support the sleep of babies and children, there are also different parenting and professional styles that may favour one approach over another. There is no single solution that will suit everyone. The advice contained
in these downloads is for general information purposes only and is intended to give you some basic tips and strategies. Our advice is
NOT intended to be a substitute for medical advice or treatment.
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English
Children will learn :
* To write detailed setting descriptions incorporating interesting vocabulary.
* To improve our sentence structures to include subordinating and main clauses.
* To write a newspaper report, including features such as direct and indirect speech, titles, bylines and captions.
Art
Children will learn:
* To understand and identify primary and secondary colours and their purpose.
* To explore lighter and darker tones.
* To explore shading and mixing colours.
Year 3
Summer 1 - Flow
This term learning focuses on Rivers, how the develop and flow and the impact they have on the people and the land.
Maths
Science
Geography
Children will learn how to:
* Tell time to the minute, using a.m. and p.m.
* Measure and compare time in seconds, minutes and hours.
* Consolidate their knowledge of different notes and coins.
* Apply their knowledge of money to further addition and subtraction.
Computing
Children will learn:
* Select, use and combine a variety of software on a range of digital devices
* Design and create a range of programs, systems and content that accomplish collecting, analysing, evaluating and presenting data and information.
Children will learn to be able to:
* Identify the factors that can affect plant growth such as light, space and nutrients for growth.
* Describe the structure of a flowering plant and its roots.
* Explain why seeds need to be dispersed.
Children will learn about:
* The different parts of a river and how they flow into each other.
* The positive and negative impact rivers can have on those who live nearby.
* Order the steps in the life cycle of a flowering plant.
PE
* How to use an ordnance survey map, while investigating life in England and the rivers that flow through the country.
Religion & World Views (RAW)
Children will improve their fundamental movement and game skills by:
French (MFL)
Children will learn to:
* Describe the concept of wisdom.
* Developing a range of techniques to play basketball, hockey, rugby, netball, football and handball.
* Apply the concept of wisdom to Sikhism.
* Apply the concept of wisdom to their lives.
* Develop an understanding about Guru Nanak.
Children will learn how to:
* Sit and listen to a familiar fairy tale in French.
* Use picture and word cards to recognise and retain key vocabulary
* Name and spell at least three parts of the body in French as seen in the story.
PSHE
Children will learn about:
* Different family members and different responsibilities with a family.
* The skills of friendships.
* The rights of all children.
* How actions of people around the world can influence lives.
* How the lives of children around the world can be different from their own.
Music
Children will learn how to:
* Sing in tune and in harmony with others, developing breath control.
* Explain how a piece of music makes them feel with some use of musical terminology.
* Create and perform a vocal piece with a variety of ostinatos.
Suggested Reads
Year 3 Summer 1 - Flow
This term learning focuses on Rivers, how the develop and flow and they have on the people and the land.
Suggested Experiences
The River Singers By Tom Moorhouse
Song of the River By Gill Lewis & Zanna Goldhawk
Once Upon a Raindrop: The Story of Water By James Carter & Nomoco
The Secret of Black Rock By Joe Todd-Stanton
Song of the River By Joy Cowley & Kimberly Andrews
Optional Home learning project
Useful Websites
School website-phonics https://www.cambridgeschool.h ants.sch.uk/page/?title=Phonics &pid=1052
Phonics play https://www.phonicsplay.co.uk/
Top marks
https://www.topmarks.co.uk/m aths-games/5-7-years/counting
Times table Rock stars
https://play.ttrockstars.com/aut
Visit the Blackwater Valley River at Rowhills; the starting point of the river to see the beginnings of a river.
Go for a walk along the Basingstoke canal and explore the wildlife around it. How is the canal used today?
Visit the River Thames to view the world around such an important and well known river.
h
Create a model that follows the journey a river can take. You could choose to model it on a river that you may be familiar with or just the different cycles river can go through.
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* The EYFS framework is structured very differently to the national curriculum as it is organised across seven areas of learning rather than subject areas. The aim of this document is to help subject leaders to understand how the skills taught across EYFS feed into national curriculum subjects.
* This document demonstrates which statements from the 2020 Development Matters are prerequisite skills for computing within the national curriculum. The table above outlines the most relevant statements taken from the Early Learning Goals in the EYFS statutory framework and the Development Matters age ranges for Three and Four-Year-Olds and Reception to match the programme of study for computing.
* The most relevant statements for computing are taken from the following areas of learning: Personal, Social and Emotional Development, Physical Development, Understanding the World & Expressive Arts and Design
LONG TERM FORECAST Key Stage 1 Computing
Autumn
Spring
Summer
Pupils should be taught to:
A- understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions
B- create and debug simple programs
C- use logical reasoning to predict the behaviour of simple programs
D- use technology purposefully to create, organise, store, manipulate and retrieve digital content
E- use technology safely and respectfully, keeping personal information private; know where to go for help and support when they have concerns about material on the internet
F- recognise common uses of information technology beyond school.
LONG TERM FORECAST Key Stage 2 Computing
Autumn
Spring
Summer
Pupils should be taught to:
G. design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
H. use sequence, selection, and repetition in programs; work with variables and various forms of input and output
I. use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
J. understand computer networks including the internet; how they can provide multiple services, such as the world-wide web; and the opportunities they offer for communication and collaboration
K. use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
L. use technology safely, respectfully and responsibly; know a range of ways to report concerns and inappropriate behaviour
M. select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information
Year 4
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Year 3/4 Half Term Curriculum Overview Autumn 2
We would like to say a huge thank you for your continued support. If you have any questions, please do not hesitate to ask a member of the Year 3/ 4 team.
English
Mathematics
Children will read a text and watch a short film called The Dream Giver. You can access the short film here:
https://www.literacyshed.com/dreamgiver.html
Children will focus on sentence structures and have the opportunity to write their own story, inspired by the Dream Giver. Later in the term, children will read The Grinch Who Stole Christmas and write a letter to Mr Grinch to persuade him not to steal their presents! In guided reading, children are reading The Boy Who Grew Dragons by Andy Shepherd.
Physical Education
Children should come to school in their P.E. kit on the following days:
Verde and Amarillo Class- every Monday. Rosa Class -every Tuesday.
They should wear black bottoms, a red top and a black jacket.
Geography
Children will continue to learn about natural disasters. They will also create a fact file about Iceland, with a key focus on physical geography.
Science, music, religious education and Spanish
During our science lessons, we will be exploring the water cycle and understanding the four main stages- evaporation, condensation, precipitation and collection.
In our music lessons, children will perform, listen to, review and evaluate music. They will use and understand musical notation.
Children will continue to learn greetings and numbers in their Spanish lessons.
We will be learning about the following objectives in our maths lessons:
- Subtract numbers mentally, including: a three-digit number and 1s, a three-digit number and 10s and a three-digit number and 100s.
- Subtract numbers with up to 3 digits, using formal written methods.
- Solve problems, including missing number problems
- Multiply two-digit and three-digit numbers by a onedigit number using formal written layout
- Recognise and use factor pairs and commutativity in mental calculations.
In our religious education lessons, we will be exploring why people celebrate and do not celebrate Christmas. We will identify the main events of the nativity story and they will have the chance to make their own Christingle.
Computing
Children will use Scratch to learn about coding. They can create their own interactive stories and animations. They can access a free version:
https://scratch.mit.edu/projects/ed itor/?tutorial=getStarted
In our PSHE lessons, our topic is Celebrating Differences. Children will respect and accept that everyone is different, ways to include others, try to solve problems and promote the importance of using kind words.
Weekly Homework (due every Friday)
Homework will be assigned on every Friday
- Maths Shed: Every week, children will complete a times table test in the classroom. On Maths Shed, they will be assigned the times table they are focusing on for their weekly test. They should complete 5 games. https://www.mathshed.com/en-gb/
- Spellings: Children will complete a weekly spelling test. The spellings will be assigned every Friday and they should complete 5 games. https://www.spellingshed.com/en-gb/
- Reading: Every child has a reading diary. Please can these be signed and returned to class teacher. Each child should aim to read at least 4 times a week.
PSHE (RSE)
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Year 3/4 Half Term Curriculum Overview Spring 2
Please look on the second page for important dates.
English
Science and Religious Education
The children will read Marcy and the Riddle of the Sphinx. They will write a character description, create an instructional text on how to escape the sphinx and a playscript.
During our weekly guided reading lessons, the children will read a short passage taken from various non-fiction and fiction texts and focus on improving their comprehension skills. As a class, we will be reading Tutankhamun's Tomb by Sue Reid.
Physical Education
Children should come to school in their P.E. kit on the following days:
Verde and Amarillo Class- every Monday Rosa Class -every Tuesday.
.
They should wear black bottoms, a red top and a black jacket. Please can children avoid wearing football tops.
History
Computing (programming)
This term we will be looking at Ancient Egypt in History. We will look at the role of Pharaohs in Ancient Egypt, the lives of rich and poor people and the way they learned in school.
The children will use the programming language, Scratch to create an animation about how a plant grows. They will also use our new Micro:bit computers to study sound.
During our science lessons, we will be learning about sound. The children will identify how sounds are made, to recognise that vibrations from sounds travel through a medium to the ear and find patterns between the pitch of a sound and features of the object that produced it. They will use data loggers to create a line graph and analyse their results. Then, children will learn about plants.
In our religious education lessons, the children will be looking at rituals and beliefs around births, marriages and deaths, including beliefs of the afterlife and humanist celebrations.
Mathematics
We will cover the following objectives in our maths lessons:
* Learn about unit and non-unit fractions.
* Compare equivalent fractions and use this knowledge to write fractions in their simplest form.
* Learn to represent improper fractions as mixed numbers.
* Compare numbers with the same number of decimal places.
* Add and subtract amounts of money to give change.
PSHE (RSE) and D&T
In our PSHE lessons, our topic is Be Safe. The children will explore how to stay safe in their local environment, whether that's near roads, rail or water. They will learn about keeping safe around medicines and illegal substances and what to do in an emergency. In our D & T lessons, the children will be sewing a simple purse or pencil case using Binka.
Weekly Homework (due every Thursday)
Homework will be assigned every Friday.
* Maths Shed: Every week, children will complete a times table test in the classroom. On Maths Shed, they will be assigned the times table they are focusing on for their weekly test. They should complete 5 games. https://www.mathshed.com/en-gb/
* Spellings: Children will complete a weekly spelling test. The spellings will be assigned every Friday and they should complete 5 games. https://www.spellingshed.com/en-gb/
* Reading: Every child has a reading diary. Please can these be signed and returned to the class teacher. Each child should aim to read at least 4 times a week.
Important dates
Every child in Year 4, will be assigned the Multiplication Tables Check simulator on Maths Shed.
Swimming Lessons at Hucknall Leisure Centre
* Verde will swim every Thursday from 29/02/2024- 18/04/2024
* Rosa will swim every Thursday from 25/04/2024 – 6/06/2024
* Amarillo will swim every Thursday from 13/06/2024-18/07/2024
Any support is greatly appreciated.
Year 3/4 performance
The morning performance will take place at 09:45 on Tuesday 26 th March.
The afternoon performance will take place at 14:00 on Tuesday 26 th March.
The evening performance will take place at 17:3018:30 on Wednesday 27 th March.
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Skills Babies Should Develop During Their First Year
Birth to 3 Months:
- Startles to loud sounds
- Recognizes your voice and quits crying
- Quiets or smiles when spoken to
- Increases or decreases sucking behavior in response to sound
- Coos and makes pleasure sounds
- Cries differently for different needs
- Smiles when see you
4 to 6 Months:
- Moves eyes in direction of sounds
- Notices toys that make sounds
- Babbles in a speech-like way and uses many different sounds including "p", "b", and "m"
- Vocalizes excitement and displeasure
- Makes gurgling sounds when alone or playing with you
7 Months to 1 Year:
- Enjoys playing peek-a-boo and pat-acake
- Turns head and looks in the direction of sounds
- Pays attention when spoken to
- Understands words for common items such as "cup", "shoe", "book", "juice"
- Responds to requests such as "Come to Mommy" or "Want more?"
- Babbles to get and keep your attention
- Babbles using long and short groups of sounds such as "baba", "mamama"
- Imitates different speech sounds
- Communicates using gestures such as waiving "bye-bye" or holding up arms to be picked up
- Says one or two words such as "Hi", "dog", "Dada", "Mama" around first birthday
Where else can I get information about newborn hearing screening or about things a baby with normal hearing should be able to do?
- Visit the website www.babyhearing.org
Children's Medical Services
Newborn Hearing Screening Program
Toll free at 1-877-890-4692 or 1-505-476-8862
Your Baby's Hearing Screen
Why should my baby's hearing be screened?
- Hearing loss is the most common condition present at birth.
- As many as 3-4 babies in 1,000 have a significant hearing loss that will not improve with age.
- Hearing screening is safe and painless.
What if my baby does not pass the hearing screen?
Some babies do not pass because of:
- Fluid in the ear
- Baby was moving a lot
- Noise in testing room
- Baby has a hearing loss.
If my baby does not pass the hospital hearing screening, why is it important for my baby to have another hearing screen or an audiological evaluation as soon as possible?
- Testing is the only way to know if your baby has a hearing loss.
- The earlier a hearing loss is found, the better it is for a baby.
How can I set up an appointment for my baby?
- Talk with your baby's doctor at the 2-4 day old well baby check and ask the doctor to schedule an outpatient hearing screen at the hospital (if available) or with an audiologist experienced in testing babies (pediatric audiologist).
- Your baby should have the outpatient hearing screen completed by the well baby check at 1 month of age.
What if my baby does not pass the outpatient hearing screen?
- Ask your baby's doctor to schedule an appointment for an audiological evaluation with a pediatric audiologist.
- The audiological evaluation should be completed by the well baby check at 3 months of age.
Could my baby pass the hearing screen and still have a hearing loss?
- Yes, some babies hear well enough to pass the hearing screen, but lose their hearing later because of: some illnesses, some medicines, some injuries, a family history of hearing loss.
- Watch for any signs of hearing loss as your baby grows.
- Any time you have questions or concerns about your child's hearing, talk with your baby's doctor and ask for a referral to a pediatric audiologist.
What should I do if my baby has a hearing loss ?
- Contact the State Newborn Hearing Screening Program at 1-877-890-4692 for information
- Enroll in NMSD's Early Intervention Program. Contact Joanne Corwin, Coordinator, at 505-275-5433
- Contact NM Hands and Voices at www.hvnm.org
- Learn about communication programs such as the PEI Oral School. Call 505-224-7020
- Discuss use of Hearing Aids and availability of loaner hearing aids with your child's audiologist
- Learn about FM systems, Cochlear Implants, etc.
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Health
EXTENDED SIDE ANGLE
Boosts energy
Stand with feet together. Step left foot back several feet and turn it out 45 degrees. Bend right knee into a deep lunge, reach right hand toward the floor (or rest forearm on thigh) and extend left arm upward. Hold for five to eight breaths, then repeat on the opposite side. Opens up inner thighs, outer hips, waist and shoulders.
PIGEON
Relieves tension
Start on all fours. Bring right leg forward and place knee on the floor between hands, then sit down and extend your left leg straight back behind you. Try to keep right shin on the floor as you lengthen left thigh. Level hips so they're even and walk hands forward. Hold for five to eight breaths, then repeat on the opposite side. Opens up hips and lower back.
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FA M I LYC I R C L E .C O M
Stretching: The Rules
Kristin McGee shares her secrets to making the most of any flexibility move.
DON'T PUSH IT
A stretch might be uncomfortable but it shouldn't be painful. If it is, you're either going too far or not doing it properly.
HOLD IT
Your muscle needs to hold a static stretch to reap the benefits, so aim for 30 to 50 seconds.
DON'T BOUNCE
It's not very effective and could lead to overstretching. You're better off settling into position and going a little deeper each time you exhale.
MAKE IT A HABIT
A big lapse in practice can bring you back to square one. Aim for at least 10 minutes (say, first thing in the morning or during your lunch break) three to four times a week.
STRAIGHTEN UP
Instead of rounding your back when you bend forward, lift up out of your sit bone or you'll miss out on the perks for your lower back and hamstrings.
Continued on page 107.
Photos: Courtesy of Kristen McGee
For a longer stretching routine from Kristin McGee with four extra poses, visit familycircle.com/ yoga-poses.
LOW LUNGE
Improves balance
Kneel down, then step right foot forward so knee forms a 90-degree angle. Lift hands up to the sky, and bend upper back slightly backward. Hold for five to eight breaths, then repeat on the opposite side. Opens up hip flexors, chest, back and front.
UPWARDFACING DOG
Stretching: The Truth
Don't believe these myths about flexibility.
MYTH
It's not important unless you're a gymnast.
FACT
Without flexibility, your risk of getting hurt skyrockets. "When joints are stiff, you lack the range of motion to move freely with ease, and any stress on those joints and ligaments can lead to injury," says McGee. "Simple movements like opening a door can cause strains or tears." Even athletes are susceptible—runners and skiers tend to blow out their knees when they don't stretch enough.
MYTH
Start in plank position. Press the top of each foot into the floor as you lower hips and arch upper back, hovering just above the ground. Engage your core and press firmly into hands and feet. Opens up chest, arms, back and hip flexors.
It's something you have to be born with.
FACT
Enhances posture
stretching," says McGee. She likens stretching to adding grease to a squeaky door hinge. "With a little WD-40, the door opens a lot easier and more fluidly. But if you try to pull it open without greasing the hinges, you risk breaking it." Stretching allows your muscles and joints to work more efficiently.
MYTH
It's just a matter of touching your toes.
FACT
There's a lot more to stretching than forward bends. Make the most of your flexibility by engaging in two types of stretching: static (like the aforementioned toe-touching) and dynamic (like sun salutations done at the beginning of yoga class). Dynamic stretches are a great way to start your workout because they involve movement— and then you can engage in traditional poses later in your routine. "You want to open up your body and get blood flowing first," says McGee. "Someone who isn't warmed up or aware of their body could tear a ligament or damage muscles in a static stretch."
"That's like saying someone is born strong. But in reality, people lift weights to build muscles," says McGee. Although we do have an innate amount of flexibility, research shows it's malleable and we can improve it. "Every person can find their range of motion and gain flexibility through
Kristin McGee is a celebrity yoga and Pilates instructor and the author of Chair Yoga.
FA M I LYC I R C L E .C O M
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Sleep Tips: Light
How much light your child is exposed to before bedtime and in their bedroom itself can have a significant impact on how well they sleep as light disrupts their circadian rhythm and tells their body it is time to stay awake and alert. However, your child's sleep isn't just affected by light levels in their bedroom, but also by light levels during the day.
Night time tips:
* Use blackout blinds and blackout curtains in your child's bedroom and close them before going to bed. Remember to close curtains or blinds on landings and stairs as bedtime gets closer.
* Keep bedroom doors closed to block out any light from outside the bedroom, and make sure your child's room is as dark as possible.
* Use lower wattage bulbs in your child's room and choose red bulbs as these do not affect melatonin secretion. If your child needs a little light to settle, opt for a lamp and try not to use overhead lights.
* Be aware of any devices or clocks in the room that emit light at night and either turn them off, put them on standby, remove them or cover the light panel.
* If your child needs a small amount of light to use the toilet, plug-in nightlights on the landing can help.
* Aim for a minimum break of 30 minutes between screen use and going to bed. Screens emit blue light, which inhibits the release of melatonin at bedtime and increases cortisol, which is alerting.
* If your child likes to wear one, eye masks can help with sleep.
Daytime tips:
* To feel alert in the morning, your child needs to be exposed to natural light, so open their blinds and curtain soon after they wake.
* Natural light resets our body clock, so it is crucial to expose your child to as much natural light as possible during the daytime.
* If your child struggles to wake up in the morning, particularly in winter when it is dark, you can purchase alarm clocks which dim the light as they fall asleep, then gradually brighten as it nears the time for them to wake up.
* You can also buy alarm clocks that mimic sunset to help your child drift off to sleep and mimic sunrise to help them gradually wake in the morning.
Whilst there are common strategies that may support the sleep of babies and children, there are also different parenting and professional styles that may favour one approach over another. There is no single solution that will suit everyone. The advice contained
in these downloads is for general information purposes only and is intended to give you some basic tips and strategies. Our advice is
NOT intended to be a substitute for medical advice or treatment.
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Date : 18-06-2019
RAMAKRISHNA MISSION VIDYAMANDIRA
Belur Math, Howrah – 711 202
ADMISSION TEST – 2019 ENGLISH (Honours)
Full Marks : 10
Time: 12·30 p.m. – 2·00 p.m.
Instructions for the candidate
The question paper has two parts — Part – I (10 marks) and Part – II (30 marks).
Part - I questions must be answered in the space provided in the Question Paper.
There will be no negative marking in Part – I.
Separate script will be provided for Part – II.
PART – I (10 Marks)
Name of the student : _____________________________________________________________________
Application No. : ______________________________________
Signature of the student : ___________________________ Signature of the Invigilator : _____________
1. Rewrite the following sentences as directed without changing the meaning:
a) He kicked the ball hard. (Use the noun form of 'kick')
Ans. :_______________________________________________________________________
b) The pilot did not know that his plane had been hijacked. (Begin with 'Little did')
Ans. : _______________________________________________________________________
2. Change the following sentences into affirmative sentences:
a) None but Rizwan could do this sum.
Ans. : _______________________________________________________________________
b) There is no man who has not made at least one mistake.
Ans. :_______________________________________________________________________
(1)
3. Complete the sentences with the appropriate filler:
a) Whichever way you approach the problem, _______________________________________
i) no one will not solve it; ii) it will not be solve; iii) it will not solve; iv) it will not be solved
b) With great difficulty, _________________________________________________________
i) he could get annoyed; ii) he could lose his temper; iii) he could not tolerate his nonsense; iv) he could keep his cool
4. Fill in the blank spaces with the appropriate word:
a) Ambition is one of those _____________________ which are never satisfied. (needs; passions; ideas; fancies)
b) He is in the habit of ___________________ his head whenever anything goes wrong. (nodding; loosing; protecting; losing)
5. Fill in the blank spaces with the right word:
a) Man cannot live __________________ bread alone. (except; without; by; with)
b) It is better to send ________________ the doctor. (upon; in; for; to)
———— × ————
(2)
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WHY CAR TINTED SO IMPORTANT IN MALAYSIA?
Installing a car tinted is very common in Malaysia, almost 90% car users in Malaysia will installed it. During the hot weather, window film tinted can help to reduce and reflect infra red , ultra violet and glare from the sun that get into our car from the windscreens. At the meanwhile it won't blocking your vision by looking outside. It is very significant that a car with tinted will be more comfortable and cooler while driving than a car without any tinted.
HOW TO CHOOSE A TINTED?
We can find variety of window film brands in Malaysia, those international brands like V-Kool, 3M, LUMAR etc and local house brands as NS COOL, SUNRAYS, 3S COOL etc are offering different range quality of window film. Normally window film tinted can be classified by price and the quality. Those international brands are selling more higher price compare to local house brands. This is because international brands only selling very high aim and quality window film, but local house brand they have more products variety from low to high aim quality enable fulfill the market needs. Hence, is very important to compare the product with the product and not brand with the brand.
Sunlight us a portion of the electromagnetic radiation given off by the sun, in particular infrared(IR), visible(VL) and ultraviolet (UV) light . IR has longer wavelengths of 780nm to 2500nm than those visible light ,IR invisible to human eye, it can only sense by heat. UV has300nm-380nm which shorter wavelengths than IR, it also invisible by human eyes, it harmful to human skin. VL is day light that entering into your car and room, it has 380nm780nm wavelength.
As you can see 53% of the sun's energy comes to us un the infrared spectrum. 44% from the visible light spectrum, and 3% from the Ultra Violet spectrum. All of these three areas make up what is known as the Solar Spectrum and they combined energy is what we referring ' TOTAL SOLAR ENERGY'. Window films are designed to filter 3 part of the solar spectrum at once. By looking at the window filmUV , IR and VL we can calculate the Total solar energy rejection TSER.
eg. Solar Green : IR :95%, UV:99%, VLT : 70% = TSER : 66.52%
The TSER of the window does not mean it can lower the temperature in the car or room, but they can reduce the rate that energy enter which helps reduce the load placed air conditioning systems. The greater the glass area , the greater the impact window film can have on gear transfer into or out of a room. Hence, it is very important to choose a higher TSER film and not the brand of the film.
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Name_______________________________________________HWK Transformations of Basic Functions Hour______
General function transformation rules
Let f(x) be some function, then determine what you think that each of the following transformations does.
Sketch 𝑗(𝑥) = 𝑓(𝑥) −5 and complete the table below.
Answer these questions based on your sketches and your tables.
𝑗(𝑥) = 𝑓(𝑥) −5 is a ____________________ translation (horizontal/vertical) because it moved its point of inflection and all its other points _______________________ (horizontally/vertically)
𝑘(𝑥) = 𝑓(𝑥−6) is a ____________________ translation (horizontal/vertical) because it moved its point of inflection and all its other points _______________________ (horizontally/vertically)
𝑔(𝑥) = 𝑓(𝑥) + 4 State the new point of inflection.
(_____, _____)
State the new y intercept.
(_____, _____)
𝑗(𝑥) = 𝑓(𝑥) −5 State the new point of inflection.
(_____, _____)
State the new y intercept.
(_____, _____)
𝑘(𝑥) = 𝑓(𝑥−6) State the new point of inflection.
(_____, _____)
State the new y intercept.
(_____, _____)
𝑝(𝑥) = 𝑓(𝑥+ 3) State the new point of inflection.
(_____, _____)
State the new y intercept.
(_____, _____)
Let f(x) be some function, then determine what you think that each of the following transformations does.
Sketch 𝑔(𝑥) = 𝑓(𝑥+ 2) + 4 and complete the table below.
Sketch 𝑝(𝑥) = 𝑓(𝑥+ 3) −8 and complete the table below.
x
-2
-1
0
1
2
g(x)
x
-2
-1
0
1
2
p(x)
Answer these questions based on your sketches and your tables.
𝑔(𝑥) = 𝑓(𝑥+ 2) + 4shifted its points ____________ and ____________its vertex is located at _________
𝑗(𝑥) = 𝑓(𝑥−1) −5shifted its points ____________ and ____________ its vertex is located at _________
𝑘(𝑥) = 𝑓(𝑥−6) + 7shifted its points ____________ and ____________ its vertex is located at _________
𝑝(𝑥) = 𝑓(𝑥+ 3) −8shifted its points ____________ and ____________ its vertex is located at _________
Use the ZERO feature on the TI Nspire to find the x intercepts of each of the functions or state why this is impossible.
Let f(x) be some function, then determine what you think that each of the following transformations does.
Sketch
𝑔(𝑥) = −1𝑓(𝑥)
and complete the table below.
Sketch 𝑘(𝑥) = 1 2 𝑓(𝑥) and complete the table below.
Answer these questions based on your sketches and your tables.
Use these words: vertically stretched, vertically compressed, vertically reflected, or horizontally reflected.
If we multiply a function by a number between 0 and 1, then the function is said to have been ________________
If we multiply a function by a number between -1 and 0, then the function is said to have been ________________ &
________________
If we multiply a function by a number greater than 1, then the function is said to have been ________________
If we multiply a function by a number less than -1, then the function is said to have been ________________
&______________
If we multiply a function by ANY negative number, then the function is said to have been ___________________
SPECIAL CASE
If we multiply a function's input values by -1, then the function is said to have been ________________________
* Sketch each of the following transformations and label each of the following when present:
(vertex, vertical asymptote, horizontal asymptote, point of inflection, local extreme, y intercept, or x intercept)
* Circle the types of transformations present.
3
𝑝(𝑥) = √8𝑥
−6
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"Every time I prepare lessons for the Deditos series, I appreciate so much the quality of the videos. I find such wonderful and incredible theological content. This production is excellent!" (Claudia, USA)
Deditos Curriculum
Viña has developed lessons to accompany each video so that children will be challenged to think and behave differently—developing a strong worldview, based on core spiritual perspectives.
Five lessons, designed to accompany each video Bible story, include a teacher's manual, activity sheets for children of different ages, questions, activities and games to drive home the application of the Bible story.
Another series of lessons have been developed for use by parents in the home.
The lessons provide practical ways for kids to grow in trusting God, showing love to their neighbors, and learning how the whole story of the Bible fits together…connecting the dots between the Bible and kids' lives.
Deditos is produced by Viña, a media production ministry in Guatemala. Deditos.org
All our materials are available for free!
The Deditos series is crowdfunded. Thanks to the generous support of people like you, all our videos are available for free. Your donation can make an extraordinary impact by bringing the stories of Scripture alive so that children everywhere can experience the love of Jesus!
https://deditos.org/en/donate
What others are saying…
"In my opinion…Deditos is the best and most attainable choice [of Christian media projects] for local churches as they seek to reach out to minority language people groups. Remember the typical local church in the world today is both non-western, and low-income. When I compare Deditos to other projects…it is easy to see that Deditos is the one project that is reasonably close to the capacity of non-western national churches." (Jim, Pioneers)
Children fascinated and filled with hope as they come into contact with God's Word.
"What you believe at age 13 is what you will believe until you die."
In the overwhelming majority of children, most of the moral and spiritual foundations are in place by age nine. By the age of 13, one's spiritual identity is largely set in place. (George Barna)
Start children off on the way they should go, and even when they are old they will not turn from it. Proverbs 22:6 (NIV)
One of the biggest needs in the world are non-Western discipleship materials for children
* Much of the material available around the world comes from the West, and is not relevant.
* Many ethnic groups have no materials for children in their language.
The Power of a well-told story
Each culture houses its central convictions in its fundamental narrative—it's creation story.
The Deditos video series uses fifteen chronological Old Testament stories, beginning with God's creation, to offer biblical answers to those fundamental worldview
questions by presenting God's dealings with humanity to
illuminate the human condition and the hope that is found only
in Christ.
Deditos.org
The superhero in the Deditos Bible stories is God
Children need to know that God is not just any god, but the God of the Bible; the God of Abraham, Isaac, and Jacob. He loves them so much that he gave his Son Jesus to save them from their sins. And he desires to see them flourish and grow.
The Deditos series gives children a foundational understanding that God is the God of all cultures, gives them a solid connection with the themes and stories of the Old Testament, which in turn gives context and meaning to the New Testament.
Deditos (little fingers) Videos
Children need to know God from the time they are small, but it can be hard to share Bible stories with them in a way that is captivating AND true to Scripture.
The Deditos series gives children a foundational understanding that God is the God of all cultures, gives them a solid connection with the themes and stories of the Old Testament, which in turn gives context and meaning to the New Testament.
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The Cafeteria Classroom: What Custodians Can Do to
Create a Positive Cafeteria Environment
It's no secret that custodians play a very important role in keeping a school going. Their dedication to serving and anticipating people's needs is essential. Custodians also can contribute to students' education, helping them learn how to care for the physical environment in which they spend the majority of their day. The school cafeteria is one of the places where custodians play a key role in setting the tone, establishing expectations, building relationships, and helping students learn. Listed below are five ways custodians can have a positive effect on the cafeteria environment.
1. Be a part of the team
The team of staff that are responsible for the cafeteria environment usually includes custodians, paraeducators, food service staff, and school administrators. All members of the team need clear expectations about who is responsible for what. Ask questions, help define your role, and be sure you know what is expected of you so you can maximize your impact.
2. Identify the best flow for the cafeteria
How students move through the lunch line and the waste station is important to the cafeteria environment. The flow should be efficient and clear, minimizing confusion, cross-traffic, and bottlenecks. Work with the cafeteria team to look at the flow of students moving around the cafeteria. Try different table configurations to see what works best and feels right.
3. Engage students in helping to care for the cafeteria environment
Keeping the cafeteria clean is important for students to feel like they matter and they can enjoy their meal. Everyone has a role to play in maintaining a clean cafeteria environment. Help set clear expectations for students about taking responsibility for cleaning up after themselves. Be sure there is adequate time in the schedule to clean between lunches. Many schools enlist the help of students in sweeping, wiping off tables, and assisting other at the waste station.
4. Teach students how to reduce and manage food waste
Your role in the cafeteria is essential to help students learn about how to manage food waste responsibly. Position yourself at the waste station to help students learn how to sort their food waste properly, why it matters, and why they should care. Most students want to do the right thing and they need you to help.
5. Build relationships
You might be the one person that makes a child's day. Make eye contact, smile, call students by name, have a conversation. Building relationships sets a positive tone in the cafeteria and will help in your role as an educator.
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Standing Requirements
Outcomes Library
BS in Computer Engineering Technlgy Outcome Set
OBJ 1: Problem solving skills
Students will learn problems solving skills.
OBJ 2: Commanding contemporary tools
Students will learn how to command contemporary tools.
Outcome
Outcome 2.1: Apply stimulation tools
Students will apply simulation tools to verify theoretical design or troubleshoot potential system problems.
Outcome 2.2: Analze lab data
Students will analyze lab data using statistical tools.
OBJ 3: Design skills
Student will learn design skills.
OBJ 4: Lab skills
Students will learn lab skills.
Outcome
Outcome 4.1: Plan experiments
Students will plan experiments to collect desired data or
Printed on: 09/16/2014 12:10:31 PM (EST)
Mapping
No Mapping
No Mapping
Mapping
No Mapping
observations.
Outcome 4.2: Conduct experiments
No Mapping
Students will conduct experiments to truthfully record results
following manual or proposed steps.
Outcome 4.3: Follow saftety procedures
Students will follow safety procedure and lab protocols, handle
equipments with care.
No Mapping
Outcome 4.4: Examine lab results
Students will examine and interpret lab results to draw conclusions.
Foundational Studies: IIIa. Quantitative Literacy
OBJ 5: Managerial skills
Students will learn managerial skills.
Outcome
Mapping
Outcome 5.1: Develop work plans
Students will develop work plans with clearly defined phased goals
and timeline.
No Mapping
Outcome 5.2: Follow work plan
Students will follow work plan by observing time line and reporting
progress.
No Mapping
Outcome 5.3: Modify schedule
Students will modify schedules based on progress.
No Mapping
OBJ 6: Ethics awareness
Students will learn ethics awareness.
Outcome
Mapping
Outcome 6.1: Analyze ethics
Students will analyze ethics issues based on professional ethics
codes.
No Mapping
Outcome 6.2: Technology impact on society
Students will understand technology impact on society.
No Mapping
OBJ 7: Lifelong learning
Students will learn lifelong learning.
Outcome
Mapping
Outcome 7.1: Professional societies
Students will get involved with professional societies.
No Mapping
Outcome 7.2: Technological trends
Students will research the latest technological trends in a specific
area.
No Mapping
OBJ 8: Teamwork skills
Students will learn teamwork skills.
Outcome
Mapping
Outcome 8.1: Individual role and shared duties
Students will understand individual role and shared duties.
No Mapping
Outcome 8.2: Respect different opinions
Students will listen to others; cooperate with teammates; respect
different opinions.
No Mapping
OBJ 9: Communication skills
Students will learn communication skills.
Last Modified: 06/05/2014 09:08:40 AM CDT
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Q: MSU What is a glacier?
Glaciers aren't just big pieces of ice that froze overnight. They are far more complex than that. They are actually slow moving rivers of ice. It takes a long time to make a glacier. You need layers of snow to pile up in a place where the snow won't all melt in the summer. That snow then gets pushed down as more snow falls on top of it each year. Eventually the snow turns into ice from all the pressure of the snow on top of it. The pressure, weight, and repeated melting and freezing all impact the movement of the glacier.
There are glaciers on mountains and in valleys but the largest are ice sheets or continental glaciers. They are huge and so deep (they can be more than a mile deep) that they can hide the features of the land below them. The only two continental glaciers that exist today are on Greenland and Antarctica. If the entire Greenland Ice Sheet melted, the world's oceans would rise more than 23 feet!
Glaciers can be tens of thousands of years old and have shaped much of the land around us. Glaciers of the past carved out mountains, valleys, and lakes and often left behind clues that they were there, such as large boulders and scratch marks in rocks. Glaciers can also impact weather patterns, climate, and sea levels.
One third of the people on Earth get their water from rivers that come from glaciers. Many glaciers around the world are disappearing due to climate change including the ones in Montana's Glacier National Park. Check out the photo on this page. For more photos like this one visit http://nrmsc.usgs.gov/repeatphoto.
Montana Institute on Ecosystems
Learn about opportunities to participate in upcoming science activities and events at MSU by visiting
Montana.edu/outreach
Try this!
Make your own glacier
Supplies needed: play dough, ice cube tray, ice cubes with dirt and rocks frozen in them, and a pan.
Take a mixture of dirt and rocks of different sizes. Add approximately one tablespoon of the mixture per ice cube that you want to make. Fill the ice cube tray with water and then freeze it. Take your model glacier ice cube and leave it out at room temperature until it begins to melt a bit and the rocks at the bottom become exposed and loose. Take a handful of play dough and smooth it out like a pancake.
1. Grab your ice cube and drag it (rough end down) slowly, one way across the play dough while pushing down with medium pressure. What kind of marks does it make in the play dough? Does it leave anything behind (dirt, rocks)? Look closely at your model glacier. Are there interesting features on the surface like crevasses? How is the dirt and gravel distributed throughout (randomly)? How was the play dough "landscape" affected by the sediment in the "glacier" (scratches, grooves, large boulders picked up and then deposited by glaciers)? Glaciers form on top of rocks and dirt but also pick up more as they move; these can be rock fragments from valley walls or new rocks from the ground that freeze into the ice. These rocks produce glacial grooves and scratches in bedrock that show patterns of glacial movement.
2. Now, put your model glacier into a pan and observe it melting. This is more similar to a continental glacier, while the scraping activity represented a valley glacier. What do you notice about how the rocks and dirt are distributed by the melting ice (sediment is unsorted, piles are of mixed sizes)?
3. Can you think of areas you have visited that show evidence of glaciers? Describe the areas and the clues the glaciers left behind.
(lesson modified from pbs.org)
N
2
o.
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Metabolism
It's Your Body
What is Metabolism
* Metabolism is the body's process of converting food and stored fat into energy.
* This energy is used to stay warm, move around and keep vital organs functioning.
* Metabolism is typically measured in calories.
What is RMR
Resting metabolic rate, RMR, represents the number of calories required by the body in 24 hours to maintain vital body functions such as:
* heart rate
* brain functions
* breathing
RMR accounts for about 75% of a person's total energy expenditure.
Metabolism is impacted by
* gender
* physical activity
* age
* weight
* body composition (muscle vs fat)
* level of fitness
* eating
* stimulants
* emotional excitement
* stress
* weight changes.
Metabolism varies from day to day
Metabolism and Body Weight
* A larger person will typically have a higher metabolism because the body must provide more energy to keep the extra body mass alive and healthy
Metabolism and Body Composition
* Muscle burns more calories than fat. Even at rest. People with a higher percentage of muscle will usually have a higher metabolism rate.
A Recent metabolic study revealed…
Woman A:
- 158 lb. 48% body fat
- RMR of 1250 calories/day
Woman B:
– 158 lb., 33% body fat
– RMR of 1570 calories/day
» Ref: Alexander det al., Efficacy of a Resting Metabolic Rate Based Energy Balance Prescription in a Weight Management Program. Presented at Nutrition Week, San Diego, CA 2/02.
Age
* RMR declines naturally in adults at a rate of about 2% - 3# per decade.
* This decline is primarily due to a decrease in muscle mass. A natural aging process.
* Resistance training can increase muscle mass.
Gender
* Men normally have higher metabolisms than women, partly because they tend to have more muscle mass.
Hormones
* Certain hormones can increase or decrease your RMR.
* Check with your physician and pharmacist to learn about your medications.
Stimulants and Pharmaceuticals
* Caffeine and other stimulants such as ephedrine can increase RMR.
* Drugs may either increase or decrease RMR.
Try to avoid these products 12 hours before taking metabolism test.
Metabolism and Weight Loss
* When individuals lose weight, their metabolic rate may decrease.
* Exercise during weight loss can lessen the muscle loss.
* Weight loss is easy the first few pounds, but plateaus occur as the body adjusts to the new RMR.
For your personal metabolic assessment appointment, please contact:
Kathryn Parker RD/LD 334-5000 x5893 Susan Wallace MS, CSCS 334-5000 x5577
Important
1. Do not exercise, eat, or drink for three hours before appointment. (or results will be altered)
2. Bring a check payable to The City of Gainesville for 10 dollars. (this will cover the cost of your personal mouth piece)
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Name: ___________________________
GCSE (1 – 9)
Place Value and Ordering Numbers
Instructions
* Use black ink or ball-point pen.
* Answer the questions in the spaces provided
* Answer all questions.
– there may be more space than you need.
* You must show all your working out.
* Diagrams are NOT accurately drawn, unless otherwise indicated.
Information
* The marks for each question are shown in brackets
– use this as a guide as to how much time to spend on each question.
Advice
* Read each question carefully before you start to answer it.
* Try to answer every question.
* Keep an eye on the time.
* Check your answers if you have time at the end
1 Write down the value of the 8 in the number 583
8 Write down a 4 digit number that has 7 as its tens digit.
(Total for question 1 is 1 mark)
2 Write down the value of the 5 in the number 583.2
(Total for question 2 is 1 mark)
3 Write down the value of the 3 in the number 3091
(Total for question 3 is 1 mark)
4 Write down the value of the 2 in the number 6024
(Total for question 4 is 1 mark)
5 Write down the value of the 7 in the number 204.7
(Total for question 5 is 1 mark)
6 Write down a 5 digit number that has 3 as its thousands digit. You can only use the digit 3 once.
(Total for question 6 is 1 mark)
7 Write down a 6 digit number that has 8 as its hundreds digit. You can only use the digit 8 once.
(Total for question 7 is 1 mark)
You can only use the digit 7 once.
(Total for question 8 is 1 mark)
9 Write the number 2 million in figures.
(Total for question 9 is 1 mark)
10 Write the number 5.3 million in figures.
(Total for question 10 is 1 mark)
11 Here are 4 number cards.
(a) Write down the largest three digit number that can be made using these number cards.
(b) Arrange the cards to give the smallest possible answer to the sum.
(Total for question 11 is 2 marks)
5
7 2
3
(1)
+
(1)
12 Write the following numbers in order of size. Start with the smallest number.
134
153
203
146
154
(Total for question 12 is 1 mark)
13 Here are 4 number cards.
(a) Write down the smallest four digit number that can be made using these number cards.
(b) Arrange the cards to give the largest possible answer to the sum.
(Total for question 13 is 2 marks)
3
9 3
5
(1)
+
(1)
14 Write the following numbers in order of size. Start with the smallest number.
(Total for question 14 is 1 mark)
0.35
0.305
0.53
0.053
0.035
15 Write the following numbers in order of size. Start with the smallest number.
(Total for question 15 is 1 mark)
1.6
1.06
1.5
1.53
1.563
16 Write the following numbers in order of size. Start with the smallest number.
(Total for question 16 is 1 mark)
3.2
3.27
3.72
3.702
3.02
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(Mention the book we are studying).
Thus far we have made our way from the first century church up through about the sixth century. In that time frame, the church had experienced a lot of changes, most for the worse. Those changes appeared in everything from the organization of the church to the man made doctrines that were created.
In particular, we have been looking at the "sacraments" or religious ceremonies. Although the word "sacrament" isn't seen anywhere in the bible, the closest thing to sacraments or religious ceremonies in the NT are the Lord's Supper and Baptism.
As time marched on, both the Lord's supper and baptism became unrecognizable and unidentifiable to a NT Christian. Those were not the only changes that would occur. The introduction of the mechanical instrument became a part of worship by the fifth century.
We left off last week looking at…
MONASTICISM
* Monasticism was encouraged by individuals who sought to flee temptation.
* Who was known as "the star of the desert"?
* What did Pachomias form in the 4 th century?
* What was an "anchorite"?
* According to author, the aim of extremist monks was to destroy themselves through suffering.
* Which monk lived on top of a stone column sixty feet high for thirty six years?
* What was different about Benedict's form of asceticism than extreme asceticism?
CONTROVERSY ON THE HUMAN WILL
* According to our author, what was the thing that began the controversy over the human will?
* T or F: Pelagius believed in a person's free will?
* (An Exercise): Beginning with what Pelagius believed, answer T or F after each sentence.
* Augustine believed when Adam was banished from the Garden of Eden, he was depraved and all human life after him was depraved.
* T or F: Augustine did not believe in God's grace?
THEORY AND ORGANIZATION OF ROMAN CATHOLICISM
* According to Medieval Romanism, Christ left his successors three powers and privileges. What were they?
* In "The Teaching Ministry of the Church" section, what did church officials believed they gained from Christ? What was the danger in this?
* T or F: The Roman Catholic Church was a part of the state, making it a state religion?
* T or F: The Roman Catholic Church encourage people to study the Bible?
* There were seven sacraments. What role did the priesthood play in administering them?
* What is "canon law"?
ORGANIZATION OF THE ROMAN CHURCH
* There was a great divide between clergy and laity.
* What was the difference between "clergy" and "secular clergy" (pg.171)?
* What is the rank before one became a "deacon"?
* How sacraments could a priest preside over?
POWERS OF JURISDICTION
* T or F: A "Parish Priest" had more power than a "Rural Priest"?
* T or F: A "Rural Priest" was responsible for his own parish and nothing more?
* T or F: A "Vicar General" assisted in the administration of dioceses?
* T or F: A "Bishop" is a superintendent of education in his diocese?
* T or F: An "Archbishop" is select by the "Pope"?
* T or F: A "Papal Legate" acted on his own authority separate from the "Pope" regarding church matters?
* T or F: Leo I (440-461) was the first pope?
* What was an advisory cabinet of the pope called?
* What is one of the chief duties of the "Cardinals" when a Pope dies?
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HELP US PUT AN
If your home was built before 1940, lead could be present in your pipes or fixtures. In older homes, lead can leach into the water due to pipe corrosion.
Do you have a lead water service line in your home?
The Mohawk Valley Water Authority is working to identify lead service lines in pre-1940's homes to help protect the health of our customers.
Testing the pipes in your home to determine if they are lead is simple and requires only two common items: a flathead screwdriver and a magnet.
1. Start by locating the water service line in your home. It is attached to your water meter and typically found in the basement or crawl space. You should test the pipe that is between where the water line enters the basement wall and the water meter. Do not test the portion of the pipe on the other side of the meter, located away from the wall. If your pipes are made of rigid plastic, you do not need to test them. Please contact the Water Quality Department at 315-792-0338 to let them know that your pipes are made of plastic.
2. If your pipes are made of strong, good quality metal, using your screwdriver, scrape an exposed section of the pipe. (The pipe may be covered or wrapped; if so, peel away a small piece.) If scraping the pipe reveals:
a. A shiny "new penny" color, your pipe is copper.
b. A silver/white color, place a magnet on the pipe. If it sticks, your pipe is galvanized steel.
c. A silver/white color and the magnet does not stick, your pipe is lead.
3. Contact the Water Quality Department at 315-792-0338 to report the results of your test, as this is important information that needs to be recorded. It's estimated that there are about 2,500 lead or partial lead services in our area. By letting us know what your home's pipes are made of, you're helping MVWA put an end to lead.
4. If your pipe appears to be lead, the MVWA will take a water sample at your home and test it for free in our certified laboratory.
For more information, visit www.mvwa.us
WHAT'S NEXT?
Any lead is too much.
Lead can be harmful at very low levels, particularly in households with pregnant women, infants or young children. If your water has elevated lead levels, you should have the lead pipe or portions replaced.
* Service lines up to the curb stop are owned by MVWA; the remaining line is owned by the property owner.
* If you have lead pipes in your home, we will work with you to replace the full service line or lead portions.
* MVWA will cover the cost of replacing pipes under its ownership that appear to contain lead as soon as the owner's portion is replaced.
* A certified, experienced plumber can also help you eliminate the source of lead.
In the meantime, if your water has elevated lead levels, here are some tips:
* Use a filter to remove lead.
* Run the tap before use
— lead levels are at their highest when water has been sitting.
* Use cold water for cooking because hot water dissolves lead more quickly.
* Clean aerators monthly to remove accumulated lead.
We encourage residents of pre-1940's homes believed to have lead service lines to contact the Water Quality Department at 315-792-0338 to take advantage of our free testing in our certified laboratory.
There are about 2,500 lead or partial lead service lines in our service area. We'd like your help to identify and remove these lines.
For more information, visit www.mvwa.us or call 315-792-0301
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Exploring financial identity
through English
Learning experiences and formative assessment tasks in this learning resource are aligned to SOLO Taxonomy to ensure cohesiveness, constructive alignment and cognitive stretch for all students. This gives both teachers and students choices throughout the learning and teaching process.
Exploring English through financial identity supports students to understand the ways advertising impacts on people's financial behaviours and identities. Students explore the way financial messages are conveyed and analyse spending, saving/te whakaputu and money/moni management behaviours.
This is an integrated, cross-curricular resource, supporting the theme identity and can be used in multiple ways. Related resources are available for social sciences, maths and technology (digital technologies).
This resource is designed for flexibility and choice. There are a range of resources to choose from, so schools and teachers can design programmes that allow:
Students to work at their own pace using a student planner
Teachers to design a programme that suits department, faculty or whole-school planning over a few weeks or a term. This will vary from school to school.
Important readings:
Financial identity – resource introduction
Pedagogy and methodology overview for the frameworks underpinning the development of this resource.
Achievement objectives Level Four
Listening, reading and viewing
Processes and strategies: students will integrate sources of information, processes and strategies confidently to identify, form and express ideas.
Purposes and audiences: students will show an increasing understanding of how texts are shaped for different purposes and audiences.
Ideas: students will show an increasing understanding of ideas within, across and beyond texts.
Language features: students will show an increasing understanding of how language features are used for effect within and across texts.
Structure: students will show an increasing understanding of text structures.
Speaking, writing and presenting
Processes and strategies: students will integrate sources of information, processes and strategies confidently to identify, form and express ideas.
Purposes and audiences: students will show an increasing understanding of how to shape texts for different purposes and audiences.
Ideas: students will select, develop and communicate ideas on a range of topics.
Language features: students will use a range of language features appropriately, showing an increasing understanding of their effects.
Structure: students will organise texts using a range of appropriate structures.
Level Five
Listening, reading and viewing
Processes and strategies: students will integrate sources of information, processes and strategies purposefully and confidently to identify, form and express increasingly sophisticated ideas.
Purposes and audiences: students will show an understanding of how texts are shaped for different purposes and audiences.
Ideas: students will show an understanding of ideas within, across and beyond texts.
Language features: students will show an understanding of how language features are used for effect within and across texts.
Structure: students will show an understanding of a range of structures.
Speaking, writing and presenting
Processes and strategies: students will integrate sources of information, processes and strategies purposefully and confidently to identify, form and express increasingly sophisticated ideas.
Purposes and audiences: students will show an understanding of how to shape texts for different audiences and purposes.
Ideas: students will select, develop and communicate purposeful ideas on a range of topics.
Language features: students will select and use a range of language features appropriately, showing an understanding of their effects.
Structure: students will organise texts, using a range of appropriate, effective structures.
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1
2
3
4
5
6
7
3)
1
2
3
4
5
6
1
2
3
4
5
6
Name: ___________________________
Period: ____
A proof is a logical argument that uses deductive reasoning to show that a statement is true.
You are required to use _________________________ that are justified with ______________________ for each step. All proofs start with some __________ information and are complete when the last line is the ___________ statement. Many students find proofs ___________________. You may need to get extra help during ______________, the after school help center on _______________ and _____________ in room ______, or other times to be arranged with your _________________ or ________________.
1) Given
: 3b d f
Prove:
5
g
b
2) Given
: 2 g h
Prove:
2 d b
f
g
Statements
Statements
Reasons
Reasons g h k
k
m
3 m h
4)
Statements
Reasons
The following problems show the first line of a proof. Fill in the second line with a statement and reason that follows logically from the given information. Draw and label a diagram for each problem in your notebook. Choose from these statements/reasons to help with 1-10.
Definition of Congruence, Vertical Angle Theorem, Definition of Bisector, Segment Addition Postulate, Definition of Midpoint, Definition of Supplementary, Definition of Complementary, Definition of Congruence, Definition of Right Angle, Angle Addition Postulate
AB BC , ABC CBD , 90 m A A B , 1 2 90 m m , BA AC BC m ABD m DBC m ABC , AD DC and A B are supplementary, 1 2
1.
3.
2.
4.
5.
7.
6.
8.
9.
10.
Complete the following proofs in your notebook. Be sure to copy the "Given" and "Prove" statements and show all steps in the two-column format with "Statements" and "Reasons." Neatness counts!!!!
11.
Given:
8
ab
a
Prove:
12
d
12.
Given:
m
n
p
Prove
: 3 2 r n
b
20
d
9 ,
5
p
r
m
n
Geometric Markings: Add geometric markings to the figure for each statement.
Use the indicated color for marking the diagram:
a) BEA is a right angle (red) d)
AE EF EC (orange)
b) BEG HED (blue) e)
c) AEF FEC (green)
BE ED (pink)
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Tips for keeping rats out of home and garden
19 August 2019, by Kym Pokorny
Rats—non-native black (Rattus rattus) and brown (Rattus norvegicus) – are drawn to any sort of outside food sources such as pet food, chicken food, bird seed and kitchen scraps in compost piles. Even compost without kitchen scraps provides insects that rats consume, unless the pile is kept hot enough to kill them. If rats get inside the house, they'll dine on whatever food they find there and look for places to nest and reproduce.
"Both species are very opportunistic and have an easy time adapting to living in the presence of humans," Sanchez said.
Credit: CC0 Public Domain
Seeing rats in the backyard or, worse yet, in the house, can send people into panic mode, and for good reason.
"There are definite social norms that say if you have rodents living near you it's associated with dirtiness, garbage and waste products," said Dana Sanchez, wildlife specialist for Oregon State University Extension Service. "There's a reticence to admitting to seeing rats or talking about them because there's a fear of public shaming. That works to the rats' advantage because people aren't finding cooperative solutions to a collective problem."
Disease is an even greater incentive for the repugnance people feel toward rats. They can spread the bacteria that causes the bubonic plague, which killed millions during the 14th century but is very rarely found today. Other less serious diseases are also attributed to rats, all of which lead to a healthy fear.
You can identify the two rats, if you want to, by color and size. Black rats weigh in at 4½ ounces and grow up to 5 to 6 inches long; adult brown rats weigh 9 to 10 ounces and reach up to 16 inches.
To help control rats, Sanchez said neighbors should work together to share information and help keep areas clean. Finding collaborative solutions includes working to come up with strategies with city and county vector departments, which are charged with rodent control among other things.
"Rats are very intelligent and resourceful," Sanchez said. "Simply putting down a trap and expecting a rat to fall into it won't work. They inspect and avoid things new in the environment. Rats have an amazing ability that once they figure out something has made them sick, they will avoid it in the future."
Controlling rats is the first step, Sanchez said, but isn't a long-term solution. Spying rats in your home or on your property will increase your awareness and there will be a lot of focused efforts on getting rid of them. That may reduce the population to a point, but if the efforts are sustained over months and months, it will create a cyclical pattern. Once humans see fewer rats, they reduce efforts to ratproof, then the population grows and the problem starts all over again.
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Sanchez provides some tips for managing rats:
Don't leave uneaten pet food outside. Keep pet food stored in plastic bins.
Thin out dense brush that provides shelter.
Store indoor food properly, in containers if possible. Don't leave untended food out on counters.
Keep bird seed off the ground by using baffles. Hang bird feeders away from eaves or fences that give rats easy access.
Clean up fruit that's dropped to the ground.
Use the hot compost process or a contained system. At the very least, keep food scraps out of compost piles.
Repair gaps larger than ¼ inch around doors, windows, crawl space screens, attic vents and any other place where holes may provide access.
Make sure rats don't have access to chicken feed or chickens, which they can kill. Use a smaller aperture hardware cloth rather than chicken wire. Bury the bottom several inches below ground. Make sure coop is rat proof by closing up any holes bigger than a nickel.
Keep garbage in a plastic bin with a lid.
Use bait and traps, keeping in mind this will only work if there are a few rats; for larger populations consider hiring a licensed and bonded exterminator.
Stay vigilant. Even if you don't see rats, they are around and keeping your home and landscape unattractive to them will help keep them at bay.
Provided by Oregon State University
APA citation: Tips for keeping rats out of home and garden (2019, August 19) retrieved 23 October 2019 from https://phys.org/news/2019-08-rats-home-garden.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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Male dance flies found to favor females with bigger abdominal air sacs
19 September 2018, by Bob Yirka
A team of researchers with the University of Toronto and the University of Stirling has found that male dance flies prefer to mate with females that have larger abdominal sacs. In their paper published in Proceedings of the Royal Society B, the group describes their study of the insects and what they found out about their mating habits.
Dance flies are a kind of fly that appear to dance in the air during their mating rituals. They do so in swarms, creating a hypnotic scene for human bystanders. In this new effort, the researchers ventured out into the field to observe one species in action— Rhamphomyia longicauda.
The researchers note that ornamentation in males of various species as it relates to mating has been extensively documented—less so is ornamentation in females. Female dance flies have abdominal sacs on the sides of their abdomens that they fill with air, possibly to make them look bigger. They also have pinnate leg scales, which look like hairy legs, another feature that can make the female look bigger.
In studying the mating behavior of the flies, the researchers found that the females would pull in air just before joining a swarm, and use it to fill their sacs. They also pulled in their legs, forcing them parallel to their abdomens. The researchers describe the result as females that look similar to helicopters in flight. The next part of the dance was up to the males. Each approached the swarm and made assessments of the females they encountered—when a choice was made, the couple engaged and fell out of the swarm.
A closer look revealed that the males displayed preferences—they wanted females who had bigger sacs. And if faced with females of equally sized sacs, they chose the one with the hairier legs.
The researchers suggest the preference of the males might be due to the perception that bigger females carry more eggs. But what do the females get in return? The researchers note that when the males choose a mate, they bring along a meal to share with her. And the females mate more than
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once, so the more mates she attracts, the more she gets to eat.
More information: Rosalind L. Murray et al. Sexual selection on multiple female ornaments in dance flies, Proceedings of the Royal Society B: Biological Sciences (2018). DOI: 10.1098/rspb.2018.1525
Press release
© 2018 Phys.org
APA citation: Male dance flies found to favor females with bigger abdominal air sacs (2018, September 19) retrieved 23 October 2019 from https://phys.org/news/2018-09-male-flies-favor-females-bigger.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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New York City uses over one billion gallons of water every day. What happens to it after we've used it? CUP's Sewer in a Suitcase demystifies the hidden workings of New York City's water infrastructure by following the journey water takes beyond the drain.
What is it?
New York relies on something called a combined sewer system. Stormwater from streets and rooftops is collected into the same network of pipes as dirty water from toilets, sinks, and showers. When it rains a lot, the combined sewage and stormwater overflow directly into local waterways.
CUP's Sewer in a Suitcase is a working model of the city's sewer system that lets you explore the mechanics of these dirty events and what they mean for our health and environment—all from your own classroom!
Who can use it?
Sewer in a SuitcaseΩ is fun, engaging, and educational for children and adults alike, and is perfect for use in environmental studies or science classrooms; civics, social studies, and service learning classes; or in community workshops.
The illustrated educator's guide outlines activities that demonstrate our combined sewer system in action, and helps you introduce concepts like urban watersheds, water infrastructure, and the health impacts of water pollution.
New educational
New York City's resource about
water system!
How it works—Just add Water!
Inside the suitcase is a New York City streetscape. Just add water to the building supply tank, mix in some pollution (a.k.a glitter) and find out where our dirty water goes on a sunny day.
Activities in the educator's guide address New York State learning standards in health, math, science, technology, and social studies. The guide provides instruction for a stand-alone demonstration, as well as lessons for an expanded three session curriculum.
Order Your Sewer in a Suitcase Today!
Name
Organization
Address
Phone
Email
Please keep me posted on CUP news and events via email
I would like to:
(check one of the following)
Purchase a Sewer in a Suitcase with educator's guide $300
Hire CUP to conduct a Sewer in a Suitcase workshop $100
*
Rent a Sewer in a Suitcase for a day $50*
Rent a Sewer in a Suitcase with training session $150*
* a credit of $50 can be applied to toolkit purchase within one month of workshop
Make checks payable to: the Center for Urban Pedagogy
the center for urban pedagogy (cup)
CUP is a nonprofit organization that uses design and art to improve public participation in shaping the city.
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Try, Try, Try
"Follow me, and do the things which ye have seen me do" (2 Nephi 31:12).
Sharing Time Ideas
BY ELIZABETH RICKS
Many years ago people made fancy garden mazes to delight their friends. They trimmed hedges to form pathways where others could walk and wander and try to find the way out. Many people enjoyed strolling through these large garden mazes. Others sometimes became confused in the passageways, but they still enjoyed the pleasant walk and eventually found their way out. They had to try, try, try. Garden mazes still exist, and visitors enjoy navigating through them.
§
Just as visitors make their way through garden mazes by making a decision at every fork in the path, each of us makes our way through life. Every day we are faced with decisions. Some of the decisions are not important. It probably doesn't matter if you wear a blue shirt or a red shirt. But many decisions are important. When you are faced with a decision about whether to tell the truth or tell a lie, it is important to tell the truth.
For important decisions, you can make the right choice if you ask yourself, "What would Jesus do?" When we try to be like Jesus—when we try, try, try—we will do what is right. Jesus always did what was right. Our faith grows when we follow His example.
Activity
With your finger, trace a path through the garden maze. Every time you come to a choice, decide which choice Jesus would make. Beginning at "Birth," follow Jesus's example until you get to "Eternal Life."
1. Explain that following Jesus's example will help us return to the presence of our Heavenly Father. Ask the children what an example is, and give illustrations. For instance, a teacher might solve a math problem to show students how to solve other problems. A soccer coach might kick a ball to show how to kick. Explain that following Jesus's example can help us make good choices. Prepare case studies (see "Case Studies," Teaching, No Greater Call [1999], 161–62) of true-to-life situations. Give one case study to each class, and have them discuss the problem. Ask the children to solve the problem by asking, "What would I do if I followed Jesus's example?" Have each class report on how they could follow Jesus. Explain that to be like Jesus, we must try. Trying is the key. Testify that following Jesus's example will take effort, and it will make us happy.
2. Invite the bishop or branch president (or another member of the bishopric or branch presidency) to show the children a driver's license. (Any kind of license, such as a fishing license or a marriage license, would also work.) Have him tell the requirements he had to meet to get his license. Then have him show an even more important piece of paper: his temple recommend. Ask him to tell the children some of the things they need to do to get a temple recommend. Prepare several slips of paper on which you write a gospel principle one needs to live in order to go to the temple and a number of steps. For example, "You keep the Word of Wisdom—advance two steps." Place a picture of a temple on each wall. Have four children begin in the center of the room, and have each one move toward a different temple. (Clarify that this is not a competition. You want all the children to reach the temple.) Have each child choose a slip of paper, read the principle, and move the number of steps it indicates. When each child reaches the temple, have him or her look on the back of the picture for the name of a song. Sing the song, and continue the game. After you have sung all of the songs, encourage the children to live worthy to attend the temple. ●
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Can You Recycle Coffee Grounds?
By: www.BuyOrganicCoffee.org
Twelve billion pounds of coffee go into brewing coffee every year. This leaves about 18 billion pounds or 9 million tons of wet waste coffee grounds that typically go into landfills or are washed down the drain and end up in streams and rivers. Can you recycle coffee grounds? It turns out that there are several excellent uses for coffee grounds from composting or adding mulch to your garden and deicing winter sidewalks to removing hair product residue.
Coffee Grounds as Pest Repellant
A natural way to keep pests out of your home, off of your pets, or away from vulnerable garden plants is with coffee grounds. If there is a place where an ant colony has access to your home, block the route with coffee grounds and refresh every couple of weeks. The ants will not like the aroma of the coffee grounds and they will interfere with the pheromone trails that they routinely follow.
If you think one of your pets has fleas, take them outside and use a coffee ground body wash to send the fleas packing.
In your garden you can use coffee grounds the same way as with ants to keep snails and slugs under control. Just a line of coffee grounds refreshed from time to time is all that you need.
Fertilizing Your Garden or Flower Box
Coffee grounds are rich in nitrogen, calcium, potassium, and magnesium which make coffee grounds an excellent natural fertilizer. Because coffee grounds are slightly acidic, avoid using them near crocus, photinia, forsythia, barberry, and lilacs. Unlike when you are keeping pests away from your plants, mix the coffee grounds into the soil instead of just dumping on top of the soil.
Coffee Grounds for Personal Hygiene
Coffee grounds are mildly abrasive and make an excellent exfoliator. A simple recipe for making your coffee ground exfoliator is to mix three parts coffee grounds, one part brown sugar, and one part coconut or almond oil. Adding a few drops of vanilla extract or lemon oil will provide more aroma.
In addition to using coffee grounds to exfoliate, use the same abrasive properties to remove sticky hair cream or shampoo residue. The trick is to mix the coffee grounds with the hair product when you apply and rinse. The residue will leave with the coffee grounds and not cling to your hair.
Light the Night with Coffee Candles
If you like home crafts and want to make candles, consider mixing or layering coffee grounds into your candles.
As the candle burns down it exposes the coffee grounds and provides a burst of coffee aroma. Add any other favorite aroma such as lemon or vanilla to complement the aroma of coffee. This is a great way to recycle coffee grounds and not pay for aromatic oils for your homemade candles.
Non-toxic Furniture Restoration
Furniture gets scratched and tarnished with normal use over the years. Rather than buying a toxic cleaner, consider using coffee grounds instead. Simply place a few coffee grounds on the scratch plus a few drops of water. Use a q-tip or cotton swab to buff the area for a minute or so. Wait ten minutes and repeat as needed.
All-Purpose, Organic Deodorizer
Fresh coffee grounds soak up odors and so do used coffee grounds. Put dried coffee grounds in a saucer in the back of the refrigerator or in any area prone to odor accumulation. Switch out every week or two as you will always have a supply of coffee grounds. You can use your grounds this way on their way to the garden. You can even help break down grease buildup in the drain by using a couple of tablespoonsful of coffee grounds along with a few drops of soap and boiling water. Done twice a month this procedure helps prevent clogging.
For more insights and useful information about organic coffee, visit www.BuyOrganicCoffee.org.
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Balance Visual, Written, and Auditory Elements
UDL CHECKPOINT 1.3: Offer alternatives for visual information
— Visual representations are not always accessible for every type of learner, which is why balancing the ways in which course information is distributed is essential for learner success.
What is it?
Contemporary education (online and hybrid learning) often relies heavily on visuals (infographics, videos, written information); however, it is important that various modes of conveying course information is used to allow for more inclusive learning. This means providing transcripts and descriptions of visual elements as well as ensuring that all text provided to learners is clear, accessible, and can be converted to text-to-speech. Ultimately, the goal is to create a balance in the ways that information (expectations, lectures, assignment/assessment directions, etc.) is given to ensure optimal accessibility for and understanding by learners.
Why do it?
Many learners have visual disabilities that create confusion and negatively impact their learning, especially when visuals are solely used in the distribution of course material. And even for learners without visual impairments or disabilities, visual information (when conveyed without explanation or clarification) can be misunderstood since visuals can often be interpretive and subjective in nature. Because of this, it is necessary that all course information is offered to learners in a variety of methods (text, audio, video, visual). By doing so, learners have the ability to understand the information more fully, which can improve their performance in a course (ultimately leading to academic success).
How can I apply it?
Here are some ways that you can better balance the ways in which information is given to learners.
* Utilize auditory cues when transitioning to visual elements. When using visual elements in lectures (whether in person or in a recorded lecture), it is helpful to offer a brief explanation/introduction to the visual information that learners will encounter. This prompts learners for specific aspects to focus on when shown the visual element.
* Provide descriptions for all visuals. Whether in-person or online, it is important that all visuals (photos, graphics, videos, etc.) have a clarifying description to help learners understand the specifics and purpose of the visual.
* Encourage learners to use text-to-speech software. Providing access to and explaining the use and benefit of using text-to-speech can help learners to better understand written information.
* Offer both written and recorded information. Whether for an on-ground or online course, it is helpful for learners to have access to written information as well as a recorded information (audio and/or video). This includes the syllabus, assignment/assessment directions, and course notes. Doing so allows learners the opportunity to revisit and fully grasp expectations and information.
Summary
While it is easy to think that conveying course information in one manner is sufficient, the reality is that learners understand information in various ways, which is why it is essential to provide learners with information via multiple formats. Visual information alone can be subjective and misunderstood by learners. However, by providing clarification in the form of multiple formats (audio, video, and writing), learners can fully grasp course concepts, which can lead to their success.
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Re-write the following sentences to make one meaningful sentence
1. " I have been reading your book today"
She said to Ahmad……she had been reading his book that day
2."Where did you find my book?"
Salem asked me where I had found his book
3." Can you give me your pen , please?"
He asked Laila if she could give him her pen
4. she was washing the dishes.
The dishes were being washed
5. Salem asked me if I could solve the problem.
" can you solve the problem "
6. " I have broken my legs"
He said that he had broken his legs
7." We are trying to spend this night watching TV?"
The boys said that they were trying to spend that night watching TV.
8. "Laila'd have come if you've invited her "
My father told my brother Laila would have come if you had invited her.
9." Did Fadwa see the doctor?"
He wanted to know if Fadwa had seen the doctor
10." Did the dog bite the child ?"
The doctor asked if the dog had bitten the child
11." Does he lie here?"
My father asked me if he lay there ( lie – lay – lain )
12."Do you have anti-virus programme on your computer?"
He asked me if I had anti-virus programme on my computer
13. she told me that she wouldn't do well the year after.
" I will not do well next year "
14. he asked me how old I was.
" how old are you?"
15. she asked me if the climate was hot or cold.
"Is the climate hot or cold ?"
16. The sun is brighter than the moon.
The moon is less brighter than the sun
17. Amman city is more crowded than Salt city.
Salt city is less crowded than Amman city
18. The new government might have set up an organization to help preserve the world famous mosaic found there.
An organization might have been set up to help preserve the world famous mosaics found there.
19. The engineers has to prepare a new layout for the new project.
A new layout has to be prepared for the new project.
+
Study the following pair of sentences and answer the question below
Ali: what is the best way of studying?
Saleh: for me the best rule is attending all classes
What is the language function of Saleh's reply ? expressing advice
Study the following pair of sentences and answer the question below
A. They had built their house.
B. They had their house built.
Which sentence indicates that they ask another party to build their house. B
Study the following sentence and answer the question below
For much of her waIk , she had been fighting strong winds and rough ice.
What is the grammatical function of the past perfect continuous usage in this sentence
Function ( actions which were continuous )
Editing
Imagine you are an editor in Jordan times . you are asked to edit the following text that has four mistakes .Correct the mistakes and write the answers
Jordan is known for it's hestorical sites. Where you can see many krafts which practiced by skelled artisans . Like pottery making which is very famous in Jordan.
The house is surruonded by a large a colourfull garden which has been looked after. The propertey overlooks a luxrious swimming pool.
We beleive that if only one vehicle is allowed into a tunnil every five seconds, there is less chanse of multi-vehicle accidint.
In the long run , the best way to be a good colleagee is simply to work hard.In my experiense ,peoble most dislike those who make up excuces for not doing something.
This is only the latest in a sereis of achievements for mr.Mahmoud , who a part from climbing the world's seven highest peaks has a master degree , is a fluent English and japanese speaker.
Complete these sentences with suitable items derived from the words in brackets.
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Greening the Holidays - Reduce, Reuse, Recycle Tips
During the holidays, from decorations and food to packaging and presents, there are many creative and meaningful ways to reduce our waste and ensure that what can't be reused is properly recycled. According to the US EPA, household waste in the United States generally increases 25 percent between Thanksgiving and New Year's Day – about 1 million extra tons. Here are some simple ideas to consider that can make a positive change.
Make a plan to reduce before you shop, decorate, or entertain:
Minimize store-bought gifts by drawing names, making your own, or giving services or experiences.
Choose classic products that will last over time. Avoid plastic and battery operated toys.
Shop LO for all of your holiday needs to support our local businesses and community, find unique items, and save gas and time. And don't forget to bring a reusable shopping bag!
If batteries are required, invest in rechargeable batteries and a charger or check out this new rechargeable battery swap service by Bettery. According to the US EPA, 40% of all battery sales are during the holiday season.
Use decorative, reusable bags and boxes or the Sunday comics and colorful yarn for wrapping gifts.
Avoid foil wrapping paper and foil-lined envelopes; they can't be recycled.
When entertaining, use washable dinnerware instead of disposables. If you don't have enough, borrow or rent.
Turn off or unplug holiday lights during the day. Doing so will not only save energy, but will also help your lights last longer. If buying lights, make sure they have LED bulbs. Call Far West Fibers (503-200-5411) about recycling old holiday lights.
Reuse and recycle after the festivities are done:
Donate unused, prepared foods from catered events and restaurants to those in need through the regional Fork It Over! program. Contact Fork it Over! at 503-725-8447.
If you have a Christmas tree, please recycle it. Local groups often collect trees as a fundraiser (check the calendar for details), or recycle with your yard debris (contact Republic Services at 503-636-3011 for details). Or consider a live tree!
After opening gifts, flatten wrapping paper, roll ribbons onto toilet paper rolls, and store for later use.
Take packaging peanuts and bubble wrap to a mail service shop for reuse and some non-curbside plastics to Far West Fibers for recycling. Contact Far West Fibers at 503-200-5411 to check current plastics being accepted.
Recycle block foam, aka Styrofoam™, at Far West Fibers in Beaverton or Southeast Portland. Details here
Page 1 of 2
Greening the Holidays - Reduce, Reuse, Recycle Tips
Published on City of Lake Oswego Oregon Official Website (https://www.ci.oswego.or.us)
or call Far West Fibers at 503-200-5411.
Call Metro Recycling Information at 503- 234-3000 or visit the Metro Find a Recycler website for details for many other reuse and recycling options and resources.
Recycle electronics for free, including TVs, PCs, and monitors through Oregon E-Cycles. Far West Fibers in Foothills and Goodwill are the two Lake Oswego E-Cycles drop-off sites. Call 1-888-532-9253 or visit www.oregonecycles.org/ for details.
Find additional tips and resources here and using the links below.
Web Links
How low can your garbages go?Stop Waste Before it Starts - MetroWaste-wise Holidays - MetroEcoConsumer Green Holidays - King Co., WAReducing Winter Holiday Waste - US EPAReduce, Recycle, Reuse - Greening the Holiday Season - US EPA Region 9Simplify the Holidays Pledge and Resources - Center for a New American DreamWaste-free Holiday Tips handoutWaste Prevention and Recycling Resources
Source URL (retrieved on 07/01/2015 - 2:14pm):
https://www.ci.oswego.or.us/sustainability/greening-holidays-reduce-reuse-recycle-tips
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Protect Your Family From Fire
More than 3,400 Americans die each year in fires and approximately 17,500 are injured. An overwhelming number of fires occur in the home. There are time-tested ways to prevent and survive a fire. It's not a question of luck. It's a matter of planning ahead.
Every Home Should Have at Least One Working Smoke Alarm
Buy a smoke alarm at any hardware or discount store. It's inexpensive protection for you and your family. Install a smoke alarm on every level of your home. A working smoke alarm can double your chances of survival. Test it monthly, keep it free of dust and replace the battery at least once a year. Smoke alarms themselves should be replaced after ten years of service, or as recommended by the manufacturer.
Prevent Electrical Fires
Never overload circuits or extension cords. Do not place cords and wires under rugs, over nails or in high traffic areas. Immediately shut off and unplug appliances that sputter, spark or emit an unusual smell. Have them professionally repaired or replaced.
Use Appliances Wisely
When using appliances follow the manufacturer's safety precautions. Overheating, unusual smells, shorts and sparks are all warning signs that appliances need to be shut off, then replaced or repaired. Unplug appliances when not in use. Use safety caps to cover all unused outlets, especially if there are small children in the home.
Alternate Heaters
*Portable heaters need their space. Keep anything combustible at least three feet away.
*Kerosene heaters should be used only where approved by authorities. Never use gasoline or camp-stove fuel. Refuel outside and only after the heater has cooled.
*Keep fire in the fireplace. Use fire screens and have your chimney cleaned annually. The creosote buildup can ignite a chimney fire that could easily spread.
Affordable Home Fire Safety Sprinklers
When home fire sprinklers are used with working smoke alarms, your chances of surviving a fire are greatly
Page 1 of 2
Protect Your Family From Fire
Published on City of Lake Oswego Oregon Official Website (http://ci.oswego.or.us)
increased. Sprinklers are affordable - they can increase property value and lower insurance rates.
Plan Your Escape
Practice an escape plan from every room in the house. Caution everyone to stay low to the floor when escaping from fire and never to open doors that are hot. Select a location where everyone can meet after escaping the house. Get out then call for help.
Caring for Children
Children under five are naturally curious about fire. Many play with matches and lighters. Take the mystery out of fire play by teaching your children that fire is a tool, not a toy.
Caring for Older People
Every year over 1,000 senior citizens die in fires. Many of these fire deaths could have been prevented. Seniors are especially vulnerable because many live alone and can't respond quickly.
Source URL (retrieved on 07/01/2015 - 2:18pm): http://ci.oswego.or.us/fire/protect-your-family-fire
Page 2 of 2
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West Green Primary School Art Progression
The national curriculum for art and design aims to ensure that all pupils:
produce creative work, exploring their ideas and recording their experiences
become proficient in drawing, painting, sculpture and other art, craft and design techniques
evaluate and analyse creative works using the language of art, craft and design
know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms.
Printing - Investigating pattern –textures/leaf prints. Compare to rubbings and impressions (noticing, imitation)
natural art
lessons creating, improving, and redrafting a sketch of a particular object/animal. Explain why they have chosen specific materials to draw with. (refining, persevering, improving)
exact hue? Which colours do you need to add and in which quantities?
Sketching - Spend a small group of lessons creating, improving, and redrafting a sketch of a particular object/animal. (refining, persevering, improving)
Write a reflection about their own work and the choices which they have made. (planning, questioning, making links).
Use a wide range of different artistic media (clay, paint, pencils etc) with accurate control in order to produce specific effects. (making links)
Look at famous artists for inspiration, imitate their work and compare it to their own (noticing, imitation).
World War 1 – Memorials for Horses in World War 1. – Sketching/Pencil Work.
- Sketching Horses for starts.
- Looking at drawings and famous paintings of horses.
- Reflection on their own designs – What went well? What would you change?
- Pencils and pens for published work.
Sculpture/3D work:
Making Temples for Ancient Greece.
- Looking at historical examples of temples in Greece – Parthenon, Temple to Artemis.
- Using a pre arranged format: innovating and editing based on historical facts: I.E What god they are venerating?
- Painting different colours and symbols on top. – Colour Mixing?
- Using scrap materials to get the basic shape.
Innovators – Design choices for a Theme park. Colour choices Reflection – why they have done something/chosen colours/edited ideas etc? Designing Outside Attractions.
Inventors and Innovators. (D.T)
- Mechanisms – Designing paper/shadow puppets with moving parts.
- X with History – Archimedes – trireme grabber, Archimedes screw, other famous greek mechanisms.
- Studying different mechanisms and movements
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Text Type: Informational
Think Moderation
Food, glorious food! We can't live without it. Learning to live with it, however, can be challenging in today's society. Food choices are everywhere, and we all enjoy eating. When it comes to food, too much (or too little) of a good thing can create health problems. The principle of moderation can help each person enjoy a variety of food and learn to eat in healthy ways.
The main purpose for eating food is to provide the body with the nutrients and energy it needs to survive and function. Often people forget about eating what they need and focus only on eating what they want. Finding the right balance between food needs and wants is the key.
People start making their own food choices when they are very young. Little children tend to make decisions based on taste and texture. School-age children learn about nutrition and how to evaluate the foods they eat throughout the day. Everyone has special likes and dislikes, but foods high in solid fats, added sugar or salt are often enjoyed the most.
Making a healthy food choice is not always easy. No one wants to give up a favorite food. If individuals follow the principle of moderation, they don't have to eliminate the "extra" foods they love, which may be higher in solid fats, added sugar or salt. But they must pay attention to the serving size and how often they eat the "extra" food.
The word moderate means not extreme or excessive. A moderate temperature is not too hot or too cold. A moderate amount is not too much and not too little. A moderate serving size is not too big or too small. Moderate also means keeping within reasonable limits.
The principle of moderation does not replace the principle of a healthy diet. Individuals should always eat a variety of nutritious foods every day. No single food should ever replace the different healthy foods a body needs. Those who don't get enough nutritious food can expect to have health problems.
The principle of moderation requires individuals to think about the nutritional value of what they are eating and how much they are eating. Portion size is very important. Any excessive eating habits can have unhealthy results. Individuals who regularly eat oversized servings can expect to gain weight. Moderation means that "extra" foods should be chosen less often or eaten in smaller quantities. Foods that are high in solid fats, added sugar or salt can be eaten, but only in moderate amounts.
It takes knowledge, thought, and practice to make healthy food choices. When confronted with hard decisions, think moderation and then choose wisely. Make eating in moderation a healthy habit to balance your food needs and wants.
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ONLINE
Library Programs
Preschool Storytime - Episodes posted every Monday at 10:00 a.m.
Kids Crafts with Ms. Christine – Episodes posted every other Friday at 10:00 a.m.
Join us for stories, songs, rhymes and more for our online version of preschool storytime. Storytimes consist of stories and follow-along activities designed for preschool-aged children 3 to 5 years old.
Check out our Online Storytime playlist: https://www.youtube.com/playlist?list=PL- _65OGF48d2ht78249YkkVLPeCv_piNM
Tales for Tots – Episodes posted every Thursday at 10:00 a.m.
Listen to stories, move to music, recite action rhymes, and learn fingerplays with our online Tales for Tots program. This program is made for ages birth to 3 years old and their caregivers.
Check out our Online Tales for Tots playlist: https://www.youtube.com/playlist?list=PL- _65OGF48d1pHeGW9GZsF1OkzoezigML
Mr. Andy Makes a Mess: Science for Kids – Episodes posted every other Friday at 10:00 a.m.
Watch Mr. Andy and his helpers make a mess while creation slime, playdough, and more! Learn the science behind the mess, and see if you and an adult can recreate the experiment.
Love to make crafts? Every other week, you can learn how to do a new craft with School Liaison Librarian, Ms. Christine. Most of the crafts include materials you might already have at home. Unleash your creativity and banish boredom with crafting! This program can be enjoyed by all ages. Check out our Kids Crafts with Ms. Christine: https://www.youtube.com/playlist?list=PL- _65OGF48d2r_jySyvsDWt6CCii19s0O
Creative Crafting with John G. - Episodes posted every Tuesday at 10:00 a.m.
Get CREATIVE with Young Adult Librarian, John G, as he helps you unlock your inner crafting skills with various crafting projects and techniques. This program is made with teens in mind, but it is great for all craft enthusiasts.
Check out our Creative Crafting with John G playlist: https://www.youtube.com/playlist?list=PL -_65OGF48d17rmnV_hYMZoobsIIZpHvt
Creation Studio: Remote Edition- Episodes posted twice a month
Check out our Mr. Andy Makes a Mess playlist: https://www.youtube.com/playlist?list=PL- _65OGF48d2Wc87KRBuFUZwAkKojcnpa
Learn quick and easy crafts with Librarian, April, that will keep you busy and creating from home. This program is intended for crafters of all ages! Check out our Creation Studio: Remote Edition playlist: https://www.youtube.com/playlist?list=PL- _65OGF48d25EtdC1DGix3QAMH5bD8rN
Go to www.bettendorflibrary.com/youth-programs for an up-to-date list of all online programs offered through the Bettendorf Public Library!
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Young Diplomats Magnet Academy
An International Baccalaureate World School 134 W 122 nd Street New York, NY 10027 (212) 678-2908
Mrs. Denise Desjardin Principal
Dear Fourth Grade Families,
Welcome to 4th grade! There are many exciting and challenging days ahead of us this school year and we can't wait to get started! The fourth grade is an important year for your student to begin the transition to fifth grade and Middle School. Middle School administrators get their first look at incoming students by looking at their fourth grade results. Therefore, it is crucial that the students come prepared and on time every day!
We believe that communication is the key to a great parent-teacher relationship. We encourage you to contact us if you have any questions or concerns. You can send us an email at firstname.lastname@example.org, and email@example.com. Don't forget to check your child's backpack for weekly homework sheets and monthly newsletters as materials in the 4th grade are often time sensitive and require immediate attention.
Our school will be having a Curriculum Night on September 12, 2019 at 4:30pm and Parent Teacher Conferences on November 14, 2019. However, until then, if you have any questions or concerns please feel free to leave a message in the office or send a note with your child and I will contact you at my earliest convenience.
We are looking forward to a wonderful and exciting year with you and your child! We will have many wonderful experiences and opportunities to learn and grow in the days ahead.
Sincerely,
J. Brown, and D. Fine
4
th
Grade Teacher Team
SEE ADDITIONAL PAGES FOR UNITS OF STUDY AND SUPPLY LIST!!
4 th Grade Units of Study for 2019-2020
Unit 1 Where We Are In Place and Time
- Students will learn how the three branches of government work to create, maintain and enforce the rules to enable our society to function.
Unit 2 How We Express Ourselves
- Students will learn the system of government as practiced by Native American peoples of the New York area.
Unit 3 Who We Are
- Students learn the causes of the American Revolution and how American colonists chose to reorganize and govern themselves.
Unit 4 How We Organize Ourselves
- Students will learn the key concepts of capitalism in America and how it affects global markets.
Unit 5 Sharing the Planet
- Students will focus on a study of energy sources.
Unit 6 How the World Works
- Students will learn how natural disasters can have positive as well as negative outcomes.
4 TH GRADE SUPPLY LIST
Here is a list of items that your child will need for the upcoming school year.
* 4 Hard cover composition notebooks
* 2 boxes pencils (#2)
* 5 two-pocket folders
* 1 pack of loose-leaf paper (WIDE RULED ONLY)
* 1 pack of dry erase markers
* 1 pack of glue sticks
* 1 pack of crayons or colored pencils
* 1 roll of paper towels
* 1 box of facial tissue
* 1 pack of white multi-purpose copy paper
* 1 Hand sanitizer and hand soap
* 1 Clorox Wipes
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DOES THE TAIL WAG THE DOG?
How the development of a rail trail could repeat history in Southern Rensselaer County
All About Nassau
People, Buildings and Memories
When first invented in the late 1800's, trolleys rapidly became part of America's cultural landscape, offering previously unimaginable transportation options that transformed the economy and culture of South ern Rensselaer County. At the turn of the 20th century, trolleys were both the medium and mechanism for the explosion of businesses, attractions and amusements for tourists and residents alike. Trolleys today are extinct as transportation, but their former rail beds and mystique have become a tourist attraction and economic engine in their own right.
by Kurt Vincent, Nassau Village Historian
Several miles south of Nassau at Kinderhook Lake, Electric Park was developed as a summer amusement park by the railroad company. This was a common practice across the U.S. as a means of attracting business on weekends and holidays. The target market was urban factory workers and city office employees - a growing population of people who ranked economically and socially a notch below the wealthy tourists who came "from away" and stayed in the grand hotels of the era.
Park admission was 10 cents but those who arrived by rail with roundtrip tickets, which cost 40 cents from Albany, were admitted free. In the lagoon at the bottom of the hill that runs down from where the train stopped, a carousel operated on an island that, in turn, was connected by a bridge with the midway, where soda, popcorn, ice cream and other treats were sold. Also in the lagoon was a roller coaster built on piles sunk into the water. A huge wooden slide into the water called a chute-the-chute ran floating carts in the summer and toboggans in the winter. The park was also open in the winter for skating, curling and dancing.
The railway company said its Electric Park offered "All that is best in refined amusements" and was a "place where ladies and children can go unattended." At Kinderhook Lake, the trolley passengers would be greeted with the sound of the steam calliope and colored lights that ringed the park. A steam-driven Ferris wheel sat just outside the park, and those who did not want to or couldn't afford to pay the park admission fee could ride it for 5 cents.
In the years before and just after World War 1 guest houses, hotels and farms taking summer guests were numerous in all directions. Nassau, Lyons and Burden Lakes all provided entertainment opportunities made possible by easy transportation on trolleys. Small farmers could now sell heavy cans of milk with only a short trip to the closest rail crossing. The railroad also moved freight and express in concert with the steam railroads, connecting with the New York Central at Rensselaer and Hudson and with the Boston and Albany at Niverville and Hudson. Milk processing plants were located at Nassau Lake, Nassau Village and North Chatham.
Now as we sit today with a promise of the old railway right-of-way once again being utilized, we can hope some of the old prosperity comes our way.
Students who wished to continue their education beyond 8th grade could now take a trolley to the closest High Schools either in Rensselaer or Valatie. Previously if a family wanted higher education for their children, a private or boarding school was necessary to provide room and board be cause a trip home would take to long on the crude highways of the day.
If you would like to share your Nassau stories and/or pictures contact us at email@example.com or telephone Mr. Vincent at 518-766-2291. We would love to include your material in a future edition.
From above top, 1902 advertisement for Electric Park at Kinderhook Lake. Middle - uniform button from a conduc tor's uniform. Bottom - period postcard of The Chute-the-Chute used both summer and winter to propel visitors to the lake below.
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TOPICS
Bonus Question
BONUS QUESTION
Question:
[x] As a team, write down the main nutrient for "extra" foods and why.
Answer:
[x] None. The foods in the "extra" category are usually more high in fat and calories. They also don't contain much, if any, of the essential nutrients.
"3 OUT OF 5" TOPIC 1: 200
[x] What meal do we use the "3 out of 5" model for?
Answer:
[x] Breakfast
"3 OUT OF 5" TOPIC 1: 400
[x] What are the three groupings of foods in the "3 out of 5" model?
Answer:
[x] Grains, Breads &Cereals; Vegetables OR Fruits; Milk and Milk Products OR Meat; Beans and Nuts
"3 OUT OF 5" TOPIC 1: 600
[x] Why is it important to eat breakfast everyday?
Answer:
[x] To get the energy we need to help our bodies grow strong and to stay healthy; to learn and be physically active
"3 OUT OF 5" TOPIC 1: 800
[x] If you eat something from the Milk & Milk Products food group and the Fruits food group for breakfast, what food group is missing to complete the "3 out of 5" model?
Answer:
[x] Grains, Breads & Cereals
"SERVING SIZE" TOPIC 2: 200
[x] What is the hand symbol for 1 serving of string cheese?
Answer:
[x] One pointer finger
"SERVING SIZE" TOPIC 2: 400
[x] What is the hand symbol for 1 serving of bread?
Answer:
[x] One open hand or 1 slice
"SERVING SIZE" TOPIC 2: 600
[x] What is the serving size for 1 serving of peanut butter?
Answer:
[x] One thumb or 1 tablespoon
"SERVING SIZE" TOPIC 2: 800
[x] What is the serving size for 1 serving of cooked carrots?
Answer:
[x] One fist or 1 cup
"5 OUT OF 5" TOPIC 3: 200
[x] What two meals are the "5 out of 5" model for?
Answer:
[x] Lunch and Dinner
"5 OUT OF 5" TOPIC 3: 400
[x] What are the food groups in the "5 out of 5" model?
Answer:
[x] Milk and Milk Products
[x] Vegetables
[x] Fruits
[x] Grains, Breads & Cereal;
[x] Meat, Beans & Nuts
[x] Why is it important to have foods from all five food groups at lunch and dinner?
"5 OUT OF 5" TOPIC 3: 600
Answer:
[x] To help us get the main nutrients we need each day.
"5 OUT OF 5" TOPIC 3: 800
[x] If we have chicken, rice, broccoli and a glass of 100% fruit juice for dinner, what food group is missing to complete the "5 out of 5" model?
Answer:
[x] Milk & Milk Products
Idea! Add some cheddar cheese on top of your broccoli to fit all five food groups into your meal.
"PHYSICAL ACTIVITY" TOPIC 4: 200
[x] How many minutes of moderate-vigorous physical activity do we need to get each day?
Answer:
[x] 60 minutes
dos are frequently eaten with other vegetables,
While avoca
they are placed in the fruit group to match their botanical origins.
group do tomatoes belong in?
Question:
"PHYSICAL ACTIVITY" TOPIC 4: 400
[x] Playing tag is what level of physical activity?
Answer:
[x] Moderate-vigorous level.
"PHYSICAL ACTIVITY" TOPIC 4: 600
[x] If you run for 30 minutes, play soccer for 15 minutes, and watch TV for 15 minutes, did you get enough moderate-vigorous level physical activity for the day? Explain your answer.
Answer:
[x] No—because you only did 45 minutes; you would need 15 more minutes.
"PHYSICAL ACTIVITY" TOPIC 4: 800
Question:
[x] Listening to music is what level of physical activity?
Answer:
[x] Low level
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Kids Need Schools to Continue Reporting Abuse During COVID-19 Crisis
Empowering teachers, counselors, bus drivers and nutrition staff in their role as mandated reporters during the COVID-19 Crisis.
Students Not Being in School Creates Barriers to Reporting Abuse
Helpful Tips for Protecting Children
In times of crisis and economic instability, child abuse and neglect rates increase. However, reports of child abuse and neglect in Missouri have declined dramatically. The ability to speak up for kids' safety is crucial at this time.
To Report Effectively, Explain how the Suspected Abuse has Impacted the Child
Example: (Child) has not engaged in the virtual classroom in 10 days, but has internet access. I have made 5 failed attempts to contact parents. Concerned that (child's) lack of participation is negatively impacting his/her education. (Child) experienced physical abuse one year ago.
Making a Report is Asking for Help and Services
If you reasonably suspect a child is unsafe - report. You do not need proof. You are not making an accusation. You are asking for a professional to help a child and their family.
You May Be the Only Person to Act
If something does not look safe, sound safe or feel safe – report.
Where To Report
24-hour/7 days a week Child Abuse/Neglect Hotline 1-800-392-3738 or 1-844-CAN-TELL
Make an online report at
www.dss.mo.gov/cd
Continue to let students know you remain a supportive, caring adult in their lives:
* Check in regularly with students and/or caregivers. Provide encouraging messages.
* Ask questions to engage children. Ex: "Give me one word that describes how you feel today?" "How is learning from home different from learning at school?"
Signs of Concerns:
* For students with technology/internet access: lack of virtual attendance or homework not completed over a long period of time.
* If you have had no contact at all with a family after many repeated phone calls/messages.
* If a child communicates they feel unsafe, you see a child in a dangerous environment or you notice a significant change in a child's mood/behavior.
Make an extra effort with children who:
* Have a history of emotional, sexual, physical abuse or neglect, drug use or discussed/attempted suicide.
* Are responsible for the care of other children or live in a highly stressful family situation with limited support systems.
* Require assistance due to physical, mental, behavioral or medical disabilities or delays.
Legal Responsibilities and Protections:
* School personnel are mandated reporters. If you have reasonable cause to suspect child abuse or neglect, you must directly report it immediately to the hotline 1-800-392-3738.
* No administrator or supervisor may impede or inhibit any report.
* When you make a report in good faith you are protected against civil/criminal penalty or adverse employment action.
Free child abuse or neglect reporting training at
. For more information, go to www.protectmokids.com.
www.missourikidsfirst.org
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Text Type: Literary
Lexile®: 600L – 700L
Mystery of the Missing Food
Emma was anxious to get to school. She wanted to tell her class about how she spent her school break. When morning meeting started, she waited for the right time.
"Any class news?" asked the teacher.
Emma was the first to raise her hand. She was so excited, she could hardly stay in her seat.
"Emma," said the teacher, "You must have something special to share."
"I do," said Emma. "Yesterday my brother and I solved a food mystery."
"Wow! It sounds like you had a very interesting break. Please take my chair and tell us all about it."
The class quietly gathered around to hear Emma tell her story.
On the first day of break, Dad let Robby and me go to Olivia's Market after breakfast. Mom said we just needed a few things, but when we got there many shelves were empty. Almost every department was missing something.
The dairy department didn't have any milk.
The produce department only had a few fruits and vegetables.
There was no whole wheat bread in the bakery department.
The eggs were all gone.
The meat department was out of ground beef.
Fruits
Vegetables
Eggs
Mystery of the Missing Food
Olivia told us that the food delivery trucks never came. She didn't know why. We got permission from Dad to spend some time with Olivia. We wanted to help her figure out the mystery of the missing food.
Olivia had a plan. We would start at the beginning. We would talk to the farmers and ranchers who grow the food and raise the animals.
First, we visited the local farms, orchards, and groves that provide fresh produce for Olivia's Market. We wanted to ask them why so many fruits and vegetables didn't make it to the store.
Next, we visited the hay and grains farmers. The missing bread was made from oats and wheat. We wanted to know why the grains didn't get delivered.
Next, we visited the dairy farmer to talk about the dairy cows and milk production. Dairy cows are important because they produce the milk we buy at the market. We wanted to know why the milk wasn't delivered.
Our last visits were to the ranchers who raise beef cattle and chickens. The eggs we buy in the market come from local chicken farms. That's where the chickens lay their eggs. The beef we buy in the market comes from beef cattle that are raised on a cattle ranch. What prevented delivery of the beef and eggs? We wanted to know.
We had a great time and learned a lot! By now, our heads were spinning. We had a lot to think about.
The next day Robby and I had a picnic with Olivia to discuss what we learned from the farmers and ranchers we visited.
Each food producer had a special problem that prevented food delivery to Olivia's Market. We made a list.
1. The vegetable plants on the farms were not growing well. They didn't produce many vegetables.
2. The fruit trees in the orchards and groves didn't produce as much fruit. There was little to pick at harvest time.
Text Type: Literary Lexile®: 600L – 700L
Mystery of the Missing Food
3. The hay and grains farmer had a hard time getting his crops to grow. The soil was too hard and dry.
4. The dairy farmer had to change what his cows ate. He couldn't find good hay and grain. Dairy cows need to eat good hay and grain to produce a lot of milk.
5. The rancher had a hard time finding good hay to feed his cattle. Without enough hay, he had to sell some of his cattle.
6. The chicken farmer couldn't get the best feed for her birds. Her chickens didn't have a balanced diet. She also said that chickens don't lay as many eggs in hot weather.
We thought about the list for a while. It was hard to figure out why the food producers were having so many problems. Then Robby spoke up. "I think I know the answer. Each food producer told us that their problems started when there was a drought."
"The drought, oh yes, the drought!" exclaimed Olivia. "I forgot how a drought can affect my food supply. That's why so much food was missing from my market! The farmers and ranchers were having trouble getting food to me because of the drought. Long periods of dry, hot weather can cause a food shortage."
Plants and trees need a lot of water to grow well. When the weather is hot and dry for a long time, not as much food can be produced for people and animals.
As it turns out, we are all connected! Olivia depends on the farmers and ranchers to produce and deliver food products to her market. We depend on the market to have food on the shelves. That means we depend on the farmers and ranchers, too. And, we all depend on good weather to help grow the food we need.
When Emma finished her story, the class clapped loudly. Her teacher was impressed. "Emma, you and Robby and Olivia are very good problem-solvers. Thanks for sharing your story with us. It helps us remember where our food really comes from. It all starts with the farmers and ranchers who grow the food and raise the animals."
Text Type: Literary Lexile®: 600L – 700L
Mystery of the Missing Food
The rains did come. The drought did end. Over time the farmer's fields, orchards, and groves started producing more food. The chickens started laying more eggs. The dairy cows started producing more milk. More beef cattle could be raised on the ranch. Best of all, the food delivery trucks started making deliveries to Olivia's Market once again. There was no more missing food.
Dairy Farm
Apple Orchard
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2018 PRESIDENTS CUP Code of Ethics
Parent's Code of Ethics
Preamble
As a parent I play a special role in contributing to the needs and development of children. Through my encouragement and good example, I can help assure that all the boys and girls learn good sportsmanship, and self-discipline. In soccer young people learn to work together, to sacrifice for the good of the team, to enjoy winning and deal appropriately with defeat – all while becoming physically fit and healthy. Best of all, they have fun.
Support Your Child
Support your child by giving encouragement and showing interest in their team is very important. Help my child work toward skill improvement and good sportsmanship in every game. Teach my child that hard work and an honest effort are often more important than victory – that way your child will always be a winner despite the outcome of the game!
Always Be Positive
Parents serve as role models for their children. Become aware of this and work to be a positive role model. Applaud good plays by your child's team as well as good plays by the opposing team. Support all efforts to remove verbal and physical abuse from youth sports activities.
Remember That Your Child Wants to Have Fun
Remember that your child is the one playing soccer, not you. It's very important to let children establish their own goals – to play the game for themselves. Take care not to impose your own standards and goals on them.
Children play for the fun of playing.
Reinforce Positive Behavior
Positive reinforcement is the best way to help your child achieves their goals and their natural fear of failure. Nobody likes to make mistakes. If your child does make one, remember it's all part of learning, so encourage your child's efforts and point out the good things your child accomplished.
Don't Be a Sideline Coach or Ref
Coaches and referees are usually parents just like you and they volunteer their time to help make your child's youth soccer experience a positive one. They need your support too. That means refraining from coaching or refereeing from the sidelines. As a volunteer organization, there's usually always an opportunity for you to take your interest in coaching or refereeing to the next level and become one yourself!
Players' Code of Ethics
--I will play soccer for the enjoyment of the game.
--I will show respect to all involved in the game: Referees, Coaches, Parents and spectators
--And most of all to the players, both on my team and the opposing team, for without the other players, the game would not be played.
--I will conduct myself with dignity and obey the laws of the game.
Coach's Code of Ethics
I coach because I want to help young people mature into well adjusted, productive adults with strong character and because I want these young people to get a proper exposure to the fun and exciting game of soccer. In short, I want them to enjoy soccer and sport and to grow up well. My actions and personal manner will be a good example for young people to follow.
a. I will treat all players, coaches, administrators, parents and referees with the respect and courtesy I desire for myself.
b. Any dissatisfaction I want to express will be stated in a private forum and in a restrained and civil manner.
c. I will respect and honor the beliefs and sensitivities of all players, coaches, parents, administrators, and referees.
No matter how selected, I recognize that all players on my team have value, both as players and as a person.
a. If I select players for a competitive or select team, I will do so recognizing that players are on the team to play, not to watch.
b. If I am assigned players for a recreational team, I recognize that all signed up to play and have fun and, except for health or disciplinary reasons, I am committed to playing each player more than fifty percent of the game and in a manner that seems fair to all players and parents.
c. As a coach it is not appropriate for me to teach the players that "life is not fair"; they will learn enough of that on their own. My job is to make the soccer part of their life as fair as possible, no matter what the level of competition.
I will be prepared for each game and practice.
a. For practices I will have a practice plan that efficiently uses the time available and teaches the players important skills and strategies for the game of soccer.
b. For games I will have a game plan that will utilize the talents of all my players to the utmost while insuring that each player feels needed and respected.
I will be an encourager, not a discourager.
I will follow all the Laws of the Game and will abide by all the administrative procedures of my club, local association, South Texas Youth Soccer Association, United States Youth Soccer, and the United States Soccer Federation.
I will do my best to make soccer the fun game for all.
____________________
AGE GROUP & TEAM NAME
____________________ _______
COACH / TEAM REPRESENTATIVE SIGNATURE (Electronic Signature is Acceptable)
DATE
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JESUS CALLS THE FIRST DISCIPLES
Mark 1:16-20
Prepare to Hear the Word:
Locate Galilee and the Sea of Galilee on a map.
Fishing was a very important industry in Galilee, there would have been many fishermen on and around the Sea. The Sea of Galilee is a large inland fresh-water lake, it was about twelve kilometres wide and twenty kilometres long.
All four men responded 'immediately' to Jesus' invitation, leaving their families and their jobs, which probably means that they already knew Jesus.
You will need:
* Sea of Galilee backdrop,
* Wooden fishing boat, net and a few fish.
* Blue oval felt on green circle.
* 6 puppets - Jesus, 5 fishermen.
When children are seated in a semi-circle ready to listen to the story, place the gold box/bag, containing the materials you will need, carefully beside you.
Spread the green circle and place the blue felt oval in the middle with the fishing boat on top. Stand the Sea of Galilee backdrop behind the circle facing the children.
Move Jesus along the side of the lake and say:
Jesus was walking by the Sea of Galilee.
Place Simon and Peter with some fishing net on the side of the lake in front of Jesus, say:
He saw two brothers; Simon, who was called Peter, and his brother Andrew. They were fishermen and they were casting a net into the sea.
Hold your hand over Jesus and say:
Jesus said to them, "Come and follow me and I will make you fishers of people".
Move Simon and Andrew over to Jesus and say:
Straight away they left their nets and followed him.
Move Jesus, Simon and Andrew towards the boat and say:
Jesus walked a little further and saw James and his brother John. They were in a boat with their father Zebedee mending their nets.
Move James and John over to Jesus and say:
Jesus called them and immediately they left their father with the hired men and followed him.
The Gospel of the Lord.
Response: Praise to you Lord Jesus Christ.
I Wonder:
* I wonder how Zebedee felt when his sons went off with Jesus?
* I wonder did these fishermen already know Jesus when he called them?
* I wonder what Jesus meant when he said, "I will make you 'fishers of people"?
* I wonder what time of the day it was? – Simon and Andrew were casting out nets while James and John were mending nets.
* I wonder if all this happened on the same day.
Jesus Calls the First Disciples Mark 1:16-20
As Jesus walked beside the Sea of Galilee, he saw Simon and his brother Andrew casting a net into the lake, for they were fishermen. "Come, follow me," Jesus said, "and I will make you fishers of men." At once they left their nets and followed him.
When he had gone a little farther, he saw James son of Zebedee and his brother John in a boat, preparing their nets. Without delay he called them, and they left their father Zebedee in the boat with the hired men and followed him.
Prepare to Hear the Word: Teacher.
Mark constructed his scenario carefully. He presented a Jesus who did not work alone. Right from the start Jesus was surrounded by a core group of disciples. This was obviously important to Mark. He placed the call of the disciples right at the beginning of Jesus' public life because it was important that the disciples were there from the very beginning, who were close to Jesus and who were able to hand on their authority, their spirit and their insights to the growing churches.
Also the disciples together constituted a "parable in action", they were a small community. Jesus' view of the Kingdom was essentially one of people in relationships of mutual respect and interdependence. The essential expression of Jesus' vision for the world was one of selfless love and service. These attitudes could not be developed and lived in a vacuum. Only in community could people discover, release and build on their own particular giftedness. The continuing narrative would show that the disciples struggled in this task. The first four persons chosen as disciples were fishermen.
Encountering the Word Through Godly Play/Awakenings/Diocese of Ballarat/10
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TEACHER GUIDE
Power Training Presentation Module
Welcome and thanks for agreeing to run this Math Dice Power Training presentation module. This program runs the same way as your Math Dice Introduction presentation; a one session powerpoint lesson, where ThinkFun presents the concepts and the challenge sets, you manage the discussion.
It turns out that when exponents are presented as a set of game rules that one needs to learn if one wants to win, players will pick them right up. Have fun bringing this lesson to your students, you won't believe the results you will get… they will fully understand how powers work within a half hour and they will be clamoring to practice what they have learned.
What You Need to Bring To The Party:
* You are a teacher or math coach with a group of kids who have been participating in a Math Dice Classroom Program and are ready for a lesson about how powers work in Math Dice
* You can present the Math Dice Powers Deck ppt to your students in a group discussion setting
* A plan for what to do after the presentation, we recommend have Math Dice games ready to go in an informal Mixer Tournament.
Ahead of Time Preparation:
* Download the "Math Dice Powers Deck" ppt Powerpoint document and set up projector
* Download and print this Teacher's Guide so you have access to your own copies of the Challenge Set solutions
* Review the Powerpoint lesson ahead of time so you will know how to pace the discussion and have confidence in the ideas. This is a fun program, everyone will love it!
* Download the Exponent Tables PDF file and print a copy for each player
For the most part the slides will speak for themselves, you just need to guide the discussion. This presentation is designed to last for about a half hour.
Page 1
TEACHER GUIDE
Power Training Presentation Module
Math Dice Power Training Deck Teacher Tips & Answer Key How Do Powers Work (Slides 1-7)
Here we ask a simple question about Powers and demonstrate the answer in graphic detail. Pay attention to how well your students get this distinction, make sure to spend enough time so that everyone gets the idea. Everything will become clear once they start solving challenges using these techniques, this section is where you start them off right.
Power Numbers (Slides 8-10)
With Math Dice exponents we like to train backwards: start with the Target Number and ask the question, "What combinations of Scoring Numbers will reach that Target Number directly?"
If your Target Number is 32, for example… you want to immediately look to see if you have a 2 and a 5 or if you can assemble to a 2 and 5 so you can add an exponent 2^5=32.
We demonstrate how this works by presenting 5 Challenges which feature 5 prominent Power Numbers, players will start to understand why this learning strategy makes sense based on how they solve the challenges.
Power Numbers are numbers that can be reached directly by two Scoring Numbers combined with an exponent: 1, 2, 4, 8,9,16,25,27,32,36,49,81,100,121,125,128,144. We have included a Power Training Table for each of your students that they can use to check themselves and gain confidence.
Page 2
TEACHER GUIDE
Power Training Presentation Module
Special Powers (Slides 11-13)
The numbers 1 and 0 are especially important with exponents and with this challenge set we will call attention to this and demonstrate two principles of exponents that everyone should know.
* 1 to the power of anything is 1
* Anything to the power of 0 is 1
Each of the four challenges in the Challenge Set can only be solved by one or both of these ways, there is no other solution. They are clever, discovering them is really fun!
Two Ways to Solve (Slides 14-15)
These are full strength Math Dice challenges, each challenge can be solved two ways each of which use powers. If your students can solve these challenges then they know their powers… congratulations!
Page 3
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Improvisational Roadmap for Blues Improvisation
What you will need: Your favorite play-along recording for concert B flat blues. I recommend Jamey Aebersoldís volume 42 Blues in All Twelve Keys.
Getting Started
This exercise is designed to give beginning improvisational musicians a different perspective on creating a solo. Itís important for beginners to remember that improvisation is a form of communication. This exercise will help the improviser focus on creating an overall shape for a solo rather than focus on the small details of what specific licks to play.
Blues Scales
Blues scales are an excellent tool to use in solos. Blues scales are simple to play and sound good virtually all of the time within a blues solo. Itís extremely important that the scales are memorized. It is not possible to improvise a good
1
solo if youíre worrying about playing the wrong notes or have to spend time thinking about a scale. Memorize the blues scale that is appropriate for your instrument. Play it in as many different ways as possible.
Blues Form
For this exercise we are going to use a 12 bar blues form. The form looks like this. This is written in concert key.
At this point, the chord progression in blues is not important since we will be using only the blues scale to improvise. It is extremely important that you can recognize when the twelve bar chorus is complete. Practice listening to the blues playalong recording and following the 12 bar progression until you can recognize the beginning and end of each 12 bar chorus.
The solo
Imagine that youíre going to have to improvise three twelve bar choruses of blues for an upcoming concert. Where do you begin? Do you just play whatever you want? Do you just explore the blues scale and hope you stumble across good ideas on the day of the concert? The first step in improvising a great solo is coming up with a plan. I call these plans melodic roadmaps and you will find them extremely helpful when you are improvising.
Melodic Roadmaps
When youíre improvising youíre using music to tell a story. The audience is listening to you and waiting for you to communicate. The audience isnít waiting for literal communication; they are waiting for emotional communication. So how does a beginning improviser communicate with the audience? In this case, youíre going to use tension and release to develop an overall shape for your solo. This shape will enable you to communicate with the audience.
How does an improviser build tension?
1. Play in increasingly higher registers
2. Play with increasing speed
3. Add harmonic tension
4. Phrase in an unexpected way
5. Play louder
6. Motivic Repetition
7. Sustain Notes
Of course when youíre just learning to improvise it isnít possible to think of all of these things and integrate them into your playing. Thatís why weíre going to make a road map that you can follow. First Iíll give you an overall shape for the solo. For this solo I would like you to try to create this shape.
The solo will be three choruses long. The first two choruses are going to build in excitement to a peak at the beginning of the third chorus and then quickly settle down for the end of the third chorus. This should create an exciting shape for a short solo.
We will use 2 basic tension tools for this solo. The first tool that we will use is to play in increasingly higher registers. The second tool will be the use of sustained notes to build tension. All notations will be done in tremble clef and concert key. Use the blues scale that is appropriate for your instrument.
Copyright ©2004 by JazzPath Publishing, Cambridge, MA 02238 International Copyright Secured Printed in U.S.A All Rights Reserved www.jazzpath.com Copyright ©2004 by JazzPath Publishing, Cambridge, MA 02238 International Copyright Secured Printed in U.S.A All Rights Reserved www.jazzpath.com
Repeat this roadmap until you can accurately convey the shape and direction of the solo to an audience. It may help you to record yourself and critique what parts of the solo are successful and what parts arenít. Experiment with different roadmaps. They will improve your improvisation without requiring you to learn extensive harmony right away!
Brian J Kane is a jazz educator and saxophonist in the Boston area. He is the author of the Jazz Style and Technique Workbook for Saxophone and the Creative Jazz Sight Reading Workbook available for all instruments. He is presently working on a series of workbooks for melodic improvisational techniques. He can be reached at email@example.com
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10 Tips on Nonverbal Communication
1. Pay Attention to Nonverbal Signals
Pay attention to things like eye contact, gestures, posture, body movements, and tone of voice. All of these signals can convey important information that isn't put into words.
2. Look for Incongruent Behaviors
Research has shown that when words fail to match up with nonverbal signals, people tend to ignore what has been said and focus instead on nonverbal expressions of moods, thoughts, and emotions.
3. Concentrate on Your Tone of Voice When Speaking
Your tone of voice can convey a wealth of information, ranging from enthusiasm to disinterest to anger. Start noticing how your tone of voice affects how others respond to you and try using tone of voice to emphasize ideas that you want to communicate.
4. Use Good Eye Contact
While eye contact is an important part of communication, it's important to remember that good eye contact does not mean staring fixedly into someone's eyes. How can you tell how much eye contact is correct? Some communication experts recommend intervals of eye contact lasting four to five seconds.
5. Ask Questions about Nonverbal Signals
If you are confused about another person's nonverbal signals, don't be afraid to ask questions. A good idea is to repeat back your interpretation of what has been said and ask for clarification.
6. Use Signals to Make Communication More Effective and Meaningful
You can improve your spoken communication by using nonverbal signals and gestures that reinforce and support what you are saying. This can be especially useful when making presentations or when speaking to a large group of people.
7. Look at Signals as a Group
A single gesture can mean any number of things, or maybe even nothing at all. The key to accurately reading nonverbal behavior is to look for groups of signals that reinforce a common point.
8. Consider Context
When you are communicating with others, always consider the situation and the context in which the communication occurs. If you are trying to improve your own nonverbal communication, concentrate on ways to make your signals match the level of formality necessitated by the situation.
9. Be Aware That Signals Can be Misread
Always remember to look for groups of behavior. A person's overall demeanor is far more telling than a single gesture viewed in isolation.
10. Practice, Practice, Practice
Build your ability to "read people" by paying careful attention to nonverbal behavior and practicing different types of nonverbal communication with others. By noticing nonverbal behavior and practicing your own skills, you can dramatically improve your communication abilities.
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Vehicle Survival Kit
Tools and Supplies
Food
❑ Battery-operated radio and extra batteries
❑ Flashlight and extra batteries
❑ Fire extinguisher
❑ Duct tape
❑ Compass
❑ Cigarette Lighter/Matches in waterproof container
❑ Signal flare
❑ Paper, pencil
❑ Cell phone w/power cord
❑ Knife or multi-purpose tool
❑ Needles, thread
❑ Whistle
❑ Plastic sheeting or tarps
❑ Map of the area (for locating shelters)
❑ Toilet paper, towelettes
❑ Plastic garbage bags, ties
❑ Plastic bucket with tight lid
❑ Can and candles or chemical hand warmers
First Aid Kit
❑ Sterile adhesive bandages in assorted sizes
❑ 2-inch sterile gauze pads (4-6)
❑ 4-inch sterile gauze pads (4-6)
❑ Hypoallergenic adhesive tape
❑ Triangular bandages (3)
❑ 2-inch sterile roller bandages (3 rolls)
❑ 3-inch sterile roller bandages (3 rolls)
❑ Scissors
❑ Tweezers
❑ Needle
❑ Moistened towelettes
❑ Antiseptic
❑ Thermometer
❑ Tongue blades (2)
❑ Tube of petroleum jelly or other lubricant
❑ Assorted sizes of safety pins
❑ Cleansing agent/soap
❑ Latex gloves (2 pair)
❑ Sunscreen
❑ Aspirin or nonaspirin pain reliever
❑ Anti-diarrhea medication
❑ Antacid
❑ Syrup of Ipecac
❑ Laxative
❑ High energy foods (peanut butter, jelly, crackers, granola bars, trail mix)
❑ Comfort/stress foods (cookies, hard candy, sweetened cereals, lollipops, instant coffee, tea bags)
❑ Bottled water
Clothing and Bedding
❑ Sturdy shoes or work boots
❑ Rain gear
❑ Blankets, sleeping bags or 2 emergency space blankets
❑ Hat and gloves
❑ Thermal underwear
❑ Sunglasses
Special Items
Remember family members with special needs, such as infants and elderly or disabled persons.
For Baby
❑ Formula
❑ Diapers
❑ Bottles
❑ Powdered milk
For Adults
❑ Medications
❑ Heart and high blood pressure medications
❑ Insulin
❑ Prescription drugs
❑ Denture needs
❑ Contact lenses and supplies
❑ Extra eyeglasses
Stay with the Car
Run the car engine 15 minutes every hour. Check the exhaust pipe to be sure it isn't plugged with snow. (Always keep your oil and fluid levels filled, and your gas tank half full during winter months) .
Keep your feet off the floor when possible.
Never go to sleep with the engine running. Take turns sleeping. One person in the vehicle should remain awake.
Protect yourself from carbon monoxide poisoning by opening a window enough for ventilation.
Carry reading material for adults, games or toys for children to occupy time.
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Moldova and Chisinau
Chisinau- the capital of Moldova is more than 500 years old. The first settlement under this name dates as far back as 1466. But the first mentioning of Chisinau as a city refers to 1666.It is situated on the hills and terraces of the Byck river valley , as the history of the city says, and occupies about 200 sq.kilometers. In spite of its old age it is young and beautiful.I was born in Chisinau . Its my native town and I love it very much. I live in the centre of it. Its one of the most beautiful parts of the city, though there are other nice places in it,too.If I were a guide, I would like to show you my city. Id begin with the so-called Gates of the city. If one arrives in Chisinau by air they would go into the city from the airport, passing by the Gates. There is another starting point of the city tour. It's the railway station-a traditional gateway which one cannot help passing through. It was built in 1948. According to the project the railway station and the adjoining square got its modern appearance in 1958. It has been reconstructed several times since that time.From station, with its endless moving to-and-frotrolley-buses,buses, and taxies, you fall under the spell of many-storeyed, whitestone buildings.A little farther a long you find yourselves before a modern hotel, "Cosmos", where a lot of visitors to Chisinaustay , and a large supermarket " Grand Hall", where you can buy almost everything you wish. From there one can go up Negrutsi Boulevard as far as the building of the Academy of Sciences. There are two more hotels the "National" and the "Chisinau". The city is criss-crossed by many avenues,streets and boulevards. Almost all of them got their new national names after Indepedence day in 1991. The longest of them bears the name of Stefan cel Mare. It stretches from south to north almost five kilometers, dividing the city into two parts. There are some buildings made by architect A.Bernardazzi in it.In the middle of the street, downtown, one can see a wide square named the Great National Assembly with an old arch against the background of a large park to the right. To the left one can see the building which people call just for fun the white house ehere most Ministries of Moldova can be found and visited.0In the middle of the street, to the left, you can see the monument to the Moldovan ruler Stefan III, who ruled over Moldova from 1457 till 1504 . Under his leadership many victories over the Turks and the Tatarshad been won. For this people named him the Great .A.Plamadeala is the sculptor of this monument. The monument is set up against the backgroundof a beautiful park .One can see Alley of Classical authors in it. Not far from the park one can see the building of Parliament of Moldova with a three-colour flag on top of it.Chisinau is a wonderful city because there is a beautiful lake almost in its centre. People from all parts of Moldova like to spend their spare time on the banks of the lake and the place around it ."Valea Morilor" is one of the best and favourite places to have a rest in the capital. The city is the countrys political , cultural, educational, entertainment, and trade centre. There are a lot of foreign embassies and foreign firms, banks and offies in Chisinau. People make the city better and more beautiful day by day and keep its traditions . Tourists coming to Chisinau admire the beauty of the capital and call it "green".Eugen Doga, Moldova"s renowned composter, calls it " my white city" in his song devoted to Chisinau.
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Whole Farm Approach of Soil and Plant Health at Roxbury Farm
Jean-Paul Courtens and Jody Bolluyt Roxbury Farm, Kinderhook, NY
1. Farm Overview
Roxbury Farm consists of 350 acres of land. 200 acres of land is utilized for hay, pasture, 45 acres for soil building crops and another 45 acres for vegetables. The remainder is taken up by forests, wetlands, or is developed.
Agricultural Principles at Roxbury Farm as articulated by Rudolf Steiner in 1924: "A farm is true to its essential nature, in the best sense of the word, if it is conceived as a kind of individual entity in itself — a self-contained individuality. Every farm should approximate to this condition. This ideal cannot be absolutely attained, but it should be observed as far as possible. Whatever you need for agricultural production, you should try to posses it within the farm itself (including in the "farm," needless to say, the due amount of cattle). Properly speaking, any manures or the like which you bring into the farm from outside should be regarded rather as a remedy for a sick farm. That is the ideal. A thoroughly healthy farm should be able to produce within itself all that it needs."
2. Plant and Soil Health
Strategies at Roxbury Farm to support good soil and plant health:
I. Soil Selection
* A high carrying capacity (carry the weight of equipment without creating irreversible compaction)
* Good natural or artificial drainage
* Good access to irrigation water
* A deep A horizon (topsoil) that is free from stones
* Is almost flat with slopes that do not exceed 2%.
* Is located in a long season micro climate
* Good exposure to sunlight
* Good air drainage to avoid late spring frosts.
* Good access to farm roads
* High CEC value (Cation Exchange Capacity)
II. Mineral Balancing and Nutrient Budgeting
Use of fertilizer is based on needs of individual crops and how much nutrients are removed from farm whereby Calcium occupies approximately 65% of the available cations. pH is corrected until it reaches about 6.3. Calcium and magnesium are brought in with lime and gypsum. NPK are brought into the farm by means of composted poultry manure. N and K is brought in from nearby hayfields or from vegetable fields in the form of mulch, and N is brought into the farm by nitrogen fixation by the means of leguminous soil building crops.
III. Reduced Tillage
* Short intervals between Green Manure and Cash Crop
* Use of Less aggressive Tillage Tools
* Use of Plasti-Culture in combination with Mulch
* Avoid working the soil too wet
* Use wide radial tires for field prep
* Lower tire pressure during spring field work (6-15psi)
* Ballast tractor to 10-15% wheel slippage
IV. Increase Biological Activity
Compost
Use sparingly to avid overloading soil with Phosphorus
Soil Building Crops:
* Reduce nutrient leaching
* Reduce soil erosion
* Increase soil structure
* Increase living OM fraction
* Fix nitrogen
* Increase general species diversity
* Reduce weed pressure
* Reduce insect pressure
* Reduce disease pressure
Examples of bell beans with oats, bell beans with peas and oats, oats and peas, rye and vetch, sorghum with forage soybean, buckwheat, sweet clover, mustard and tillage radish.
Crop Rotation:
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AP LITERATURE SUMMER READING 2018
1. "How to Mark a Book" by Mortimer Adler, Ph.D.
This is where you must BEGIN your summer assignments.
Go to http://www.tnellen.com/cybereng/adler.html and read Dr. Adler's essay, "How to Mark a Book." Formally, we call this "annotation," and it is not only recommended, it is REQUIRED. That being said, marking a book (or anything we read) is certainly an activity that is personal and unique to you as an individual. It is important that you create a system that works well for you—consider the possibilities of highlighters, colored pens or pencils, and post-it notes as some of your options. Your personal book marking system will develop over time.
2. How to Read Literature Like A Professor - Thomas C. Foster
ISBN-13: 978-0062301673 (I recommend purchase so you can annotate freely)
Your next assignment is to read How to Read Literature Like a Professor by Thomas Foster. This book is an invaluable resource for students who are interested in doing more than just a cursory reading of any text they encounter. Thomas Foster, a professor of English at the University of Michigan, humorously provides an introduction to literary analysis. In a very informal style (this is not a textbook), Foster focuses on literary basics: major themes and motifs, literary models, and narrative devices…all of which will be helpful as we study texts throughout the school year ahead.
Some of what you read will be familiar to you, and some of it will be new and provide "food for thought" as you read your summer novel. As you read, you should annotate (see the article "How to Mark a Book" by Mortimer Adler, Ph.D.), and might consider taking notes as well.
3. Frankenstein by Mary Shelley
How to Read Literature Like a Professor by Thomas Foster will help you to understand the novel better.
A. Before you read Frankenstein: Read Chapter 21 from Foster's book paying attention to what he says about Frankenstein.
B. After you read Frankenstein: Apply the following chapters from Foster's book to Frankenstein.
Chapter 1—"Every Trip Is a Quest"
Chapter 6— "…or The Bible"
Chapter 8 — "It's Greek to Me" (think Prometheus)
Chapter 9—"It's More Than Just Rain or Snow"
Chapter 11—"…More Than It's Gonna Hurt You: Concerning Violence"
Chapter 12—"Is That a Symbol?"
Chapter 19—"Geography Matters…"
Chapter 20—"…So Does Season"
Chapter 24—"Don't Read with Your Eyes"
ASSIGNMENT: Respond to each chapter by writing a well-developed paragraph that explains the main points Foster is making and show how they apply to Frankenstein (150 word minimum). Include at least two specific textual examples (at least one of which is a direct quote from the novel) that show how Mary Shelley is using the technique or idea discussed in Foster's chapter. Use MLA parenthetical citation to indicate where in the novel you found your examples.
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Malala's Magic Pencil
Written by Malala Yousafzai and illustrated by Kerascoët
Activities:
Research and discuss Nobel Peace Prize winners. Malala was the youngest person ever to win a Nobel Peace Prize at 16 when she won in 2014, who has won after her? Why were they chosen?
Create a pattern like the one found on the end pages.
Malala liked the show "Shaka Laka Boom Boom" about a boy who could make anything by drawing it with a magic pencil. The boy, Sanju, would get into trouble, but he was also a little hero, protecting people who needed help. Discuss TV shows your students watch now with people who protect others.
What would you draw if you had a magic pencil? This could be writing prompt or art activity.
Malala notices peers sorting trash and fishing for metal in the dump nearby her house. Go around the classroom with a magnet (on a string) and find out what is magnetic.
In the book, Malala threw away potato peels and eggshells. Make potato pancakes with potatoes and eggs. What else could you make with potatoes and eggs?
Write or discuss the pros and cons of school uniforms.
Malala's voice became so powerful that dangerous men tried to silence her. They failed. Talk about why a student would end up going to the hospital.
Malala first started writing for BBC Urdu about life under the Taliban using the pen name Gul Makai. Discuss why authors would want a pen name. If your students wanted to write under a different name, which name would they choose? Discuss other authors with pseudonyms, like Dr. Seuss (Theodor Geisel), Mark Twain (Samuel Langhorne Clemens), Lemony Snicket (Daniel Handler), J.K. Rowling (Joanne Rowling.)
Malala is passionate about education for girls and shared her story on television. Have students create a video about something they are passionate about.
Find Swat Valley, Pakistan and Birmingham, UK on a map or globe. What continents are they on? (Asia, Europe) What is the capital of these countries? (Islamabad, London)
Compare Pakistan to Vermont. The area of Pakistan is 307,374 mi². The area of Vermont is 9,616 mi². The population of Pakistan is 200,813,818. The population of VT is 623,960. Which is larger?
Visit www.malala.org for pictures of Malala and to see Malala's interview on "The Daily Show." She also blogs about other girls who are making a difference with lots of photos.
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ARE YOU A CELLULAR PHONE USER?
Just because you can, doesn't mean you should!
To put it bluntly, there are appropriate times and places to make car phone calls. There are times when it isn't appropriate. Despite technical advancements, the most important element in highway safety is still you - the driver! Car phone usage involves two potentially critical driver distractions: loss of attentiveness to driving and one handed steering. A little precaution goes a long way. Make safety your priority and utilize these tips.
Stop and pull off the road in a safe location to make or take a call.
This is the safest practice. New studies are showing that many vehicle accidents are caused, not by the physical holding or dialing of the phone, but by the driver's mental involvement in the conversation - attention taken away from one's crucial driving concentration. Handle your calls when your car is not in motion. Particularly if it is an intense, emotional or complex call or driving conditions are not optimal. If you insist on driving and utilizing a cellular phone at the same time, then read on.
If driving in hazardous conditions (severe weather, heavy traffic), allow incoming calls to be picked up by a voice mailbox option. This allows you to retrieve the message later and respond when it is safe to do so. Don't make outgoing calls in these conditions. Always be prepared to give driving your full attention - even if it means ending a call or not taking a call.
Reduce your driving speed while phoning.
Recognize that you are distracted and allow yourself that extra distance and time to react to hazards. Consider: it takes approximately five seconds to dial a phone. Five seconds that you are not watching for road hazards. Use your memory dialing function. OR Dial, pause, dial. You don't have to dial the number all at once. Dial a few numbers, assess the driving situation and dial a few more numbers. Then hit send.
Placement: phones and microphones.
If you can reach your phone with your safety belt and harness securely fastened, your phone is in the safe zone. You should not change your driving position to dial your phone. And you should never unbuckle your seat belt to access a phone. Check out your options when making a cell phone purchase. Using a hands-free phone puts microphone placement within easy access of the driver. This is the safest and best way to use your phone (if you insist on doing so while in a moving vehicle) because you can keep your hands on the wheel and your eyes on the road.
Safety consideration: If using a portable phone, consider strapping it into the passenger seat with a seat belt or securing it in some other way. A loose phone can become a dangerous projectile if you stop suddenly. Also, make sure your handset is fastened securely in the cradle when it is not in use.
REMEMBER....Just because you can, doesn't mean you should. Be a responsible and safe cellular phone user.
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Year 5/6 End of Term 1 Newsletter
Empower students to be critical, reflective and self-directed learners
What it's like to be a leader
Literacy
Being a leader has been an amazing experience so far this year. It has helped to improve our confidence and has set the challenge for us to be the best we can be in all areas. The challenges of being a leader include having to manage our time wisely, because leadership responsibilities take up extra time. We are learning to manage our time really carefully because we need to fit in a lot! We know that being a leader means we need to be very responsible and organised. We need to be on our best behavior and show that we are good role models of the school.
To be a leader you have to be very committed to leadership and be willing to use spare time like lunch and snack. We have been able to improve our confidence by doing assemblies in front of the whole school and being able to make friends with the people we work with. The best part of being a leader is being able to build strong relationships with other people and learn more about the school and the people within it.
By Anakin and Melina (School Captains) Bryan and Holly (School Vice Captains)
In Literacy students have been excited to learn new skills when writing narratives and persuasive pieces. They have been engaged in independent projects during the latter part of the term developing arguments around topics that interest and inspire them. Consolidation and further development of independent reading skills have been a focus this term. Students have shown their ability to respond to a text of their choice in a variety of ways including critiquing and text analysis. Every student is learning at their own level and learning is personalised to cater for this. Reading Eggs is a very successful program that the students use to develop their comprehension skills in a fun, online environment at their own reading level. Each student should be very proud of what they have achieved this term in Literacy!
Maths
This Term students have been busy learning new concepts and consolidating their knowledge of place value to transfer and apply to the 4 operations of addition, subtraction, multiplication and division. Students in Year 5 have been building upon their understanding of place value and that it extends to tenths, hundredths and thousandths. While working with decimals numbers students have built their understanding by renaming, comparing and ordering numbers. Some students have extended beyond this and have begun adding, subtracting and multiplying with decimal numbers. Students in Year 6 have been consolidating their understanding of place value and have been comparing and ordering decimal numbers as well as solving problems by using addition, subtraction and multiplication. Students have also been linking decimal numbers to real life, such as with money.
Inquiry and Science
Year 5 Science
This term, the Year 5 students explored the Desert Survivors unit. Students worked collaboratively in small groups to explore and investigate how leaves can change over time in an enclosed plastic bag, without their natural environment. It was fantastic to see students make predictions, observations and compare results of how their bagged leaves would adapt during biological science sessions. They were very surprised to see physical changes of colour, size and smell during the investigation!
Year 6 Science
This term, the Year 6 science students have been investigating mysterious micro-organisms. Starting with an investigation into yeast, they explored how these micro-organisms and their discovery have improved our modern lifestyle. They were all very surprised to know that these amazing micro-organisms can be found in everyday foods. Their experiment involving bottles and balloons allowed them to discover that yeast needs a very particular diet and environment to thrive, helping them to understand that yeast feeds on sugar to create carbon dioxide waste. However, they also learned that Micro-organisms are not always beneficial in the kitchen, which was apparent in the investigation of mouldy bread. (Don't worry parents, this was of course, a well prepared, safe and hygienic scientific experiment!)
Inquiry
Students explored a Diverse and Connected World this term. The teachers were very fascinated to hear about students' families, cultures and experiences from all around the world! Students focused on how Australia is different and similar to other places and chose their own country on which to base their project. Students researched the country's culture, religion, population and geographical information and collated their information to present an assessment piece of their choice. What a fantastic experience for teachers to learn from students about different countries!
Cultural Diversity Week
This year the theme for Cultural Diversity Week was 'Proud to Belong'. As part of our Social and Emotional Learning program students proudly shared their cultures and traditions, drawing their unique handprint to celebrate and share all the cultures that are special to them on their handprint.
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Mrs Bennett's Blog
Thursday 15th November 2018
Hi Everyone,
Tomorrow, the 16 th of November, we will be celebrating Children in Need in school. This year the theme is 'Do your thing' So the children are invited to come to school doing exactly that. Their thing. So if they want to come to school in fancy dress or a football kit or a uniform or simply in their own clothes this will all be great. Anything goes. We just ask that each child brings a £1 donation to contribute to this worthy cause.
It has been friendship week in school this week, so we have been thinking about what makes a good friend and we have talked about what bullying is. We have reminded the children of the definition of bullying-
Bullying is something that can hurt you on the inside or on the outside. It hurts you on the outside by hitting you and hurting you physically. It hurts you on the inside by name calling or hurting your feelings. Bullying is done on purpose, it is not an accident. If someone hurts you during a game by accident that is not bullying, but if every time you played a game they hurt you, or your feelings that would be bullying. It can aim to hurt a group of people or just one person and can be done by a group or just one person. Bullying happens more than once. The bully/bullies do it over and over and over again and is not a falling out with a friend. It can take place on line, via social media, via text message or in person. Almost everyone will be affected by bullying during their life. This can be as a child or as a young person or it can happen as an adult in the work place or by a member of a community, it can even be as an elderly person in the community and nobody deserves to be bullied. EVER.
Safeguarding
We have a zero tolerance of bullying at Crossflatts Primary School and our children are very clear as to what they should do if they were ever to feel they were being bullied in any way. If as a parent or carer, you should ever have any concern that your child is being bullied, which is a very rare instance at Crossflatts Primary School, it is vitally important that you come into school and talk to us so that we can firstly be made aware of the situation and then act swiftly to make it stop.
Attendance:
Here are last week's figures:
Our
Aspirational
Target
98%
There were 2 children late for school last week. (Before registration closed at 9am) and 2 children later than 9am
Best wishes
Mrs Bennett
Headteacher
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Press release: UK sends humanitarian experts ahead of Mozambique cyclone
The UK is sending humanitarian experts to assess the impact of an expected cyclone in Mozambique which could leave hundreds of thousands of people without food and shelter.
Specialist humanitarian advisers, from the UK's Department for International Development (DFID), are expected to deploy from London this evening (14 March). The experts will assess what UK aid is needed to support people affected by the cyclone and plan and co-ordinate relief efforts.
The Met Office predicts that flash flooding, large waves and extremely highspeed winds pose a danger to life and could also significantly damage buildings and other infrastructure. The cyclone is expected to make landfall this evening (14 March), and thousands of Mozambicans have already been evacuated for their own safety.
International Development Secretary Penny Mordaunt said:
We are sending UK aid experts to Mozambique to be our eyes and ears on the ground and to make sure we're ready to rapidly increase our response if needed.
UK aid is already helping people and families affected by the heavy rains, as we had pre-positioned items including tents, buckets for clean water and basic cooking items. We are ready to offer further help to anyone in need.
My thoughts remain with those people who have already been affected by the recent extreme weather, and anyone who has lost loved ones.
UK aid prepositioned vital relief items in Mozambique to support any response to a humanitarian emergency – some of which have now already been given to people in need – including:
9,000 hygiene kits, which include basic hygiene items such as soap, toothbrushes and buckets to carry clean water;
7,000 tool kits, which include shovels, saws and other items to help repair homes and clear debris;
6,000 family kits and 1,000 latrine kits, which include solar lamps, water purifiers and toilet paper;
5,000 shelter kits, 10,000 tarpaulins and 600 plastic rolls to provide emergency shelter to those that have been made homeless; and
1,573 family tents and 15 community tents.
In addition to the humanitarian aid items, the UK is supporting the World Food Programme (WFP) to help 130,000 people feed themselves for two weeks.
WFP will distribute emergency food and food vouchers for people to use at local markets.
The cyclone is also expected to hit Malawi, which has been suffering from severe flooding over the last five days, leaving at least 56 people dead, and may also affect Zimbabwe. The START Fund, which is managed by a group of NGOs and to which DFID is the biggest donor, has allocated £400,000, to enable Trocaire and HelpAge International to meet immediate needs such as clean water and shelter in Malawi.
Tomorrow in Mozambique, a UK government team is leading a meeting of donors and other countries, alongside the Government of Mozambique, to help coordinate the response.
Notes to editors
DFID has provided £764,000 to the World Food Programme to provide food and food vouchers. This is an allocation from DFID Mozambique's annual budget for 2018/19.
DFID provided approximately £1.5 million from the 2018 Mozambique bilateral budget to preposition relief items in warehouses of the Mozambique National Institute for Disaster Management.
DFID is the largest donor to the Start Fund. In 2018, we committed an additional £37.5m over three years
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Faith formation in the home Grades 4 to 6
Supplies Venture magazines, WCBT and Activity sheets
Week of 1/27- Jesus fulfills prophecies
Material- Venture, WCBT pg. 47 Activity sheet 20
Start with WCBT page 47- review the Liturgy of the Word- Remind students that the Prayer of the Faithful is one of the oldest parts of the Mass. It sums up the concern of the whole assembly for the needs of the church, world and local community
Complete activity sheet 20
Using the Venture; read the cover sheet and write a short story about themselves following the guidelines
Read pages 2-3 about the gospel of Luke and discuss questions 1-4
Read and complete page 5close with prayer on page 8
Week of 2/3- Jesus' neighbors reject him
Venture 2/3, WCBT page 48 Activity sheet 17
Using the WCBT review the Liturgy of the Eucharist and complete activity sheet 17
From Venture
Complete cover
Read the Gospel and doctrine on page 4 and answer question 1 under Gospel and 1 under Doctrine in the space below
Read and complete page 5
Read about St Maximilian Kolbe page 6 – Write 3 facts learned about him
1
2
3
Week of 2/10-Jesus calls his followers
Venture 2/10 WCBT page 11- What is the church
Complete the cover activity
Read pages 2-3
Read page 11in WCBT
Read the Sunday gospel and doctrine
Complete the timeline
Week of 2/17 no class no assignment
Week of 2/24- love your enemies
Venture 2/24, WCBT pg. 36, Moral law WCBT pages 33-35
Please review the Commandments and Beatitudes pages 33- 36 of WCBT Complete activity sheet 23
Venture read pages 2-3 and answer question 1 in the space below 1
Read the Sunday gospel on page4 and Doctrine and answer question 1 under Gospel and 2 under Doctrine in the space below
1
2
Complete page 5 in Venture
Week of 3/3-Jesus speaks to us in sayings and images
Venture 3/3
Cover activity
Gospel and doctrine page 4
Questions 1 and 2 under Gospel and 1 under Doctrine
1
2
1
Joan of Arc page 6 write 3 facts learned about St Joan
Week of 3/10-Jesus faces temptation
Venture 3/10, WCBT page 45 and Activity sheet 1
Read the story on page 2 and answer question 2
2
Complete activity sheet 1
Read the Sunday gospel
Read and complete page 5 in Venture
WCBT page45 read over we will be studying the Our Father during Lent Turn to pages 6-7 and complete Our Father activity
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Maths
Counting, sequencing and place value
Addition, subtraction, doubling and halving, number bonds, money
Multiplication and division (Tables –Espresso / Abacus)
Two & three dimensional shape, angles and symmetry and fractions of shapes / numbers Co-ordinates, time tables, analogue and digital clocks / Time – seasons, birthdays, weather diary Weight and length, Capacity and area
Music
Singing/Curriculum to whole school – Music Partnership to deliver school – 10 weeks (one hourly sessions delivered to KS1 and KS2 alternate weeks)
MFL
Home and abroad – My home, how do I get there, what do I need?
Science / Topic
Seasonal changes – weather – what do I wear? What are the changes? How does it affect me? Comparing and contrasting localities British Isles to Uganda.
Investigating modes of transport through history and making journeys which includes map work and features of a locality
Working roles of adults – Who does what job and why?
Forces – pushes, pulls ad twists. Investigating magnets and floating and sinking – what makes a good boat?
Literacy
Springtime / Easter Prayers – poetry -acrostic, riddles, rhymes, Haiku, weather and guess who Information Texts / non-fiction reports / captions Recounts of familiar events and thank-you letters to Santa
Instructional writing – dressing for winter and spring, making pancakes.
Biography of a favourite author,
The story of Jack Frost, Rules and notices – the importance of keeping safe Spelling, grammar, phonics punctuation Writing a diary about their weekend Writing a longer story – Christmas and Easter Newspaper articles – linked to journeys and the environment.
Spring Term in KS1 and Lower KS2 2018
Learning about forces and magnets. Investigating transport and modes of transport in the past and present
Art / DT
Group collage work linked to Spring time and Easter using Found Materials.
Dressing for warmer weather – waterproofing materials
Structures – what makes a structure strong?
Sliding mechanisms push and pull
RE / PSHE
Festivals and traditional events – New Year's Resolutions, Shrove Tide, Easter story, Chinese New Year, (including displays), Nativity Story from the viewpoint of a key character.
Community Lunches, gardening club linked to the community, who helps us in school in the community? Stories from the Bible – New Testament – MAT What makes a place special – investigating key features of places of worship – Christianity and Judaism
Computing
Labelling and using a word bank/ dress teddy Naming parts of the computer / staying safe when using the computer - Online Safety.
Using a Paint programme to produce pictures linked to topic work – making a landscape picture (link to literacy / geography),
Power point work linked to work on Uganda and comparing a traditional Christmas to one in the United Kingdom.
Algorithms – following instructions to make a route
Convert simple algorithms to programmes (Scratch) Making predictions about what a programme might do
PE
Gymnastics and Dance delivered by Derby County Football Club
After school clubs – Gymnastics and dance Healthy bodies and minds - linking to inclusive curriculum for all children – Tai Chi including after school club
Healthy lifestyle – Playground Buddies Mental health and well being
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What's New in 1/2?
Inspire students to be positive, resilient learners who become creative problem solvers.
Literacy
During reading sessions students explored how to choose a 'just right' text: to ensure that the books that they are reading are not too hard or too easy. They also developed an understanding of making personal connections with texts. In Writing, students learnt about the structure of the text types recount and persuasive writing.
"We learnt about how to write a recount. I published my recount using the laptop." Brian (Year 2)
"We learnt how to persuade an audience. We had to convince Mrs Salt to share her ice cream with us." Jessica C. (Year 2)
Students using a Venn diagram to compare and contrast lions and tigers using the whiteboard table.
Language experience has been a key part of the Literacy program.
Crystal, Hayden, Sally and Ethan Q. enjoying their tacos as part of a language experience session
"On Thursday we had a taco party. First we ate tacos. Then we sang the song 'Its Raining Tacos'. Finally we played some games." Louis (Year 1)
Maths
Students have worked in targeted needs groups to develop their understanding of numbers to 100 and 1000.
"In Maths, we learnt about digits and numbers – we made numbers with digits. The Year 2 students learnt about the place value of numbers to 1000. We made model of numbers using hundreds, tens and ones and organised them from smallest to largest." Elisha (Year 2)
Students learnt about reading time to the hour, half-hour and quarter-hour. They also developed their understanding of how to read calendars. Students explored the measurement concepts of lengths, mass and capacity.
PJ measuring the length of the table with Unifix blocks
"We learnt about mass, comparing which objects were heavier and lighter than each other. After we read 'Who Sank the Boat?', we made a boat out of foil, paper and masking tape. We investigated to see which boat would hold the most weight." Chloe L. (Year 2)
Social and Emotional Learning (SEL)
In SEL, students learnt about different types of feelings, such as happy and angry.
"We also learnt about 'ant' and 'elephant' problems. 'Ant problems' are problems that you can solve yourself, like if someone is sitting in your seat. An 'elephant problem' is a problem that you cannot solve by yourself - you need help from a teacher, for example when someone has a broken leg."
Jammy and Jenny (Year 2)
Inquiry
This term, students learnt about celebrations in Australia and around the world in addition to cultural diversity.
"We learnt about celebrations around the world, like Halloween." Emily (Year 2)
"We learnt about special days in Australia, such as ANZAC Day." Melinda (Year 2)
"We talked about cultural diversity. We found out which countries people in our learning space come from." Yasmin and Jayden Q. (Year 2)
Science
This term students explored chemical science units, looking at mixtures and how materials change when they were heated up and cooled down.
"In Science we melted chocolate to see how it changed." Drake (Year 1)
"We learnt about mixtures. Some mixtures can be liquid, solid, poison, sticky, hard, smelly and tasty. We can see science in the kitchen and the bathroom. My favourite experiment was the 'milk experiment'. First, we poured some milk on aplate. Next, we dropped some food we put some dish soap, but not too much. Then you put dye in the water. Lastly, you put a piece of paper on it gently. Take it off - now it is a piece of artwork." Jessica H. (Year 2)
Swimming
Over the last couple of weeks, students have participated in swimming lessons at Haileybury College. "When I went swimming, I tried my best. We did 'torpedo dives' and 'starfish floating'. I also learnt how to swim backwards." Ethan Q. (Year 1)
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It is been over a year now since COVID-19 appeared in our lives. We can all agree that, 2020 was a complete mess. Indeed, during this particular time, traditions will be celebrated in a different way. We will see how the anglophone countries as South Africa, Australia and the USA deal with the pandemic during celebrations time.
**Independence Day (USA)**
In the United States, Independence Day is extremely important to all American citizens; it is celebrated each July 4th. It is the National Day of the country and a very patriotic celebration since it commemorates the Declaration of Independence of the United States voted on July 4th, 1776. It became a federal paid holiday in 1870. Nowadays, the Americans celebrate this event with several patriotic displays and festivities. They organize huge outdoor barbecues or picnics, usually on the beach or near a lake while gathering with their friends and family. The places are decorated with flags, streamers and balloons and the people are dressed in blue, white and red to recall the colours of the American flag. In the morning, cities usually organize big parades, which attract many spectators especially in big metropolises such as Washington. They sing patriotic songs in the streets while fireworks are organized by the city. However, this year Independence Day was different from the other years because of the Covid-19 pandemic. Indeed, the parades had been cancelled, and a lot of events were organized online. For instance, concerts, parties with music and artistic performances were broadcast through virtual platforms. Moreover, many public spaces such as beaches were closed to the public. It is true to say that the cancellation of July 4th events represented a big disappointment for all the American citizens who waited during the whole year to celebrate it. Nonetheless, it was unthinkable to maintain the events, because social distancing could not have been respected; there would have been a lot of contagions and protecting the weakest is also a patriotic duty. But we can also guess that it was fortunate that alternatives to still celebrate this day were found because it is so important to keep joyful moments in those hard pandemic times. (B.L.N AMC Gr1)
Cape Town Minstrel
Usually, it is celebrated at the Green Point Stadium with more than 10,000 costumed persons. At this event, there are also musicians and especially the Dixie’s Band, an Irish band from the 90s. Most people paint their faces with white to contest the original black face. For the inhabitants, this festival has lost a little of its aspect “Day of break for the slaves” because most of those are 3rd or 4th generation and has become a traditional event not to be missed. Music and dance are associated to freedom and the minstrel’s troupes give a sense of community to the group members. In South Africa, the lock down is very light, people are confined in the interior of the country. With the current situation, we believe that there will be no tourists at the Cape Town Minstrel because the borders will surely be closed. People will probably have masks too which will hide part of their faces and one of the key elements of this carnival is make-up! For us it is a good thing that the Cape Town Minstrel will be maintained, because it’s an important event for South Africa, as long as the restrictions related to coronavirus are put in place. However, we don’t know how the pandemic will evolve… Indeed, if the number of cases increases a lot, it would be better to cancel the event, the government will have to be careful. (I.E.S.S AMC grp1)
The Festival Adelaide Fringe
It is a tradition which happens every year in South-Australia from February 14th to March 15th. It was created in 1960 and it is the world’s second-largest annual arts festival. Nowadays, it brings together 7000 artists each year from all Australia and the world. Over 1,300 amazing events are planned. Unfortunately, COVID 19 had an impact on this celebration. Even if the last week-end of the 2020’s festival took place before the lock down on March 15th, many shows were cancelled or rescheduled to 2021. However, the 2021 organisation festival is still uncertain. Therefore, a range of public health measures were put in place. 1.5 meters distance has to be kept between artists, we should wear a mask in the theatres, the seats are spaced apart… The SA Health also planned to clean the sanitizers and doors handles more often. In our opinion, the festival is a lot of entertainment but during pandemic times, even with all these measures, it is not safe because there are too many people. This is why the next 2021 festival will be able to welcome only 50 percent of the visitors and will propose 800 shows instead of a 100. This is unheard of in the festival’s history. To Miss Croal, the director of the festival, it is a lot of pressure, so it is for all the performers. We spare a thought for all the artists who couldn’t do their shows. Nevertheless, we all hope that the show must go on. (L.M.R AMC Grp1)
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Get help when you need it. Build your team!
Encourage your child to talk to you about their anxiety and include you as a part of their team. Their teachers and if needed, psychologists, can also be a part of their team. If the tips on our website are not enough for your family, consider these additional resources. Remember, we all need extra help sometimes. Our mental health deserves as much care and attention as our physical health.
1. Useful Websites
Below are some websites that we find helpful when working with children with anxiety.
- Anxiety self-help material - [www.anxietybc.com](http://www.anxietybc.com)
- A useful video explaining child anxiety: [http://www.heysigmund.com/age-by-age-guide-to-fears/](http://www.heysigmund.com/age-by-age-guide-to-fears/)
- Belly Breathing Video from Sesame Street: [https://www.youtube.com/watch?v=_mZbzDOpylA](https://www.youtube.com/watch?v=_mZbzDOpylA)
- Buddy breathing example - [https://www.youtube.com/watch?v=b2Tbfs7neAk&feature=youtu.be](https://www.youtube.com/watch?v=b2Tbfs7neAk&feature=youtu.be)
- Child Mind Institute - [https://childmind.org/](https://childmind.org/)
2. Useful Books
- A book for children on anxiety: [http://www.apa.org/pubs/magimation/441A314.aspx](http://www.apa.org/pubs/magimation/441A314.aspx)
- A parenting book on teaching emotion coping - *The Whole Brain Child* by Daniel J. Siegel, M.D. and Tina Payne Bryson, Ph.D. - [http://www.drdansiegel.com/books/the_whole_brain_child/](http://www.drdansiegel.com/books/the_whole_brain_child/)
- A book on mindfulness for children - *Planting Seeds* by Thich Nhat Hanh - [https://www.amazon.ca/Planting-Seeds-Practicing-Mindfulness-Children/dp/1935209809](https://www.amazon.ca/Planting-Seeds-Practicing-Mindfulness-Children/dp/1935209809)
3. Community Resources
There are a number of helpful resources, at the community level, that are available in Manitoba. Below are some ideas we often share with people.
- Anxiety Disorders Association of Manitoba - [www.adam.mb.ca/winnipeg](http://www.adam.mb.ca/winnipeg)
- Student Services at your local school with school psychologists. Ask about this at your school.
4. Clinical Services
- Clinic Psychology Manitoba - [www.clinicpsychology.com](http://www.clinicpsychology.com)
- Manitoba Psychological Society - [www.mps.ca](http://www.mps.ca)
- Child and Adolescent Mental Health - Centralized Intake: [http://www.matc.ca/services-cimh.html](http://www.matc.ca/services-cimh.html)
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Can you find me?
**White-headed woodpecker**
Unique to Ponderosa pine forests and recently burned areas. Watch for the quick flash of white as they land on the closest trunk.
**Sharp-tailed snake**
This endangered species was discovered on our property in 2018 by a volunteer and group of students. The snakes can be found hiding under logs and rocks.
**Mule deer**
This year-round resident is named after their large ears, similar to those of a mule. Look for the black-tipped tail to tell the difference from its relative, the White-tailed deer.
**Praying Mantis**
These green assassins are often seen on the walls of the River Haus stalking their prey.
**American black bear**
Throughout spring, summer and fall be on the lookout for large piles of bear scat. Can you tell what they have been eating?
**California Quail**
Year-round residents, seen in flocks with many young chicks in August.
**American beaver**
Walk along the river to look for sign of Black cottonwoods chopped down by beaver. Wenatchee River beavers do not build dams, but they build homes in the banks of the river.
Welcome!
We are an environmental learning center that connects people, communities and the natural world.
The land you are on is the ancestral homelands of the šn̓pašqʷáwšəxʷ (p’squosa/Wenatchi band). We acknowledge they are the original stewards of this land. Many no longer live here, but they are still alive and practicing many of their traditional ways of living. Most now live on the Colville Reservation, 150 miles northeast of Leavenworth.
Taxidermy Awaits
Head inside the River Haus and Red Barn to tour the taxidermy we have on display. Experience the local fauna up close and personal!
Scavenger Hunt
Based on the season, explore around the property with our scavenger hunt. Grab one from the kiosk.
StoryWalk®
Walk along the trail, stopping at each page of the storybook. Don’t forget to do the exercises!
eBird is among the world's largest biodiversity-related science projects. Birders enter when, where, and how they went birding online, and fill out a checklist of all the birds seen and heard during the outing. The data is used to understand bird distribution, abundance, habitat use, and trends.
The Wenatchee River Institute is home to four different eBird hotspots. Grab a pair of binoculars and bird ID guide from inside the River Haus. Go see what is out there!
Each hotspot has a list of birds previously seen. Do you see any of those birds today?
Black birds on map show eBird hotspots
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Energy and nutrients
Ecosystem
Energy flows from the sun, through plants, animals, and decomposers, and is lost as heat.
Chemicals (nutrients) are recycled between air, water, soil, and organisms.
A terrarium ecosystem
Presentation adapted from: Campbell, N., Reece, J., Mitchell L., Taylor M., 2003. Biology: Concepts and Connections. Powerpoint lectures. Pearson Education, Inc. publishing as Benjamin Cummings.
Trophic (food) structure
A food chain is the stepwise flow of energy and nutrients
- from plants
- to herbivores
- to carnivores
Figure 36.9a
Decomposition
Detritivores decompose waste matter and recycle nutrients
- Examples: animals, scavengers, fungi, and bacteria
Food chains interconnect, forming food webs
Production pyramid: flow of energy from producers to higher trophic levels
Only about 10% of the energy in food is stored at each trophic level and available to the next level
The rest is lost as: feces, growth, cellular respiration, & heat loss
Because the production pyramid tapers so sharply, a field of corn or other plant crops can support many more vegetarians than meat-eaters
Chemicals are recycled between organic matter and abiotic reservoirs
Ecosystems require daily infusions of energy
- The sun supplies the Earth with energy
- But there are no extraterrestrial sources of water or other chemical nutrients
Nutrients must be recycled between organisms and abiotic reservoirs
- Abiotic reservoirs are parts of the ecosystem where a chemical accumulates
There are four main abiotic reservoirs
- Water cycle
- Carbon cycle
- Nitrogen cycle
- Phosphorus cycle
Figure 36.14
Figure 36.15
Figure 36.16
Figure 36.17
Nutrient cycling experiment
Dams were built across streams at the bottom of each watershed to monitor water and nutrient losses.
In 1966, one of the valleys was completely logged:
- It was then sprayed with herbicides for 3 years to prevent plant regrowth
- All the original plant material was left in place to decompose
Researchers found that the total removal of vegetation can increase the runoff of water and loss of soil nutrients.
Environmental changes caused by humans can unbalance nutrient cycling over the long term:
- Examples
- eutrophication
- acid rain
Algal bloom can cause a pond or lake to lose much of its species diversity
- Human-caused eutrophication wiped out fisheries in Lake Erie in the 1950s and 1960s
Dr. David Schindler is an ecologist who worked at the Experimental Lakes Project in northern Ontario
- His experiments on eutrophication led to the ban on phosphates in detergents
According to Dr. Schindler, there are three serious threats to freshwater ecosystems
- Acid precipitation
- Climate warming
- Changes in land use
Zoned reserves are an attempt to reverse ecosystem disruption
The human alteration of ecosystems threatens the existence of thousands of species
- Zoned reserves
a) Undisturbed wildlands surrounded by buffer zones
Costa Rica has established eight zone reserves
Green: reserves
Yellow: buffers
Figure 36.20
Phytoplankton: March
Phytoplankton: September
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Nobody knows exactly what dinosaurs looked like, but by looking at fossil evidence, we can make predictions about their appearance. As people have discovered more fossils and the technology used to analyze those fossils has improved, predictions have become more and more accurate.
MATERIALS
- Something to color with (examples: crayons, markers, colored pencils)
- Science notebook or paper
- Something to write with
PROCEDURE
- Observe the picture of a dinosaur skeleton included below.
Smithsonian Institution Archives, Record Unit 95, Box 44, Folder 13, Image No. SIA_000095_B44_F13_001
Show us how you're being curious! Share your results with us.
In your science notebook, draw what you think this dinosaur might have looked like.
- Feel free to draw your dinosaur in a different pose.
- When you’re deciding where to draw the skin, make sure to leave some space around the skeleton for fat and muscle.
- Some dinosaurs had feathers. Do you think this one did? Draw some feathers in if you like.
- Color in your dinosaur. Many animals blend in with their habitats (the place where they live) to help them sneak up on prey or avoid predators. Consider what your dinosaur’s habitat looked like and whether it would have blended in with its environment to survive.
- What other adaptations, or special features, can you imagine your dinosaur had?
Invite a friend to draw a dinosaur from the same skeleton, and then compare. Did you come up with the same exact ideas, or were your drawings different?
EXPLORE MORE
- What do you think paleo artists of the future might think the animals of today looked like? Try creating a drawing of the modern animal below without knowing what it is.
- When your drawing is done, turn the page upside down to discover what creature the skeleton belongs to.
DID YOU KNOW?
Paleontologists, scientists who study prehistoric animals, have discovered the coloration of some species of dinosaurs. While not all dinosaur fossils can tell us what color a dinosaur was, some fossils have been found to contain melanosomes, which are microscopic structures that contain pigment that gives skin, feathers, and fur their colors.
K–2 GRADE EXPLORATION
• Looking at these fossils, which of the dinosaurs below do you think ate meat and which one ate plants? What makes you say that? Pay special attention to their teeth.
• Look at the horns on the triceratops. How do you think this structure helped it to survive?
• Why do you think it is that we don’t see dinosaurs anymore?
• What modern day animals have traits in common with dinosaurs?
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ANNUAL HIGHLIGHTS 2021–2022
The Science Learning Hub – Pokapū Akoranga Pūtaiāo continues to be a go-to resource for students, teachers, and wider communities.
- 500,000+ New Zealand users
- 6.8 million+ users internationally
TELLING THE STORIES OF SCIENCE
EXPLORING MĀTAURANGA MĀORI
Purpose
- To develop our understanding of kaitiakitanga
- To share pūrākau connected to kaitiakitanga
- Te iwi may be reflected on your inclusion of this concept in your teaching
ENRICHING TEACHING & LEARNING
"The Science Learning Hub is widely used and hugely valued by students and teachers at our kura. It really does keep the classroom dynamic, the students are engaged and inquisitive in their science learning." – Secondary school teacher
New this year
- 100 articles
- 36 activities
- 56 videos
- 15 interactive digital objects
- 169 images
TELLING THE STORIES OF SCIENCE
AOTEAROA IN SPACE
“The content that the team has developed and the contributions from the sector have surpassed our expectations. The resources really demonstrate how diverse the space sector is and shows the applications and impacts of space on our everyday lives in a relevant way. We think this is going to be an amazing resource for students and teachers to engage in space education.”
— Hannah Doherty, MBIE
SUPPORTING TEACHERS
“It is the best website a teacher can visit because the lessons and activities contribute to knowledge building with a focus on the future of science education – where teachers are preparing students to be active problem-solvers and creative thinkers and demonstrate confidence with communication skills.” — Primary school teacher
PROMOTING ENGAGEMENT WITH REAL DATA
“We are once again excited to partner with the Science Learning Hub in developing material to support the Environment Aotearoa 2022 report. We believe that the work that they do in the education space will be having meaningful engagement with our tamākī.” — Nigel Wong, Ministry for the Environment
PAPA KĀINGA HOME LEARNING TV
Forty junior and middle science episode scripts written for the Ministry of Education to support home learning during the COVID-19 lockdowns.
22,300+ Registered users
13,300+ Newsletter subscribers
@NZScienceLearn 8,694+ followers
Science Learning Hub 6,099+ followers
Science Learning Hub 4,537+ followers
@sciencelearninghubnz 1,083+ followers
The Science Learning Hub – Pokapū Akoranga Pūtaiao is an integral component of the New Zealand Government’s Science in Society Plan – A Nation of Curious Minds, He Whenua Hihiri i te Mahara and is funded by the Ministry of Business, Innovation and Employment.
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Bean and Veggie Enchiladas
with the Super Crew®!
Ingredients
Vegetable oil spray
1 can (16 oz.) fat-free, reduced sodium refried beans
1 cup fresh or frozen (slightly thawed) chopped, mixed color bell peppers
½ cup shredded carrots
2 Roma tomatoes, chopped
1 tsp. olive oil
1 small onion, finely chopped (about ½ cup)
1 medium garlic clove, minced or finely chopped
6 whole-wheat or corn tortillas (approximately 8-inches in diameter)
¾ cup (6 oz.) enchilada sauce
½ cup shredded low-fat cheddar cheese
Shredded Romaine lettuce (optional)
Low-fat or nonfat sour cream (optional)
Prepared salsa for garnish (optional)
2 Portobello mushrooms, thinly sliced (optional)
1 Tbsp. of balsamic vinegar (optional)
1 Tbsp. of soy sauce (optional)
1 tsp. of olive oil (optional)
“Before cooking check out our Cooking with Kids Tips to learn how kids can help in the kitchen.”
-Carlos
Directions
• Preheat oven to 350 degrees. Kids can set the timer.
• Have the kids lightly spray a 9-inch square pan with vegetable oil spray; set aside.
• In a medium bowl, combine refried beans, peppers, carrots and tomatoes; set aside.
• Pour olive oil into a small non-stick skillet and heat over medium-high heat until oil is hot.
• Add onions and cook for 2 to 3 minutes or until onions are tender, stirring occasionally.
• Add garlic and cook for 1 to 2 minutes more, stirring.
• Spoon cooked onions and garlic into reserved bean mixture; stir until ingredients are thoroughly mixed.
• Have the kids spoon 1/6 of bean mixture down center of each tortilla; roll up. Place filled tortillas side-by-side, seam side down, in prepared pan.
• Have your children taste the enchilada sauce. Pour over tortillas.
• Bake, uncovered, for 20 minutes; remove from oven and sprinkle with shredded cheese.
• Bake an additional 5 minutes or until cheese is melted and tortillas are heated through.
• If desired, top each tortilla with shredded lettuce, sour cream and salsa.
• Optional: In separate pan, mix balsamic vinegar, soy sauce and olive oil. Add mushrooms and sauté over low heat as directed above until tender, then combine into bean mixture.
Makes 6 servings.
Per serving: 180 calories, 3 g total fat (1 g saturated fat), 33 g carbohydrates, 9 g protein, 8 g dietary fiber, 430 mg sodium.
“I love eating all different kinds of foods like red, yellow and green peppers, black, white and brown beans. But my favorite foods are white and beige foods like garlic and onions, which give food extra flavor.”
- Carlos
Use your own words to fill in the blanks below.
The Super Crew Kids often eat foods with Fight-O-Chemicals to shield themselves from the ____________ effects of free radicals! Free radicals harm our ___________ and cause diseases like cancer and heart-disease. The best way to make sure _____________ is getting plenty of protective Fight-O-Chemicals is by ______________ lots of fruits and vegetables! It is helpful when ______________ eats lots of different ____________ of fruits and vegetables! The many colors of the foods tell us that special compounds exist that ____________ our cells and DNA from damage!
So besides being tasty, ___________ and nutritious, fruits and vegetables are also a strong shield and a great way to make sure you __________ up to be strong and healthy!
Do you have enough Fight-O-Chemicals on your plate?
- Make ½ your plate fruits and vegetables
- Choose 100% whole grains more often
- Eat more plant based proteins
- Choose low-fat or fat free dairy
- Always remember to eat a variety of colors!
Did you know 1 in 3 cancers are avoidable?
- By eating at least 5 servings of fruits and vegetables a day AND doing moderate exercise for at least 30 minutes a day, you can cut your cancer risk dramatically.
Visit www.aicr.org and www.superkidsnutrition.com to learn how to make healthy eating and living easy for your family.
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Storm at Sea: Reading Comprehension
Far, far away, upon the shore of a strange island that was forever wrapped in mists that the sun changed into moving curtains of gold, there sat an ageing man and his young, lovely daughter. They were staring out to sea. About the man’s shoulders was a blue cloak, embroidered all over with silver, and beside him on the sands lay a carved staff and a book as thick and richly bound as a bible. Sometimes his hand rested on the book, and sometimes upon his daughter’s arm, as if to comfort her, his face was calm; hers was pale and frightened.
They were watching a ship that was about to be smashed into pieces. A tempest had seized it, an uncanny fury of the elements that seemed to enclose it in a swirling black bubble. As it heaved and tossed, its masts scribbled frantic messages against the blotchy sky, and its rigging all fell down like a madman’s hair. Tiny figures, black as fleas, and with patched white faces, clung where they could; and shrieks and screams, small as the squealing of mice, drifted to the watchers on the shore. Then it was over. Fire, liquid as blazing ink, ran along the yards. The timbers snarled and cracked, the ship split, and was lost. The tempest subsided, the dark bubble dispersed, and the sea was calm.
“Be collected,” comforted the father, his arm about his daughter’s trembling shoulders: “no more amazement: tell your piteous heart there’s no harm done.”
He spoke the truth. He himself, Prospero the enchanter, has raised the storm and, as he promised his daughter Miranda, not a soul had been lost. He had, by his strange power, brought them all safe to the island.
He stood up, and, frowning, began to pace to and fro, making little yellow tempests in the sand, which his long, heavy cloak smoothed away, so that he seemed to have walked, invisibly, on air. Silently, Miranda watched…
From Shakespeare Stories, by Leon Garfield and Michael Foreman
1. In the first sentence the island is described as ‘strange’. What other description in this sentence supports this idea?
2. ‘There sat an ageing man and his young, lovely daughter’. Which two words in this sentence contrast the ages of the two characters.
3. In the first paragraph what three items suggest to us that this man is able to do magic?
4. Why do you think Prospero sometimes has his arm ‘rested on the book, and sometimes upon his daughter’s arm’?
5. What were Prospero and Miranda watching?
6. ‘It’s masts scribbled frantic messages against the blotchy sky’
If the masts were really writing messages in the sky, what do you think they would be saying?
7. Which two words in the text tell us the ship was being thrown around by the storm?
8. What words and phrases tell us the sailors on board the ship were scared?
9. “Be collected,” comforted the father.’ What does Prospero mean?
10. How many people had died in the storm? Use evidence from the text to support your answer
11. ‘He stood up, and, frowning, began to pace to and fro’.
A Circle the two synonyms for ‘frowning’
smiling glaring grimacing laughing
B Why do you think Prospero was frowning?
12. ‘Silently, Miranda watched’.
How do you think Miranda is feeling?
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Adaptations for Minimum Course of Study (MCOS)
Instructions for Special Services and/or Adaptations: If the student has a documented disability (as identified on Form B, or other similar documentation), include any special services and/or adaptations specific to each content area. The goal of implementing adaptations is to enable the student to progress as closely to his/her age and ability as can reasonably be expected within the course of a school year. **This is required every year, regardless of the MCOS exemption.**
Examples for special services include: counseling, speech/language pathology services, and/or reading comprehension services from the local school district. The special services may be through a school district, an outside agency or an independent provider.
Examples of adaptations include: using a calculator, books on tape, speech-to-text software, oral tests, pre-teaching vocabulary words, stretch/movement breaks or other adaptive practices.
| Student Name: | School Year: |
List any Special Services and/or Adaptations the student will receive through the home study program in each of the following areas as needed. Please note, depending on the area/s of disability, not every content area may need to include special services/adaptations.
If the student has a disability that requires the same adaptations in each area in the MCOS, list them here instead of in each section (i.e. the student will take frequent breaks, all materials will be read to the student, the student will be given oral and written directions):
1. Basic Communication skills, including reading, and writing, (i.e. phonics, speaking/listening, vocabulary, spelling, grammar, types of writing):
2. Basic Communication skills mathematics (i.e. addition, fractions, time, measurement, algebraic/geometric concepts):
3. Citizenship, History, and Government in Vermont and the United States (i.e. community action and local government, specific eras in history of VT, the US)
4. **English, American and other literature**: (i.e. genres of books, plot, responses to reading):
5. **Natural Sciences** (i.e. the scientific method, discoveries and inventions, Physical Science, Life Science, Earth and Space Science, and Engineering):
*Topic Areas 6, 7 and 8 are only required if the student is 12 or younger at the time of enrollment.
6. *Physical Education* (i.e. team sports, dance, martial arts, yoga, skiing)
7. *Comprehensive Health Education including the effects of tobacco, alcoholic drinks, and drugs on the human system and on society* (i.e. first aid, human growth and development, and nutrition)
8. *Fine Arts* (i.e. visual arts, media arts, music, dance, attend performing arts events)
For questions, please contact the Home Study Office.
Home Study Office
1 National Life Drive, Davis 5
Montpelier 05620-2501
(P)802-828-6225
(F)802-828-6433
email@example.com
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WATER CONSERVATION
WHAT IS IT?
Water conservation is the practice of using water efficiently to reduce unnecessary water usage. According to Fresh Water Watch, water conservation is important because fresh clean water is a limited resource, as well as a costly one. You’re probably already well aware of the financial costs of inefficient water use. Conservation of this natural resource is critical for the environment.
WATER MATTERS
America’s population has doubled over the last half century, and our demand for water has tripled. Water conservation is more important than ever. Conserving water keeps it pure and clean while protecting the environment. Conserving water means using our water supply wisely and responsibly.
A FEW TIPS TO HELP CONSERVE WATER
WATER PLANTS WISELY
Water your lawn or garden early in the morning or late in the evening, so the water lasts and is not immediately evaporated by the hot sun.
LOW-FLOW SHOWERHEAD
With a low-flow showerhead, you can save 15 gallons of water during a 10-minute shower.
TURN OFF THE WATER
Teach yourself and others to turn off the faucet while brushing teeth or shaving. Every little bit of water conservation helps.
WATER CONSERVATION PRODUCTS
ICON GUIDE
- Reusable
- Recyclable
- Recycled
- Renewable Resource
- Made in USA
- Energy Efficient
- Social Compliance
100% RECYCLED COTTON CREW TEE
This unisex crewneck, sustainable t-shirt keeps waste out of landfill, saves hundreds of gallons of fresh water, and reduces carbon emissions compared to organic cotton.
AS LOW AS $14.99
RAIN GAUGE
Reusable, USA made triangle gauge tracks rainfall. With its unique triangle shape, it can hold up to seven inches of rain. The perfect eco-friendly promo for water utility companies or garden centers.
AS LOW AS $4.55
TOILET LEAK DETECTION TABLETS
Save water and money with these small tablets that detect leaks in large and small toilets. Tablets contain FDA-certified, non-toxic, non-carcinogenic pigments, and are not harmful if swallowed.
AS LOW AS $0.68
WATER SAVING SHOWER TIMER
Five minute shower timer attaches to the wall of a shower with a suction cup. Conserve water and save energy with this long-lasting promotional product.
AS LOW AS $3.35
CONSERVATION ACTIVITY BOOK FOR KIDS
Made in the USA, this recyclable activity coloring book teaches children the importance of water conservation. Educational books create enthusiasm and shows children how they can make a difference.
AS LOW AS $0.48
WATER DROP PEN
USA made ball point pen is bent in the shape of a water droplet. Eco-friendly pen comes in a variety of colors including six different recycled versions: denim; tire; currency; plastic; and color change plastic.
AS LOW AS $1.90
WATER CONSERVATION TIPS MAGNET
An Eco Promotional Products exclusive. Made in the USA XXL business card magnet features 10 tips for conserving water. A great full color marketing tool for any business.
AS LOW AS $0.65
877-ECO-WINS
email@example.com
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**Sunflower Seed Butter**
**Ingredients**
- 1 (16 oz) bag of Sunflower kernels
- ¼ cup (approx.) Canola or other flavorless oil
In a food processor, grind the sunflower seeds until they are finely processed and are beginning to clump together. Slowly drizzle in the oil, while processor is running. Add the oil slowly until you reach the desired consistency.
Store in refrigerator.
---
**Family Connections**
One of the best ways to teach children to value wholesome ingredients is to get them involved in food preparation. Kids love to make these watermelon pops.
2 cups seedless watermelon - cut into chunks
1 banana
2 kiwi
½ cup fresh or frozen blueberries
1. Place watermelon chunks into a blender and puree.
2. Peel and slice the banana and kiwi. Place 2 slices of each fruit and blueberries into each pop mold. 3. Use a popsicle stick to press the blueberries between the kiwi and banana slices, forcing them against the walls of the mold. 4. Fill pop molds with watermelon puree. 5. Add sticks and freeze.
---
**Food on the Move**
Traveling with children who have food allergies can be challenging. Here are a few tips (www.kidswithfoodallergies.org) to keep in mind:
- Plan out meals ahead of time.
- Stay at hotels that offer kitchenettes that allow you to prepare your own meals.
- Bring a supply of epinephrine autoinjectors at all times (for those who need them). Keep them away from excessive heat or cold.
- Make sure your child wears a medical identification bracelet.
- Speak out about your child’s allergies to restaurant and hotel managers.
---
**Keep It Safe**
If someone in your family has a food allergy, be wary of certain grocery store items that have a high risk of cross-contamination with allergenic foods: nuts, chocolate candies, foods from the deli counters and salad bars, bulk items from barrels or containers, fresh fish counter, and nuts in the produce section.
---
One slice of cheddar cheese consists of 0.07% lactose, compared to 4.80% lactose content in one glass of milk.
Answer to the question of the March(1) edition.
Egg, Ham, and Cheese Bake (Crust-less Quiche)
Gluten-free
Ingredients
- 8 eggs
- 1 cup of shredded cheese
- 1 cup of plain yogurt
- 1 cup of chopped ham
- 2 chopped green onions
- ¼ cup of chopped jalapeno pepper, if desired
- 1/8 teaspoon of salt
- Additional salt and pepper to taste
Preheat oven to 375 degrees F. Mix eggs in a big bowl, and add all other ingredients. Pour the mixture into an 8-inch baking pan and bake for about 25-30 minutes or until the top is turning brown.
Soft Zucchini Cookies
Dairy-free. Yields: 3 dozen
Ingredients
½ cup granulated sugar
½ cup vegetable oil
1 egg
1 teaspoon baking soda
½ teaspoon nutmeg
1 cup chopped nuts, if desired
½ cup brown sugar
1 cup finely grated zucchini
2 ¼ cups flour
1 teaspoon cinnamon
1 cup chocolate chips or raisins
Heat oven to 350 degrees F. In a mixing bowl, cream together sugars, oil and zucchini. Add in egg and mix well. In a separate bowl combine flour, soda, cinnamon, nutmeg and salt. Stir into sugar and egg mixture until well combined. Stir in chocolate chips or raisins and nuts. Drop by teaspoonful onto a greased cookie sheet. Bake 10 to 12 minutes. Remove from oven and let cool on a cookie sheet for one minute. Remove to a rack and cool completely.
What Can I Do Today?
If you have Celiac disease, you can make your own gluten-free, all-purpose flour blend for your baking:
½ cup rice flour
¼ cup tapioca starch/flour
¼ cup cornstarch or potato starch
Many grocery stores also offer a variety of gluten-free flours that you can use for baking and cooking.
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How to train your horse to be comfortable when hobbled
The practice of hobbling has been around since humans began riding horses. For some horsemen hobbling is as common and comfortable as putting on a halter. For others, hobbling a horse seems intimidating and maybe even dangerous. In this article I’ll discuss the value of hobble breaking a horse and the procedures I use to teach this form of restraint.
Some may say, “I don’t need to hobble break my horse. If I want my horse to stay put, I’ll tie him up.” That might be true. However, there are other benefits of hobbling you might not have considered. The number one reason is that it might one day save your horse’s life. A horse’s basic instinct of survival is to run away. If they feel caught by something such as a barbed wire fence, their instinct tells them to pull, jerk, and fight until they are free. If he has his foot stuck in a barbed wire fence, it could be disastrous. If your horse understands the concept of restraint and yielding to pressure rather than resisting and pulling against it, he just might survive the experience.
Horses that incessantly paw while tied can also benefit from hobbling. A hobbled horse can learn patience at the hitching rail and not paw a hole clear to China in the process. I’ve also observed busy, nervous horses anxiously pawing at the ground while tied to floats. They have torn off hub caps, dented trailers, and at times even hurt themselves. Putting on a set of hobbles often quiets everything down and defuses the situation. But remember – Never put hobbles on a horse until you know that your horse is adequately prepared and hobble broken beforehand.
This is how I do it:
I recommend that hobbling be introduced in a confined area such as a round yard, or in a paddock with soft ground which is my preferred environment. Good ground helps prevent burns and scrapes should the horse fall down on his knees during this training session. I also put support wraps on the horse’s front legs to help prevent the hobbles from being abrasive should the horse struggle during the process.
Preparing your horse for hobbling beforehand can allow this experience to be less traumatic. It is recommended that you exercise your horse for a couple of hours so that the horse is ready to relax and have a feed. Placing a rope around each front foot and asking the horse to yield to pressure can be a great preparation exercise prior to introducing the hobbles. This is often a good indicator of how the horse will respond and or react to being restrained when hobbled. You can take a few minutes or even a few days preparing your horse with these preliminary exercises.
When putting hobbles on your horse, it is important to be aware that you do not put yourself in danger. Begin this process in the center of the arena (away from the perimeter panels) and stand alongside your horse in such a way as not to get hit or knocked over should your horse react negatively and struggle. Always place the first hobble strap on the leg furthest away from you. There is nothing worse than to be smacked by a hobble strap and chain just because your horse lifted their foot causing the hobble to swing around. Being hobbled for the first time can be scary for your horse. They could rear up and strike out. It’s important that you stay in a safe position alongside and not in front of your horse.
Once the hobbles are on, I want my horse to feel the perimeters of his restraint. Keeping hold of the lead rope, I’ll place my hands on his withers and rock my horse back and forth until he moves his feet feeling the confines of the hobbles. Once that is accomplished, I’ll step away while still holding onto the lead rope. His natural inclination might be to follow. I’ll raise my free hand (like a policeman stopping traffic) and say “whoa.” This will be the cue to let my horse know that he should stand still rather than follow me. I then let him work it out for himself. If you are out in the paddock he will start eating and only notice the hobbles as he steps forward.
When first hobbled, horses react differently and with varying degrees. They might lunge forward, hop around, or fall down on their front knees. I’ll continue to say “whoa” and wait for them to stop. When my horse gets quiet and stands still for a moment I’ll walk up to him and begin rubbing him reassuringly. I will then step away again and repeat this process many times on both sides of my horse. At this point I might remove the hobbles and walk my horse around for a couple minutes and then hobble them again. I’ll then repeat the same process. After two or three days of these hobbling lessons, a horse is well on his way to being hobble broken. This method is based on the first rule of horsemanship--‘Belly will beat him every time’.
It’s important to understand that hobbling a horse is not to be used as a method to keep your horse in one place in your absence. Horses can travel great distances while hobbled if they’re so inclined. More than one back country rider has been left stranded when their hobbled horse was nowhere to be seen the following morning.
Hobbling is a great exercise and every horse can benefit from learning this training technique. If you or a trusted professional adds hobbling to your horse’s repertoire, it just might save his life someday!
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1. WARM-UP: PLAYING DARTS
I hope that you are all familiar with the game of darts. The game goes something like this: A board is set up on the opposite side of the room, with different regions corresponding to different amounts of points. Darts are thrown across the room, and the number of points that you earn is equal to the number on the region the dart lands in.
The math instructors want to play darts. As they are all mathematicians, they have horrible vision, and thus do not play darts very well. The best that they can do is throw darts in such a way that they know that will hit the dart board, but they have no idea where on the dartboard the dart will strike. Furthermore, they have a pretty hard time making out where the dart landed when it strikes the other side of the wall.
Fortunately, our protagonists are not very picky, and do not really care what the exact score of the game was, but rather, are ok making guesses about the score that they get. For each of the following games, give a rough estimate of the score at the end of shooting darts.
**Problem 1.** Suppose Isaac throws a hundred darts at this dartboard. What is a good guess for his score?
\[
50(1) + 50(4) = 50 + 200 = 250
\]
Problem 2. Suppose Derek throws 10 darts at this dartboard. What is a good guess for his score.
\[
\frac{10}{5} \rightarrow \text{#throws}
\]
\[
2 \left[ 1 + 2 + 3 + 4 + 5 \right]
\]
\[
2 \left[ 15 \right] = 30
\]
Problem 3. Morgan is a lefty, so \( \frac{2}{3} \) of his darts go to the dartboard on the left, while the remaining \( \frac{1}{3} \) go to the dartboard on the right. If he throws 60 darts, what is a good guess for his score?
\[
\begin{align*}
&\text{40 darts} \\
&\text{20 darts}
\end{align*}
\]
\[
20 \cdot 1 + 20 \cdot 4 + 4 \times (1 + 2 + 3 + 4 + 5)
\]
\[
20 + 80 + 4 \times 15 = 160
\]
Problem 4. Jeff plays “misère” darts, which is to say that he cheats. Whenever Jeff throws a dart, he gives himself the score of all the other regions that he missed. If he
Problem 5. After years of training in a monastery in Japan, Jonathan has perfected the art of “nihon bo shuriken”, which allows him to throw two darts at the same time. When he throws the two darts, the score that he gets is the product of the scores in the two regions he hits. If he throws $2 \times 40 = 80$ darts, what is a good guess for his score?
**Solution:**
We can list all possible products:
| $D_1$ | $D_2$ | Product |
|-------|-------|---------|
| 1 | 1 | 1 |
| 2 | 2 | 4 |
| 3 | 3 | 9 |
| 4 | 4 | 16 |
| 1 | 2 | 2 |
| 2 | 3 | 6 |
| 3 | 4 | 12 |
| 4 | 1 | 4 |
There are 16 possible ways for the darts to land, and each way occurs with equal probability. Therefore, the expected score is:
$$\frac{40}{16} \times \text{sum of all possible scores} = 10 \times 25 = 250.$$
example: must throw 2 darts into 6 to score 10.
the end of the game.
\[
\frac{9 \times 9}{D_1 D_2} = 81 \text{ total}
\]
\[
\frac{9}{D_1} \times \frac{1}{D_2} = 9 \text{ spots where you score}
\]
\[
\frac{9}{81} = \frac{1}{9}
\]
Scoring Darts:
\[
90 \times \frac{1}{9} = 10
\]
\[
1 + 2 + 3 + 4 + 5 + 6 + 7 + 8 + 9 + \frac{45}{9} = 50
\]
Problem 7. Jeff and Derek begin designing a new dartboard. Because their markers ran out of ink, the best they can do is cut out a large circle, 1 meter in radius. They decide that the number of points that each dart is worth is equal to the distance the dart is away from the edge—(1 – the distance from the center). If they throw 20 darts at this dartboard, what is a good guess for their score at the end of the game?
With the info given, we can't do it!
We need calculus
Can we estimate?
Estimate using areas?
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What Is Not a #Number?
Not a #Number is an interactive five-module prevention curriculum designed to teach youth how to protect themselves from human trafficking and exploitation through information, critical thinking, and skill development. The program integrates a holistic view of the issue by focusing on respect, empathy, individual strengths, and the relationship between personal and societal pressures that create or increase vulnerabilities. Through open conversations, engaging activities, the use of media, and opportunities for disclosures, participants find ways to move beyond awareness to behavioral change.
Over the course of the curriculum, participants will learn how to recognize recruitment tactics, understand vulnerabilities, and develop skills to safely navigate potential and existing exploitative situations. Participants will also identify healthy support systems, and learn how to access community resources when situations occur that increase their vulnerability or if exploitation is already underway.
Not a #Number includes information to support a whole-school or whole-system response and ways to integrate the curriculum with other prevention efforts being facilitated to improve school, agency, or organizational climate.
Love146 developed Not a #Number in collaboration with experts from the University of New Haven’s Department of Education and the Crimes Against Children Research Center at the University of New Hampshire. Four years of experience in prevention education, a review of current literature, analysis of best practices in prevention, and input from various disciplines informed the process of development.
Intended Audience
Not a #Number is designed to be inclusive and relevant to a variety of populations, and has been implemented in schools, child welfare and juvenile justice programs, and other community organizations.
The curriculum was developed for youth ages twelve to eighteen. The materials are inclusive of male, female, and youth that identify as LGBTQ, and is designed for applicability across gender, ethnic, and socioeconomic backgrounds.
Youth with high-risk indicators such as low socioeconomic status, history of abuse and/or neglect, exposure to violence, risky sexual behavior online and offline, and mental health needs will particularly benefit. While youth who have experienced human trafficking and exploitation may benefit from the information provided by Not a #Number, the curriculum is designed for prevention and early identification for vulnerabilities and exploitation. It is not intended to be used as a primary intervention tool.
Evaluating Not a #Number
Not a #Number has been developed by experts in the field of human trafficking and exploitation and is designed to address the evolving tactics to recruit and exploit youth. The curriculum is grounded in empirical literature, and incorporates best practices in the field of prevention education.
In order to continually evaluate the extent to which the materials in this curriculum are meeting their intended goals, curriculum developers worked with experts from the Crimes Against Children Research Center at the University of New Hampshire to design measurable skill-based learning objectives. Based on these learning objectives, the Crimes Against Children Research Center assisted in developing research-based assessment tools to facilitate immediate and long-term outcome evaluation efforts. These evaluation tools, along with the curriculum, have been pilot tested with experts in the field and a cohort of youth ages 12-18 to assess their readability, applicability, and completeness.
What Makes Not a #Number Different?
Not a #Number is unique in several ways:
● Moves beyond the traditional “information deficit” model, and intentionally supports positive peer influence, attitude and behavior changes, and skill development (e.g. how to resist negative influence).
● Focuses on both human trafficking and commercial sexual exploitation.
● Considers all genders as potential victims and perpetrators of human trafficking and exploitation, and provides nuanced activities for co-ed, all male, all female, or all LGBTQ groups.
● Is designed for applicability and efficacy across the spectrum of risk (low → moderate → high).
● Addresses a diverse set of traffickers, including individual (e.g. pimp, peer), gang, and family.
● Provides resources for a whole-school or whole-system response.
● Is based on strong program theory, grounded in empirical literature and best practices in the field of prevention education.
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Welcome back to Term 4. We hope the children had a wonderful break and are ready for a great term ahead. The year has gone quickly and many more fantastic learning opportunities are planned for the remainder of the year. We have seen the children grow, change and become eager to share their knowledge.
**Attendance**
Please make sure your child attends school each day and notify the school on Xuno of any absences. Everyday counts!
**Xuno**
Xuno is our school’s management system, where we post notes and important information to inform you of any upcoming events. Attendance, sick bay incidents, reports and parent communication is all done via this system. Make sure you check this app regularly to be properly informed throughout the term, regarding our school community.
**LITERACY**
**Reading**
‘Rose Meets Mr Wintergarden’ and ‘Go Go and the Silver Shoes’ are this term’s mentor texts. Mentor texts are books that teachers use to model specific reading strategies and discuss the different aspects of the text. For example focusing on vocabulary, text structure and comprehension. Students learn specific background knowledge related to the text so they can gain a better understanding of the text they are reading.
We encourage students to continue to bring their reading satchel to school each day for daily use individual and partner reading to develop their reading ability.
**AUTHOR STUDY:**
We will be starting an author study on Aaron Blabey. Students will explore, analyse and critique the different texts by the famous author.
Students will research Aaron Blabey and write a biography about his life and texts he has written thus far.
They will also focus on the vocabulary Aaron Blabey uses within his text and look closely at the way he has used dialogue, structure, ellipses and create suspense to write his texts.
Students will then have the opportunity to write their own story using Aaron Blabey’s style of writing and consider the different types of characters and settings he uses within his texts.
**Narrative and Persuasive Writing:**
Throughout this term, we will renew our knowledge on narrative and persuasive texts to prepare students for Naplan in Grade 3.
Students will continue to learn to expand basic sentences using the four questions: Who? When? Where? Why? They will also focus on writing sentences that include conjunctions such as: because, but and so in order to give more detail to their sentences.
**Spelling / Homework:**
Each week in class, students will be engaged in weekly spelling activities to improve on their phonic spelling knowledge. Spelling words will be given, to be practised using the ‘Look, Say, Cover, Write & Check’ method in both class and for Homework. Students will choose different activities
Curriculum Overview
MATHS
Number and Algebra:
This term in Number, students are learning about fractions of a whole, halves, quarters and eighths. They will recognise and name these fractions and share collections of objects into 2, 4 or 8 equal groups.
Measurement:
In Measurement and Data students will be learning about telling the time to the quarter hour and to 5 minute intervals on an analogue and digital clock.
They will also learn about the months and seasons of a year, using calendars.
Statistics
Students will pose suitable questions and collect data (information) that can be sorted into categories, which are displayed in tally charts and graphs. They will then be able to read and interpret graphs on different topics to learn information.
Space
We will identify things that turn in everyday life and describe full, half and quarter turns using the terms clockwise and anticlockwise.
Handwriting:
Students will continue to work on their handwriting to correctly form each letter, focusing on starting and finishing points so they can become fluent writers.
INQUIRY
During term 4, students will develop a curiosity about robots and programming within our ‘Robot Buddies’ topic.
We will be learning about the design process that encourages us to consider how we use objects in our lives and how objects and inventions have been designed and built to make life easier.
Incursion:
Towards the end of term 4, students will participate in the ‘Bricks4Kidz’ program, where they will construct different robotic models out of lego. They will connect these models to motors and program them to perform different movements. This will be a fun hands-on program that introduces coding and is a valuable tool and experience for our students.
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Normal Distributions
OBJECTIVES:
- Summarize, represent, and interpret data on a single count or measurement variable
- Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages.
- Recognize that there are data sets for which such a procedure is not appropriate.
- Estimate areas under the normal curve.
Collect Data. How many people have you kissed? Please write your true number without a name on the post-it note given to you.
VOCABULARY:
Histogram separates the data into intervals of equal width called “Bins” and then counts how many observations fell within each interval.
How is the data for our class kisses distributed?? skewed right
Density Curves
Things to know about density curves:
1) always on or above x-axis
2) area under curve is always = 1. b/c 100% of observations
3) since the curve is an approx. are within the curve. of the overall pattern → outliers are not seen.
Standard Deviation ($s_x$):
*** Standard deviation is the typical distance of the values in the data set from the mean
Write this out twice!!
The Idea of a Standard deviation (Represents spread of data)
Draw dot plot and then the dot plot re-drawn with distance from the mean averaged out.
The solid taller curve has a standard deviation of 7, the dashed shorter curve has a standard deviation of 12.
They both have the same mean and an area of 1 under the curve
**SD by hand**
\[ S_x = \sqrt{\frac{(x_1 - \bar{x})^2 + (x_2 - \bar{x})^2 + \cdots + (x_n - \bar{x})^2}{n - 1}} \]
\( x_1 = \) first data value
\( \bar{x} = \) mean of the data set
\( n = \) number of values in the data set
**STEPS**
1. Subtract mean from each pt.
2. Square each difference \( \leftarrow \text{gives us positives} \)
3. Sum up all squared differences
4. Divide by \( n-1 \)
5. Take the square root
**STATS**
-> Edit
> L\(_1\) enter in Data
-> Calc
-> 1-Var Statistics
-> L\(_1\) (2nd 1)
-> enter
**Find the standard deviation of the heights of five starters on a basketball team: 67, 72, 76, 76, 84.**
\[ \bar{x} = 75 \]
\[ S_x = \sqrt{\frac{(67-75)^2 + (72-75)^2 + (76-75)^2 + (76-75)^2 + (84-75)^2}{5-1}} \]
\[ = \sqrt{\frac{64+9+1+1+81}{4}} = \sqrt{\frac{150}{4}} = 6.245 \]
**Find the standard deviation of the heights of five starters on a basketball team: 67, 72, 76, 76, 84.**
\[ S_x = 6.245 \]
**A Specific type of distribution - NORMAL DISTRIBUTIONS.**
Discovered by multiple mathematicians, but Gauss is generally noted to have made the discovery around 1809.
He noticed that many natural phenomenon follow at least an approximately normal distribution and derived the formulas, properties and behaviors of them.
**EX.** Hair length, height, error in measurements, blood pressure and many more.
- **A Normal Distribution** is a probability distribution that has ALL of the following specific characteristics:
- The distribution is “bell” shaped
- It has one peak (called unimodal)
- It is symmetric with the left half being a mirror image of the right half
- **FOLLOWS THE 68-95-99.7 RULE (EMPIRICAL RULE)**
- If you go \( \pm \) one standard deviation above and below the mean it will contain 68% of the data
- If you go \( \pm \) two standard deviations above and below the mean it will contain 95% of the data
- If you go \( \pm \) three standard deviations above and below the mean it contains 99.7% of the data
\[ N(\text{mean}, \text{Standard deviation}) \]
Example: Here is a Normal curve for the distribution of batting averages. The mean and the points one, two, and three standard deviations from the mean are labeled.
**Normal or Not with Projector**
**Fitting a normal distribution**
Example: Tiger on the Range
On the driving range, Tiger Woods practices his swing with a particular club by hitting many balls. Suppose that when Tiger uses his driver, the distance the ball travels follows a $N(304, 8)$ distribution.
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Feed frequently to prevent your breasts from becoming swollen.
If one or both of your breasts become painful or hot to the touch, see a health care provider.
Check for sores and thrush in your baby's mouth. If you find any, see a health care provider.
**Things to remember**
- Exclusive breastfeeding during the first six months can help to protect you from getting pregnant as long as your periods have not returned.
- When your baby is six months old, continue breastfeeding and begin giving other nutritious foods.
- Do not feed your baby from a nipple that is cracked or bleeding. Feed from the other breast and express and discard the milk from the breast that is affected.
- Watch for signs of diarrhoea, fever, difficulty breathing, or refusal to feed; these need prompt attention and may require treatment.
- Practice safe sex by using condoms consistently and correctly. Consult a family planning counsellor.
HOW TO BREASTFEED YOUR BABY
Breastfeeding
What do you need to know?
❖ Breastmilk provides all the food and water that your baby needs during the first six months of life.
❖ The thick, yellowish milk known as colostrum, produced during the first few days after delivery, protects your baby from many diseases. Start breastfeeding within the first hour of birth.
❖ Exclusive breastfeeding means giving breastmilk only, and nothing else (no other milks, foods, or liquids, not even sips of water), except for medicines prescribed by a doctor or nurse.
❖ Exclusive breastfeeding reduces the chance of passing HIV to your baby – especially when you and your baby receive special medicine antiretrovirals (ARVs). To protect your baby, know your HIV status.
❖ Avoid mixed feeding of both breastmilk and other foods or liquids, including infant formula, animal milks, or water, before six months of age.
❖ If you are HIV infected, mixed feeding greatly increases the chance of passing HIV to your baby.
How do I position my baby?
Your baby is well-positioned if:
❖ Baby's head and body are in a straight line.
❖ Baby's body is facing you.
❖ Baby is close to you.
❖ Baby's whole body is supported.
Good attachment helps to ensure that your baby suckles well.
The four signs of good attachment are:
1. Baby's mouth is wide open.
2. You can see more of the darker skin (areola) above the baby's mouth than below.
3. Baby's lower lip is turned outward.
4. Baby's chin is touching your breast. Good attachment helps to prevent sore and cracked nipples. Your baby should take slow, deep sucks while breastfeeding, sometimes pausing.
How often do I breastfeed?
❖ Feed your baby often, at least 8 to 12 times, day and night.
❖ Frequent breastfeeding will help your body to produce enough breastmilk.
❖ Continue to feed until your baby empties the breast and comes off on his own. This will ensure that your baby gets the most nutritious and satisfying milk. Offer the other breast and let your baby decide if he or she wants more or not.
❖ You will know your baby is taking enough breastmilk when he or she passes urine at least six times a day and is gaining weight.
How to prevent common breastfeeding difficulties
❖ Position and attach your baby correctly on the breast.
❖ Breastfeeding should not hurt. If you develop cracked nipples, put some breastmilk on them. Do not use any types of creams or ointments.
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One of the more exciting Roman excavations now underway is ironically not in Italy, but in Britain, not far from Hadrian's famous Wall. Here, at a site called Vindolanda, a team of archaeologists under the direction of Professor Robin Birley is painstakingly clearing the remains of a Roman fort and its attendant civilian settlement. Not only are the physical remains of these structures noteworthy, but in addition thousands of artifacts are being uncovered in a remarkable state of preservation.
Vindolanda seems to have been one of a series of Roman forts that were spaced some seven miles apart along the course of Hadrian's massive defensive wall. Defense was vital at this northernmost frontier of the Roman Empire, and there is evidence to suggest that a Roman garrison was stationed here from the 1st to the 5th centuries A.D. Like all Roman forts, Vindolanda had a large central headquarters building, fortified gates, and soldiers' barracks; unlike other excavated forts, however, Vindolanda also had a large civilian settlement outside its wall, thus furnishing clear evidence for the first time of the complex relationship between a Roman garrison and the native population.
The excavators have, in fact, been concentrating on the civilian settlement, as Professor Birley has indicated in an extensive article in *Scientific American*, February 1977. He reports that there were two distinct phases in the development of the civilian area, that, indeed, there were two successive towns, the later built upon the ruins of the earlier. The earlier phase is today called *Vicus I*, the second phase *Vicus II*. *Vicus I* was settled in the middle of the 2nd century A.D. and included, in addition to private dwellings, a large bathhouse (for soldiers and civilians); a *mansio* or inn, with six guest rooms for travellers; and numerous stores and temples.
In 280 A.D., or thereabouts, *Vicus I* was completely rebuilt into *Vicus II*. *Vicus II* seems to have been much more industrially oriented than its predecessor: it featured several workshops specializing in bronze and iron goods, and its population was composed of skilled craftsmen as well as farmers and general labourers. The function of this *Vicus* was crucial to the well-being of the fort itself: as Birley points out, the town would serve to support the garrison by providing food, manufactured goods, and social diversions of numerous kinds. The morale of the Roman soldiers would undoubtedly be improved by the presence of the *Vicus* nearby.
In the course of recent excavations, the archaeologists came across an unexpected bonanza: a deposit of organic materials which had been well preserved by an acid-free and oxygen-less burial. These materials included textiles, wood, and leather goods -- all of which are perishable and rarely come to light in modern excavations. Thus the Vindolanda finds are filling a large gap that had heretofore existed in our knowledge of Roman life on the frontiers.
A detailed listing of all the interesting finds is impossible to give here, but some of the more important include hundreds of pieces of leatherwork, especially in the form of shoes. In addition to heavy soldiers' boots, the excavators have uncovered many sandals, women's shoes, and children's booties. Harnesses and other leather goods have also been found. The textile industry likewise flourished at Vindolanda: many fragments of wool in different weaves have turned up in good state of preservation. Other finds have included gaming boards with dice, wooden combs and barrel staves, hammers, keys, coins, and lots of chicken bones! Now we can not only reconstruct how the soldiers amused themselves, but even what they ate.
The most startling discovery, however, was what looked at first to be a pile of wood-shavings. On closer inspection, it was noticed that some writing was visible on the faces of these very thin pieces of wood, and so was found a very important (and indeed unique) group of Roman documents. More than 200 in number, these documents contained private and official letters, formal orders to the troops, and various records of the garrison. Each "wafer" was only about 6 x 10 centimeters in size, and was written by a quill pen using carbon ink. The excavators hope that extensive study of these documents will reveal much about life at Vindolanda.
The site at Vindolanda covers about 20 acres, and the excavators admit to having years of work ahead of them. This is one excavation that will bear watching in the years to come!
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Recycling Know-How
Working to Keep Resources Out Of The Landfill
Unlike the trash can, using the curbside recycling bin takes a little thought. Madison’s curbside service, like many across the U.S., uses a single stream process meaning materials are sorted at the recycling facility rather than at home. Simple right? Yes, but only if we are putting the right stuff into the bin. It is tempting to throw questionable items in to be sorted out later, but this has a negative impact on the whole system. At the very least it drives up the costs of transportation and sorting as well as requiring disposal. At worst, it can contaminate materials that would have been recyclable sending everything to the landfill instead. Save this handy guide to recycle right!
The “Not Ready for Curbside Players”
There are some items that are recyclable just not via curbside pick-up, but with a little extra effort we can keep them out of the landfill.
Glass
Glass containers can be dropped off at the Morgan County collection site at 301 Hancock Street (behind the County Clerk’s office).
Plastic Bags
Plastic Bags and other plastic film (produce bags, dry cleaning bags, the wrap around paper towels, etc.)
Although these items are recyclable plastic, they tangle sorting machines and should be kept out of curbside bins. This includes bagging recyclable products. Drop them at Ingles, Lowes, and Walmart.
Shredded Paper
Technically this can go into the curbside bin provided it is in a clear plastic bag (yes, this is the exception to the no bag rule!). But there are better ways to go: 1) save your sensitive documents for the Community Shred (see ad on back page); or 2) take shredded paper to Morgan County Humane Society at 1170 Fairground Road. They use it for bedding!
Packing Material
Packing material is foam peanuts, air pillows, and clean kraft paper. Take this to Qwik Pack & Ship at 1512 Eatonton Road. They will reuse it!
Cardboard and pizza boxes flattened
Aluminum cans, aerosol cans (empty and lids removed), foil, and trays
Plastic food containers and trays, except Styrofoam
Rigid plastics, plastic bottles and jugs (except Styrofoam)
Junk mail, mixed paper, paper bags, and newspaper
Mixed paperboard: cereal boxes coated juice containers, tubes
Remember Not To Bag Your Recyclables
Items that are NOT accepted for recycling in Single Stream:
No Plastic Bags
No Napkins Or Paper Towels
No Shredded Paper
No Styrofoam
No Food
No Glass Or Glassware
No Paper Plates Or Cups
No ‘Tanglers’ (Hoses, Chains, Straps, Cords That Get Tangled)
No Plastic Cutlery
No Batteries Or Light Bulbs
No Hangers (Metal Or Plastic)
No Scrap Metal
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Cytomegalovirus Fact Sheet
What is Cytomegalovirus (CMV)?
CMV is a common virus that infects most people at some time during their lives but rarely causes illness. CMV is a member of the herpes virus family that can “hide” in your body without causing illness but can reappear later and cause illness.
Who gets CMV?
Anyone. Many adults may have already been infected at some time during their life.
How is CMV spread?
CMV is spread from person to person by direct contact. It can be found in the urine, saliva, blood, semen and possibly in other body fluids. The virus can spread from an infected mother to her fetus or newborn baby. CMV can also be spread by blood transfusion and organ transplants.
What are the symptoms of CMV infection?
Most children and adults who are infected with CMV do not become ill. Those who do may have fever, swollen glands and feel tired. Immunocompromised people (such as AIDS patients or those receiving cancer treatments) may have a more serious illness such as pneumonia. About 7 of every 1,000 babies born in the U.S. will be infected with CMV at birth. Out of these 7 babies, one may have health problems.
Cytomegalovirus Fact Sheet
How soon after infection do symptoms appear?
If symptoms develop, they may occur between 3 and 12 weeks after infection. However, most people never become ill.
How long can an infected person carry CMV?
CMV may remain in the body throughout the person’s lifetime. The virus may be found in the urine or saliva of infected people who may or may not be ill.
How is CMV diagnosed?
A blood test is used by the doctor to determine if a person has been infected with CMV.
What is the treatment for CMV infections?
There is usually no treatment for CMV infections.
Should an infected person be excluded from school or work?
No.
What precautions should pregnant women take?
Pregnant women should carefully wash their hands after handling wet diapers or having contact with urine or saliva. Pregnant women working in childcare centers should not kiss babies or young children on the mouth. Hugging is OK. Pregnant women should ask their doctor about CMV infections.
Cytomegalovirus Fact Sheet
What can be done to stop the spread of CMV?
Good handwashing is the best way to prevent infection with CMV. Health care workers should wear plastic disposable gloves when handling sheets or clothes soiled with the feces or urine of persons who are ill.
For further information, contact the Oklahoma City-County Health Department (405) 425-4437
revised 07/2014
OCCHD.ORG | Facebook - Search OKC-County Health or @OCCHD
OCCHD App - Search OCCHD on the Apple Store or Google Play
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CORN-SHUCK DOLLS
By Pat Cunningham
Although corn, or maize as it was known to the Indians, is now grown throughout the civilized world, it originally was harvested only in America. When the Europeans arrived here in the 1600's, Indians in North, Central, and South America were using corn as a staple in their diets.
Corn is often declared to be the vegetable responsible for the survival of the early colonists. It was preserved, steamed, dried, pickled, ground, and sometimes turned into liquid form as syrup, whiskey, or cooking oil. It fed the livestock as well as the colonists, and the shucks and cobs were also used in many ingenious ways.
They wove corn-shucks into rugs, doormats, baskets, seats for stools, for decorations, brooms, brushes, whips, bridles, horse collars, toy muskets and hobby horses for children. Many mattresses were stuffed with dried corn-shucks. Dry corn-cobs were used for kindling, to make delightful carved toys, and hallowed out cobs became pipes for smoking Indian tobacco.
One of the oldest known American handcrafted toys is a little doll made of corn-shucks. Throughout the Americas, Indian and pioneer children played with corn-shuck dolls. Today, similar dolls are mostly seen at craft shows or country stores in the Appalachians or the Ozarks. However, they are not confined to these areas. The corn-shuck dolls are still made throughout the United States, Canada, Central and South America. Those of Latin or Indian origin reflect the culture of their respective countries, while those found in the United States recall the traditional crafting style of the early pioneers. These little corn-shuck people are replicas of colonial ladies in bonnets, soldiers with muskets, farmers, brides, blacksmiths, and babies.
Patricia Cunningham is the Colonial Toymaker and an artist-in-residence at the Discovery Center, Fort Lauderdale. She has lived in Broward County since 1955.
Directions For Making Corn-Shuck Dolls
Materials needed for one doll
- inner shucks from six or seven ears of corn
- corn-silk for hair
- needlenose pliers and one piece of eighteen gauge wire
- scissors, glue, black and red felt-tip pens, heavy duty thread, a plastic bag large enough to hold all the shucks, plenty of old newspapers to work on, and paper towels or one of terry cloth
Preparation of material
- Separate inner shucks and trim off one inch from top and bottom. Spread them on newspaper to dry for one week. Shucks are ready for use when they are a light tan color.
- Lightly sprinkle dry shucks with water and seal in the plastic bag overnight. This allows the moisture to be evenly distributed. Shucks should be barely damp, not wet. If too much moisture remains, dry them by pressing them against paper towels or terry towel.
- When ready to start, tear one or two shucks into quarter inch strips to make ties. Cut six or seven pieces of heavy duty thread in one foot lengths.
Making Doll Head
Hold five or six shucks together and tie center of shucks with heavy duty thread. Then carefully peel back shucks from one end (as if peeling a banana) as far back as possible. Tie off for head about one inch from top. Now make another bundle of shucks and tie off in the center again. Place bottom part of bundle over the existing head. Tie it off in the same place as doll neck. Now peel the second top section back in same manner as first bundle and tie it off at neckline. This makes a larger and firmer head. Cover thread with a shuck tie, knot shuck tie at back, and tuck ends into body of doll.
Making arms and shoulders
Thread a length of eighteen gauge wire through a corn-shuck and roll four or five more shucks around it. Tie at wrists and at the center with heavy duty thread. Insert arms through upper body of doll. Arms will stick straight out at sides. With heavy duty thread, tie arms with a “X” tie over and around shoulders and body. Cover with corn-shuck and tie in back; again, tuck in the ends. Be sure you have selected best side of head for a face before tying off arms.
Making shoulder of dress
Make shoulder of dress by placing wide shucks on each shoulder and crisscrossing them at the waistline. Tie off with thread.
Making skirt
Place shucks in layers around the body till you have full skirt (use stem ends at bottom of skirt). Tie off at waistline. Trim those shuck ends above tie off at waist. Now use wide shuck to cover waist as a girdle. Hold it in place and tie off with narrow shuck tie. Knot it in back and wind ends around tie.
Finishing doll
Doll is dried by winding a string around the waist and tying it to a coat hanger to dry for several days. At end of drying time, doll can be trimmed at bottom and it will stand alone.
Variations on finish
Corn silk hair can be added or a corn-shuck bonnet or both. The face is made with felt tip pen. Accessories such as pocket-books, baskets, aprons, etc., can also be made and added before drying.
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Born in 1931 in Alexandria, Egypt, Hagoup Khoubesserian received his early education in the Armenian schools of Cairo. In 1955 he went to Rome to study at the School of Fine Arts from which he graduated in 1960. In 1961 he immigrated to Toronto, Canada, where he lives with his family and maintains his studio. He is a member of the Ontario Society of Artists. He has exhibited in Canada, the United States and France.
“Matisse makes a drawing, then he makes a copy of it. He recopies it five times, ten times, always clarifying the line. He’s convinced that the last, the most stripped down, is the best, the purest, the definitive one; and in fact, most of the time it was the first. In drawing, nothing is better than the first attempt.”
Pablo Picasso
Process: What is Ink Drawing?
Ink drawings are made with a liquid that has pigments and/or dyes which is used to colour a surface to produce an image, text, or design. Ink is used for drawing and/or writing with a pen, brush, or quill. Thicker inks, in paste form, are often used in letterpress and lithographic printing. Ink can be a complex medium, composed of solvents, pigments, dyes, resins, lubricants, solubilizers, surfactants, particulate matter, fluorescers, and other materials. The components of inks serve many purposes; the ink’s carrier, colorants, and other additives control flow and thickness of the ink and its appearance when dry.
feature work
Consisting of thousands of hatch marks each, Hagop Khoubesserian’s drawings depict scenes of general hardship and death that occurred during the Armenian Genocide of 1915 as well as specific historical events in his life. For example, in The Departure/Le Départ, Khoubesserian depicts a farewell between an individual and his family. The family members are faceless, and made indistinguishable by their common fate. Their intentional stylization transcends gender and class boundaries; for Khoubesserian, this is a “world of survivors left in an environment devoid of reference to the source of their lost identities.”
curriculum questions
In what way has the artist used variety in this piece?
What area of the drawing has the darkest colour values? What area has the lightest?
What technique do you think the artist used to get the dark areas of the artwork?
curriculum link
Grade 3, Principle of Design Focus: Variety (from The Ontario Curriculum for The Arts 2009)
Variety: slight variations on a major theme; strong contrasts (e.g., use of different lines, shapes, values, and colours to create interest [bright or light colour values, dark colour values])
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Pitch Charts
Shows the pitch of hole #1 blow, relative to MIDDLE C.
Use these charts to compare the pitch of various keys in different tunings.
These charts help to answer questions such as...
How does a C Melody Maker™ compare in pitch to a C Major?
Which key of the Natural Minors is the highest in pitch?
| Highest Pitch | Major Diatonic 14 Keys | Melody Maker™ 5 Keys | Natural Minor 12 Keys | Harmonic Minor 12 Keys |
|---------------|------------------------|----------------------|-----------------------|-----------------------|
| Key | #1 Blow | Key Label in 1st Position (straight harp) | Key Label in 2nd Position (cross harp) | Key Label in 1st Position (straight harp) |
| Hi G | Hi G | | | |
| F# | F# | | | |
| F | F | | | |
| E | E | | | |
| Eb | Eb | | | |
| D | D | | | |
| Db | Db | | | |
| Lowest Pitch | Middle C | C | C | G MM | C | Gm | C | Cm | C |
|--------------|----------|---|---|------|---|----|----|----|----|
| B | B | | | | | | | | |
| Bb | Bb | | | | | | | | |
| A | A | | | | | | | | |
| Ab | Ab | | | | | | | | |
| G | G | | | | | | | | |
| Lo F | Lo F | | | | | | | | |
1) Middle C is the name given to the musical note C which is in the middle of the piano keyboard.
2) Middle C is the pitch of the hole #1 blow on a C Major Diatonic harmonica.
Position of Middle C on an 88-key keyboard
Lee Oskar Enterprises, Inc. ©1997-2011
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Enterovirus D68 (EV-D68)
EV-D68 is one of many non-polio enteroviruses. It was first discovered in California in 1962. Compared to other enteroviruses, EV-D68 has been rarely reported in the US for the last 40 years.
Anyone can get infected with non-polio enterovirus, but infants, children and teens are the most likely to get infected and become sick. The illness typically occurs in the summer and fall within the US.
Currently, Missouri and Illinois are experiencing an outbreak of EV-D68. Several other states are investigating clusters of children with severe respiratory illness, possibly due to EV-D68. CDC is monitoring these clusters closely.
Symptoms of EV-D68
- Respiratory symptoms such as runny nose, coughing, sneezing, in some cases there may also be a fever associated with these symptoms. The incubation period (time from exposure to onset of symptoms) averages from 3-10 days.
Transmission
- Since EV-D68 is not frequently identified, it has been less studied for the way it spreads, however, the virus can be found in respiratory secretions and is likely transmitted from person-person when an infected person coughs, sneezes, or from touching contaminated surfaces.
- The virus is also shed in stool of infected individuals.
- The virus can be shed from upper respiratory secretions from 1-3 weeks and from the stool for up to 8 weeks in an infected individual.
Treatment
- There is no specific treatment for EV-D68, however many of these infections will be mild and self-limiting, requiring only treatment of symptoms with regular cough and cold preparations and anti-fever medications if a fever is present. * Caution should be taken to ensure that cough or cold preparations do not already contain anti-fever medication before additional anti-fever medication is given to prevent the risk of overdose.
- In the Illinois and Missouri outbreak some individuals have been hospitalized for a more severe form of the illness and have required intensive supportive therapy.
There are no antiviral medications currently available for treatment for EV-D68.
**Prevention**
- There is no vaccine available for EV-D68.
- Individuals can protect themselves by:
- Washing their hands often and thoroughly with soap and water for 20 seconds, especially after changing diapers.
- Avoid touching eyes, nose and mouth with unwashed hands
- Avoid kissing, hugging, and sharing cups or eating utensils with those who are sick
- Disinfect frequently touched surfaces, such as toys and doorknobs, especially if someone is sick
**What Should I do if I develop cold/respiratory symptoms?**
- Consult with your physician and follow their instructions regarding symptom management at home.
- If condition worsens, i.e., your child develops difficulty breathing or wheezing, seek immediate medical attention
- If your child is sick, please keep them at home to reduce the likelihood of spread.
For more information, please contact Susan Dubb, Public Health Nurse for the Uncas Health District, at email@example.com or by phone at 860-823-1189 Ext. 123.
Source: Centers for Disease Control and Prevention
http://www.cdc.gov/non-polio-enterovirus/about/EV-D68.html?s_cid=cdc_homepage_whatsnew_001
http://www.cdc.gov/non-polio-enterovirus/about/overview.html
http://www.cdc.gov/mmwr/preview/mmwrhtml/mm63e0908a1.htm
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The RESTORE Act holds the parties responsible for the 2010 Deepwater Horizon oil spill financially accountable for repairing damage in the Gulf. The legislation could mean billions for wildlife and habitat. Shown here are some of the projects that conservation groups say can help revive Gulf ecosystems ravaged by oil and decades of degradation, and at the same time help rebuild the region’s economy.—Geoffrey Giller
**GULF WATERS**
- **Gulf Waters**
Expand and improve the Gulf’s marine mammal stranding response and science capacity.
*Cost: $40 million*
- **Seafoor**
Map the bottom habitat of the Gulf of Mexico.
*Cost: $40 million*
- **Mississippi River Delta, Louisiana Mid-Barataria**
Slow marsh and wetlands loss with a river diversion.
*Cost: $650 million*
- **Mid-Breton**
Create roughly 20,000 acres of new marsh over the next 50 years.
*Cost: $123 million*
- **West Maurepas**
Use small river diversions to protect one of our largest baldcypress swamps.
*Cost: $120 million*
**TEXAS**
- **Galveston Bay**
Restore bird-nesting islands using dredge material and breakwaters.
*Cost: $10–$30 million*
- **South Bear Island**
Protect 40 acres of saltmarsh and elevated shrub habitat for breeding and nesting birds.
*Cost: $7 million*
- **Sundown Island**
Slow further erosion by reducing waves caused by storms, winds, and passing ships.
*Cost: $15 million*
- **Bay Ronquille Islands**
Restore 2 miles of dunes and 259 acres of marsh.
*Cost: $46 million*
- **Matagorda Bay**
Create new islands to replace ones lost to erosion.
*Cost: $12–$30 million*
- **Lower Laguna Madre**
Replace invasive plants with natives and improve predator control.
*Cost: $900,000–$1 million*
**LOUISIANA**
- **Breton NWR-Chandeleur Islands**
Restore dunes.
*Cost: $70 million*
- **Biloxi Marsh Shoreline**
Protect up to 30 miles of marsh from erosion.
*Cost: $30 million*
- **Jackson County**
Manage dredge material to maximize habitat, and monitor birds and shorebirds like pectoral sandpipers.
*Cost: $1–$1.5 million*
- **Raccoon Island**
Restore habitat with land stabilization and reduce predators.
*Cost: $30 million*
- **Gulf Shoreline**
Protect 17 miles of beachfront and dunes, and thousands of acres of adjacent marshes.
*Cost: $90–$113 million*
**MISSISSIPPI**
- **Grand Bay**
Acquire and restore several hundred acres of land.
*Cost: $100 million*
**FLORIDA**
- **Alafia Banks**
Install breakwaters to fight erosion.
*Cost: $1.8 million*
- **Lower Suwannee River & Gulf**
Preserve nearly 50,000 acres, with 10 acres for a public park.
*Cost: $21–$25 million*
- **Great Tampa Bay**
Install breakwaters to protect an important bird rookery.
*Cost: $750,000*
- **Everglades**
Replace more than six miles of the Tamiami Trail with bridges.
*Cost: $320 million*
- **Shell Island**
Buy land on this important bird stopover site.
*Cost: $10 million*
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| | Arithmetic Problem | Answer Box | Mark |
|---|------------------------------------------|------------|------|
| 1 | $156 + 100 =$ | | 1 |
| 2 | $81 - 10 =$ | | 1 |
| 3 | $559 + 1 =$ | | 1 |
| 4 | $\frac{1}{2}$ of $48 =$ | | 1 |
| 5 | $489 - 1 =$ | | 1 |
| 6 | $44 + 4 + 4 =$ | | 1 |
| 7 | $\frac{2}{7} + \frac{1}{7} =$ | | 1 |
| | | |
|---|---|---|
| 8 | $7 \times 4 =$ | |
| 9 | $3 \times ? = 18$ | |
| 10 | $372 + 44 =$ | |
| 11 | $33 \div 3 =$ | |
| 12 | $? \div 4 = 5$ | |
| 13 | $587 + 112$ | |
| 14 | $33 + ? = 74$ | |
| 15 | $25 \times 5 =$ | |
| | | |
|---|---|---|
| 16 | $762 - 45 =$ | □ |
| 17 | $600 - ? = 450$ | □ |
| 18 | $24 \times 8 =$ | □ |
| 19 | $\frac{2}{5}$ of 25 = | □ |
| 20 | $\frac{409}{256}$ | □ |
Mr Whoops has made THREE clumsy spelling mistakes in his sentence. Can you underline them and correct them?
Yesterday during my grammar lesson, I learned how to describe nouns using expanded noun phrases. Then in my history session, I read a very interesting book.
Can you add an appropriate preposition to complete the sentence?
After preparing her diving equipment, Polly investigated the coral ________ the Red Sea.
Now, underline the subordinate clause.
How amazing that would be
Underline the imperative verb used with the command.
Write ‘a’ or ‘an’ correctly before the items on the recipe:
____ egg
____ cupful of flour
____ teaspoon of vanilla extract
____ icing bag
Tick the sentence that is a command.
Get in the bath
Would you like to wash your hands
Underline the conjunction in each sentence:
After the celebrations had finished, the balloons drifted off into the distance.
Some of them popped because they blew into the trees.
Can you think of silent letter words to match the pictures?
English Activity
Question time!
What has Geppetto created?
Why is he so surprised?
What is the puppet’s name?
What do you think Geppetto will do next?
Do you think he has made anything magical before?
Can you make a list of all the things the woodcarver would normally make?
Do you have anything that has been carved out of wood in your house?
If you could carve something to come alive, what would it be?
Wider Curriculum Activity
Use general recycling and any resources that you have around your home (e.g. lego, playdough, craft resources, toys, lollypop sticks etc) to create a diorama to show a natural disaster.
You can choose which natural disaster you find the most interesting. You could choose a volcano, an earthquake, a hurricane, a tsunami etc.
Here are some pictures of dioramas to give you some ideas.
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1. (8%) In a lottery, four digits are drawn at random one at a time with replacement from 0 to 9. Suppose that you win if any permutation of your selected integers is drawn. Give the probability of winning if you select
(a) (4%) 3, 4, 5, 6
(b) (4%) 4, 4, 6, 6
2. (8%) Suppose there are four urns, where urn $U_1$ contains 3 red balls, urn $U_2$ contains 2 black balls, urn $U_3$ contains 2 red balls and 2 black balls, and urn $U_4$ contains 1 red ball and 3 black balls. The probabilities of selecting $U_1$, $U_2$, $U_3$, or $U_4$ are 1/2, 1/4, 1/8, and 1/8, respectively. An urn is selected and a ball is then drawn at random.
(a) (4%) Find the probability of drawing a red ball.
(b) (4%) Find the conditional probability that $U_4$ had been selected, given that a red ball is selected.
3. (16%) Let $X$ equal the number of flips of a fair coin that are required to observe the same face on consecutive flips.
(a) (4%) Find the probability mass function of $X$.
(b) (4%) Find the value of the mean of $X$.
(c) (4%) Find the value of the variance of $X$.
(d) (4%) Find the value of $P(X \geq 4)$.
4. (10%) Suppose that variables $X_1, \ldots, X_n$ form a random sample of size $n$ from a uniform distribution on the interval $(0,1)$ and the random variables $Y_1$ and $Y_n$ are defined as $Y_1 = \min\{X_1, \ldots, X_n\}$ and $Y_n = \max\{X_1, \ldots, X_n\}$.
(a) (5%) Determine the value of $\Pr(Y_1 \leq 0.2 \text{ and } Y_n \leq 0.7)$.
(b) (5%) Determine the probability that the interval from $Y_1$ to $Y_n$ will not contain the point $1/6$.
5. (15%) Suppose that $X$ and $Y$ have a continuous joint distribution for which the joint probability density function is as follows:
$$f(x, y) = \begin{cases}
x + y & \text{for } 0 \leq x \leq 1 \text{ and } 0 \leq y \leq 1; \\
0 & \text{otherwise}.
\end{cases}$$
Find the expectation $E(Y|X)$ and the variance $\text{Var}(Y|X)$.
6. (10%) Suppose that 25 percent of the photos in a photo collection contain skies. For each photo, its blue hue is measured by taking the average of the blue channel over all pixels. For photos that contain skies, the values of the blue hue $X$ will be normally distributed with a mean of 200 and a variance of 20. For photos that do not contain skies, the blue hue $X$ will be normally distributed with a mean of 100 and a variance of 20. Suppose that a photo is selected at random from the collection and its blue hue $X$ is measured.
(a) (5%) Determine the conditional probability that the photo contains a sky given that $X=x$.
(b) (5%) For what values of $x$ is the conditional probability in (a) greater than 0.5?
7. (15%) An email account receives 1 email every 10 minutes in average. Assume the email arrival for this account is a Poisson process. Let a random variable $X$ denote the total number of emails received in one hour by this account.
(a) (5%) Write down the probability distribution for the random variable $X$.
(b) (5%) What is the probability that this email account receives less than 2 emails in one hour?
(c) (5%) Let a random variable $Y$ denote the time (in minutes) between two emails received by this account in sequence. Write down the probability distribution function for $Y$.
8. (18%) Let $T$ be the time between emissions of particles by a radio-active atom. It is assumed that $T$ is a random variable with an exponential distribution. Its probability density function is given as follows:
$$f(t) = \begin{cases}
\lambda e^{-\lambda t} & t \geq 0 \\
0 & \text{elsewhere}
\end{cases}$$
where $\lambda$ is a positive constant.
(a) (6%) Derive the mean and variance of the random variable $T$.
(b) (6%) Derive the cumulative distribution function for the random variable $T$.
(c) (6%) What are the probabilities $P(T = 1/\lambda)$ and $P(T > 2/\lambda)$? Show your calculation.
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Description: Deciduous, fast growing small tree, 30-50' tall, usually with multiple vertical stems (not leaning or arcing). Bark is a speckled greenish-gray with irregular horizontal lenticels. Leaves: Simple, glossy dark green, round to slightly oval, 2-3" wide and 2-4" long, doubly serrate. Often with a broadly blunt or notched tip. Young leaves and buds have sticky resin. Flowers/seeds: Monoecious with separate male and female catkins. In fall, female catkins become cone-like woody structures, ¾" long, each containing many tiny flat seeds. Roots: Shallow, dense, and with nitrogen fixing nodules.
Native range: Europe and Western Asia. How arrived in U.S.: Planted as a windbreak and for firewood; accidentally used in some wetland restorations (mistaken for native *Alnus incana*).
Reproduction: Primarily by seeds, which are wind and water dispersed. Vegetatively by stump sprouts and suckering.
Habitat: Streamside woodlands, canal banks, pond edges, moist meadows, and other wetland habitats. Can tolerate drier sites but is intolerant of shade. Can form pure stands and thickets in disturbed wetlands. Its association with a nitrogen fixing bacterium allows it to establish on infertile sites.
EUROPEAN ALDER
Similar native species: Similar to all three native alder species: speckled alder (*Alnus incana*), smooth alder (*A. serrulata*), and green alder (*A. viridis*). Native alders are more shrub-like and have many arcing or leaning stems per plant. Native alders also have leaves rounded to acute at the apex vs broadly blunt for European alder.
Similar non-native species: None.
Control methods: Seedlings can be pulled up; saplings can be pulled with a weed lever or cut, but re-sprouting will occur so follow-up will be necessary. Larger trees can be cut, but will also re-sprout unless the cut stump is immediately treated with concentrated herbicide (triclopyr or glyphosate). However, this is not effective in early spring due to sap rising. Repeated follow-up cutting can control re-sprouting from cut stumps. Foliar spray can also be effective for seedlings, short saplings, or re-sprouts (glyphosate or triclopyr), as long as you can reach the top of the plant. For stems up to about 4-6" diameter, basal bark treatment can be effective any time of year (spray lower 18-24" of trunk with triclopyr in penetrating oil).
Special rules apply to herbicide use in or near wetlands and waterbodies - see the section in the back of this guide titled "Use of Herbicides to Control Invasive Plants in or Near Wetlands and Waterbodies."
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Reenactors Portray African-American Roles
Living History Comes To Essex Co.
ERIN KELLEY
History once again came to life in Essex County with a presentation given by the Gloucester County-based historical reenactment troupe "Voices of Freedom" on March 7.
"Voices of Freedom" was launched in 2000 by historians Wesley Wilson and Chauncey Herring. The organization highlights the significant roles of African-American men and women, both slave and free, Union and Confederate, in the Civil War.
These histories have been largely unexplored and underrepresented in educational examinations of the period Wilson said.
Wilson portrayed Thomas Morris Chester, the first African-American journalist hired by a major American daily newspaper. Chester served as a Civil War correspondent for the Philadelphia Press, covering battles throughout Virginia.
Wilson and Herring presented an imagined interview between Chester and James Daniel Gardner, a Gloucester native who served in the United States Colored Troops and one of fourteen African-Americans who received the Congressional Medal of Honor for their courageous actions during a September 1864 battle at New Market Heights in Henrico County.
More information about that battle and the African-American troops who have been largely ignored by history was presented in a short film entitled "The Forgotten Fourteen" produced by the National Park Service.
Joining Wilson and Herring in the production were Walter Darden, who portrayed Frederick Douglass and gave highlights and stories from the famous abolitionist's life, and Saundra Cherry, who nearly stole the show with her rousing portrayal of Harriet Tubman.
The program, held at the Angel Visit Baptist Church and sponsored by the Middle Peninsula African-American Genealogical and Historical Society of Virginia, the Essex County Museum and Historical Society, and the Essex County Sesquicentennial Committee, was the second in a series of living history events planned for Essex County during what has been recognized as a "fortnight of living history" in Essex County by the county board of supervisors.
For more information about "Voices of Freedom" visit their website at www.voicesoffreedom.info.
Chauncey Herring (l) portrayed Thomas Morris Chester, a Civil War correspondent for the Philadelphia Press, and Wesley Wilson was Medal of Honor recipient James Daniel Gardner, during a presentation at Angel Visit Baptist Church on March 7. The traveling historical troupe "Voices of Freedom" works to portray the significant roles African-Americans played in the Civil War.
Reenactors Recognized
Tappahannock Mayor Roy M. Gladding (r) presented Walter Darden and Saundra Cherry, members of the "Voices of Freedom" historical reenactment troupe, with a key to the city during a reception held at the Essex Inn on March 6. The following day, the four-member ensemble gave a presentation which highlighted the significant contributions of African-Americans in the Civil War. Bessie Caulhorn White (l) represented the Middle Peninsula African-American Genealogical and Historical Society, which sponsored the event.
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|
| English | Australian |
|--------------|--------------|
| Man | Wotungi |
| Woman | Lio |
| Father | Mùami |
| Mother | Pàapie |
| Son | Piungo |
| Daughter | Muring |
| Brother | Bullardie |
| Sister | Mène |
| Head | Durut-boopi |
| Hair | Kuit-carangie|
| Eye | Mai |
| Ear | Mural-wimpoli|
| Mouth | Dhuck-chapie |
| Tongue | Màat |
| Teeth | Ruruc-leang |
| Hand | Wuin |
| Finger | Munangi |
| Foot | Jahn |
| Toe | Nagugadun |
| Belly | Meurt |
| Blood | Kuroc |
| Bone | Beagim |
| Sun | Nung |
| Moon | Bait |
| English | Australian |
|--------------|--------------|
| Morning star | Nunkumbil |
| Stars | Narre-bil |
| Sky | Nerick |
| Night | Biangri |
| Day | Beianung |
| Fire | Neic-wunapi |
| Air | Nàaung, nàandie |
| Wind | Weirreit |
| Earth | Teangi |
| Ground | Nuidt |
| River | Ludht, kolaidhe |
| Sea | No term for this word |
| Stone | Kotabi |
| Tree | Bullot-bullandi |
| Wood | Leitpar |
| Stick | Kulgi, boop |
| Bird | Waangi, warrandul |
| Egg | Bait, miki |
| Snake | Karnie |
| Eagle | Maundil |
| Crow | Wàak |
| Mopoke | Rorp-rorp, duni-dunit |
| Kangaroo | Bulukone-quangi |
Is the custom of giving the name of any natural object to a man or woman common, and on the death of the person so named is the word disused and another substituted to indicate such natural object?—The names of the deceased persons are seldom or never mentioned by them.
Such a custom, it is said, leads to great alterations in the language; are there any other obvious causes in operation leading to changes in the names of things?—I don’t know.
Angus MacIntyre, Kulkyne, Lower Murray.
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English
This term, in creative writing, we have focused on Informative and Narrative texts. We have continued with our InitiaLit lessons. InitiaLit is an evidence-based whole-class literacy program providing all children with the essential core knowledge and strong foundations to become successful readers and writers. InitiaLit is a three-year program, covering the first three years of school (Kindergarten to Year 2).
Maths
We have been engaged in the Back-to-Front Math Program which is being implemented across the whole school. We have mainly focused on place value, fractions, money and financial math, position and direction.
Other KLA’s and Extras
Stage 1 have been studying the Physical World during Science lessons, focusing on the Push and Pull forces in simple machines. In Geography students have been looking at our connections to Australian places. In Sport/PE we have been restricted to only going out in class groups and have focused on modified games and team games including Basketball, T-Ball, Cricket, Gymnastics, Oz Tag and Soccer.
Stage 1 Excursion to Field of Mars
During this excursion students examined the places in which invertebrates and small vertebrate animals live. Students completed a number of sensory activities on a bushwalk through the reserve.
Gardening
This term students were involved in planting seedlings in the new garden area. We look forward to watching our seedlings grow and harvesting our crops in Term 4.
Coming Up in Term 4
In Drama, students will be learning about Puppetry. Each student will need to bring in a pair of clean socks and items to decorate their puppet. Suggested items: buttons, wool, googly eyes, pipe cleaners, pompoms, glitter glue and ribbons.
English
This term, Kindergarten students participated in InitialLit lessons for English. We focused on quality literature through InitialLit. We focused on phonics, word building, sentence construction, nouns, verbs and adjectives as well as modelled, guided and independent writing. Our story time sessions included retell, comprehension strategies and reading for pleasure.
Maths
We have been engrossed in the back to Front Math’s Program which is being implemented across the entire school. We have mainly focused on Whole Number, Partitioning Numbers, Position and Direction and identifying coins, notes and the purpose of money.
Our other KLAs
Kindergarten has been studying Motion and Push/Pull forces in Science lessons. In Geography, students have been studying People and Places. Students in K/1CM have completed alternate units of work for Geography and Science. We also joined in on the Vege Garden Day, planting some vegetables. In Sport/PE we have been restricted to only going out in class groups and have focused on fundamental movement skills and modified games. In CAPA we have been learning about rhythm and beat in Music, using different media to create some amazing artworks and role play during drama activities.
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Work and Social Adjustment
People’s problems sometimes affect their ability to do certain day-to-day tasks in their lives. To rate your problems, look at each section and determine on the scale provided how much your problem impairs your ability to carry out the activity.
1. **WORK** – If you are returned or choose not to have a job for reasons unrelated to your problem, please tick N/A (not applicable)
| 0 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 |
|---|---|---|---|---|---|---|---|---|
| Not at all | Slightly | Definitely | Markedly | Very severely, I cannot work |
2. **HOME MANAGEMENT** – Cleaning, tidying, shopping, cooking, looking after home/children, paying bills etc.
| 0 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 |
|---|---|---|---|---|---|---|---|---|
| Not at all | Slightly | Definitely | Markedly | Very severely |
3. **SOCIAL LEISURE ACTIVITIES** – With other people, e.g. parties, pubs, outings, entertaining etc.
| 0 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 |
|---|---|---|---|---|---|---|---|---|
| Not at all | Slightly | Definitely | Markedly | Very severely |
4. **PRIVATE LEISURE ACTIVITIES** – Done alone, e.g. reading, gardening, sewing, hobbies, walking etc.
| 0 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 |
|---|---|---|---|---|---|---|---|---|
| Not at all | Slightly | Definitely | Markedly | Very severely |
5. **FAMILY AND RELATIONSHIPS** – Form and maintain close relationships with others including the people that I live with
| 0 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 |
|---|---|---|---|---|---|---|---|---|
| Not at all | Slightly | Definitely | Markedly | Very severely |
W&SAS total score
IAPT Phobia Scales
Choose a number from the scale below to show how much you would avoid each of the situation or objects listed below and then write the number in the box opposite the situation.
| 0 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 |
|---|---|---|---|---|---|---|---|---|
| Would not avoid it | Slightly avoid it | Definitely avoid it | Markedly avoid it | Always avoid it |
Social situations due to a fear of being embarrassed or making a fool of myself
Certain situations because of a fear of having a panic attack or other distressing symptoms (such as loss of bladder control, vomiting or dizziness)
Certain situations because of a fear of particular objects or activities (such as animals, heights, seeing blood, being in confined spaces, driving or flying)
IAPT Employment Status Questions
Please indicate which if the following options best describes your current status:
| Option | |
|---------------------------------------------|---|
| Employed full-time (30 hours or more per week) | □ |
| Employed part-time | □ |
| Unemployed | □ |
| Full-time student | □ |
| Retired | □ |
| Full-time homemakers or carer | □ |
Are you currently receiving Statutory Sick Pay?
| Option | |
|--------|---|
| Yes | □ |
| No | □ |
Are you currently receiving Job Seekers Allowance, Income Support or Incapacity benefit?
| Option | |
|--------|---|
| Yes | □ |
| No | □ |
Use of Psychotropic Medication
Yes □ No □
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Flabellina affinis
by Josep Mª Dacosta and Miquel Pontes
The genus name “Flabellina” derives from the Latin “flabellum” meaning “fan” and it defines a specific gender of nudibranchs that share certain physical characteristics, like having a dorsal fan of appendices called cerata. The species name, “affinis”, means “similar” in ancient Latin. So when we talk about Flabellina affinis (Fig.1 & 2) we have a nudibranch “similar to a fan”. These etymological definitions can be found in the glossary of scientific Latin names of Picton and Morrow’s book (See review page 16) NUDIBRANCHS OF THE BRITISH ISLES, or on the website of the same name at http://www.pictonb.freereserve.co.uk/nudibranchs/latin.html.
Flabellina affinis is coloured translucent violet, an attractive colour underwater, which may resemble phosphorescent to divers, and is probably used by the animal as a warning to possible predators. It is widely accepted that the size of this aeolidacean reaches a maximum of 50mm, most of which is the narrow foot.
It has two violet lamellated rhinophores, (Fig.3) with about 15 horizontal rings each, laid perpendicular to the axis of this appendix, something characteristic of this species. The cerata are also violet and are distributed in 7 or 8 groups, each attached to a lateral appendix or peduncle, which protrudes from the body. The top third of each cerata has a more intense colour than the rest and the red to dark orange digestive gland can be seen inside.
The Flabellina affinis can be distinguished from the very similar Flabellina pedata (fig.5) by having a smaller number of cerata, which end in white tips, become less in number as they progress to the tail, and protrude directly from the body, lacking the base peduncles of the cerata, (a characteristic aspect of the Flabellina affinis). The rhinophores are flat instead of annulate and the egg masses are white. Violet strings laid by Flabellina affinis. (Fig.4) As with other nudibranchs that feed on stinging polyps, the urticant cells or cnidocysts are not released when eaten, instead they are transported to a sack located in the medium intestine and from there to the tip of the cerata, and are known as “cleptocnidia” (“urticant stolen cells”). The cerata and their stinging contents are used as an active defence system by the nudibranch. When a predator attacks, one or more cerata detach, and release the active urticant cells, often deterring the attacker.
Flabellina affinis is considered common at depths of 5 to 20 meters, in shady areas with moderate hydrodynamism, the appropriate environment for its food: the Eudendrium hydrarian colonies. This nudibranch is distributed along the Mediterranean Sea and nearby Atlantic Ocean, being present the whole year round, although it seems more frequent in summer.
The Flabellina affinis, together with the Cratena peregrina (=Hervia costai) and the Peltodoris atromaculata, are three nudibranch common species found while diving or snorkelling along the coast of Spanish Costa Brava.
You will find more interesting images at Erwin Köhler’s web site for Mediterranean Nudibranchs, Medslugs, at http://www.medslugs.de/E/Mediterranean/Flabellina_affinis.htm
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Dad locked out of his iPad for 48 years!
Evan Osnos, a journalist in the US, has been locked out of his iPad for over 48 years after his 3-year-old entered to wrong password a lot of times!
Posting a picture of the bizarre iPad display, Mr Osnos wrote: “Uh, this looks fake but, alas, it’s our iPad today after 3-year-old tried (repeatedly) to unlock. Ideas?”
The father’s Twitter followers soon offered some words of wisdom.
“Next time just give the kid the passcode,” wrote one user.
“I would just wait it out,” added another.
“Time travel seems to be your best bet.” One follower joked.
First image of a black hole is released
Scientists have obtained the first image of a black hole, using Event Horizon Telescope (EHT) observations of the centre of the galaxy M87.
EHT is made of up eight independent observatories that are scattered across the globe, cooperating to act as one enormous detector.
The image shows a bright ring formed as light bends in the intense gravity around a black hole that is 6.5 billion times bigger than the Sun!
A black hole is a place where a large amount of mass has been squeezed into a tiny space. The gravity is so strong that not even light can escape from a black hole. Because no light can get out, people can’t see black holes. They are invisible. Space telescopes with special tools can help find black holes.
Unicorn day was celebrated!
A seven-year-old, who passes a large IKEA on her way to school in Melbourne each day, wrote to the store to ask them to change their “boring” yellow and blue flags to some that she had designed. The flags she suggested were much more colourful and included drawings of unicorns saying the word “IKEA”.
The store manager replied saying ‘We think you are right; they are a bit boring. We actually really love unicorns too, and we loved your idea so much we’ve decided to make a whole day out of it and celebrate Unicorn Day with the new flag.’ The store will fly the new flags for two weeks.
National Unicorn Day is on April 9th every year. It was created to celebrate these majestic creatures and help adults remember how much more fun life can be when we let a little magic in sometimes.
Unicorns are the official national animal of Scotland and feature on the royal coat of arms. They have been a popular mythical creature since the Ancient Greek times, when people believed they lived in India.
Has Mount Everest shrunk?
A Nepalese team are going to measure Mount Everest amid concerns it has shrunk following an earthquake that took place in 2015.
Shifting tectonic plates are believed to have altered the height of some areas in Nepal by up to 9 metres. Once they reach the top of the mountain the team will use a new Global Navigation Satellite System that can send readings about its height to colleagues who will remain at base camp. They believe the device will allow them to accurately measure the height of Everest to the nearest centimetre.
Everest is the world’s highest peak standing at 8848 meters above sea level. It is over 60-million-years-old!
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Car-free zones are set to be trialled outside seven primary schools in Glasgow!
The scheme would see temporary pedestrian areas created at busy times in the morning and afternoon to help ensure pupils can arrive and leave school safely. The push for the pilot programme follows concerns over poor and risky driving outside schools, obstructive parking that forces pupils on to the road as well as the issues created by congestion and harmful emissions.
The proposals are currently being considered during a consultation by Glasgow City Council. The schools chosen for the pilot have a history of complaints and concerns about pupil safety on the school run.
*Would you like this to happen at your school?*
*Pictured: A typical school sign.*
---
**Children driving themselves to theatre!**
James Cook University Hospital in Middlesbrough has announced that it is trying to ease the stress of going to the operating theatre, by allowing children to drive themselves there!
The children are now driving a toy car from the hospital’s mini fleet to their operations. It is hoped that this will allow them to stay calm and make the potentially unnerving journey much more bearable.
This approach has been adopted by several hospital trusts and is proving to be popular with the young patients. Bradford Royal Infirmary’s consultant radiologist Jon Martin arranged for the tiny Tesla to be donated to the children’s ward there because he is a member of the UK Tesla Owners Group.
He said “This car will mean that our day surgery patients will be able to ferry themselves from our children’s day care unit to our operating theatres and radiology departments in style. We are hoping that it is something they’ll look forward to and will divert their attention and take their minds off the procedures ahead.”
*Pictured: Mini Tesla’s were donated by the UK Tesla Owners Group to many hospital children’s wards including Worcester Acute NHS Hospitals, picture taken from the hospital’s Twitter page.*
Nuneaton school camera captures Buzzard visit!
Every year, educators from every corner of the UK take part in the RSPB Big Schools Birdwatch, turning their students into conservation scientists and helping to track the ups and downs of birds across the country.
Pupils at Michael Drayton Junior School in Nuneaton took part this year, seeing many birds including Blue Jays and Starlings. They also saw Buzzards, Foxes and Badgers on their school camera. Many of them said they had loved the experience.
The Buzzard is now the most common and widespread UK bird of prey. It is quite large with broad, rounded wings, and a short neck and tail. It can be seen flying at any time of the year and its presence may also be given away by its plaintive, cat-like “pee-uu” call. Buzzards can grow over 50cm long with a wingspan of up to 137cm.
Did your school take part? What did you see?
British teen becomes youngest person to row solo across any ocean!
Lukas Haitzmann also known as The Wild Oarsman, rowed 4,800km from the Canary Islands to English Harbour in Antigua as part of the Talisker Whisky Atlantic Challenge.
The 18-year-old from Windsor, beat two world records by becoming the youngest person to row across any ocean solo, and the first Austrian (his father is from Austria) to row solo across the Atlantic. He was also the fastest solo rower from the 2018 challenge, completing it in 59 days, eight hours and 22 minutes.
During his nearly two months at sea Lukas saw dolphins (which he swam with), a whale swam under his boat, he also saw fish and even a turtle.
He said "I did see a lot of pollution, some which had been there for a long time, which was awful. Being out on the ocean for that long made me really respect it. There's no messing around, and you really have to have your wits about you."
Lukas is hoping his feat will help inspire other youngsters to push themselves at whatever they want.
Pictured: Lukas Haitzmann in his boat, taken from thewildoarsman Twitter page.
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Police tackle plastic crocodile in Devon
Police, who were called to reports of a crocodile lurking in a pond, were relieved to discover it was a plastic toy submerged in the water. Officers received a call from a dog walker, who thought they saw a real-life crocodile in a public pond near a popular footpath in Kingsbridge, Devon. Police went to investigate and were shocked when they saw the head of the reptile sticking out the water. But on closer investigation, the officers from Devon and Cornwall Police realised the crocodile was actually made from plastic. The sighting was first reported on the Spotted Kingsbridge Facebook page with a local resident saying: “Little crocodile seen at Woodleigh whilst walking the dogs.”
Pictured: Police Dog Harry with a plastic crocodile taken from the Devon Dog Handlers Twitter page.
Ideas to explore moon caves?
The Moon’s surface has been well-documented by several satellite missions, but how would you design a system to detect, map and explore under the surface of the Moon, specifically lunar caves? This is the question the European Space Agency (ESA) are asking budding space experts. The ESA is keen to hear from those who think they could design a system capable of supporting such an expedition, which it says could identify areas on the surface that may eventually be suitable places to build bases of operation for astronauts. The ideal home for lunar bases could be the former site of lava tubes, where molten rock once flowed under the surface.
Do you have any ideas about exploring moon caves?
Underwater robot used to track sharks
Researchers used an underwater robot to better understand basking sharks in Scotland. The information gathered will be used to see whether the area should become the world's first marine protected area for the animals. This is the first time the autonomous, underwater robot, REMUS Sharkcam has been used in UK waters. It tracked the basking sharks and transmitted video of them and data back to scientists on the surface. Dr Matthew Witt, from the University of Exeter, explained what they are hoping to learn, "For several years, we've been gathering information about how they move, where they go. But we've never really understood whether they find mates, whether they are eating and how they might socialise with other individuals."
New hope for northern white rhino
There are only two northern white rhinos left in the world, both female and unable to carry a baby. A team of vets have managed to harvest 10 eggs from the two surviving rhinos, a mother and a daughter called Najin and Fatu, who live under 24-hour armed guard at Ol Pejeta in central Kenya. Scientists hope to fertilise the eggs using frozen sperm from the last male of the species, Sudan, who died of old age in 2018. A southern white rhino would then be a surrogate and carry the baby. Experts are hopeful that this could save the species!
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NEW: INDIGENOUS PEOPLES' GUIDE "False Solutions To Climate Change"
by Earth Peoples
Tuesday, 21 April 2009
Our planet is heating up at an alarming rate, threatening our very survival. What needs to be done is simple: The pollution and destruction of Earth must be stopped immediately. But instead, there is a lot of greed, false solutions and lies about how to save our future. It seems that leaders of the world are more concerned about making money than solving the climate crisis.
This is a quick guide to the truth about false solutions to climate change. These market-based scams allow polluters to avoid reducing their pollution, continue to destroy nature and make millions while they are at it. The United Nations, the World Bank, industry, multinationals, governments and even some NGOs promote this climate fraud. Could it be that crimes against humanity and the planet are being committed and nobody knows?
But what does all this have to do with Indigenous Peoples?
Unfortunately, most of these false solutions are violating not only the law of nature but also Indigenous Peoples' rights. Many of these so-called "solutions" to Climate Change are grabbing Indigenous Peoples' land and devastating our planet. Indigenous Peoples need to know what's going on so that they fight back.
"Capitalism is in deep crisis, but it still has a green card to play. Rather than taking effective action against climate change - which would mean a radical reduction of industrialized countries' emissions and questioning the forced growth of the capitalist system itself - they are reaping mega profits from biofuels and carbon trading. These market mechanisms and techno fixes will be a disaster for the poor, and will result in a new form of colonialism. They are already privatizing the atmosphere and subsidizing enormous corporate land grabs of peoples' lands and forests in the Global South. Instead of business as usual, emissions must be drastically reduced, which means that fossil fuels must stay in the ground." - Oliver Demarcellus, Youth Climate Advocate
Three Types of False Solutions:
The Carbon Market buys and sells permits to pollute called "carbon credits". It claims to solve the climate crisis but really just allows polluters to buy their way out of reducing their emissions. This multibillion-dollar pollution trading mechanism privatizes the air and commodifies the atmosphere. The International Indigenous Peoples' Forum on Climate Change opposes the carbon market. "We cannot condone activities that defile the sacredness of Mother Earth. Carbon trade-induced conflicts endanger our survival." Northern polluters can also get permits to pollute through projects in the South like a dam or a tree plantation under the Clean Development Mechanism (CDM). The International Indigenous Peoples' Forum on Climate Change calls the CDM "a new form of colonialism." Permits to pollute could also soon be generated by promising not to cut down forests and plantations that absorb pollution. This is called Reducing Emissions from Deforestation and Degradation (REDD). The International Indigenous Peoples' Forum on Climate Change says "REDD will not benefit Indigenous Peoples, but in fact, will result in more violations of Indigenous Peoples' Rights. Under REDD, States and Carbon Traders will take more control over our forests."
Dirty "Clean" Energy (Nuclear Energy, "Clean" Coal, Natural Gas, Dams, Agrofuels and Hydrogen) - What got us into this mess in the first place is certainly not what's going to get us out! Fossil fuels and other energy sources that cause environmental devastation and violate human rights are being green-washed, labeled "clean" and wrongly called solutions to climate change. Indigenous Peoples worldwide have suffered from nuclear energy and nuclear testing, fossil fuel extraction, big dams and plantations. Now comes more destruction in the name of saving the climate.
Playing God - Let's dump tons of iron filings in the ocean, spray the stratosphere with banned sulfates, genetically modify trees and wrap the deserts in white plastic! Is that a way to save your children's future? Crazy schemes that sound like comic book science fiction are being implemented to sell permits to pollute and to try to modify the weather. Needless to say, these climate change mitigation strategies corrupt the sacred.
To download: www.earthpeoples.org/CLIMATE_CHANGE/Indigenous_Peoples_Guide-E.pdf
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| May 27th | 5-a-day | Numeracy |
|----------|---------|----------|
| $34 \times 9$ | $\frac{270}{36} = 306$ | |
| List the first 5 multiples of eleven | List the factors of 24 | Convert £40 into Euros |
| $11, 22, 33, 44, 55$ | $1, 2, 3, 4, 6, 8, 12, 24$ | $\approx 64$ euros |
| Which is worth more £20 or €30 | | |
| £20 | | Yes |
| David measures 3 angles in a triangle and they are: $50^\circ$, $62^\circ$ and $68^\circ$. Do these 3 angles make a triangle? | | |
Find the nth term for the sequence:
9 13 17 21 ....
\[4, 8, 12, 16\]
\[4n + 5\]
Is 202 in the sequence?
No, as it is even
or \(4n + 5 = 202\)
\(n = 197\)
Draw \(x \geq 1\) on the number line.
Using trial and improvement, solve
\[x^3 + 7x = 30\]
to 1 decimal place
| \(x\) | \(x^3 + 7x\) | Comment |
|-------|--------------|---------|
| 2 | 22 | Too small |
| 3 | 48 | Too big |
Answer: 2.4
Find the lowest common multiple of 12 and 15
\[12, 24, 36, 48, 60\]
\[15, 30, 45, 60\]
60
| May 27 | 5-a-day | Higher |
|--------|---------|--------|
| Expand \((y + 3)(y + 5)\) | \(y^2 + 8y + 15\) | |
| The population of a country is 61,000,000. Write this in standard form. | \(6.1 \times 10^7\) | |
| A field is 20m in width and 50m in length. The width is to the nearest 10 metres. The length is to the nearest 10 metres Find the minimum area. | \(15m \rightarrow 45m\)
\(15 \times 45 = 675m^2\) | |
| There are 30 girls and 60 boys in year 7. Explain why a stratified sample would be useful in this situation. | To keep the sample in the same proportion as the population. Twice as many boys should be in the sample than girls | |
| Simplify \(\frac{x^2 - 16}{x^2 - 7x + 12}\) | \(\frac{(x+4)(x-4)}{(x-3)(x-4)}\) | \(\frac{x+4}{x-3}\) |
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ANTI-BULLYING POLICY
John Whitgift Academy aims to provide an environment where students are safe from bullying and discrimination, and where they can maximise their personal and social development. The Academy will ensure that students’ emotional well-being are promoted and nurtured. The Academy will also ensure that efforts are made to address the emotional well-being of its staff.
Definition of Bullying
Bullying is **repeated** verbal, physical, social or psychological behaviour that is harmful and involves the misuse of power by an individual or a group towards one or more persons. Cyberbullying refers to bullying through information and communication technologies.
Conflict or fights between equals and single incidents are not defined as bullying.
Bullying behaviour is not:
- Children not getting along
- A situation of mutual conflict
- A single episode of nastiness or a random act of aggression or intimidation
Bullying can involve humiliation, domination, intimidation, victimisation and all forms of harassment including that based on sex, race, disability, sexual orientation or transgender. Bullying of any form or for whatever reason can have long-term effects on those involved including bystanders. Bullying can happen anywhere e.g. at school, travelling to and from school, extra-curricular events, between neighbours or in the workplace.
At John Whitgift Academy you have the right to:
- Live your life peacefully and safely
- Be an individual and be proud to be different
- Not be bullied by others
- Protect yourself by ignoring others or by walking away
- Tell an adult if you are feeling or if someone is making you feel, unhappy
However, you also have responsibility to:
- Not tolerate any form of bullying
- Not tolerate bullies in your friendship groups
- Work with others to stop bullying
- Tell a member of staff about any form of bullying
Let us be clear – what is unacceptable?
Physical attacks, threats, insults, name calling, jokes or comments made about someone’s colour, gender, sexual orientation, culture, religion, disability and ethnic or social background are all unacceptable.
Support
John Whitgift Academy will:
- Log and record all acts of alleged bullying
- Investigate all reports of bullying and examine the facts of each case
- Listen to both student and parental concerns
- Punish all acts of bullying appropriately and in line with the academy’s Behaviour Policy
- Inform parents of both the victim and the bully regarding the outcome
External Agencies
The academy may seek advice and guidance from external partners to provide additional support. These may include Local Authority practitioners such as professional counsellors, the Police and Community Support Officers (PCSO’S).
Academy intervention strategies
- Discussion of consequences of bullying with students in lessons or in assembly
- Educate students to identify what behaviours constitute bullying
- Empower students to find strategies to deal with bullying effectively
- Challenge and re-educate students who have been identified as bullies
- Maintain an ethos at John Whitgift Academy where bullying is unacceptable
If you ever see or hear this happening, directed to yourself or to anyone else, you should tell someone you can trust Your VTG Tutor, Learning Consequence Manager, class teacher or a friend. Do not keep it to yourself. The issue can then be addressed immediately.
www.kooth.com – a free and confidential on-line support service available to all students
email@example.com – a dedicated service at JWA should you need to seek confidential advice and help
We all have to work together to stamp this out.
December 2016 (update/CG)
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Healthy Ways to De-Stress
- **Try Progressive Relaxation.** All the way from fingers to toes—tense and then release each muscle group in the body.
- **Try Yoga.**
- **Meditate.**
- **Breathe Deep.** Taking a deep breath has been shown to lower cortisol levels, which can help reduce stress and anxiety.
- **Try Aromatherapy.** Certain aromas (like lavender) have been shown to reduce stress levels.
- **Listen to Music.** Research points to multiple ways in which music can help relieve stress.
- **Laugh It Off.** Laughter can reduce the physical effects of stress (like fatigue) on the body.
- **Drink Tea.** One study found that drinking black tea leads to lower post-stress cortisol levels and greater feelings of relaxation.
- **Exercise.** That post-exercise endorphin rush is one way to sharply cut stress.
- **Try Guided Visualization.** Visualizing a calm or peaceful scene may help reduce stress and ease anxiety.
- **Chew Gum.** Studies suggest the act of chewing gum can reduce cortisol levels, helping to alleviate stress.
- **Get a Massage.** Studies suggest massage may be beneficial for fighting stress. It may also help improve body image.
- **Try Self-hypnosis.** Research suggests hypnosis can help reduce anxiety. Plus, it’s a great self-mediated technique for stress-relief.
- **Talk About Sex, Baby.** Studies have shown sex can actually decrease the physical symptoms of stress, like lowering blood pressure. It burns calories too!
- **Take a nap.** Napping has been shown to reduce cortisol levels.
- **Hug it out.** Hugging may actually reduce blood pressure and stress levels in adults.
- **Hang with your pet.**
- **Do an art project.**
- **Write it out.** Keeping a journal may be one way to effectively relieve stress-related symptoms due to its meditative and reflective effects.
- **Take a walk.** Try not to rush, and take whatever pace feels most natural.
---
**Mindfulness Meditation Techniques**
Mindfulness simply means to be aware of what is happening in the present moment...
1. Adjust your position so that it is symmetrical, upright, and open, and a little uncomfortable (if you’re too comfy you could fall asleep).
2. Close your eyes and gently focus your attention on the space in front of them, between your eyebrows.
3. Concentrate on and listen to your breathing. Notice the rise and fall of the abdomen on each inhalation and exhalation.
4. Open your awareness to include the sounds around you – outside and inside the room.
5. You’ll find your mind will tend to wander. That’s OK. When it does, just bring your attention back to your breathing and the sounds you hear.
6. Try to sit and keep your mind calm for as long as you can. Start with 20 minutes a day and work yourself up. The more you practice, the longer you will be able to hold this mental focus.
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1. Mr. Smith has three times as many girls as boys in his class. Ms. Perry has twice as many boys as girls in her class. Mr. Smith has 60 students in his class and Ms. Perry has 45 students. If the classes are combined into one class, the ratio of boys to girls is:
(A) \(3:4\)
(B) \(4:3\)
(C) \(5:4\)
(D) \(4:5\)
(E) \(3:2\)
2. In the diagram, each of the arcs is a semicircle. Of the total area inside the largest semicircle, the fraction that is shaded is:
(A) \(\frac{x}{4}\)
(B) \(\frac{2}{9}\)
(C) \(\frac{1}{3}\)
(D) \(\frac{1}{\pi}\)
(E) \(\frac{4}{9}\)
3. A rhombus is a parallelogram with all sides equal. The rhombus shown has diagonals of lengths 2 units and 6 units. The perimeter of the rhombus is:
(A) 40
(B) \(2\sqrt{10}\)
(C) \(4\sqrt{10}\)
(D) \(4(1 + \sqrt{3})\)
(E) \(8\sqrt{10}\)
4. The sum of the digits in the smallest positive integer that is divisible by 2, 4, 6, 10, 12, and 14 is:
(A) 3
(B) 6
(C) 9
(D) 15
(E) 18
5. Alan has thrown 24 passes and completed 25% of them. Over the rest of the season Alan completes all of his passes and he ends the season with an 80% pass completion record. The total number of passes Alan threw over the season was:
(A) 42
(B) 50
(C) 72
(D) 80
(E) 90
6. Let \(\lfloor n \rfloor\) be the largest prime number less than \(n\) and \(\lceil n \rceil\) be the smallest prime number greater than \(n\). The expression
\[41 + \lfloor 35 \rfloor - \lceil 53 \rceil + \lceil \lfloor 35 \rfloor \rceil\]
equals:
(A) 45
(B) 50
(C) 52
(D) 56
(E) 60
7. A nine-digit integer has each of the digits 1, 2, 3, 4, 5, 6, 7, 8, and 9 appearing exactly once (in some order). The probability that the integer is divisible by 9 is:
(A) \(\frac{1}{9}\)
(B) \(\frac{1}{3}\)
(C) \(\frac{1}{2}\)
(D) \(\frac{2}{3}\)
(E) 1
8. A two-digit integer is divided by the sum of its digits. The largest remainder that can occur is:
(A) 9
(B) 13
(C) 15
(D) 16
(E) 17
9. Three rectangular pieces are removed from the corners of a square piece of cardboard. The perimeter of the remaining portion is 40 cm and the total area of the three rectangles removed is 20 cm$^2$. The area, in cm$^2$, of the remaining piece of cardboard is:
(A) 20
(B) 60
(C) 80
(D) 380
(E) 1580
10. In the diagram, the angle at $A$ is 60° and the radius of the larger circle is 6. The radius of the smaller circle is:
(A) 2
(B) 3
(C) $\frac{3}{2}$
(D) 4
(E) $\sqrt{6}$
11. In the diagram, $ABCD$ is a rectangle, $F$ is the midpoint of side $AB$, and $X$ is on the extension of side $BC$. Further, $AB = \frac{33}{5}$ and $BC = \frac{14}{3}$. The length of the segment $BX$ for which the area of triangle $AFX$ is $\frac{5}{8}$ of the area of the rectangle $ABCD$ is:
(A) $\frac{35}{3}$
(B) $\frac{35}{6}$
(C) $\frac{33}{2}$
(D) $\frac{33}{4}$
(E) $\frac{154}{5}$
12. King Henry took twenty-four of his knights on a hunting expedition. They stayed in one of Henry’s hunting lodges which had nine rooms, three on each side and one central room where Henry slept, as shown. The knights were assigned three to a room, but they were allowed to move among the rooms leaving more or less than three knights to a room, so long as there were always exactly nine knights on each side of the lodge. One night four friends of the knights came to the lodge disguised as knights. That night Henry made the rounds of the lodge and found that there appeared to be nine knights on each side of the lodge. The total number of knights and, possibly, disguised friends in the corner rooms was:
(A) 0
(B) 4
(C) 6
(D) 8
(E) 12
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• Service bureaus and computer systems.
• In-house computer systems.
A good bookkeeping system is essential to run a business profitably. The financial information requirements of the business must be analyzed carefully to determine that the bookkeeping system chosen for your business is appropriate and supplies the necessary information. Where the business is simple, a manual system may be sufficient. Where the business is more complex and, consequently, the business decisions require more extensive financial data, an accountant should be consulted to determine the best system for your business and its needs.
ACRT, Inc., Environmental Specialist
152 East Main Street
P. O. Box 209
Kent, Ohio 44240
Abstracts
New York State Nurseryman Assn. 1986. How to help plants survive a drought. Landscape Contractor. June p18-19.
The simple procedures discussed here will both conserve the existing supplies of water and add new sources at little or no cost. The best technique to conserve moisture in the garden is a three-inch layer of mulch around the base of plants. Mulches protect the soil from direct sunlight and air currents, which helps reduce the amount of water evaporation. In rainy periods, mulching prevents soil erosion and reduces water runoff. Mulches also add to a property's value. Anti-desiccants are products which form a protective coating over the foliage of plants, thereby reducing up to 80% the rate of evapo-transpiration. Wilt-Pruf and Vapor-Guard, two well known products, can be safely used on herbaceous and woody plants or even on turf. Weeds are one of the greatest competitors for moisture in soil. The best weed control is a pre-emergent herbicide combined with a mulch. Plants lose virtually all the water they draw from the soil through their leaf surfaces. To help prevent this loss, prune trees and shrubs to reduce their leaf surface.
Skiera, B. and G. Hennen. 1986. Solving sidewalk problems. Am. Forests 92 (6): 10-14.
The conflict between roots and sidewalks has been going on as long as there have been sidewalks. Most people would agree that both trees and sidewalks are good assets to any community and that neither should be banished for the sake of the other. Fortunately, a little common sense and forethought can prevent battle lines from being drawn in the first place. Most of the people empowered to solve the conflicts between trees and sidewalks know a great deal about concrete and little about trees. In order to reverse this situation, two things are needed: knowledge of trees and sidewalk construction options and the political savvy to apply that wisdom to the problem. Property owners can exert control over trees by preparing for and attending town meetings. Having a professional on hand during construction projects provides another opportunity for homeowners to protect trees. An understanding of soils and root growth is important to proper sidewalk installation. Where soils are predominately clay and the concrete slab is laid directly on the subsoil surface clay, tree roots will intrude at the soil surface directly under the slab. It is only a matter of time before these roots increase in diameter and cause sidewalk heaving. Futile efforts to fit trees into available space are perhaps one of the most costly aspects of urban forestry. Seldom are trees selected for their compatibility with tree-lawn size or with their potential for sidewalk destruction in mind at the time of planting. There is no substitute for the right tree in the right place.
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"id": "<urn:uuid:b4b25ad4-0e33-4853-836a-cba1fc4c56b8>",
"dump": "CC-MAIN-2023-40",
"url": "https://auf.isa-arbor.com/content/isa/13/3/85.full.pdf",
"date": "2023-10-04T13:59:29",
"file_path": "crawl-data/CC-MAIN-2023-40/segments/1695233511369.62/warc/CC-MAIN-20231004120203-20231004150203-00447.warc.gz",
"offset": 129633445,
"language": "eng_Latn",
"page_average_lid": "eng_Latn",
"page_average_lid_score": 0.9981759190559387,
"full_doc_lid": "eng_Latn",
"full_doc_lid_score": 0.9981759190559387,
"per_page_languages": [
"eng_Latn"
],
"is_truncated": false,
"extractor": "rolmOCR",
"page_ends": [
3529
],
"fw_edu_scores": [
2.1875
],
"minhash_cluster_size": 2,
"duplicate_count": 0
}
|
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