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CLIMATE DIOXIDE AND CLIMATE FACTS
* Carbon dioxide (CO2) is an essential nutrient absorbed by vegetation and marine plant forms together with energy from the Sun. It is a trace gas at 414ppm (0.04%) in the atmosphere and well below past levels.
* When CO2 and solar energy are absorbed the oxygen required for all life except plants is released. The carbon together with the stored solar energy is retained and forms carbon fibres which support plant structures including the trunk and branches of trees.
* CARBON DIOXIDE IS THEREFORE ESSENTIAL FOR LIFE ON PLANET EARTH AND IS NOT A POLLUTANT.
* At the commencement of the Carboniferous Period CO2 was 1,500ppm (0.15%). There was however no "catastrophe" or "boiling heat" despite CO2 being near four times the present level. It was in fact a very good time for life on land and in the sea. Abundant vegetation decayed and formed fossil fuels which preserved the carbon and solar energy.
* Fossil fuel stations convert the stored solar energy into electricity. The CO2 is returned to the atmosphere for plants to use again and satellites have detected a greening of the planet. Improved CO2 levels have been observed to increase crop yields for a growing world population. Most emissions are captured by vegetation. Australia's vegetation is estimated to absorb 10 times CO2 emissions. Globally there is only a 2ppm (0.001%) increase in atmospheric CO2 per annum. At this rate it would take 750 years for CO2 to reach the initial level of 1,500ppm when life flourished.
* The MODTRANS model (see below) accepted by science shows incremental increases in CO2 have a declining greenhouse effect and approach saturation. This explains why CO2 at 1,500ppm has minimal greenhouse impact.
* Factors causing climate change and sea level however also include, El Niños and La Niñas, sunspot cycles including the Little Ice Age, hot desert wind, warm or cold oceans currents, thermal heating below Antarctic ice, ocean evaporative cooling, volcanos, regional events and planetary alignments determining the Ice Age cycle when the sea level fell 120 metres. None of these events are caused by CO2.
The planet is now in an Interglacial Warm Period following the last Ice Age with Earth's temperature and sea level gradually recovering with interruptions from other climate change factors.
Conclusion
* Past evidence shows most CO2 emissions are absorbed by all plant forms and are essential for life on planet Earth. The remaining increase of 2ppm per annum does not provide a climate threat from continuing with the use of fossil fuels which provide low cost and reliable energy.
The Climate Study Group (433 words) | 1,194 | 575 | {
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..
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A figure of history paints his own history
Part fOllr of fOllr
It is not widely known that the mo:>t rcvercd painting in American history, "The Declaration of Independence," was painted by John Trumbull (17~5-1843). a son of Lebanon and the youngest child of Gov. Jonathan Trumbull's six children.
duce accurate maps as an aide to General George Washington. His brief service under Washington's command gave him a lifelong regard for the first president.
Trumbull would paint his portrait on 16 occasions.
John Trumbull visited the Boston stUdio of artist John Singlcton Copley (1738-1815) on his way to Harvard in 1770, and this greatly intluenced his decision to become a painter.
- HISTORY -
spoke out in favor of the Revolution and was imprisoned for treason for eight months.
.he returned to London for treatment for eye problems, and remained there until 1815. In 1816 he was elected president of the American Academy of Fine Arts, a post he held until 1835.
Furthermore, few realize that the grcat artist was blind in one eyc. John Trumbull revealed an C~\r1ytalent for drawing, and he later claimed that as a very young boy he was inspired by the paintil1!!.sof his older sister. the illfated Faith Trumbull Huntington.
On his release John Trumbull returned to Lebanon, and worked with his brother David in provisioning the Continental Army. 6When the war was over, John persuaded his father to support him in his chosen career, and he returne~ to London in January 1784 to study at the Royal Academy drawing school. In 1786 he visited Thomas Jefferson in Paris, and from his advice he began to plan his most famous painting, "The Declaration of Independence."
In 1816 the U.S. Capitol was being rebuilt after its destructiort by the British army in August, 1814. John Trumbull suggested that its new rotunda be decorated with scenes from the Revolutionary War, and in 18I7 Congress commissioned Trumbull to paint four lifesize paintings, "The Declaration of Independence," "The Surrender of General Burgoyne at Saratoga," "The Surrender of Lord Cornwallis at Yorktown," and "The Resignation of General Washington."They were installed in 1826.
"The Death of General Warren at Bunker's Hill," and the "Death of General Montgomery at Quebec," which, after his death, were acquired by Daniel Wadsworth for the Wadsworth Atheneum.
However, the political atmosphere of the times caused Trumbull to temporarily abandon his painting, and in 1775 he joined Connecticut's First Regiment. Trumbull's .artistic abilities were exploited to pro-
Despite his father's disapproval, Trumbull painted extensively at his parents' Lebanon home in 1777-78, producing a number of historical subjects and family portraits. He became frustrated by America's provincialism regarding the arts, and in 1780, Trumbull journeyed to London to study with the American-born painter, Benjamin West (17381820).
Trumbull wrote to Thomas Jefferson upon his retu~n to the United States that "the greatest motive I had or have for engaging in or for continuing my pursuit of painting has been the wish of commemorating the great events of our country's revolution."
John Trumbull was also an architect, designing the First Congregational' Church of Lebanon, built 1804-07, and the Yale Art Gallery in 1832 (now demolished).
Unfortunately. John Trumbull
Trumbull established a portrait studio in New York City from 1804 until 1808. In 1805. he became president of the newly formed New York Academy of Fine Arts and, in 1808, was elected vice-president of the American Academy of Fine Arts. In 1809, - -
Over the succeeding two decades, Trumbull continued his career as a portrait painter. In 1831, he sold his collection to Yale College, providing the nucleus of what became the Yale University Art Gallery. The last years of his artistic career were spent on the production of half lifesize replicas . of "The Declaration of Independence,"
Lebanon's John Trumbull died at his home in New York City in 1843 and, in accordance with his instructions, was buried below his portrait of George Washington in the Yale Art Gallery.
This digitized version of Tom Beardsley's article is made possible by The Willimantic Public Library. All Tom's articles and much more Willimantic history can be accessed at the library. We are grateful to the copyright owner, "The Chronicle" for permission to reproduce this article. Further reproduction prohibited without permission.
I
II
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Welcome to 8th grade, Saint Aloysius students! This coming school year will consist of many different adventures in Reading & Writing. I am very excited to start off the school year discussing these novels and diving into grammar!
In Reading, you will select one of the 5 novels on the following page to read and complete four activities. This is a book that you need to purchase for yourselves this summer, we do not have enough school copies that can be distributed for summer enrichment.
For Writing, to stay refreshed on grammar skills, students will complete IXL throughout the summer. The specific topics to complete for IXL's Summer Boost Skill Plan are posted on the school website. IXL log-in information was passed out with the Math summer enrichment. Students will use the same IXL log-in for ELA & Math.
Have a wonderful summer! See you in September!
Summer Reading Incoming 8th grade - current 7th
Choose one of the following books:
Summer of Broken Things — Margaret Peterson Haddix
Fourteen-year-old Avery Armisted and sixteen-year-old Kayla Butts could not be more opposite. The two girls were friends as little kids, but that's ancient history now. It's a huge surprise when Avery's father offers to bring Kayla along on a summer trip to Spain. There, the two uncover a secret their families had hidden from both of them their entire lives. Can the girls can put aside their differences and work through it together? Or will the lies and betrayal only push them—and their families—farther apart?
Posted — John David Anderson
When cell phones are banned at Branton Middle School, Frost and his friends Deedee, Wolf, and Bench come up with a new way to communicate: leaving sticky notes for each other all around the school. It catches on, and soon all the kids in school are leaving notes—though for every kind and friendly one, there is a cutting and cruel one as well. In the middle of this, a new girl named Rose arrives at school and sits at Frost's lunch table. Rose is not like anyone else at Branton Middle School, and it's clear that the close circle of friends Frost has made for himself won't easily hold another. As the sticky-note war escalates, and the pressure to choose sides mounts, Frost soon realizes that after this year, nothing will ever be the same.
Black Duck — Janet Taylor Lisle
It is spring 1929, and Prohibition is in full swing. So when Ruben and Jeddy find a dead body washed up on the shore of their small coastal Rhode Island town, they are sure it has something to do with smuggling liquor. Soon the boys, along with Jeddy's strong-willed sister, Marina, are drawn in, suspected by rival bootlegging gangs of taking something crucial off the dead man. Then Ruben meets the daring captain of the Black Duck, the most elusive smuggling craft of them all, and it isn't long before he's caught in a war between two of the most dangerous prohibition gangs.
When — Victoria Laurie
Maddie Fynn is a shy girl cursed with an eerie intuitive ability: she sees a series of unique digits hovering above the foreheads of each person she encounters. Maddie and her family realize that these mysterious digits are actually death dates, and just like birthdays, everyone has one. Forced by her mother to use her ability to make extra money, Maddie identifies the quickly approaching death date of one client's young son, but because her ability only allows her to see the when and not the how, she's unable to offer any more insight. When the boy goes missing on that exact date, law enforcement turns to Maddie. Soon, Maddie is entangled in a homicide investigation, and more young people disappear and are later found murdered. A suspect for the investigation, a target for the murderer, and attracting the attention of a mysterious young admirer who may be connected to it all, Maddie's whole existence is about to be turned upside down. Can she right things before it's too late?
Are You Experienced? — Jordan Sonnenblick
Rich is fifteen and plays guitar. When his girlfriend asks him to perform at a protest rally, he jumps at the chance. Unfortunately, the police show up, and so does Rich's dad. He's in big trouble. Again. To make matters worse, Rich's dad always gets depressed this time of year. This happens near the anniversary of his uncle's death, but whenever Rich asks questions, his dad shuts down. Frustrated, Rich breaks into a locked cabinet that holds his dad's prized possession: an electric guitar signed by Jimi Hendrix. Before he knows it, Rich is transported to the side of a road in Upstate New York with a beautiful girl bending over him. It will take him a while to realize it's 1969, he's at Woodstock, and the girl's friends includes his fifteen-year-old dad and his uncle, who's still alive. What Rich learns, does, and who he meets, could change his life forever.
Choice Board for Summer Reading
Incoming 8th grade - current 7th Pick FOUR activities on the choice board. | 1,878 | 1,062 | {
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ALDO LEOPOLD WRITING CONTEST 2023
Mary Helen Brown HONORABLE MENTION Grades 8-9
Grade 9 – Rehoboth Christian High School, Rehoboth NM
Teacher: DeLyssa Begay
Protecting the Gift
I am Dine' and I am deeply connected to the place I live. My family has lived on this land for generations before me, and we will continue to do so for many generations after me. It is my responsibility and privilege to protect and preserve the land that holds the memories and stories about my recent and long ago ancestors. My deep connection to the land motivates me to protect and care for the land by reducing my carbon footprint, researching ways to conserve the limited water sources, and encouraging others about preserving the gifts from the earth.
To reduce my carbon footprint, I can encourage my family and friends to be more proactive with recycling and reducing the use of carbon-based products. I have created a recycling system, and I need to make it a priority to utilize the system at home. I also work with my father on cars; he has taught me how to recycle the oil and fluids from vehicle maintenance to protect the land and water table. I will continue this practice and share my knowledge with others. Another practice that I noticed about my immediate family is our use of wood to provide all the heat in our home. I plan to research the benefits of converting to solar energy, and share that information with my parents.
One of New Mexico's precious resources is water, and water levels have dropped in the general western region of the United States. I need to improve how I conserve water. I do practical things like using the dishwasher which uses less water than hand washing. I need to be better about putting my clean clothes away and not washing them every time I wear them. Shorter showers are an immediate way to conserve water, meaning that I need to be aware of how much water I use when showering. These are small personal things I can do at home, that I can share and encourage others to do as well.
Education is important to help others understand the importance of preserving the earth. I have access to social media where I can learn and teach others. My social media outreach is large and diverse because I am an artist with a loyal following. In my travels as a practicing artist, I have met people who speak and protest their values and beliefs. For example, on the Standing Rock Indian Reservation, there were many protesters who deeply believed in defending the environment. I was inspired by their commitment and determination. Since then, my artwork has been influenced by what I saw and experienced about protesting in person. Art is my way to reach people, to show that the earth cares about us, and that we should be more caring toward the earth and environment.
I can model small changes in my habits to protect the earth. These small personal changes add up if everyone chooses to make their own changes. On a larger scale, I can use my social media platforms to educate others on the changes they can make. Lastly, I can use my art as a voice to show the gifts the earth provides. | 1,146 | 644 | {
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Testimony in SUPPORT of Senate Bill 304 Education - Public Schools - Asian American History Curriculum Requirement
Senate Education, Health and Environmental Affairs Committee February 3, 2022 1:00 PM ET
Presented to: Paul G. Pinsky, Chairman By: Grace Chen
FAVORABLE
Dear Chairman and Members of the Senate Education, Health and Environmental Affairs Committee,
My name is Grace Chen and I am a 9th grader at Marriotts Ridge High School of Howard County. On the weekends, I attend Howard County Chinese School to learn my heritage, language, and my ethnic culture. I am also a member of Howard County Chinese School AAPI Youth Ambassadors Program. I am writing this testimony in support of the Senate Bill SB-304 Title "Education - Public Schools - Asian American History Curriculum Requirement".
I urge a favorable report on SB-304, which would require the State Board of Education to develop curriculum for units of instruction on Asian American history in public schools in Maryland. This bill would lead to the development of a statewide curriculum that better reflects Asian American experiences and contributions, in Maryland and our region, while allowing local boards to determine the amount of instruction and implementation of these standards.
Sad, but true, there is not much knowledge about Asian-American history that is currently taught in school. Specifically, content about the contribution of Asian-Americans' to our country is not shown at all, resulting in frequent, biased opinions and stereotypes that do not define Asian people.
The evidence that I must testify with was something that happened when I was in 6 th grade. In Spanish class, me and my classmates were learning how to express what we do and do not like. The other students were saying "me gusta comer perro", which translates to "I like to eat dogs". This hurt my feelings deeply, and still, I wasn't able to stand up for myself against the other 11-year-olds. None of my other Asian friends in my class could say anything at all, and the teacher didn't even mention it. These biased opinions and stereotypes that are correlated with Asian people don't reflect the truth at all!
Asian Americans are Americans. The contributions of Asians to American history are taught incompletely, if at all, throughout our state's schools. SB-304 seeks to address this problem by ensuring that a unit of Asian American history is taught will be very imperative.
I strongly support adding the contribution of Asian Americans' and other culture groups' in our social studies curriculum. When Sir Francis Bacon published in his work, Meditationes Sacrae (1597), he had a famous saying: "knowledge itself is power". My understanding of this saying is, equipped with broad knowledge and being well-educated, our young generation will be able to understand what has happened in the history around the world. Once we grasp this knowledge, we can fully and finally respect each other, appreciate each other, reunite and stand strong to move our nation towards a better future.
In summary, I sincerely support this bill and urge a favorable report on SB-304. I look forward for your decision.
Thank you for your time!
Sincerely,
Grace Chen | 1,336 | 638 | {
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WEEKS OF SEPTEMBER 13TH AND SEPTEMBER 23RD • SEPTEMBER 2021
CREATIVE ARTS
BIWEEKLY NEWSLETTER
INSTRUCTORS
PE - MR. CUNNINGHAM
ART - MRS. BOSTICK
MINDFULNESS - MRS. METZ-NICHOLSON
SPANISH - SENORA B
VIOLIN -DR. SWANSON
/MRS. KACZMAREK
ART
MRS. BOSTICK
"Education is not the learning of facts, but the training of the mind to think" ~ Albert Einstein
Art is defined as the expression or application of human creative skill and imagination, typically in a visual form. Some examples of the visual forms include painting or sculpture, or producing works that can be appreciated primarily for their beauty or emotional power.
The overall objective for grades K-4 for the next 3 weeks is to lay the foundation of Art by discussing "COLOR". An emphasis will be placed on learning about the 3 types of colors which are: primary, secondary & tertiary.
All Art activities will correlate to understanding the color concepts for each grade level as deemed appropriate.
I am looking forward to another amazing school year as each scholar expands his or her creativity to learn more about various Art concepts.
Have an awesome week FDS families!
PHYSICAL EDUCATION
COACH CUNNINGHAM
Hello FDS families! It has been a blast doing PE for our scholars. This week, we will work on exercises that will test reaction skills and teamwork. I am looking forward to another amazing week!
MINDFULNESS
MRS. METZ-NICHOLSON
Objective is to increase mindfulness (awareness of what is happening NOW)• Increase awareness of the body and breath: mindfulness movement to help improve coordination• Awareness of breath to calm the fight or flight response to an event that feels stressful or frightening.• Sessions are made up of 3 parts, which can be combined or separately• Mindfulness/meditation through exercises/games• Breath work (can also be presented as a game)• Physical practice (poses)
SPANISH
SENORA B
Bienvenidos! Welcome to another year of awesome Spanish Class! I am so excited to work with our scholars this year! To our returning families, it is great to see you and your scholar again. Our new families, it will be a pleasure to work with you and your child. This class will encompass culture, spanish songs, games, lots of learning and reinforcement in and out of the classroom. Most importantly, it will be FUN!! Stay tuned in for weekly updates.
VIOLIN
MRS. KACZMAREK
Start date: September 13th
Grades: Half of 2nd grade, 3rd grade, and 4th grade
DR. SWANSON
Start date: September 13th
Grades: Kindergarten, 1st grade, half of 2nd grade | 1,260 | 620 | {
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BBC LEARNING ENGLISH
Media English 媒体英语
More 'long-life' plastic carrier bags being used
可重复使用的塑料袋销量增加
绿色和平组织的一项研究发现，随着英国超市的塑料消耗量升至 90 万吨，可重复使 用的环保购物袋（bags for life）去年的销量增至 15 亿个。该组织现在呼吁人们采取 更多行动来减少塑料垃圾。
Environmental groups say we should really call them 'bags for a week' because we use so many of them. Greenpeace and another campaign group, The Environmental Investigation Agency, monitor plastic usage by the supermarkets on an annual basis.
环保组织称，我们其实应把环保购物袋改称为"一周环保袋"，因为使用量太大。绿 色和平组织与另一家提倡环境保护的组织，英国环境调查机构，逐年密切关注超市的 塑料使用量。
Their latest report says that although fewer traditional flimsy carrier bags are being sold, the use of 'bags for life' has risen by 30% since last year - one reason why the use of plastics overall by the supermarkets is still rising. Most retailers charge between 10 and 30 pence for the bags. Sainsbury's has recently doubled its charge to 20 pence.
他们的最新报告称，虽然传统薄的购物袋的销量有所下降，但自去年以来，可重复使 用的环保购物袋的消耗量却增长了 30%，这也是超市塑料袋使用仍在上升的原因之 一。大多数零售商的塑料袋售价在 10 到 30 便士之间。英国森宝利超市（Sainsbury's） 最近将价格提高了一倍，每个袋子卖20 便士。
The supermarkets say they are aware of the problem and are trying to address it. Lidl for example, is piloting a scheme in Wales to stop selling the bags. It will be rolled out across the UK if it's a success.
各超市表示，他们已经意识到并正在努力解决这个问题。比如，利德超市（Lidl）正 在威尔士地区试行一项停止出售这类塑料袋的计划。如果该计划成功，则将在全英推 广。
1. 词汇表
2. 阅读理解：请在读完上文后，回答下列问题 。（答案见下页）
1. How many times a year do the environmental groups monitor plastic usage by supermarkets?
2. What is one of the reasons why the use of plastic by supermarkets is rising?
3. True or false? Supermarket chain, Lidl is rolling out a successful scheme across the UK to stop selling 'bags for life'.
4. What type of bags are supermarkets selling less of?
3. 答案
1. How many times a year do the environmental groups monitor plastic usage by supermarkets?
Greenpeace and another campaign group, The Environmental Investigation Agency, monitor plastic usage by the supermarkets on an annual basis – so once a year.
2. What is one of the reasons why the use of plastic by supermarkets is rising?
One suggested reason is the use of 'bags for life' has risen by 30% since last year.
3. True or false? Supermarket chain, Lidl is rolling out a successful scheme across the UK to stop selling 'bags for life'.
False. Lidl is piloting a scheme in Wales to stop selling the bags. It will be rolled out across the UK only if it's a success.
4. What type of bags are supermarkets selling less of?
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English 3 Summer Reading
It is crucial that you continue to read on your own in order to expand your mind, sharpen your reading skills, and develop your understanding of the world. That is why summer reading is part of life as a student here at Obama Academy. This year's English 3 summer reading assignment will prepare you for the course by helping you engage with at least one of the major topics we'll be exploring in class this year. Follow these steps and submit your completed summer reading product by Friday, September 9, 2022. If you have questions, email me at firstname.lastname@example.org. See you in August!
All the best,
Ms. Patrick Mutunga
1. Select a book connected to any of the following topics. I've listed a few recommendations for each topic, but you can select any book you choose.
| | Topics | Book Suggestions |
|---|---|---|
| The African American Experience/Racial Justice | | |
| Women’s Suffrage/Feminism | | |
| The Effects of Oppressive Regimes | | |
| The Pursuit of Happiness/The Hardship of Life | | |
OFF-LIMITS BOOKS (The books on this list are texts we'll be reading in class; select a book that is NOT on this list.)
* Select plays by August Wilson (Gem of the Ocean; Joe Turner's Come and Gone; Ma Rainey's Black Bottom; The Piano Lesson; Radio Golf)
* A Doll's House by Henrik Ibsen
* Short Stories by Anton Chekhov
* Persepolis by Marjane Satrapi
Off-Limits Books (continued)
* The Kite Runner by Khaled Housseini
* The House of the Spirits by Isabella Allende
* Essays by James Baldwin
2. Create a "One-Pager" that captures your understanding of the book you read and its significance. See the sample one-pagers on the following page.
One-Pager Product Requirements:
* A border which somehow represents the key themes from what you have read
* An image in the upper left-hand corner with a quotation woven into or around it. This image should somehow represent what you consider to be the most important symbol in the text so far.
* Images and/or doodled words in the upper right-hand corner that represent the key characters from the text and how they change throughout the text.
* Images and quotations in the lower left-hand corner that show the author's style of writing, and the power of the language that is used
* Images and/or words in the bottom right-hand corner that show connections between the themes and ideas in the writing and what is going on in the world today.
* At least three important quotations from the text
* Words and/or images that show the significance of the setting in some way
* Size: At least one 8.5 x 11 sheet of blank paper
3. Write a rationale (300-500 words) that answers the following questions:
o How does your one-pager illustrate, reveal, or show important themes in your chosen text?
o What is the context of each important quote included on your one-pager, and how is each quote significant to the work as a whole?
o What other important literary or stylistic aspects of the text (technique, style, characters, setting, etc.) does your one-pager represent in a unique way?
o How are the text and your artwork relevant to other readers?
Grading:
One-pager: _______/50 points
Rationale: ________/50 points
TOTAL: ________/100 points
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English
- Reading: introduction to VRICE: Vocabulary/ Retrieve (search text for answer) / Infer (work it out using clues from text) / Choice (why did the author choose this word?) / Explain (give examples to prove it)
- Extracts from Matilda – Roald Dahl
- Hodgeheg by Dick King Smith
- Information leaflets and posters
- The Rock Elf – fantasy stories
- Shape poetry / calligrams about animals and food
- SPaG – KS1 punctuation revision, nouns, adjectives, expanded noun phrases, clauses and how to use conjunctions to link them; which to use: 'a' or 'an'?
Science
- To classify rocks as natural or human – made
- To know how rocks are formed as igneous, metamorphic or sedimentary
- To know how soil is formed
- To know the significance of Mary Anning in the discovery of fossils
- To know how fossils are formed
- To use vocabulary to describe the properties of rocks (e.g. hard, soft, durable, porous, non- porous) and to apply this knowledge to a problem.
Maths
- Place value of hundreds, tens and ones
- Ordering and comparing numbers to 1000 (greater than or less than)
- Counting in 50s
- Adding and subtracting 3 digit numbers
- Estimating answers and using checking strategies
- Problem solving with addition and subtraction
- 2x. 5x. 10x table revision. 3x, 4x table learning
R.E
- World Religions: Sikhism.
- Theme: The Amrit Ceremony and the Khalsa
- Key Question: Does joining the Khalsa make a person a better Sikh?
Humanities
- Local Study: How and why is my local environment changing?
- Our Victorian school - use a variety of sources to find out about the history of our very special school building and how it served the community.
- Use maps, atlases, globes and digital/computer mapping to locate countries, regions, counties and smaller locations including Hampreston and understand its position in the wider world.
- Use ariel photos, satellite maps and photographs of the village to learn how the land has been developed over time and how the population has increased from its initial establishment.
Computing: Internet safety, learning about digital devices and ow they connect to networks.
Art / D.T:
Autumn leaves – sketching, using colour, printing leaf patterns, observational drawings of
harvest vegetables, painting vegetable skins
French:
Greetings; Where I live; numbers 1-20, my age; days of the week; my family
P.E: Tennis
Music: Let Your Spirit Fly – R&B song. Listening, evaluating, singing, composing and performing.
PSHCE: Living in the wider world – rules, rights and responsibilities; Health and wellbeing – healthy lifestyles; Relationships – valuing differences. | 1,244 | 608 | {
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Objectives and Evaluation Criteria Structure/Speaking Practice Advanced—Hughes
To pass this course, you must earn a minimum grade of 1.0. To pass this level, you must also earn a minimum grade of 1.0 in Reading and Writing, and have a grade point average (GPA) of 2.0.
Description
Using this advanced text, you will learn challenging and useful vocabulary and grammar structures to support a wide range of speaking and listening tasks. These skills will apply to both real-world and academic situations.
By the time you have completed the advanced texts, you will have acquired not only passive but active knowledge. This means that you will be able to produce, as well as understand, more complex structures and vocabulary.
Materials
- Structure and Speaking Practice: Hughes, by ELS Language Centers and Pearson/Longman, second edition
- Teacher-made materials
Speaking: By the end of the session, you should be able to
- successfully interview native and non-native speakers in a professional field to obtain specific information
- elicit candid opinions in an interview
- organize facts and opinions coherently for presentations and debates
- synthesize, summarize and discuss information obtained from presentations, lectures, and documentaries
- express your own opinion about written and aural material
- be understood by most native speakers
Listening: By the end of the session, you should be able to
- show understanding of conversations of native and non-native speakers in social, class, and work situations with background noise
- effectively take notes from lectures on general, technical and professional subjects
- accurately state main ideas and details from presentations, lectures, and documentaries
- show understanding of most forms and styles of speech
- show understanding of intended and implied meaning in oral and written presentations
| participation (active individual, group, and class work, homework)* | 25 |
|---|---|
| speaking evaluations | |
| evaluation 1 | 10 |
| evaluation 2 | 15 |
| mid-term/quizzes | 25 |
| final exam | 25 |
*If you miss 6 or more hours of class you will receive a zero (0) for Participation.
Grading Conversion
| SSP: Hughes Grammatical Forms Use this form to check how well you understand the grammar taught in this class. You will need to know other language functions as well in order to pass the course. | I know the form. | I know the meaning. | I can use it in speaking and writing. |
|---|---|---|---|
| Negative inversion Never had there been an election in which there were so few choices. | | | |
| Separable/inseparable phrasal verbs Donna called in a consultant. Donna called him in. The song that Nelson composed caught on everywhere. | | | |
| Adjective clauses Wade fed the dog that came to his door. Ira is the man whom Regina told us about. I know the old man who lives down the lane. The children, who wanted to play soccer, ran to the open field as soon as we arrived at the park. | | | |
| Changing adjective clauses to adjective phrases Anybody who wants to come to my party is welcome. Anybody wanting to come to my party is welcome. | | | |
| Restrictive and Non-Restrictive clauses The women who were on a diet skipped dessert; all the others had two helpings of it. The women, who were on a diet, skipped dessert. | | | |
| Adverb clauses: subordinators Whenever Bernadette goes to the movies, she chooses a comedy. Because she sees so many comedies, she misses out on the romance films. Jim is rich while Rebecca is poor. I’m going swimming tomorrow whether or not it is cold. Unless it snows, I am going to play outside. | | | |
| As if/as though Dan talks to his pets as if they were people. | | | | | 1,630 | 898 | {
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Artist: Matylda Konecka
Contentment
To make good use of what you have and to let go of what you do not use, is to live in a contented way.
I Am Peace (Part 2)
Peace inside is often reflected to the outside. Very often homes and offices which are more orderly normally have people living and working inside them who are more peaceful. A less orderly place to stay and work in, increases our thought activity. People who are confused easily in difficult situations tend to also ignore their surroundings and prefer living in less orderly environments. So, inner peace and outer peace are connected with each other. Keeping both, the mind and the surroundings full of calmness by using subtle methods for the mind and physical methods for the surroundings makes you stronger inside and increases your ability to keep your thought activity to a minimum. This is required very regularly when there are different types of situations and while coming into contact with people of different personalities. Very often a big group of people in an office can be challenging to work with and can make people even have thoughts of leaving such a group of people permanently when they are not able to cope with different people and their demands. A calm mind, some say in an 8 hour work day at the office, with demanding deadlines and different people with their different ways of working and opinions is next to impossible. At the same time, for some, who have learnt to remain at ease in situations or who have learnt the habit of thinking less irrespective of whatever happens around them prefer working in groups and find it easy to be a part of a group. On the other hand, some lose hope and cannot bear the pressure of that and prefer living alone and with a few people.
A good leader will be good at managing people well but not at the cost of managing the self and coming under mental pressures, which are the main cause of negative thoughts.The positive thought activity of a good leader and his peaceful nature directly influences the quality of mind activity of the people whom the leader leads and makes them peaceful.
(To be continued tomorrow …)
Sometimes we can be icy cold, unfriendly and unapproachable.
Sometimes bitter cold winds blow through our words, and people slip and slide on our frosty intentions.
There are times when we shut down and our ability to love freezes over.
Fortunately this state is not permanent. We can defrost our heart by: being more loving to ourselves, making our self-talk kinder and listening to our emotions.
As we start to warm up, our arctic feelings will melt, frosty behaviour will thaw, and love will flow again.
Message for the day
One's interaction with others is the biggest test to know what to check and change.
Thought to ponder: How people behave with us is a true indication of what our personality is. If most of the people are being negative to me, then definitely I need to check myself. Because, others become a mirror for us to see how we are. Physically too, most people have the habit of checking in the mirror to see if they are alright and if they are not, they bring about a change. In the same way, other people's response becomes an indication for us to know where I need to bring about a change.
Point to practice:Today I will take criticism as an indication of what I need to bring about a change in myself. When someone says something about me, especially if it is repeatedly coming to me from more than one source, I will see what aspect I need to change. I need to first check what really in me is drawing that criticism. Then I need to bring about that change. | 1,230 | 742 | {
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BROADCAST-Summer Health Hazards-When to Get Urgent Care
It took a while getting here but summer is in high gear and with many people enjoying the outdoors over the 4 th of July week, there are hazards that create problems that might go beyond what you should treat at home. How do you know when to seek medical treatment?
Months of rain and flooding have created conditions ripe for floodwater mosquitoes, gnats and there are the usual bites and stings. Most bug bites and stings are minor but Melinda Cooling, OSF HealthCare vice president for advance practice and Urgo urgent care says clean the area but seek medical care if redness or swelling persists.
SOT-Melinda Cooling, OSF HealthCare vice president for advance practice and Urgo urgent care
"If you get a bug bite that is getting red, swollen, tender starting to ooze a lot or causing you more discomfort, then those are things that are best to get evaluated by a health care professional." (:10)
Most spider bites are not harmful but if possible, make sure to identify the type of spider responsible because a bite from a brown recluse, common in the Midwest, can be serious.. Stay calm to prevent the venom from spreading and seek medical attention.
It takes only 15 minutes to get a sunburn. Cooling suggests medical attention if the skin is more than just hot to the touch.
SOT-Melinda Cooling, OSF HealthCare vice president for advance practice and Urgo urgent care
"It's blistering, it's oozing, you find that you're having fevers, you're really nauseated, you're having other symptoms that seem to be more extensive than sort of the normal burn; those are things you should seek medical attention for." (:14)
At OSF Urgo urgent care, several patients who have come in with sun poisoning are also dehydrated. Cooling advises to keep drinking water in hot weather, even if you don't feel thirsty.
Many children and adults suffer from swimmer's ear. Cooling suggests when you have ear pain, make sure there's nothing else causing it.
SOT-Melinda Cooling, OSF HealthCare vice president for advance practice and Urgo urgent care
"We never know has something flown into the ear? Have they put something in their ear that could be causing a problem? So, actually visualizing the ear and the ear drum is very helpful for a health provider to offer guidance." (:13)
ADDITIONAL MATERIAL FOR WEBSITE
Cuts and Wounds from Working Outdoors
We've all heard the warnings about wearing protective eyewear, footwear and earplugs when running the lawnmower, chain saw, weed eater or even pruning trees and shrubs but not everyone heeds the advice. Even with some gear, cuts happen.
Cooling says you should seek urgent care if the wound is gaping so that you can't gently press sides together and stop the bleeding, if it is a result of an animal or human bite, or if it is a result of being impaled by an object. Also, you might want to seek medical attention if it is on a cosmetically significant place such as your face or near a sensitive area.
There are some general rules that can help in most situations:
- Don't attempt to remove foreign objects
- Clean and elevate wounds (don't use hydrogen peroxide)
- Apply direct pressure to bleeding wounds
- Bites and dirty wounds require special treatment
- When in doubt, seek medical attention
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Linford Class EYFS Home Learning Challenges
order?
house.
to find?
| English | Science | | History/Geography | |
|---|---|---|---|---|
| During spring, seeds begin to grow. In the story of Jack and the Beanstalk, Jack’s beans grow into a magic beanstalk. Tell the story of Jack and the beanstalk with a grown-up and act it out together. | Can you fill a cup with water? Can you fill two cups? Do they hold the same amount of water? How do you know? | | Design a map of a farm or zoo. Think carefully about where the animals are going to sleep, exercise and eat. Do you need roads and paths? Ponds or trees? | |
| Choose a new book to read. Stop reading in the middle of the story. Can you guess what will happen at the end? Were you right? | | | Create a family tree showing any siblings, parents or carers, grandparents, aunts, uncles and cousins you have. | |
| | | Make a parachute out of a plastic | | |
| | | bag. Drop it from different heights. | | |
| | | Add a plastic toy to it. Does it make it | | |
| | | go slower? What happens if you | | |
| | | make the parachute smaller or | | |
| | | bigger? | | |
| Can you draw your house? Can you label your picture? Roof, window chimney, door and wall. | Make a weather chart to show what the spring weather is like. Draw a picture of the weather each day. | | | |
| | | Make a weather chart to show what | | Look outside a window at the front |
| | | the spring weather is like. Draw a | | of the house and a window at the |
| | | picture of the weather each day. | | back of the house. What can you |
| | | | | see? Can you see the same things |
| | | | | from both windows or are the views |
| | | | | different? Write a list of the things |
| | | | | you can see from both windows and |
| | | | | compare them. |
| Write your name, using a different colour for each letter. Remember to add the smiles. | Go on a Mini beast hunt in your garden. Make a list of all the insects you find and record which was the most popular. | | How have you changed since you were a baby? Draw and label a timeline of you from being a baby until now. What can you do now that you couldn’t do when you were a baby? | |
| | | | | How have you changed since you |
| | | | | were a baby? Draw and label a |
| | | | | timeline of you from being a baby |
| | | | | until now. What can you do now |
| | | | | that you couldn’t do when you were |
| | | | | a baby? | | 1,098 | 734 | {
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PE & SPORTS GRANT INFORMATION 2018/2019
| | PE & Sports Grant Information |
|---|---|
| Academy | |
Spending Overview :
Rationale
The Learning Academy Partnership is dedicated to delivering high quality PE & school sport to all children. We aim to raise standards in PE and equip the children with the desire, skills, knowledge and understanding necessary to lead a healthy lifestyle.
Healthy lifestyles (links to Life Education).
| COST £ | FUNDING CONTRIBUTION | IMPACT SOUGHT |
|---|---|---|
| £670 | £670 | In Foundation Stage and Key Stage 1 (Nursery to Year 2) they learn about keeping their bodies healthy, feelings, being a good friend and the safe use of medicines. At Key Stage 2 (Years 3 to 6) the experienced and specially trained Educators help children to consider the effects and risks associated with the use of drugs, including medicines, alcohol and tobacco. In addition, children learn about choices that can affect health and well-being, skills of friendship and how to cope with bullying and peer pressure. |
| Swimming in Year 6 (top up) | £692 | £692 | To employ a specialist teacher of Physical Education For all children to be able to swim competently, confidently and proficiently over a distance of at least 25 metres. For pupils to be able to use a range of strokes effectively (for example, front crawl, backstroke and breaststroke). Perform safe self-rescue in different water-based situations. To use the mini bus to provide extra-curricular sporting opportunities. |
|---|---|---|---|
| Outdoor based residential Grenville House for Year 4 pupils Beam House residential for Year 6 pupils | £516 £516 | £516 £516 | To ensure that two teachers attend the residential. To improve the provision that we have, for outside learning experiences, further. To support and involve the least active children within additional curricular and extra-curricular learning opportunities. To give our children the experience of mountain biking, archery, high ropes, kayaking and being part of a team quest. To learn new skills and build on their confidence, independence and self-esteem. To improve their emotional health and wellbeing. To inspire a love of adventure that will stay with them and help them develop into fit, active and healthy adults. |
| To work in partnership with Premier Sports. The package will include a skilled specialised PE teacher to coach and lead Ilsham boy’s football team. | £4,608 | £4,608 | To improve participation in intra and inter school sports. Pupils to receive regular coaching from a specialist PE teacher to improve their confidence and their physical and mental wellbeing. To improve pupils knowledge and understanding of how to live a healthy and active life which will benefit their mental and holistic health. |
| £8,900 | £8,900 | Access to an increasing number of local events and CPD opportunities for ALL staff. The ensure that (one day a week) Ilsham receive high quality specialised support with access to a sports leaders and after school club for all pupils. |
|---|---|---|
| £1,000 | £698 | To ensure that the PE lead at Ilsham has the knowledge and skills to deliver high quality CPD back in school and to support teachers in their delivery of PE lessons. |
| £300 . | £300 | To leave a lasting legacy for PE. Pupils to enjoy their PE lessons. To improve pupil’s confidence and their physical and emotional wellbeing. To learn new skills and build upon prior skills. |
|---|---|---|
| £200 | £200 | Pupils to demonstrate skills and understanding to be able to make a trip on lightly trafficked roads. For pupils to achieve Level 2 bike efficiency. |
| £640 | £640 | Pupils will have the necessary skills to play tennis. |
| £18,042 | £17,740 | | | 1,758 | 870 | {
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Bible Quiz for Kids - Old Testament
1: From which part of Adam's body did God create Eve?
Head
Rib
Knee
Foot
2: What was the first bird that Noah let out of the ark?
Dove
Duck
Eagle
Raven
3: What was the name of Abraham's nephew?
Lot
Isaac
Haran
Ishmael
4: What did God ask Abraham to sacrifice to him on Mount Moriah?
A ram
A turtledove
His only son
His wife
5: What did Rachel steal from her father, Laban, when she left home with her husband Jacob?
Laban's family jewels
Laban's money
Laban's household gods
Laban's favourite camel
6: What was the name of Joseph's youngest brother?
Benjamin
Manasseh
Asher
David
7: When Joseph was in prison, whose dream did he correctly interpret to mean he would be restored to his job?
Baker
Butler
Cook
Chief magician
8: What was baby Moses hidden in?
A large water pot
An animal skin bag
A bread basket
An ark of bulrushes
9: What was the first plague the Lord sent on Egypt?
Plague of lice
Darkness
Water turned into blood
Plague of frogs
10: On what mountain did Moses receive the the law from God?
Mount Moriah
Mount Sinai
Mount Nebo
Mount Gerazim
11: What was the 'tabernacle' for?
16: How did David defeat Goliath?
To worship God in
To prepare meals in
To sleep in
For the priests to live in
12: How did Rahab let the invading Israelites identify her house?
She painted the door red
She tied a red thread in the window
She put a red flag on the roof
She left a red bowl by the front door
13: What weapons did Gideon use to defeat the Midianites?
Swords and shields
Trumpets, pitchers and lamps
Spears
The ark of God and flaming torches
14: Which judge was betrayed to the Philistines by a woman?
Joshua
Jephthah
Samson
Barak
15: Who did Samuel anoint as the first King of Israel?
Saul
David
Jonathan
Joshua
He threw a spear at him
He won a sword fight
He threw a stone from his sling
He threw a burning torch at him
17: How did Uriah die?
David killed him with a sword
David had him placed in the most dangerous spot in the battle
The captain of the army stabbed him in the back The captain of the army sent him on a dangerous mission in another country
18: What did king Solomon ask for from God?
Money
Power
A long life
Wisdom
19: What feast was instituted when Queen Esther saved the Jews from destruction?
Passover
Purim
Hanukkah
Atonement
20: Who wrote this line "The Lord is my Shepherd, I shall not want"?
King David
King Solomon
Aspah
Moses
Answers
Answers are available by completing the online version of the Bible Quiz and then requesting to have the answers e-mailed to you.
Copyright
All material is copyright of the Bible Quizzes and Puzzles site and may be freely used in non-profit publications as long as http://www.biblequizzes.org.uk is credited as the source. Any other use including commercial use or online publication requires written permission. | 1,385 | 743 | {
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Grayrigg CE Primary School Skill Progression for Geography: The skill progression enables us to ensure progress through each phase of the National Curriculum. IN order to ensure we deliver all a variety of topics we follow a rolling programme. In Ks2 this is a 4 year rolling program.
| | Year 1 | | Year 2 | | Year3 | | Year 4 | | Year 5 |
|---|---|---|---|---|---|---|---|---|---|
| sequence events or objects in chronological order | | sequence artefacts closer together in time sequence events. sequence photos etc. from different periods of their life describe memories of key events in lives | | place the time studied on a time line sequence events or artefacts use dates related to the passing of time | | place events from period studied on a time line use terms related to the period and begin to date events understand more complex terms e.g. BCE/AD | | place current study on time line in relation to other studies know and sequence key events of time studied use relevant terms and periods labels relate current studies to previous studies make comparisons between different times in history | |
| begin to describe similarities and differences in artefacts drama – why people did things in the past use a range of sources to find out characteristic features of the past | | find out about people and events in other times collections of artefacts – confidently describe similarities and differences drama – develop empathy and understanding (hot seating, sp. and listening) | | find out about everyday lives of people in time studied compare with our life today identify reasons for and results of people’s actions understand why people may have had to do something Study change through the lives of significant individuals (e.g. Queen Elizabeth I and Queen Elizabeth II) | | use evidence to reconstruct life in time studied identify key features and events look for links and effects in time studied offer a reasonable explanation for some events Develop a broad understanding of ancient civilisations | | study different aspects of life of different people – differences between men and women examine causes and results of great events and the impact on people compare life in early and late times studied compare an aspect of life with the same aspect in another period Study an ancient civilization in detail (e.g. Benin, Shang Dynasty, Egypt) | |
Grayrigg CE Primary School Skill Progression for Geography: The skill progression enables us to ensure progress through each phase of the National Curriculum. IN order to ensure we deliver all a variety of topics we follow a rolling programme. In Ks2 this is a 4 year rolling program.
| Year 1 | | Year 2 | Year3 | Year 4 | Year 5 |
|---|---|---|---|---|---|
| begin to identify different ways to represent the past (e.g. photos, stories, adults talking about the past) (photos, BBC website) | compare pictures or photographs of people or events in the past Identify different ways to represent the past | | identify and give reasons for different ways in which the past is represented distinguish between different sources and evaluate their usefulness look at representations of the period – museum, cartoon etc. | look at the evidence available begin to evaluate the usefulness of different sources use of text books and historical knowledge | compare accounts of events from different sources. Fact or fiction offer some reasons for different versions of events |
Acorns
Oaks Year B
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Guidance on Serving Food in Community Buildings
Are you serving food in a community building?
Then you, or your caterer, need to read this information carefully
Food Poisoning is Preventable
Before you start
Visit the venue and think about the facilities that are available. Consider, at least, the following points:
- Is the kitchen big enough?
- Is there enough space to separate raw and cooked foods?
- Are there enough chopping boards to separate raw and cooked foods?
- Are the cooking facilities adequate?
- Is there enough fridge space?
- Will there be enough hot water for keeping the kitchen, equipment and utensils clean and disinfected?
- Do you need to provide any washing-up liquid and sanitiser/disinfectant?
- Will you have to provide any extra equipment?
- Will you be working with any other people? Are they suitably trained or aware of basic food hygiene principles?
- Will you be transporting any food? Do you have enough clean containers? Can you do the journey quickly?
The Kitchen
- Ensure the kitchen, equipment and utensils are clean and disinfected.
- Check the equipment is working properly - fridges should be switched on in good time to reach the required temperature of 8oC or below.
- Is there a wash hand basin close by, with constant supplies of hot and cold water, soap, and paper towels or other means to dry hands? Hand washing, especially after handling raw food, is a very important safety precaution, so what facilities will be provided if there is no wash hand basin?
Food Preparation
- Plan properly - avoid laying out perishable foods at room temperature too far in advance.
- Transport food quickly and hygienically in clean containers.
- Keep perishable foods at safe temperatures, including during transport.
- Keep cold foods at 8oC or below and hot foods at 63oC or above.
- If foods have to be cooked this must be done as quickly as possible.
- Always cook foods thoroughly and re-heat until piping hot.
- Keep raw foods, especially meats, completely separate from ready to eat foods.
- Clean as you go - use clean cloths and wipe up spillages immediately.
- Cover foods, whenever possible.
Personal Hygiene
- Wear clean clothes and aprons/over-clothing.
- Wash hands regularly, especially after handling raw foods and using the toilet.
- Avoid directly handling or touching foods - use tongs or utensils wherever possible.
-
Cover cuts and sores with a waterproof dressing.
- Never handle food if suffering from a stomach upset or skin infection.
- Tie long hair back.
Training of Food Handlers
- Food handlers who are responsible for providing food to members of the public should be adequately trained for the job that they carry out.
- This should include, at least, a basic understanding of those matters listed above.
- If you are serving food to members of the public who are elderly, young children or sick you should seek further advice on training from your local Environmental Health Department.
For further information:
- Contact:
Environmental Health Department
- Address:
Allerdale Borough Council
Allerdale House
Workington
Cumbria
CA14 3YJ
- Tel:
01900 702590
- Email:
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Hello 5th Grader!
These are the directions for you to work on math at home. Please use this checklist as a guideline for math. These activities compliment what would have been completed during in school sessions. All of the page numbers below are found in the Home Connections Workbook.
Unit 6 - Graphing, Geometry & Volume
In this unit, students are formally introduced to several new geometric concepts, including coordinate graphing and the use of hierarchies to classify two-dimensional shapes by their properties. Students also review volume, working from counting the cubes that will fit into a box to measuring prisms in continuous units and using standard formulas (V = l × w × h and V = b × h) to find their volumes. Module 4 features a brief review of fraction and mixed number multiplication, set in the context of making banners and flags.
Unit 7 - Division & Decimals
In this unit, students continue their study of division, including its relationship to multiplication. In Module 1, students work with problem strings to find partial quotients as they divide 3- and 4-digit dividends by 2-digit divisors. They also investigate scenarios involving rates—cups of fruit per pizza, and minutes it takes to run a mile—which leads to the strategy of finding equivalent ratios to solve division problems, even when the numbers are fractions. Module 2 centers around the sharing and grouping interpretations of division, providing opportunities to review the skills and concepts associated with dividing unit fractions by whole numbers and vice versa. During this module, students also solve and discuss a wide variety of division story problems, including contexts that require decisions about how to handle the remainders. In the last two modules, students review and extend their thinking about the effects of multiplying and dividing by powers of 10, as well as multiplying and dividing decimal numbers.
Math
Unit 8 -Solar Design
In this final unit of the year, students design and build scaled model houses that incorporate solar energy features. They begin by investigating different aspects of solar energy—reflection, absorption, concentration—and ways to collect and store the sun's rays. They analyze their data to inform their own design, using both spreadsheet software and paper and pencil methods. While students investigate these science principles, they apply many math skills they've learned throughout the year, including work with fractions, decimals, volume, surface area, conversions within measurement systems, and coordinate graphing. Student teams build model houses that incorporate passive and active solar features, and then test the models to see which designs allow the most collection and storage of solar energy. They create scaled side-view drawings and floor plans and use the plans to build the rooms in their model houses. Finally, students reflect on their learning and prepare for a showcase of their work to share with friends and family.
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Name: ______________________________
ArcGIS Online Basics – Exploring Severe Weather
In this activity, you'll open a web map and learn how to navigate and work with it, using map tools as you explore the current Severe Weather in the United States.
Open the map
1. Sign in to your ArcGIS Online account.
2. Go to Content, Living Atlas and search for the Severe Weather Web Map, click on the thumbnail to open it.
The map opens to show the current severe weather in the United States. Right now, the default view shows where most of the severe weather is happening in the US.
Explore the map
The map you just opened contains layers, and those layers contain features. For example, each report of a tornado occurrence is a feature. You can view the layers and features in the legend shown in the pane on the left-hand side of the map. If the legend is not currently visible, you will need to click on the Legend button in order for it to display:
1. Click on a weather report on the map, such as a tornado, wind storm, or hail storm report.
2. At the bottom of the pop-up, click Zoom to. The map will zoom in on the feature.
The GeoTech Consortium of Western New York was funded through the U.S. National Science Foundation (NSF) Office of Advanced Technological Education under Grants Award # 1501076 to Monroe Community College.
3. Close the pop-up by clicking the X in its title bar.
4. Click the Default extent button in the upper left corner of the map (it looks like a house) to return to the default map view.
5. On the weather map, click on a shaded region that represents a weather warning, watch, advisory, or statement (if one exists). Another pop-up will open with information about the warning, watch, or advisory.
6. Click on 'More Info' on the pop-up to view the NWS alert that was issued for that region. You may also click on any text highlighted in blue.
7. Close the browser tab with the alert information, and close the pop-up on the map.
8. On your own, learn more about the severe weather currently happening in our country. Use the map navigation tools or your mouse wheel to zoom in and out. Tip: Press the Shift key and draw a box on the map to zoom in on a particular area.
9. When you're finished, zoom out so that you can see the entire United States.
Map Layers
To work directly with the map layers, you need to switch to the Contents view of the map.
1. At the top of the left-side pane, click the Content button.
The order of layers in the Contents pane represents the order in which they are drawn on the map. At the bottom, every map has a basemap layer that covers the entire world. Every layer, except the basemap, can be turned on or off.
2. In the Contents pane, click the box next to all of the layers that currently have a checkmark except NOAA Storm Reports to turn them off.
3. Expand the NOAA Storm Reports menu. Turn the Tornado Reports (past week) layer on. There should now only be three layers visible on your map.
4. You can change the basemap. On the ribbon bar that runs along the top of the map, click the Basemap button to open the Basemap Gallery.
By default, it is set to display the Topographic basemap. Click on another basemap to change it.
Measure Distance
You can also work with the map using the tools located on the ribbon bar.
1. On the ribbon bar, click Measure and then click the Distance tool.
2. On the map, click on a location to start a measurement.
3. Move the mouse pointer to another location, and double-click to end the measurement. The distance will display in the box.
The default measurement displays in miles, but you can change it using the drop-down box.
4. Make a few more measurements. When you're finished, click the X in the upper right corner of the box. Tip: During a measurement, click once to change the direction of the line.
Use this map to answer the following question:
Approximately how many miles and kilometers from Rochester was the nearest tornado report in the past week? (if there haven't been any tornadoes in the past week, measure to the nearest hail or wind storm)
Miles: ____________________
Kilometers: ________________
Activity modified from: Getting Started with ArcGIS Online [ http://learn.arcgis.com/en/projects/getstartedwith-arcgis-online/# ] | 1,794 | 950 | {
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Eco-School Action Plan
Pupils need to take the lead in developing the Action Plan
Date Action Plan was developed: ____________________
Action Plan developed by: __________________________ Mrs Gammond and the Eco Committee
November 2017
| Action | Target/Measure | Timescale/ Deadline | Who is responsible? |
|---|---|---|---|
| To begin working on school pond To introduce another school pet To make and put bird feeders up around school Make bug hotels | To see an improvement in the pond area To teach about being responsible and caring for others To attract more birds to the school To attract more bugs to area | July 2018 Easter 2018 December 2018 December 2018 | Mrs Gammond and Eco Committee (Mr Warrell to agree) |
| To ensure each class has a light/IWB monitor Look into smart meters for school | To reduce our energy usage To measure the schools energy and help cut down our usage | December 2018 December 2018 | Mrs Gammond and Eco Committee |
| Action | Target/Measure | Timescale/ Deadline | Who is responsible? |
|---|---|---|---|
| Place more bins around school Invest in compost bins in school and one in vegetable patch Organise a sponsored litter pick | To help with reducing litter left around the school To reduce our waste To help raise funds for the eco committee and keep the local area clean | July 2018 July 2018 December 2018 | Mrs Gammond and Eco Committee (MR Warrell to agree) |
| Assign each class an area of the vegetable patch | To teach children about local produce | December 2018 | Eco Committee |
| Participate in walk to school week Find an area for children to park their bikes safely | To reduce carbon emissions and promote a healthily lifestyle To promote a healthy lifestyle | May 2018 July 2018 | Mrs Gammond and Eco Committee alongside Mr Warrell |
| Look into a visitor from water company to educate school about saving water | To educate pupils to use less water and care about our envrionment | July 2018 | Mrs Gammond |
| Action | Target/Measure | Timescale/ Deadline | Who is responsible? |
|---|---|---|---|
| Display to show waste of paper in each class | To cut our paper waste | Spring 1 (time to make a chart and compare waste of classes) | Mrs Gammond |
| Invest in compost bins around school and one for the vegetable patch | To reduce schools waste | Easter 2018 | Mrs Gammond and Eco Committee ( to be agreed by Mr Warrell) |
| To hold an assembly about the importance of healthy eating in school | To promote a healthy lifestyle | Easter 2018 | Mrs Gammond and Eco Committee |
| Ensure all teachers have taught something about a different country | To each children about different lives across the word | July 2018 | Eco Committee | | 1,360 | 666 | {
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ASSESSMENT TASK NOTIFICATION`
Task Number:
1
Task Type: Depth Study
Task Weighting: 30%
Due Date: Depth Study 31/3/2023 – Period 1 – 60 mins
Related Core Topics: Module 1 – Kinematics
Course: Year 11 Physics
Working Scientifically Syllabus Outcomes
A student:
* develops and evaluates questions and hypotheses for scientific investigation PH11/12-1
* designs and evaluates investigations in order to obtain primary and secondary data and information PH11/12-2
* selects and processes appropriate qualitative and quantitative data and information using a range of appropriate media PH11/12-4
* solves scientific problems using primary and secondary data, critical thinking skills and scientific processes PH11/12-6
* communicates scientific understanding using suitable language and terminology for a specific audience or purpose PH11/12-7
Content Syllabus Outcomes
A student:
* describes and analyses motion in terms of scalar and vector quantities in two dimensions and make quantitative measurements and calculations for distance, displacement, speed, velocity and displacement. PH11-8
TASK
Students have performed a depth study of the motion of objects on 2 dimensions. Students will transfer the knowledge they have leant through these experiences to a set of questions given to them on the day.
Students will bring their completed depth study notes to class to help answer the task questions.
Students will be required to
* analyse the motion of objects including the displacement, distance, speed, velocity and acceleration
* complete and analyse displacement/time graphs
* complete and analyse velocity time graphs
* complete vector addition for components of an object's movement
* assess the reliability and validity of experimental design
* suggest a possible procedure to test an aim
After the task is marked and returned, students will be required to do corrections for all questions where they did not achieve full marks.
Marking Criteria
A full marking criteria will be returned with the completed task to allow students to complete corrections.
The marking criteria will include assessment of the following:
o evaluating the investigation in regards to accuracy, error, reliability and validity
o using primary data and applying mathematical relationships to describe motion in two dimensions with a focus on projectile motion
o analysing and evaluating quantitative data
Please refer to "Year 11 2023 Handbook and Assessment Policy" which can be found at:
o Kingscliff High School website: https://kingscliff-h.schools.nsw.gov.au/content/dam/doe/sws/schools/k/kingscliffh/download-box/Year_11_2023_Handbook_and_Assessment_Policy5.pdf | 1,308 | 543 | {
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Title of Speech
Name:
Date:
Topic:
General Purpose: To __________
This is only two words, and it follows what type of speech you are giving. Your options will generally be the following: “To commemorate,” “To inform,” or “To persuade.”
Specific Purpose: My audience will be ____________________________________.
Complete this sentence by combining your topic with your general purpose. For example, if your speech topic is on owls and your general purpose is to inform, then your specific purpose could be stated: “My audience will learn more about owls”.
Thesis Statement:
Check with your instructor to see if they require this element. Your thesis is basically your preview statement.
Note: Check with your instructor on formatting. Some professors allow bullet points instead of Roman Numerals. This instruction sheet shows Roman Numerals.
I. Introduction (Goal: Draw people into your speech.)
A. Attention Grabber
Begin with a story, quote, statistic, definition, use of suspense, etc. Never begin with “Hi I am ____ and today I am going to talk about ____.”
B. Relate the topic to the audience (WIFM)
Give the audience a reason to listen.
C. Relate the topic to yourself (credibility statement)
Let the audience know why you can be trusted, how you know the material, etc. How do you know about this? Why are you interested, etc.?
D. Preview of main points
Preview statement: "Today I will tell you first ____, second ____, and third ____."
Transition Statement:
Transition statements help your speech to flow from one section to the next. They show a connection. “Let’s start with _____.” “To begin with, I’m going to tell you about ____.” OR SOMETHING MORE CREATIVE!
II. Body (Goal: Sufficiently explain your main points in an organized manner.)
A. Main Point # 1
These are necessary in supporting/providing/explaining your preview statement. Speeches are organized into 3-5 main points.
1. Sub-point
These are the breakdown of the main point into smaller units. They explain the main point. They include examples, narratives, statistics, testimony, etc.
a. This space is for more information on your sub-point. It is to be used if needed.
b.
2. Sub-point
3. Sub-point
Transition Statement:
“Now that we have covered _____, let’s move on to ______.” OR SOMETHING MORE CREATIVE! Your transitions need to review your last point AND preview your next point.
B. Main Point # 2
1. Sub-point
a. (If needed)
b.
2. Sub-point
3. Sub-point
Transition Statement:
"Now that we have covered _____, finally we will ______." OR SOMETHING MORE CREATIVE!
C. Main Point # 3
1. Sub-point
a. (If needed)
b.
2. Sub-point
3. Sub-point
Transition Statement (signaling the end):
"To sum things up, ____." OR SOMETHING MORE CREATIVE!
III. Conclusion (Goal: Summarize your speech, and make the audience remember you.)
A. Review main points
Review your main points in the order they were covered.
B. Make a powerful, impactful statement
Tie this statement back to the grabber. Never end with "That's it!" or "That's all I
have for you!"
References/Works Cited
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C Read the words in the box. Look at the pictures. Write the word that completes each sentence.
1. write a letter to you.
2.
get the letter soon.
3. We
go out in the rain.
4.
read our books.
5.
a great way to spend the day.
6.
fun to go skating.
I'll
you'll
shouldn't
we'll
that's
it's
Name
Goodbye, Curtis
Contractions: ’ll, n’t, ’s
To the Teacher Write the words I'll, you'll, can't, we'll, that's, shouldn't, don't, and it's on the board. Next to each word, write the two words that make up the contraction. For the word I'll, model how a contraction is formed by crossing out the letters w and i, then say: "Now I'll replace the letters with an apostrophe." Erase the letters and write an apostrophe in their place. Say the contraction and have children repeat it after you. Continue with the other words. Read aloud the directions for the exercise. Read aloud the words in the box. Ask children to repeat them after you. Model the first sentence. Pair students of varying ability to complete the page.
C Write the word that completes each sentence.
1.
a good day to help someone.
2. My mom work so hard.
3. help with that.
4. I mind washing the dishes.
5. need some food.
6.
it fun to help out?
it's
shouldn't I'll
don't they'll isn't
Name
Goodbye, Curtis
Contractions: ’ll, n’t, ’s
To the Teacher Draw a chart with two columns on the chalkboard. Write the following words in one column: it is, should not, I will, do not, they will, is not. Read the words aloud, and have repeat them after you. Ask student volunteers to come up to the board and write the contraction for each word group in the second column. For example, next to "it is" the child writes "it's". Have children read the contraction after they have written it. Then read aloud the directions for the exercise. Read the words in the word box aloud. Have children repeat the words after you. Model the first exercise. Have children work individually or in pairs of varying fluency.
C
Draw a line to match the word with the picture that shows its meaning.
Goodbye, Curtis
Vocabulary
addresses clerk
To the Teacher Read aloud the directions at the top of the page and the words in the middle of the page. Have partners complete the page by choosing the word that best describes each picture and drawing a line to it. Point to the pictures and ask questions such as: Is the clerk behind the counter? Have children answer in a complete sentence. (Yes, the clerk is behind the counter.) Does the lady pour juice? Is this a country route? Do the letters have addresses? Finally, have children complete these sentences with the remaining vocabulary words: When you get taller, you have (grown). When you have a party for a winning team, you (honor) them.
pour route
Goodbye, Curtis
Contractions
TEST PREP
C Choose the word that is the correct contraction for the underlined words.
Example let us
letus
let's
lts
1 he is
hes
hee's
he's
2 she will
shell
she'll
sheell
3 do not
don't
dont
dnt
Remember that you are taking out letters, not adding them.
Tip
Say the word aloud. Think about which vowel sound is left out.
Tip
Remember that the apostrophe (’) is placed where a letter was taken out.
Tip
Name
Goodbye, Curtis
Contractions
TEST PREP
Name
C Look at the chart. Then find the word from the chart to answer the questions.
Goodbye, Curtis
Compare and
Contrast
| Letters | Both letters and e-mail | e-mail |
|---|---|---|
| Letters use envelopes. | Both are written. | e-mail uses electricity. |
| Letters take days to arrive. | Both are ways to send messages. | e-mail takes seconds to arrive. |
| Letters require pens, stamps, and paper. | | e-mails require a computer. |
How are an e-mail message and a letter alike?
1. Both are messages.
2. Both are ways to send .
3. Name four things that are different about e-mail and letters.
a. You write mailed letters on.
You write e-mail on .
b. You have to buy to send a letter.
uses electricity.
Name
Goodbye, Curtis
Review: Inflections
C Read the story. Look at the underlined words. Make the underlined words mean more than one. Write the new words on the chart. -es (f to v)
Mr. Jones and his lived on a farm. They had two chickens, a hen, a cow, and a . Each spring they looked for the first green to appear on the apple tree. In the fall, they made pies. The pies cooled on a wooden . They gave a pie to their neighbor. Mr. and Mrs. Jones had a very happy . life half shelf leaf calf wife | 1,874 | 1,116 | {
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MANAGEMENT FUNDAMENTALS
Chapter 3 HOW TO LISTEN
3.1 Listening Assessment
3.2 Five Ways to Be a Better Listener
3.3 Follow the Blinking Word
The difference between listening and pretending to listen is enormous. Real listening is a willingness to let the other person change you. When I'm willing to let them change me, something happens between us that's more interesting than a pair of dueling monologues.
Alan Alda American Actor
3.1 Listening Assessment
ABOUT THIS TOOL—Increasing one's self-awareness is indispensable to be an effective manager. This assessment will help identify your strengths as a listener, as well as less helpful habits that need addressing.
Each item is to be considered in its own right. There is no cumulative score. Some describe effective listening habits, others that hamper listening well to others.
APPLICATION—Using a scale from 1-Never to 5-Always, rate your listening habits, then reflect on the results, acknowledging your strengths and selecting one or two habits that you'd like to change. Feeling bold? Ask others to rate you using the same scale.
| 1. My body language makes it clear I am fully listening. |
|---|
| 2. I make the speaker feel as if he or she is the center of the conversation. |
| 3. I give the speaker plenty of time to talk. |
| 4. I refrain from interrupting the speaker. |
| 5. I look at the speaker with encouraging eye contact. |
| 6. I fidget with objects or otherwise act distracted. |
| 7. I help keep the speaker on track with paraphrasing. |
| 8. I probe for deeper understanding. |
| 9. I finish the speaker’s sentences. |
| 10. I convey an attitude of openness and sincerity. |
| 11. I put the speaker at ease, encouraging deeper sharing. |
| 12. I ask questions that open up the discussion. |
| 13. I ask questions to direct more discussion to a particular point, when helpful. |
| 14. I ask questions to draw out emotions as much as facts. |
| 15. I insert humorous remarks even when the speaker is serious. |
| 16. I sneak a peek at my watch or cell phone. |
| 17. I smile at the speaker and lean forward to convey interest. |
| 18. I’m willing to be influenced by what I hear. |
| 19. I create an atmosphere of trust and connection through listening. |
| 20. I demonstrate empathy through listening. |
3.2 Five Ways to Be a Better Listener
ABOUT THIS TOOL—"Listening takes up more of your waking hours than any other activity…The quality of your friendships, the cohesiveness of your family relationships, your effectiveness at work—these hinge, in large measure, on your ability to listen." 1 Here are five ways to boost your listening prowess.
APPLICATION—Pick one of these skills to practice each week for the next five weeks. Make daily notes of your experience. At the end of five weeks, reflect on your overall experience. What seemed to be easy? Hard?
Source: Developed by the author
1 Robert Bolton, People Skills, (NY: Simon & Schuster, 1979), 30
3.3 Follow the Blinking Word
ABOUT THIS TOOL—"You can get more of what you want from your work if you improve your listening and your understanding of how work really gets done, the challenges your organization faces, changes coming, and the challenges your boss faces…When you tune out, you miss out." 2
Following the blinking word forces you to pay close attention to what another person is saying.
APPLICATION—Review this technique then give it a try, and then try again. It will take continued practice to make following the blinking word, and better listening, routine.
Technique
1. Identify one word of what the speaker has said that blinks (stands out).
2. Ask about any one of the blinking words.
3. Listen for the answer.
4. Notice the blinking words in their answer and question one of them.
5. Pay attention to the answer.
6. Identify one blinking word in their answer and question it.
_______________________________________________________________________
Example: You're having lunch with Brad, a coworker. As he talks, you decide to get curious and really listen. Brad says, "This project is a nightmare. I can't wait for it to end."
1. Speaker: "This project is a nightmare. I can't wait for it to end." You could inquire about project, nightmare, or end.
2. You: "Tell me more about the work. What makes it a nightmare?"
3. Speaker: "It's a nightmare because of the customer."
4. You: "What about the customer makes this so hard for you?"
5. Speaker: "He complains about everything. Then he sets another impossible deadline."
6. You: "Does he have total control over your deadlines?" or "Tell me about his biggest complaints."
2 Beverly Kaye and Sharon Jordan-Evans, Love It, Don't Leave It (SF: Berrett-Koehler, 2003), 138 | 2,013 | 1,092 | {
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Toxic Forages
Livestock producers can quickly lose valuable animals if they fail to carefully monitor prussic acid and nitrate levels in drought-stressed forages. While producers should be vigilant in learning the signs of a drought-stressed plant, diagnostic testing is the best way to monitor prussic acid and nitrate levels. The Texas A&M Veterinary Medical Diagnostic Laboratory (TVMDL) offers experts in toxicology testing.
Eye out for dangerous plants
Johnsongrass, a common grass in Texas, can become especially lethal during stressed conditions, like drought. Johnsongrass tends to have high levels of prussic acid when the weather turns hot or dry, or when dry Johnsongrass is exposed to a little moisture and grows very quickly. Prussic acid builds up in stressed plants, causing acute death losses when consumed by ruminants.
When Johnsongrass leaves have a ribbon-like appearance, this can be an indicator that Johnsongrass is stressed by drought or heat and may be high in prussic acid. Any of the sorghum species – such as haygrazer, sorghum sudan, and some milo – may also contain high levels of prussic acid.
Nitrate levels in forages are also a concern. Sorghum hybrids, corn and grain sorghum may contain high levels, as may pigweed or careless weed. Too much nitrate affects hemoglobin oxygen binding capacity, which can be deadly. Nitrates are generaly highest in fertilized pastures.TVMDL can test forages for prussic acid and nitrate levels.
How to test forages on your land
* Each fresh plant sample should include 10 to 12 plants, which should be randomly selected from the grazing area.
TVMDL can test forages and hay for dangerous levels of prussic acid or nitrate. It is good practice to test all forages from well-used grazing land that are known to accumulate high levels of prussic acid and nitrate.
* Cut samples three to four inches above the ground. For a large area, divide the land into manageable sections.
* Fold the samples if necessary, and place them in a garbage bag (which should be tied tightly) or into a large zip-lock baggie.
* Label each sample according to the section from which it was taken, then include that information on the paperwork that accompanies the samples.
* Next, box up the bags with cool packs and send them by an overnight courier to TVMDL's College Station laboratory. Samples must arrive within 24 hours after they are cut. TMVDL suggests cutting samples at 3 p.m. and sending them with the last daily shipment.
Test your baled hay, too
* Take one probe from the baled hay and transfer it quickly into a glasscanning jar and tighten the lid and ship it overnight to TVMDL.
For prussic acid:
* If a round bale has high prussic acid levels, let the bale cure for at least 30 days. Roll out the bale and air it out for several hours before allowing cattle access.
* Take 3-4 probes of grass from the baled hay, combine all the hay to a plastic bag, and ship it overnight to TVMDL.
For nitrate:
Take these additional steps
If you are concerned about the forage on your grazing land, you should tightly control your livestock's grazing. Consider supplementing – or replacing grazing entirely – with dry hay that has tested safe (especially when forage test values for prussic acid are dangerously high). Take care to isolate livestock from suspected plants, including any forage that may grow on the other side of a fence or along a right-of-way. Also, take extra caution when moving cattle from one pasture to another. Finally, be prepared to quickly treat animals that have ingested forage with high levels of prussic acid or nitrate. TVMDL suggests consulting your veterinarian for guidance on treating animals ingesting toxic forage. If you have questions about toxic threats around your farm or ranch, call TVMDL Toxicology Section at 1.888.646.5623.
ED Toxic Forages 09/17 | 1,613 | 866 | {
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COMMENTARY
Different Types of Plastic Debris: An Environmental Loss
Lei Yang*
Description Micro, macro, and mega plastics are the three main types of plastic that make up plastic pollution. The Northern Hemisphere has the highest concentrations of mega and micro plastics, which are located in urban areas and waterways. Because currents move the trash, plastic can be found off the coast of some islands. Packaging, footwear, and other household objects that have been dumped in landfills or washed ashore include both mega- and macro-plastics. Items used in fishing are more likely to be discovered near distant islands. The terms micro, meso, and macro debris may also be used to describe them. There are two types of plastic debris: main and secondary. When collected, primary plastics remain in their unaltered state. Micro beads, bottle caps, and cigarette butts are a few examples of them. On the other hand, secondary plastics include the smaller plastics left over when primary plastics degrade.
Plastic fragments between 2 and 5 mm in size are known as micro debris. Beginning as meso or macro debris, plastic debris can break down into tiny particles through degradation and impacts to produce micro debris. Nurdles are a more popular name for micro debris. Nurdles are recycled to manufacture new plastic products, however because of their small size; they are frequently released into the environment during production. Through rivers and streams, they frequently find their way into the ocean. Scrubbers are another name for micro debris that comes from cleaning and cosmetic goods. Scrubbers and micro debris are frequently consumed by filter-feeding species because of their small
Department of Environmental Science, Fudan University, Shanghai, China
ARTICLE HISTORY
size. Nurdles can leak during shipping or come from land-based sources to enter the water. According to the Ocean Conservancy, more plastic is dumped into the ocean by China, Indonesia, the Philippines, Thailand, and Vietnam than by all other nations combined. Nurdles, together with plastic bags and food containers, are among the most prevalent types of plastic pollution, accounting for 10% of the plastics in the ocean. Because of their hydrophobic nature, persistent bioaccumulating toxins including bisphenol A, polystyrene, DDT, and PCBs can build up in the waters as a result of these micro-plastics and have harmful effects on human health. Environmental losses are anticipated to rise despite global efforts to minimise the production of plastic garbage. According to modelling, without significant interventions, between 23 and 37 million tonnes of plastic garbage might be dumped into the environment annually by 2040 and between 155 and 265 million tonnes annually by 2060. An increase of this scale could have drastic effects because the ecosystems are already being negatively impacted by the plastic garbage that is dumped into the environment. While plastic debris is greater than 20 mm, it is categorized as macrodebris. These include things like supermarket bags made of plastic. Ocean waters frequently include Macrodebris, which can negatively affect local creatures. Priority contaminants have included fishing nets. They keep capturing marine life and other plastic waste even after being abandoned. These abandoned nets eventually get too heavy, weighing up to 6 tonnes, and are too difficult to remove from the ocean. Revised: 13-Jul-2022, Manuscript No. JENVOH-22-70542 (R); Published: 22-Jul-2022
Open Access
Received: 20-Jun-2022, Manuscript No. JENVOH-22-70542;
Editor assigned: 23-Jun-2022, PreQC No. JENVOH-22-70542 (PQ);
Reviewed: 07-Jul-2022, QC No. JENVOH-22-70542; | 1,617 | 777 | {
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Practice: The Red Baseball Cap
What does the underlined word mean? Read each sentence and try to determine the meaning of each underlined word or expression. Choices below.
1. The test will be hard, so we better study.
2. I am determined to win the swimming contest, so I practice every day.
3. After school we always hang around the park.
4. My sister yelled at me and then stormed out the door.
5. I tentatively tasted the vegetable soup.
6. I looked frantically for my lost wallet.
7. My friend was dejected because he couldn't find a summer job.
8. The thief decided to stop stealing and go straight.
9. The police stopped my mom because she was speeding.
10. I am suspicious of all salesmen.
Choices: [ spend time - driving too fast - sad, depressed - carefully - become honest - should, have to - leave angrily - panicked - mistrusting - really want something ]
- - - -
Match with the definition:
- rob
- piece of cake
- respectable
- kidnap
- hide-and-seek
-
- conscience
ransom
- never mind
- pause
- choke
- gasp
- a noise you make when shocked or scared
- a little voice inside that tells you what is right and wrong
- very easy
- it's not important
- stop for a short time
- a game of searching for hidden children
- money you must pay a kidnapper to get a stolen child back
- having a good reputation
- to steal
- stealing a child
- when you can't breathe because of something stuck in your throat
Finish the sentences with these words:
[ deeds - conscience - ransom - choke - fit - dazed ]
1. This sweater is too small for me. It doesn't _________.
2. The kidnapper wanted a $500 _________ for the little boy.
3. I like to do good _________, such as helping old people cook, clean, or work in their yards.
4. She looked _________ when she learned that she had a twin sister.
5. After I told a lie to my best friend, I had a guilty _________.
6. Don't eat too fast or you might _________!
- - - -
Finish the sentences with these words:
[ tentatively - better - dejected - robbed - pause - gasped ]
7. I had to _________ to rest for 10 minutes when we walked to the museum.
8. What's wrong? You look very __________ today.
9. I _________ when I saw the huge spider.
10. You _________ come home by 9:00 or your parents will be mad.
11. Our house was _________ last night, so now we don’t have our TV, CD player, or jewelry.
12. I __________ approached the hurt dog. | 1,010 | 594 | {
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DELVE into HISTORY with DEL
BRINGING HISTORY TO LIFE!
Workshops designed to help children discover life in the past, through artefacts, role play and costume. Educational and fun workshops delivered in your classroom.
Key Stage One
Key Stage Two
TUDORS - ENTERTAINMENT*
TOYS AND GAMES FROM THE PAST
Look at wooden toys and explore how clockwork toys work. Play with old fashioned toys and games.
FLORENCE NIGHTINGALE
Imagine what is was like to be a nurse at the Scutari hospital during the Crimean War. Handle artefacts and look at costume.
SEASIDE HOLIDAYS IN THE PAST
Follow the story of Victorian lady Lillie on holiday in Blackpool. Handle artefacts and look at costume.
MYSTERY BOX
Become a time detective and investigate artefacts from Victorian times to learn about houses in the past.
VICTORIAN SCHOOL DAYS
Experience what it would be like at school through role play. Use slate boards and explore Victorian punishments.
FIRE OF LONDON
Handle artefacts, look at costume and get involved in role play. Find out why the fire spread so quickly and learn how people tried to stop the fire.
STONE AGE
Investigate interesting artefacts to discover what life was like for Stone Age man. With the help of clues, find out what the earliest living people ate and what they wore.
ANCIENT EGYPTIANS
Investigate artefacts to learn about life in Ancient Egyptian times. Help to mummify someone and look at costume.
ANCIENT GREEKS**
Investigate armour and compare Athenian and Spartan life through handling and sketching artefacts. Play an ancient Greek game.
ROMANS
Investigate armour, learn about battle tactics and everyday life by handling and sketching artefacts. Play a popular Roman game.
ANGLO- SAXONS
Explore the Saxon world by looking at costume. Handle and sketch artefacts and have a go at writing a Saxon riddle.
VIKINGS
Investigate artefacts and costume to learn about life in Viking times. Play a Viking game.
Take part in Tudor dancing. Play some Tudor games.
TUDORS - RICH AND POOR*
Investigate artefacts to learn about Tudor life. Look at costume and learn about the differences between rich and poor. Have a go at writing with a quill pen.
VICTORIAN SCHOOLROOM*
Experience Victorian school times through role play. Use dip pens and slate boards. Learn about Victorian punishments.
VICTORIAN HOME LIFE*
Learn about the life of a poor family through photographs and artefacts. Try rag rugging and making Victorian toilet paper!
WW2 - THE HOME FRONT**
Experience life as a child during Wartime Britain, through role play. Investigate artefacts and have a go at salvaging.
MAYANS
Investigate artefacts and look at clothing to discover what Mayan civilization was like. Also test yourself with the Mayan food quiz!
*Tudor and Victorian workshops can be combined for a full day experience.
**Offered as a full or half day experience.
or07793 892113
Delyth Bannister on
01942 791563
email: firstname.lastname@example.org
For further information on any of the above workshops or for keen, affordable prices guaranteed to comply with your budget restraints, please contact:
w w w.
h i sto r y wo r ks h o p s
nort hweste n g l a n d . co. u k | 1,495 | 734 | {
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BAL BHARATI PUBLIC SCHOOL, NAVI MUMBAI
Class – VII Subject- Geography Session :2020-21
Chapter – 1 ENVIRONMENT
Prepared by: KUSUM LATA
INTRODUCTION
* Environment means surroundings, which include all the living and non-living things around us.
* The place , people , things and nature that surrounds any living organism is called environment.
* Our environment is a combination of both the natural environment and the human environment.
Components of Environment
a. Natural environment :
It refers to both Biotic and Abiotic conditions existing on the earth.
Biotic or living beings Abiotic or nonliving components existing on the earth.
b. Human environment :
It reveals the activities , creations and interactions among human beings.
The biotic and abiotic components of the natural environment are interrelated there is a constant interdependence/interaction between them.
NATURAL ENVIRONMENT
The components of the natural environment , such as land ,water ,air, plants, animals and human beings are called the domains or realms of our earth.
The domains are as follows.
1. Lithosphere
2. Hydrosphere
3. Atmosphere
4. Biosphere
The Lithosphere
Introduction: The Greek word 'lithos' stands for rocks.
Lithosphere is the solid crust or the hard top layer of the earth, made up of rocks and minerals.
Its surface is not uniform and has a variety of landforms such as-mountains, plateaus, ridges, plains, valleys, etc.
These landforms are also found on the ocean floors.
The Lithosphere
Importance:
1. It provides land for agriculture and settlements.
2. The land is covered with forest and grassland.
3. A variety of minerals are found in the crust of the earth which are needed for the development of industries.
The Hydrosphere
Introduction: The word 'hydro' stands for water.
About 71% of the total surface area of the earth is covered with water, which is called hydrosphere.
The water on earth is found in : oceans, seas, bays, rivers, lakes , ponds, etc.
Water is found in solid, liquid and gaseous forms.
Earth is also known as Blue planet.
Importance:
1. Life can not survive on the earth's surface without water .
It is essential for all living organisms.
2. Fresh water is in great demand for domestic needs, agriculture and industries.
3. Water is also used to generate hydroelectricity.
The Atmosphere
Introduction : The thin layer of air that surrounds the earth is known as Atmosphere.
The gravitational pull of the earth holds the atmosphere around it. About 99% of the total mass of air lies within 32 km from the earth.
It consists of a number of gases, dust particles and water vapours .
The Biosphere
Introduction: Plant and animal kingdom together make biosphere.
It is a narrow zone of the earth where land, water and air interact with each other to support life.
Importance:
The existence of biosphere has made the Earth a unique planet in the solar system.
The living organisms in the biosphere vary greatly in size and shape. The variety of life on earth is called biodiversity.
Ecosystem
Introduction: All the living organisms , i.e. , plants, animals and human beings, depend on their immediate environment. They are also interdependent on each other.
Definition: It is a system formed by the interaction of all living organisms with each other and with the physical and chemical factors of the environment in which they live, all linked by transfer of energy and material.
Human Environment
Introduction: Human beings interact with the environment and modify it according to their need.
Early humans: simple life, fulfilled requirements from natural surroundings.
Progress led to: Increased needs and requirements.
Change in environment.
Ex:Nomadic life agriculture domesticated animals settled life.
2.Wheel invention—surplus food production---barter system---trade started.
3. Industrial revolution large scale production.
4. Transport and communication World a global village.
Man modifies his environment:
A perfect balance is necessary between the natural and human environment.
THANK YOU | 1,879 | 866 | {
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mathsgenie.co.uk
mathsgenie.co.uk
Please do not write on this sheet
1
mathsgenie.co.uk
mathsgenie.co.uk
Please do not write on this sheet
(2)
(1)
Grade 2
Grade 2
Stem and Leaf Diagrams
(1)
6 Here is a stem and leaf diagram showing the ages of some footballers.
(a) Work out the range.
(b) Work out the median age.
1 7 9 2 0 2 2 3 5 7 7 8 3 0 1 3 3
$$Key: 1 7 = 17 years old$$
(2)
(3 marks)
7 Here are the masses, in kg, of 15 objects.
2.9 3.5 2.1 3.8 3.7
1.6 3.1 2.4 2.9 1.5
3.5 4.4 1.8 1.8 2.3
(a) Draw an ordered stem and leaf diagram to show this information.
(b) Work out the median mass.
(2)
(3)
(5 marks)
8 Here are the speeds, in mph, of 20 cars.
55 65
70 67 58 69 51 43 63 49 48
52 45 42 47 50 47 64 63 58
(a) Draw an ordered stem and leaf diagram to show this information. You must include a key. (3)
(b) Work out the median speed.
(2)
(5 marks)
9 Here are the ages of a company’s employees.
$$31 24 43 52 19 59 29 55 51 38 20 38 36 26 31 38 23 29 25 55 26$$
(a) Draw an ordered stem and leaf diagram to show this information. You must include a key. (3)
One of the employees is selected at random
(b) Find the probability that they are younger than 30. (2) (5 marks)
10 Here are scores of some students in a test.
51 53 49 88 62
74 68 53 67 51
59 65 42 43 59
63 62 40 67 59
(a) Draw an ordered stem and leaf diagram to show this information. You must include a key. (3)
(b) Work out the median score
Another student sits the test and scores 80.
Boris says: "This means the median will increase."
(c) Is Boris correct? You must explain your answer.
(6 marks) | 979 | 590 | {
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Basic Signs and Terms
Pitch
A treble clef & indicates notes of high pitch. A bass clef ? indicates notes of low pitch.
==
is a stave or staff. Notes are written on the lines or in the spaces of the stave.
In piano music, two staves are used, connected by a brace {
The small lines for notes above or below the stave are leger lines.
s sharp raises the pitch of a note by one semitone
n natural cancels a sharp or flat
f flat lowers the pitch of a note by one semitone
Duration
w semibreve whole note
h minim half note
q Πcrotchet quarter note
e ‰ quaver eighth note
x ≈⋲ semiquaver sixteenth note
The time signature shows how many beats are in each bar. A bar line shows the end of a bar.
If the time signature shows crotchet beats, a semibreve would receive four beats, a minim would receive two beats, a crotchet would receive one beat and a quaver would receive half a beat.
A semibreve rest is also called a whole bar rest.
A dot after a note or a rest adds half of its value. So h. h q Curved lines linking notes of the same pitch are ties, which join two notes into one longer note.
= +
Dynamics
π pianissimo very soft
p piano soft
P
F mezzo forte moderately loud
f forte loud
ƒ fortissimo very loud
mezzo piano
moderately soft
crescendo
diminuendo
gradually becoming louder
gradually becoming softer
Articulation
Curved lines joining notes of different pitch are slurs. Slurred notes should be played legato (smoothly and well connected).
Staccato, indicated by a dot above or below a note, means short and detached.
Other signs
An accent (>) means emphasise the note.
means repeat from the beginning; means repeat the section between the signs.
Some pieces have alternative endings for repeating sections (first and second time bars).
If the repeat is not played, the first time ending should be omitted.
Sustaining pedal signs:
≠
≠
≠
depress the pedal
release the pedal release then depress the pedal
A double bar line indicates the end of a section ( | | ) or the end of the piece ( |||||||||||||||||| ). | 930 | 512 | {
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Friendship means using your words and actions to show others you care.
Read Ecclesiastes 4:9-10
Build Up
Ask an adult to help you look up 1 Thessalonians 5:11 and for six plastic cups you can write on. Think of some encouraging words that you could say to a friend that would build them up. Ask an adult to write these words on the cups. Once you think of six different things to write, stack the cups in a pyramid shape. This could be three cups on the bottom, two on top of those, one on the very top. This is what it looks like when you use encouraging words, you build someone up! Ask God to help you be the kind of friend that encourages your friends.
A
2
Say Thanks
This week, we learned how Elisha and Elijah encouraged each other throughout their journey together. Have you ever thought about how you can do that for one of your friends? Take out a piece of paper and some crayons. You are going to create your very own thank you card. Choose a friend and tell them how much you appreciate him or her for being your friend. What a great way to encourage them and build them up just like we learned this week!
Dear God, Thanks so much for giving me amazing friends. Thank You specifically for ______. I pray that they will feel encouraged and important because of the note that I made for them this week. Amen.
I Choose You!
All this week we have been talking about different ways that we can encourage our friends and show them that they are important to us. Look at the list below and circle all the different ways that are encouraging a friend and building them up. Put an "x" through all of the ways that are not. Choose one of these things that you circled and do if for a friend this week.
Draw a picture for your friend Ask your friend what they would like to play. Ignore your friend when they wave to you. Tell your friend that they aren't good at soccer. Tell your friend that they are really smart.
Look for ways to encourage your friends.
A
Just Call Me
4
Ask an adult if you could call a friend and tell them how cool it is to be their friend! Think of a time when the two you had a great time or laughed really hard at something. Share this or a favorite memory with them. Just let them know that you think they are great!
Know that God loves it when we encourage each other.
s en her.
Friendship means using your words and actions to show others you care.
Read John 15:12
DAY 1
Read 1 Thessalonians 5:11
Grab some blocks or a few plastic cups and build the tallest tower you can. Okay, now take a guess as to how long your tower will last before someone knocks it over? An hour? Fifteen minutes? Thirty seconds? What if you were to stand next to it to protect it? Would it last longer if you were there to keep watch?
When it comes to friendships, encouragement is super important. Everyone has bad days, days when they don't feel like they can do anything right. As a friend, you have the opportunity to help someone feel better just by using words that encourage!
But encouragement isn't just about words. Sometimes, just being present, sticking with a friend and letting them know you're there can go a long way too. When someone is sad, just sitting with them, giving a high five or a smile can help too.
Take a look at your tower. Name one friend you would like to encourage this week with your words and actions so that you can build each other up. As you pray today, ask God to help you remember that friends encourage one another.
Jesus asks us to love one another just as He has loved us. How did Jesus show love? He served. Remember how He washed the disciple's feet? He helped. Remember how He fed that huge crowd with one boy's lunch? He put others first. Remember how He willingly faced the cross so that we could be forgiven. He encouraged others. Remember how He said that we would face trouble but not to worry because He is in control? (John 16:33)
Jesus is the best friend ever. How could you be a friend like Jesus this week? Give some specific examples by filling in the blanks below.
I can help my friends by
I can put my friends first by
I can encourage my friends by
As you pray today, ask God to help you follow through and be good friend just as Jesus has been a good friend to you.
s en on
Read Galatians 6:2
When you read today's verse, are you confused? When Paul wrote these words, was he talking about carrying each other's stuff? Actually, "heavy loads" mean failures, temptations, or trials. When someone messes up, or is tempted to make an unwise choice, we should step in and help. Instead of standing off the side or even criticizing, we should encourage our friends and do what we can to make things easier. A good friend is there to encourage and say, "I'm here. How can I help?"
Use the key to fill in the blanks:
Read Romans 15:2
When was the last time someone did something that encouraged you? Maybe a friend gave you a pat on the back and said, "It's okay" when you missed the goal in your soccer game. Or your mom sent a note in your lunch saying she was praying for your big math test. Maybe your teacher put a smiley face on your paper with a note saying, "keep up the great work."
There are LOTS of ways we can encourage others. Today, to help you put this into practice, think about someone you know that could use some encouragement. Make a card or write a note to that friend to encourage them. Think of a fun way to deliver it to your friend this week. NOTE: You might need to ask an adult for help with this depending on your plan.
You don't have to stop with just one note! Pay attention to the friends around you that look like they need encouragement. Make it a habit to say something kind, write a note, or just be present to sit with a friend who is discouraged. Ask God to help you be the kind of friend that encourages others and builds them up. | 1,899 | 1,319 | {
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SEXUALITY OF DISABLED PEOPLE
Copenhagen, Denmark
Parents are trained to accept and cope with children, whose behaviour does not match cultural gender expectations. The parents are gradually made to change their norms as they understand, that their children can perform normal actions
Contact: Nicolai Ardal, firstname.lastname@example.org
GIPS
Enter into the life of a disabled person
Leuven, Belgium
The GIPS workshop shows school children how to experience the body when you have a disability. The workshop consists of two half-day sessions where they get to see a few movie fragments about disability, play a board game and ask questions to a disabled person. During the workshop, focus lies on raising awareness and experiencing disability. Because of the openness and the chance to ask questions, this workshop has been proven to have a positive effect on the children as well as on the person with a disability.
Contact: Paul Arnauts, email@example.com
Reference: http://www.kvg-vlaamsbrabant.be/node/55
MALUS
Personal experience of a disabled person
Leuven, Belgium
The workshop Malus uses a comic book, made by a well-known Belgian children's book author, as a starting point. The comic book revolves around a little boy who has a disability and is read by a person with a disability to a class of school children. After reading the book, the disabled person shares his or her own experience and the children get the chance to ask every question they want. The workshop is a learning opportunity for the children, as well as for the workshop organizers.
Contact: Paul Arnauts, firstname.lastname@example.org
Reference: http://www.kvg-vlaamsbrabant.be/node/55
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
BEST PRATICES ON CULTURAL DIVERSITY IN THE DOMAIN OF DISABILITY
The following Best practices are shortened, to read the full version download the Best practices Reader
Interactive ONLINE TOOLS visually showing the Best practices in the domain of Disability
TABOO
Interactive personal statement
Roeselare, Belgium
The sharing of personal experiences has been proven to be an excellent tool to raise awareness and create openness around a certain subject. Taboo is a workshop where a person with a disability tells his or her personal story to a group of people. He or she tries to involve them in such a way that the story becomes tangible and not only didactic. For the participants it's not only listening to a story, but also interaction that is important. It's a story about the life of the disabled person, but also about the things that help people with disabilities in their daily lives. For this, he or she makes use of statements and a PowerPoint. The personal testimony is a positive experience for the participants as well as for the disabled person.
Contact: Carlo Depreytere, email@example.com
Reference: http://www.kvg.be/index.php?page=48&action=newsData&osn=1&nws=14
WELLNESS
Experience the body
Leuven, Belgium
WELLNESS is a workshop that allows people with disabilities to get to know their own body and to relax. The workshop wants to point out that enjoying your body is human, important and necessary. There is one professional who shows massage techniques, relaxation tips and other exercises. The target group consists of people with approximately the same mental disabilities and their partners who don't have a disability. They practice the exercises on each other. Therefore, trust between the partners is essential.
Contact: Marije Costeur, firstname.lastname@example.org
Reference: http://www.vibeg.be/
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. | 1,680 | 830 | {
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Guided STEAM Program
Explore KidsQuest Children's Museum and participate in a
hands-on activity! Enhance your visit with 20 minutes of hands-on STEAM exploration. Activities are led by a trained member of KidsQuest's Education Team.
$200 per class
Field trip duration is 1.5 hours. Activities take approximately 20 minutes to complete. 25 children max per class. 1 free adult required for every 7 children. $5 per additional chaperone.
Call 425.637.8100 or visit kidsquestmuseum.org (click on the Programs tab) to request a date. We will contact you to complete your registration. Reservations must be made at least two weeks prior to your visit.
All programs and exhibits support the Common Core
Please let your activity leader know if you have specific concepts you want highlighted to better reflect your classroom curriculum.
Standards and Next Generation Science Standards.
KidsQuest
Children’s Museum
Preschool to Kindergarten
Color Mixing
Use scientific tools like pipettes and spot plates to concoct your own color creations! Experiment to see what new hues you can discover or try your hand at matching all the colors on the color wheel.
Key Components: Science | Art
Key Skills: Experimentation | Observing | Hypothesizing
Wind Tubes
Test your engineering skills as we explore aerodynamics using the KidsQuest wind tubes! Experiment with simple contraptions that fly, spin, or float in midair.
Key Components: Science | Engineering Key Skills: Thinking | Observing | Comparing
Fish Prints
Explore a modern twist on the traditional art of Gyotaku - Japanese Fish Prints! Paint life-like fish replicas in any design your imagination can dream up. Then, create a texture-rich masterpiece to take home!
Key Components: Science | Art
Key Skills: Sensorimotor | Scientific Thinking | Artistic Expression
Let it Roll
We will put our engineering hats on as we begin to discover how gravity has an effect on how things move. Students will build and test their own designs on our marble walls using various materials.
Key Components: Engineering | Gravity
Key Skills: Experimentation | Observing | Teamwork
Elementary
Chemical Reaction Rockets
Find out how small changes can create big chemical reactions! We'll test substances and make our own chemical reactions. These reactions will create a force so great it will lift a rocket into the air!
Key Components: Science
Key Skills: Scientific Thinking | Observing | Hypothesizing
Wind Tubes
Test your engineering skills as we explore aerodynamics using the KidsQuest wind tubes! Experiment with simple contraptions that fly, spin, or float in midair.
Key Components: Science | Engineering
Key Skills: Scientific Thinking | Observing | Problem Solving
Clay Techniques
Pinch, coil and mold clay with your fingers to create small pots in different shapes and sizes. Use your hands and a minimum of tools to bring together function and artistry.
Key Components: Art
Key Skills: Sensorimotor | Artistic Expression | Scientific Thinking
Vibration and Motion
Use a simple circuit to power a motor that vibrates. Then use the vibration to create something that moves! It's circuitry and forces all rolled into one!
Key Skills:
Key Components: Science | Engineering
Scientific Thinking | Hypothesizing | Problem Solving
Engineering Force with Hydraulics
Students will be using the concept of hydraulics to engineer moving structures. We will discuss how hydraulics are used in the world and then design structures that will move with the power of hydraulics. We will also get creative as we use these designs to create something new!
Key Components: Engineering | Motion | Force
Key Skills: Engineering | Observing | Cause and Effect | 1,745 | 771 | {
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Cultural Artifact Rubric:
Piece has an original title that grabs the reader's attention and gives an idea of what the piece will be about. It alludes to the object and the claim that will be made about it or culture.
/3 points
Piece follows correct MLA document formatting, including: 1) 12 pt Times New Roman font, 2) 1 inch margins, 3) double spacing, and 4) a heading including your name, your instructor's name, the course number, and the date on the left.
/5 points
Language Use: Writer is aware of the 3 Cs. Grammar, spelling, and punctuation use does not obscure the author's meaning. /10 points
Tone: The writer assumes a formal tone in his or her language use. "I" is used very sparingly and only when needed; "you" is not used at all. Informal, colloquial language is avoided unless necessary.
/10 points
Piece includes an introduction that 1) grabs the reader's attention, 2) previews main idea(s) of the piece, and 3) is relevant and unique to that writer's story.
/8 points
This two-part thesis makes a claim about the artifact/object as well as the culture that uses the object. /15 points
Outside sources: Writer uses at least two outside sources to support their claims.
/10 points
Analysis: Thesis and claims are supported by analysis. Writer clearly explains how details from outside sources support the thesis. Writer explains how all ideas of the piece support the main thesis. No irrelevant details or research are included. /20 points
Organization and Flow: The purpose and effectiveness of the piece is enhanced by the organization of the ideas. The piece is divided into focused paragraphs that include a topic sentence. The piece flows logically from idea to idea and transitions are utilized where appropriate
/12 points
Piece includes a conclusion that restates main ideas and wraps up the piece
/7 points
In-text citations: Writer uses correctly formatted MLA in-text citations to indicate when information comes from outside sources*.
/5 points
Works Cited page: Piece includes a correctly formatted MLA works cited page that gives the reader information needed to verify where the outside information was found*
/5 points
The final draft is between 1200 and 1700 words
/5 points
The final draft shows improvement from the rough draft in several of the above requirements /0 points
Total score:
0 /115 points
0 %
*Information on correctly formatting MLA in-text citations and works cited pages can be found in the course textbook as well as online writing resources listed in the syllabus. | 1,129 | 544 | {
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Why it is good to be bilingual ?
Your children will better understand your extended family, its history and culture.
Your children can better communicate with you and with other people in your family.
Your children will have more opportunities in work later on as bilingual people are valuable to employers.
Your children will develop 'elastic' thinking brains.
Your children will feel better about themselves and their heritage.
Your children will understand language in a way that one-language children can't.
Make learning language a fun and positive experience.
Continue to use your first language.
Speak it
Read it
Teach your children to write it.
This brochure is taken from
Raising Bilingual Children
There is a choice of ways to do this:
1. You may choose to use one language at home. This would be your first language and the one in which you feel the strongest. Your home language can be as rich as it can be and this can make it easy for your children to learn English outside your home.
2. You may choose to use both languages at home – your first language and English. This could be more confusing for your children as they may have difficulty understanding which language is which.
3. Each parent/family member speaks a different language to your children. This is not confusing as the children will know which language is used with which person.
What choice is best?
The most successful bilingual children are those who have two languages available in a rich form – a rich home language and a rich "outside home" language.
How can children learn two languages?
Information available about language learning shows that two languages can be learnt, understood and used separately. They can both be well developed. Both languages add to and develop a deeper understanding of language in general. Children can use one language to support and compare with the other.
What stages do children show when learning two languages ?
Stage 1:
Children mix the two languages when talking. They may know one word for something and not know the word in both languages. This is not something to worry about.
Stage 2:
Children begin to separate the two languages. They use each language with the people who use that language. The children will have words in both languages for more and more things although there may still be some mixing of the languages.
Stage 3:
Children are beginning to easily switch from one language to the other without mixing them. They know there are two languages and develop each one separately and well. They may choose to use one language in some situations and the other language in other situations.
It is easier to become bilingual as young children. They pick up language easily through play and interaction. They are not worried about making mistakes and are interested in giving and getting messages of communication. They pick up pronunciation quickly. Seeing and hearing go together – children need to learn both spoken and written forms of a language.
How can you Help ?
Use one language at a time.
Praise your children when they try to read or speak in one of the two languages.
Encourage your children to keep trying because it will get easier and better all the time.
Provide a good model, saying something again correctly rather than criticising.
Give your children lots of words and rich language.
Tell your children how clever it is to know and use more than one language.
Give lots of repetition.
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Some facts on urbanization
* Currently, more than half of the world's population lives in urban areas.
* By 2050, about 70% of the world's population is expected to live in urban areas.
* Over 60% of the land projected to become urban by 2030 is yet to be built.
* Half of the population of Asia is expected to live in urban areas by 2020, while Africa is likely to reach a 50% urbanization rate only in 2035.
* In 1970, Tokyo and New York were the only megacities. i
* Today, there are 13 megacities in Asia, 4 in Latin America, and two each in Africa, Europe and Northern America. ii
* Megacities account for a small though increasing proportion of the world urban population: 9.9% in 2011 and 13.6% in 2025.
* Over half of the urban population lives and will continue to live in small urban centres with fewer than half a million inhabitants.
* In 2011, Northern America had the highest level of urbanization (82.2 percent), followed by Latin America and the Caribbean (79.1 percent). iii
* The rate of urbanization is expected to be the highest in Africa and Asia over the coming decades. Over the next four decades, urban population is likely to treble in Africa and to increase by 1.7 times in Asia. iv
* Of the 187,066 new city dwellers that will be added to the world's urban population every day between 2012 and 2015, 91.5 per cent, or 171,213, will be born in a developing country. v
* In 2011, 75 per cent of the rural population were concentrated in 19 countries, mostly located in Africa or Asia (with the exception of Brazil, the Russian Federation and the United States).
* The largest rural population (853 million) is found in India, followed by China (666 million).
* Cities contribute to up to 70 per cent of the total greenhouse gas emissions. vi
* Urban-based economic activities account for up to 55 per cent of gross national product (GNP) in low income countries, 73 per cent in middle-income countries and 85 per cent in high income countries. vii
* Cities also generate a disproportionate amount of revenue for governments. viii
* While the number of slum dwellers has increased, the proportion of the urban population living in slums in the developing world has declined from 46 per cent in the year 1990 to an estimated 32 per cent in 2010. ix
* The world's slum population is projected to reach 889 million by 2020. x
* It is estimated that between the year 2000 and 2010, a total 227 million people in the developing world were moved out of slum conditions. xi
i http://esa.un.org/unup/pdf/WUP2011_Highlights.pdf
iii Ibid.
ii Ibid.
iv Ibid.
v
vi Ibid.
http://www.un.org/millenniumgoals/pdf/Think%20Pieces/18_urbanization.pdf
vii UN-Habitat, State of the World's Cities Report 2010/2011 (Nairobi, 2010)
ix Ibid.
viii Ibid.
x
xi Ibid.
Ibid. | 1,365 | 712 | {
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The Process Of A Project – Kevin Pfeiffer, 2nd year BLA
March 24, 2014
When a professor assigns a project, it is quite hard to see the process of how the final product is reached. Yes, while all of our projects are pinned on the walls around the college and fellow students can look upon all the hard work, it's hard to see the hours sunk in and baby step taken to finish the project. During the beginning of the semester my professor assigned us a simple yet multifaceted project. To design an acre and strategically placing trees around it. Later to design academic models (simple, 3D representations of a model).
Image
First, I was inspired by my previous project, where I had to design a poster of a walk of mine around Athens. To use the word "crescendo" as my design concept and base my design on loudness levels on this plotted acre. This first project is a great example of how it is hard for us to wrap our minds on the time invested. This poster took near 20 hours. I used hand & computer graphics on an 34"x 32" sheet of craft paper.
Image Image
Image
I set out by making initial sketches and planning for my acre. I chose my planting and layout.
After many iterations of this, I decided on a design I like. These first sketches can take anywhere from 10 minutes to an hour. But the main issue is trying as many possibilities as you can think of. To weed out the bad ideas, and keep the most refined.
From there I started to actually draft on vellum 24" x 36". I had this horrible idea of trying to do reliefs on the paper. To etch, with a laser printer, graphics and then use graphite to show them. This was the result:
Image
Obviously this looked horrible and mushed. Just another example of while designing one must make multiple tries part of their schedule. After redoing the layout and adding computer and hand graphics, this was my final result. I finally crafted something I was proud of. So here, is just a simple image of my poster that you can see. But what you can't see is all the hours and hours put into it. All the planning, all the drafting, and all the previous mistakes. I think that is the most important part of designing as a BLA, to know that nothing is good at first. But after iteration after iteration, something that is beautiful can come out. To keep trying and to keep prevailing. I was awarded a high A for this poster in my class, and I think that's because I was capable of showing my professor the steps I took to make the final product and every misstep I fell on to reach the finish line.
Image
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Lesson 4 – Creation and the Angels
Grades 3-5
Lesson Preparation:
Read Lesson 4 in the Baltimore Catechism. Also, you will need the pre-test, and to make sure students have paper on which to do the activity.
Opening Prayer:
Scripture: "See that you do not despise one of these little ones, for I say to you that their angels in Heaven always look upon the face of my heavenly Father." Mt. 18:10
Leader: Father in Heaven, You have given us your holy angels to guide us back to You. Help us to learn about them today, and appreciate their great gift of friendship. Amen.
Together: Come, Holy Spirit, fill the hearts of your faithful and kindle in them the fire of your love. Send forth your Spirit and they shall be created, and You shall renew the face of the earth. O God, who by the light of the Holy Spirit, did instruct the hearts of the faithful, grant that by the same Holy Spirit, we may be truly wise and ever rejoice in His consolations, through Christ our Lord. Amen.
Opening:
Let your students know that today you will be learning about the creation of the angels. Angels are real creatures, but many people are very confused about them. This lesson will start with a little quiz to help us consider what we know, or what we think we know, about angels. Administer the short true/false quiz attached with this lesson. You may discuss it right away, or have the students hold onto it until the end of the session. Then they can make changes to it, based on what they learn today, before you reveal the answers.
Watch the Lesson 4 Video on Catholic Brain
Comprehension Questions: Note: These questions are asked after the video, just to check student comprehension. They are not discussion questions, but be sure students understand the answers to these questions before moving on
1) What are angels?
Angels are pure spirits, with no bodies, but with an intellect and a will.
2) How do angels help us?
They act as messengers from God, pray for us, and serve as our guardian angels.
3) What is a guardian angel?
Everyone has a guardian angel whose specific task it is to help guide us to Heaven.
4) What happened to the angels that rebelled against God? Those angels inhabit hell and are called devils, or demons. The angel Lucifer, now referred to as satan, led the rebellion.
5) How do the demons try to harm us? They can tempt us to sin, but they can not make us sin.
Discussion Questions: Note: These questions are for student discussion. The students should consider these questions and comment on them. There are some key points included in this lesson, after each question, that you can use to help guide their discussion toward truth. It's important that the students think about and discuss these things, but that they don't leave the discussion with false impressions about what is true.
1) Why are angels relevant to our lives?
Angels are created by God with a purpose. They serve Him, and they can help us get to Heaven. Besides praying for us, our guardian angel also inspires us to do good. We should pray to our guardian angel and ask for help.
2) Why is it important to be aware, but not afraid of, the devil? In one sense, we should be afraid of sin because it is the only thing that can important to be aware. However, we need not be in fear because the devil can not make us sin, God gives us the grace to resist temptation, and God is infinitely more
separate us from God. The devil wants to destroy us, and will tempt us, so it's powerful than the devil.
Activity:
Pray the traditional guardian angel prayer: "Angel of God, my guardian dear, to whom God's love commits me here; ever this day be at my side; to light and guard, to rule and guide. Amen."
Now compose a prayer of your own to your guardian angel, and use that prayer to begin praying regularly to your guardian angel.
Closing Prayer:
Leader: Lord, thank You for the gift of my guardian angel, and all the angels You have created, and who love us. Help us to understand them more deeply and to respond to the good inspirations of our guardian angels. Amen.
Together: Glory be to the Father, and to the Son, and to the Holy Spirit, as it was in the beginning, is now, and ever shall be, world without end. Amen. | 1,654 | 969 | {
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AUTUMN TERM CURRICULUM PLAN
NURSERY
We plan and resource our curriculum in seven areas of learning, building on what they already know and take their learning forward. During the Autumn Term the children will be learning about Nursery Rhymes, Traditional Stories and Autumn.
Areas of learning and experience
Personal, social and emotional development
The children will be:
* Settling in within their new environment.
* Beginning to develop an understanding of class rules and expectations regarding behaviour.
* Encouraged to use the toilet independently.
* Encouraged to put coat and outdoor wear on by themselves.
* Learning how to look after their property such as hats, wellies, jumpers and gloves.
* Beginning to develop an understanding of how to use indoor and outdoor equipment safely and independently.
* Learning that people celebrate in different ways as we explore the festivals of Eid, Christmas
The World
The children will be encouraged to:
* Explore changes that happen with different types of weather and changes in seasons.
* Explore ourselves.
* Explore sand, water, dough, paint and collage, materials.
* Take part in activities to encourage conversations about what they 'see', 'hear' and 'feel'.
Expressive Arts and Design
The children will be encouraged to:
* Explore different materials and methods to create pictures.
* Use glue to stick materials to paper.
* Sing songs and play a range of musical instruments.
* Play with small world resources to create their own stories.
* Use the role play area to act out scenarios from their own experiences or imagination.
* Make up dances in response to music.
Communication, language and literacy
The children will be encouraged to:
* Talk to each other and to adults confidently.
* Take turns when speaking and listening to others.
* Join in with stories, rhymes and rhythmic activities.
* Retell familiar stories in the correct sequence.
* Begin to recognise and write their name independently.
* Listen attentively and respond appropriately to what they hear.
* Begin to handle books correctly.
Understanding of the world
Technology
The children will be encouraged to:
* Explore child friendly software on iPad's.
* Use an iPad to enhance their learning.
* Operate simple ICT equipment such as CD players, bee bots and cameras.
Physical development
The children will be encouraged to
* Join in with a variety of outdoor games to develop physical skills such jumping, climbing, throwing, kicking etc…
* Use outdoor equipment appropriately such as bikes and scooters.
* Develop skills needed for handwriting by threading beads, using sewing cards, exercising fingers and using scissors.
Maths
The children will be encouraged to:
* Accurately count objects and recognise numbers up to ten.
* Order and use numbers up to 10 confidently.
* Explore and talk about shapes and colours in their environment.
* Explore measurement of height, weight, length, capacity and time.
.
People and Communities
The children will be learning
* To observe and comment on the weather and changes in the seasons.
* To talk about family members and people who are important to them.
* To recall and talk about their past experiences.
Links with home
We will:
* Welcome parents at all times and be available to discuss each child as needed
* Send a newsletter via Parentmail each week, keeping parents informed of events in the School and relevant dates.
* Ask you to continue to support your child's learning at home.
* Meet with parents to discuss child's progress and how they have settled into Nursery. | 1,503 | 709 | {
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FUTURE FORWARD HABIT SCRAMBLE
STUDENT TARGETS
* Physical: I will throw, toss, or roll a foam ball or flying disc with control and accuracy.
* Cognitive: I will review and discuss healthy habits that I could add to my daily routine.
* Social/Emotional: I will support my teammates as they work to define and select healthy habits that can help them reach their GREAT goals.
EQUIPMENT & SET-UP
Equipment:
* 1 foam ball or foam flying disc per student
* 6 hula hoops
* 1 cone per team of 3 students
* Multiple sets of Healthy Habit Cards (print & cut)
* 1 Streak Builder Worksheet per student
Set-Up:
* Create a small circle of hoops inside the center of the activity area.
* Place piles of Healthy Habit Cards in each hoop.
* Create a large circle of cones on the outside of the larger circle with enough room in between them for throwing foam balls / flying discs.
* Create teams of 3. Send each team to a cone.
ACTIVITY PROCEDURES
1. This game is called Future Forward Habit Scramble. The object is for your team to collect as many Healthy Habit Cards as possible.
2. On the start signal, the first player in line will toss, throw, or roll a foam ball or disc into one of the center hoops. If the tossed object lands in (or passes through) one of the hoops, the tosser can jog to collect the object and a Healthy Habit Card. If the object does not land in (or pass through) a hoop, the tosser will only collect the object and not a card. Objects do not have to stay in a hoop to count.
3. When the tosser returns, the next teammate in line will toss, throw, or roll a foam object and repeat the process. Continue until you hear the stop signal. How many cards can you collect?
4. After you hear the stop signal, read and discuss each Healthy Habits Cards with your team. Each member of the team will choose one habit for their 21-Day Streak Builder. Fill out the Streak Builder Worksheet, then take it home and hang it in your room to complete at the end of each day.
PRIORITY OUTCOMES
* Social Awareness (Empowerment) Identifies and utilizes family, school, and community resources and supports in the pursuit of defined personal and collective community goals.
* Relationship Skills (Empowerment) Applies constructive language to encourage self and others in the active pursuit of personal and collective goals.
DEBRIEF QUESTIONS
* DOK 1: What is a healthy habit?
* DOK 2: How do healthy habits affect your overall well-being?
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60
Snappy Lesson 56
Sound /oo/ written as oo
Reading
1. Review Sounds (show as pack)
* • oo oul u
2. Spelling: oo
Show the flashcard for oo. Then with all the phonemes play the Grab Game. With the cards on the table, say a sound and ask the children to 'grab' for the letter. Fingertips Freeze when they touch the flashcard. Only allow one 'grab'.
3. Oral Blending (Robot Game)
Play the Robot Game. Pretend to be a Robot who can only speak in sounds (robot speech), moving arms back and forth like robot arms, in time with each sound.
*• Say the sounds t-oo, ask children to listen and say the word.
*• Repeat for: moon, roof, cool
4. Manipulating (Swap) Sounds
Stick vowel cards at the top of the board: oo. Stick consonant cards at the bottom: b m n r t z
Play the Full Circle Word Game using the letters on the board to make a word. Ask the children to use Phoneme Fingers for each sound in the word. Read the word to the children. Ask a child to change one or more sounds in the word, swapping card/s from the word with card/s at either the bottom or the top of the board. Use Phoneme Fingers to make and read the new word. Continue the game changing one sound at a time until you get back to the first word made.
Full circle words: too, zoo, zoom, room, boom, boot, root, moon, too
5. Reading Words
11. Word Dictation
Ask children to read these words:
* • too, moon, roof, cool
6. Reading Tricky Words: what
*• Show flashcard with the tricky bits underlined.
*• Together, with the children, sound and say the word using the known letter/sound matches.
*• Point out that the word doesn't sound like this, identify the tricky bits, and provide tricky sounds: the 'wh' sounds /w/ and the 'a' sounds /o/.
*• Sound and say the word correctly together.
7. Reading Sentences (See page 128)
I had too much to eat. A cloud went across the moon. The roof needs new tiles. What will cool you down?
Ask children to tap for the sounds and write:
* • too, moon, roof, cool
12. Tricky Words Dictation: what
*• Say the tricky word and remind children to watch out for the tricky bits.
*• Ask children to say the word, tap for the sounds and write each grapheme. Model with Phoneme Fingers, if necessary.
13. Sentence Dictation (See page 128)
I had too much to eat. A cloud went across the moon. The roof needs new tiles. What will cool you down?
After writing, children read back sounds, words and sentences.
Spelling
8. Write Sounds
* • oo oul u
9. Spelling: oo
Model writing the letters on the board and talk through letter formation from exit stroke of first letter to start point of the next letter for joined-up writing.Sky Write the letters together. Ask children to write the sound on their whiteboards or paper. Check the letter formation for the correct start points, exit strokes and place on the line.
10. Oral Segmenting (Phoneme Fingers)
Say a word and the children use Phoneme Fingers to flick their fingers for each sound in:
* • t-oo, m-oo-n, r-oo-f, c-oo-l | 1,260 | 770 | {
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Primary History
Vikings
Lesson 5
What were the similarities and differences between Norse and Anglo-Saxon beliefs?
Key questions
1. What did the Anglo-Saxons believe in?
2. What were the similarities between Anglo-Saxon and Norse beliefs?
3. What were the differences between Anglo-Saxon and Norse beliefs?
Quiz
1. Read the statements below. Tick 'True' or 'False' for each one.
a. There were no more Viking raids while Alfred was king. True
False
b. Edward and Aethelflaed drove the Vikings out of England. True
False
c. Edward and Aethelflaed became King and Queen of Britain. True
False
d. The English won the Battle of Maldon against the Vikings. True
False
2. Why did the St Brice's Day massacre happen? Write your answer.
___________________________________________________________________
3. How did Canute prevent Viking raids? Write your answer.
___________________________________________________________________
4. Match these facts about English rulers to the correct names. Draw lines between them.
Quiz answers
1. a. True; b. True; c. False; d. False
2. For example: King Ethelred paid Danegeld to the Vikings but the Vikings kept raiding England, so Ethelred ordered all Danes in England to be killed.
3. For example: Canute paid a large amount of Danegeld to Viking warriors to return home.
4. He invaded England after the St Brice's Day massacre: Sweyn Forkbeard He defeated the Danes in Northumbria and became King of all England:
He ordered the St Brice's Day massacre:
Athelstan
They were the son and daughter of King Alfred: Edward of Wessex and
Ethelred
Aethelflaed of Mercia
He was the King of Denmark, England and Norway: Canute He defeated Guthrum’s Great Heathen Army in 878: Alfred
Augustine, holding a model of a monastery
All the material in this publication is © Pearson Education Ltd 2022.
Primary History
Complete your Learning review
Acknowledgments
The publisher would like to thank the following individuals and organisations for their kind permission to reproduce their photographs:
MP cz/Shutterstock, MP cz/Shutterstock, The History Collection/Alamy Stock Photo, Vikingaxerazor/Shutterstock, MP cz/Shutterstock, MP cz/Shutterstock
Published by Pearson Education Limited, 80 Strand, London, WC2R 0RL.
www.pearsonschools.co.uk
Text and Illustration © Pearson Education Limited 2022
Produced by Oriel Square Limited
Typeset and illustrated by Jouve India
Developed at Reach Academy Trust and written by practising teachers and subject leaders | 1,334 | 574 | {
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There are mulitple ways to stay focused when you are studying. Knowing the when, where, and how of studying, while taking the world around you into consideration can help you to fully concentrate while you are studying.
STUDY WHEN:
* Study difficult subjects first.
* Plan to spend two hours studying for every hour you spend in class.
* Avoid scheduling marathon study sessions.
* Use waiting time.
* Be aware of what time of day you are the most alert and energized.
STUDY WHERE:
* Use the same study spot a frequently as you can.
* Choose a place that minimizes visual and auitory distractions.
* use the library or empty classrooms. Don't try to force yourself to focus in a noisy dorm.
* Find a better place to work when productivity falls off.
* Don't get too comfortable. Sit, or even stand, so that you can remain productive.
STUDY HOW:
* Check off each paragraph or section that you completely understand with a pencil.
* Consciously be active in the way that you are studying.
* Read with inflection.
* Stop periodically and visualize what you just went over.
Stop often and summarize out loud.
* Use available resources to quiz yourself on the material.
* Make study guides that you can use to test your understanding.
STUDYING USING THE WORLD AROUND YOU
* Pay attention to your attention.
* Ask "what do I already know about this topic?" to draw connections.
* Agree with roommates about study time protocol.
* Get off the phone and internet.
* Avoid noise distractions.
* Learn to say "no".
* What are tasks that can be accomplished towards your goal?
* Hang a "do not disturb" sign on your door.
* Don't beat yourself up or be a perfectionist when studying.
* Is there anything else you could do better to stretch yourself?
* Know when you are wasting your time.
* What makes the material you are studying unique?
Academic Skills Tutoring - Tutoring - Supplemental Instruction
Template adapted from: Center for Student Learning Focus and Concentration
Center for Sudent Learning. (2023).
. College of Charleston
Studying: Focus and Concentration
Many college students complain about their lack of ability to stay focused on their academics. Don't just complain about it; identify your problem, and do something about it!
| If you… Are not interested in the subject you are studying… | Try to… Find a way to get involved with it: • Solve problems • Create test questions • Find websites related to the topic • Study aloud with a classmate |
|---|---|
| Don’t know much about the subject… | • Ask your professor • Buy a review book • Look up info on the internet • Ask a librarian |
| Daydream while studying… | • Make a list of specific tasks to accomplish • Set a time limit for each task • Reward yourself when you complete the list |
| Get easily distracted while studying… | • Choose a study spot that is only for studying • Make a conscious effort to not be distracted |
| Fall asleep while studying… | • Set regular bedtimes during the week • Make a conscious effort to eat healthy foods • Get some exercise each day • Know what times of the day are best for you, and schedule them as regular study times • Take regular breaks |
| Worry/think about other things while studying… | • Make a to-do list to stay on track, or keep a detailed calendar • Talk to professionals on campus—your advisor; a counselor at SHAW; the SSC |
Template adapted from: Center for Student Learning Focus and Concentration
Center for Sudent Learning. (2023).
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My Word
You could alter this exercise by asking pupils to state definitions and pupils then have to say the word. This could also be adapted into pairs or small groups. There is also the opportunity at the end for pupils to reflect on the exercise and record the words and meaning that they do not have, or check what they have recorded previously. For lower ability pupils you could supply them with the words and meanings, and then ask them to read the words and carry out the exercise to see what they can recall.
This is an AfL activity that can be used at any point during the lesson or adapted easily into a starter or plenary.
Allow pupils a short period of time to think of words related to the lesson topic and their meaning. You may wish to let pupils write these down.
Randomly select one pupil and ask them to stand up and say their word.
They are then to point at another pupil who must stand up and say what they think is the meaning of the word. If incorrect another member of the class could help them. They then repeat the exercise by pointing at a new person and asking them for the meaning of the new word they say.
To manage this exercise you will also need a class list to record who has been asked to stand up, alternatively you could leave pupils standing once they have had their go.
The table below explains what each icon used on the resources key represents. The key is broken down into 4 categories:
Starters (blue)
Main lesson activities (cyan)
AfL activities (green)
Plenary (magenta)
Each category is then broken down into 4 sub categories:
Teacher led activities
Individual activities
STARTER: GROUP ACTIVITY
A lesson starter activity which involves groups or 3 or more.
STARTER: PAIRED ACTIVITY
A lesson starter activity which involves pupils working in pairs.
LESSON ACTIVITY: GROUPS
A main lesson activity which involves groups or 3 or more.
LESSON ACTIVTIY: PAIRS
A main lesson activity which involves pupils working in pairs.
AfL ACTIVITY: GROUPS
An assessment activity which involves groups or 3 or more.
AfL ACTIVITY: PAIRS
An assessment activity which involves pupils working in pairs.
PLENARY: GROUP ACTIVITY
An end of lesson plenary activity which involves groups or 3 or more.
PLENARY: PAIRED ACTIVITY
An end of lesson plenary activity which involves pupils working in pairs.
Paired activities
Group activities
STARTER: INDIVIDUAL ACTIVITY
A lesson starter activity which involves pupils working as individuals.
STARTER: TEACHER LED ACTIVITY
A lesson starter activity which is led by the teacher with the pupils following the guidance given.
LESSON ACTIVITY: INDIVIDUAL
A main lesson activity which involves pupils working as individuals.
LESSON ACTIVITY: TEACHER LED
A main lesson activity which is led by the teacher with the pupils following the guidance given.
AfL ACTIVITY: INDIVIDUAL
An assessment activity which involves pupils working as individuals.
AfL ACTIVITY: TEACHER LED
An assessment activity which is led by the teacher with the pupils following the guidance given.
PLENARY: INDIVIDUAL ACTIVITY
An end of lesson plenary activity which involves pupils working as individuals.
PLENARY: TEACHER LED ACTIVITY
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Dyslexia Information Session
What is Dyslexia
Dyslexia is "A specific leaning difference, which is constitutional in origin which, for a given level of ability, may cause unexpected difficulties in the acquisition of certain literacy and numeracy skills".
Famous Dyslexics
* Dyslexia is the most common special educational need found in schools
* Numerous statistics indicate that about 5% of the population are severely dyslexic. It is severe enough for them to need special help during their school careers.
* 10% of people show some dyslexic tendencies.
Dyslexia is a learning difference which can occur at any level of intellectual ability.
It can cause difficulties in one or more of the following areas:
* spoken language
* reading
* writing
* maths (dyscalculia)
Children with Dyslexia can have difficulties with some or all of the following:
Reading
Handwriting
Spelling
Dyslexia
Sequencing
Copying from the board
Short Term Memory
Organising
Self esteem
What do people say being dyslexic is like?
„sometimes my eyes go funny and I can‟t see them – it looks like they are going wavy and they get mixed up and small words look like black things with white in between‟.
People who are dyslexia can be...
They say
'My mind is like spaghetti junction'.
'I wish people were like robots and you could plug a printer in your head so you can print out what's in your head.'
Subjects that dyslexics may excel at.
* Art
* Drama
* Music
* Sport
* Design Technology
* Maths
* Science
Strengths of dyslexic people
Musical
Good at
sport
Thinking
Dramatic
Artistic
Good at
Design
Good at making
things
Talkative
Sociable
Imaginative
Creative
How do we help our dyslexic child at home?
* Give instructions slowly, quietly and deliberately
* Give praise for asking if they do not understand
* Give guidance on how to tackle tasks
systemically
* Make use of their strengths
* Use computers to assist with recording work
* Take it in turns to read your childs reading book so that that they can hear the story flowing and record this in their reading record.
* Play listening games and memory games for example I spy, I went to the market and brought...
* Rhyming and sequencing songs, involving memory eg old MacDonald, Ten Green Bottles
* Looking and visual sequencing activities such as Kim‟s game
* Play throwing, catching and Kicking ball games
* Use mind maps to record work and to remember key information.
* Be patient
How do we support your child at school?
* All children are screened in Spring when they are in Year 3
*
All children are taught in a multi-sensory way which helps to meet the needs of all learners.
* Both schools have achieved the dyslexia friendly award or kite mark. This ensures that the provision at both schools are kept at a certain level.
Your child will have access to a range of interventions
* to improve their learning if it is needed.
* Your child will have access to dyslexia friendly resources like yellow paper/books, reading rulers, coloured overlays and pencil grips if needed.
* We also consult with Rosemary if we have any concerns with your child's progress, who offers support and advice to us.
* This Power Point can be found on both of the school websites
* More information can also be found on the British Dyslexia Association website
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SUMMER MOSQUITO CONTROL
Most people are surprised to learn that the world's deadliest animal is also one of the smallest. Mosquitoes aren't just an annoyance, they can also carry deadly diseases or viruses that they easily transfer from person to person.
Mosquito season in Pennsylvania starts in late April, and lasts until temperatures no longer consistently reach 50 degrees. As our temperatures have generally warmed over the last several years, these seasons are becoming longer and longer.
The good news is you can fight back against these common pests! As experts in mosquito and pest control, we want to share some of the knowledge we've gained on how to minimize your risk.
1. Don't allow them to breed
Any standing or slow-moving water is the perfect breeding ground for mosquitoes. Even a bottle cap or wrapper left out can end up collecting some rain water and become a host for mosquito eggs. Inspect potential breeding sites weekly, and dump any standing water you find. Regularly change your birdbath's water. Remove any yard debris that could hold water. Clean your gutters, keep pools clean and chlorinated (don't forget to put away the cover!) and make sure all landscaping is properly maintained.
1
2. Use treatments, repellents and traps
There are numerous products available to treat, repel or trap mosquitoes. Often these options call for a bit of trial and error to find what works for your property. Follow all product labels for application.
3. Keep them out
Repair damaged or ineffective window screens, and when replacing choose a 16-18 mesh for pest control purposes. Mosquitoes are tiny and can fit through even the tiniest tears. Any cracks or leaks in your home's foundation or walls should be sealed. Use of outdoor lighting near entryways should be minimized to avoid attracting mosquitoes.
4. Send in the pros
If you find yourself fighting a losing battle, or you'd prefer to leave it to the professionals, don't be afraid to call in reinforcements. Hively has custom pest control programs that allow you to safely enjoy your landscape without risking the health and safety of your loved ones or furry friends. Our PA state-certified technicians use naturally-derived materials that are safer for pollinators and beneficial insects. They're also safe for people and pets!
Take the time to help minimize your mosquito risk this summer, and enjoy your time spent outdoors! Of course, if you need help controlling mosquitoes, give Hively a call at 717-292-5696 and we'll help you get back to enjoying the summer.
LANDSCAPE
HARDSCAPE
MAINTENANCE
| www.hivelylandscapes.com | 717.292.5696 | firstname.lastname@example.org
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REPORT ON IN-SERVICE PROGRAMME
GENDER BENDER
DATE: 05.01.2019
FACILITATOR: Mrs. Poornima Arun NGO
DAY: SATURDAY
TIME: 10:30am to 1:45 pm
VENUE: Computer Lab
Mrs. POORNIMA ARUN came to the Computer Lab with Mrs. Kavitha – Academic Administrator, Mrs. Kasi Sankareswari – Academic Consultant and Dr. I. John Marlin Inbakumar – Principal. Principal sir gave a brief introduction about our Facilitator. She was honoured by Academic Consultant. Then she started her interaction session on CHILD SEXUAL ABUSE around 10:30.
She began her talk with a question "WHAT IS ABUSE?" . Principal Sir gave the correct explanation that, "ABUSE is hurting someone physically or mentally". She also defined HARRASMENT as; harassment is a behaviour that persists over time. Then she explained the difference between HARRASMENT and ABUSE. She also gave a shocking statistics that around 52% of girl children are getting abused in India.
She said that not all the children were able to share their harassment with the adult. There is no one to listen to those victims. And even if the children share their experience with the adult, the society blames only the girl and will never enquire the boy. The girl child should be taught to protect herself. Because an adult cannot always accompany a child, wherever she goes. It is the duty of a teacher to teach both boys and girls about this.
Not only a girl child, even a young boy is being abused by their elder boys Parents must not blindly tell the children not to talk with anyone, instead they teach their children how to differentiate GOOD MAN and BAD MAN. ( A man who behaves in a same manner when we are with the parents and when we are away from our parents are called as GOOD MAN.) It is also important to teach about GOOD TOUCH and BAD TOUCH to both boys and girls. She demonstrated the teachers how to teach about GOOD TOUCH and BAD TOUCH in classroom through ROLE PLAY. This demo was done by Mrs. Bhagya Lakshmi and Mr. Chiranjeevi.
RULE 1: INTRO OF PRIVATE PARTS: Don't allow anyone to touch your PRIVATE PARTS and you too should not touch anyone else's PRIVATE PARTS. (before that explain the children that, "the parts of the body which is covered by our under wear are called as PRIVATE PARTS").
(She also made PET teachers and few more teachers to repeat the above rule again and again.)
RULE 2: GROOMING: Grooming is, a person may approach a girl and act as if he is very much concerned about her wellbeing. He may misuse the family situation of the girl and he will try to attract her. Only if the girl is alert she can identify the inner mind of the culprit. Only if the girl is aware of knowing the difference between a GOOD MAN and a BAD MAN she can safeguard herself from such person.
This demonstration was done by Mrs. Priya and Ms. Asma. Mrs. Priya acted like a accused and Ms. Asma as a victim. The victim was taught to escape from the accused when she was groomed.
When a victim comes to us for help, we have to first pacify her and make the child to get relaxed. Once the child feels comfort, we can ask the child to share his/her experience. We should also give the assurance that we will not share this matter with anyone. We should THANK the child for sharing his/her experience with us. We should promise the child that, "myself and one more trusted person will surely help you in this matter". That is, we should say, "WE ARE HERE TO HELP YOU".
The teachers must be bold and courageous enough to handle any such case. And if needed they can seek help from the Principal and Management.
Vote of Thanks was given by Mrs. Gothai. The session ended around 1:45pm.
N.SINDHU ARUN
Dr.I.John Marlin Inbakumar
Coordinator Primary Division
Principal | 1,634 | 860 | {
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Searching the Web with Google
1. Set Preferences at Google (http://www.google.com/): Interface language English; search for pages in any language; display 50 or 100 results per page; open search results in a new browser window. Save preferences. Return to Google.
2. Click on Advanced Search. (http://www.google.com/advanced_search?hl=en) Bookmark this page. Drag to desktop or browser toolbar.
3. Use "exact phrase" window to find word strings: Canadian freelance writing, backpacking through Bali, latest cricket scores. No quotation marks are needed.
4. Use "all of the words" window to add other words related to your search. Example: Canadian freelance writer with all the words payment contributors guidelines. Or use "without the words" to exclude terms from the search. Example: Exact phrase Canadian freelance writer without the words PWAC Toronto travel
5. Options: Specify language of pages, file format (Word, Excel, PDF, etc.), web pages containing numbers (1939-1945), location of search terms in page (text, title, links, etc.), domain, filtered or unfiltered results.
6. Search for pages similar to a page whose URL you know; or find pages that link to a particular URL. Example: http://crofsblogs.typepad.com/h5n1/
7. Click on Topic-Specific Searches: Google Scholar, Microsoft, US Government, etc.
8. Search for synonyms and related words: Put a tilde before the term: ~H5N1
9. Find a definition: Type define: magma
10. Find a flexible phrase: Put an asterisk as a substitute for any word in a phrase: Capilano *
11. Search for a page that no longer exists: Click on Cached under result, or type cache:www.lostsite.com (the URL of the site you're searching for). Google may still have it cached somewhere.
12. Search within a specific site: Type site:www.guardian.co.uk "avian flu"
13. Search URLs: Type "life expectancy" inurl:gov
14. Search web page titles: Type Capilano intitle:student loans
15. Search number ranges: Type 1880..1895 "Canada's prime ministers" Or $100..150 "digital camera"
Source: Peter Buckley and Duncan Clark, Rough Guide to the Internet 2006 Edition (http://www.roughguides.com)
For more: Google Web Search Features at
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Daily exercise by Judy Loman
Arm exercise
1) Sit down, arm down on side, relax arm in natural potision
2) Swing arm up, pivot with shoulder, do not raise shoulder, do not turn arm
3) Form a fist, 4 fingers touch palm (flat, do not curve knuckle), thumb in naturally, do not curve knuckle
4) Bring arm in, pivot with elbow, until thumb is at the string that it will play
5) Open thumb and place on string
6) Open rest of fingers and place on string
* keep space open between thumb and 2nd finger, for thumb, keep knuckle at natural position, do not force to curve
Daily Routine
1) Arm exercise
2) Place 4 fingers as scale
Finger: 4 4 3 3 2 2 1 1 2 2 3 3 4 4 1 1
Count: 1 2 3 4 1 2 3 4
3) Drop arm
4) Repeat for other arm
1) Arm exercise
2) Place 4 fingers as scale
3) Drop arm
4) Repeat for other arm
1) Arm exercise
2) Place 4 fingers as scale
3) Drop arm
4) Repeat for other arm
1) Arm exercise
2) Place 4 fingers as scale
Finger: 4 3 place
repeat
Count: 1 2
3 4
Place 4 fingers as scale
Finger: 4 3 2 place repeat
Count: 1 2 3 4
Finger: 1 hover place
repeat
Count: 1 2
3 4
Place 4 fingers as scale
Finger: 1 2 place
repeat
Count: 1 2 3 4
Finger: 1 2 3 place repeat
Count: 1 2 3 4
Finger: 3 4 place
repeat
Count: 1 2
3 4
Place 4 fingers as scale
Finger: 2 3 4 place repeat
2 3 4
Count: 1
3) Drop arm
4) Repeat for other arm
1) Arm exercise
2) Place 4 fingers as scale
Finger: 4 3 2
Count: 1 2
3
Place 4 fingers as scale
Finger: 1 2 3
Count: 1 2
4
3 4
3) Drop arm
4) Repeat for other arm
For exercise, play Salzedo sliding exercise, hand separate and alternate, each time alternate, replace hand with the arm exercise, alway place thumb first, and then remove thumb before playing. This is to make sure hand position is right and open.
Triads and 4 finger chords (place thumb on the 7th)
1) practice closing and opening of hand on lap
- place both hands on lap, close all fingers quickly and notice arm would naturally lift up
- then open up fingers as arm drops
2) practice on harp, triads first then 4 finger chords
Practice for 4 fingers scale patttern
1) place all 4 fingers as scale position
2) keep 4th finger on string
3) remove 3, 2, 1 (just hover and stay relax)
4) play 4th finger, and close all fingers together, and lift arm natrually
Repeat for 3, 2, 1 fingers,
When play with particular finger, always place all fingers at the same time, keep that finger on, and then remove the rest, and when play that finger, close all fingers together.
Scales - going up with cross under
1) play 4, 3
2) out and relax 4, 3
3) play 2 and make sure it closes, 3 should stay relax and out
4) move 4 under and place, 3 still stay relax and out
1
4
place
5
place
5
repeat repeat
5) place 3 2 1, 3 should already be at the next string
Scale - going down
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DURACK SCHOOL FOOD ALLERGY AWARENESS POLICY
Durack School aims to provide a safe and supportive environment for all students. Food allergies can be life threatening. The risk of accidental ingestion of foods can be reduced in the school setting if schools work with students, parents, and doctors to minimise risks and provide a safe educational environment for food-allergic students.
We aim to implement practices which keep students who have food allergies safe without unnecessarily isolating or excluding them from school activities or creating an unnecessarily restrictive school environment. As well as minimising the risk of accidental ingestion of the food a particular child needs to avoid, a key component of this Food Allergy Awareness Policy is to ensure optimal education of school staff about recognising and responding to a child having an allergic reaction.
We are an Allergy Aware School.
Roles and Responsibilities (cont.)
School Core Team
Teachers / School Staff
* Work with parents/carers to design and implement the prevention plan. The core team to include the class teacher, Student Support Teacher and staff designated to administer medications.
* Ensure that the student's Health Care Plan and Australian Society of Clinical Immunology (ASCIA) Allergy Food Allergy Action Plans are completed and updated as required.
* Ensure that medications (including adrenaline autoinjectors) are in date, appropriately stored and that an emergency kit is available.
* Medications are to be kept in an easily accessible secure, but not locked, location central to designated school personnel out of direct sunlight and heat.
* Be prepared to handle a reaction and ensure that there is a staff member available who is properly trained (confirm who/how/when this will be done) to administer medications during the school day regardless of time or location.
* Follow emergency procedures during anaphylaxis episode including administration of medication and communicating with emergency services and parents.
* Record all anaphylaxis emergencies in conjunction with the school incident reporting processes
* Ensure students with Anaphylaxis / Allergies are identifiable by all staff (School Central communication)
* Ensure information about Anaphylaxis / Allergy students is consistent through SAMS / School Central / Action Plans / Health Care Plans / Relief teacher folders – and updated regularly
* Be knowledgeable about and follow applicable NT Department of Education (DOE) and Department of Health Policies and Procedures.
* Completed appropriate training in awareness, management, recognition and emergency treatment (eg for ASCIA Anaphylaxis e-training).
* Know the identity of students who are at risk of anaphylaxis and understand the food allergy, can recognise symptoms and know what to do in an emergency.
* Follow information and procedures contained in the student's Health Care Plan, and ASCIA Action Plan.
* Display ASCIA Action Plans in classrooms and in Sick Bay and provide these and Health Care plans to relief staff as part of the Relief Teacher Pack.
* Store EpiPen and action plan above classroom teacher's desk attached to action plan in an unobscured position
* Know where medication or adrenaline auto-injector is located, whether it is carried by the student or stored in an agreed location.
* Teach all students about food allergies, symptoms and prevention strategies i.e. not sharing food / placing food into the bin once finished / washing hands / seeking assistance if needed
* Include food allergic student in school activities. Discuss excursions, camps, food sharing / handling activities with parents / carers and decide on appropriate strategies for managing the food allergy.
* Notify parents through class letter if there is a child with an anaphylaxis reaction in the class and what the allergen / trigger is.
This policy will be reviewed every 3 years and /or in accordance with updated Guidelines of Students at Risk of Anaphylaxis – May 2020.
Date Ratified by Durack School Board: May 2020
Review Date: May 2023 | 1,835 | 779 | {
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Want to Help Your Child Prepare for School?
Talk to Them About How to
Be Safe, Be Respectful, and Be Responsible At Westbrook Park!
In the Classroom:
**Someone in class always shouts out the answer. What should they be doing?
What could you do if this happens?
**The student sitting in front of you keeps tipping back on the chair legs. You are worried that he might hurt himself. What is the responsible thing to do?
In the Hallway:
**You've been asked to bring a note to the office and you see a friend going into the bathroom. You want to know if they will be on your team at recess. What do you do?
**You're walking with your class down the hallway. You see last year's teacher and want to say "Hi." What can you do instead of talking? Why?
In the Restroom:
**You have to use the bathroom and all of the stalls are full. What should you do? **When using the bathroom, always make sure…
In the Cafeteria:
**Your mom packed your favorite chocolate cake in your lunch. Jimmy insists that you give him some or else he won't be your friend. What should you do?
**Someone stepped out of line and tries to cut back in. What should you do?
What should he/she have done?
On the Playground:
**Sheila wants to play jump rope but the rest of your group doesn't want her to play because she can't skip well. What would be the respectful thing to do?
**Jordan is up to kick in the kickball game and is nervous because he has not kicked one all week. What is a respectful thing to say to him at the plate? What should you do/say if he misses the ball?
In the Computer/Math Lab:
**You can't hear anything through your headphones. What should you do? **You are confused by the instructions given on the screen. What should you do?
In the Nurse's Office/Office:
You need to: report a problem, talk to the principal, call home, get ice, lay down (sick), etc.
Want to Help Your Child Prepare for School?
Talk to Them About How to
Be Safe, Be Respectful, and Be Responsible At Westbrook Park!
During Arrival Time:
**You see a friend from another class in another line and want to tell them about a new pet. What do you do?
**You see a group of students gathering and hear that there may be a fight. What should you do? Why?
**You just found out that your friend is going to fight. What should you do? Why?
In an Assembly:
**The student sitting next to you starts to boo, laugh at an inappropriate time, or talks to you.
What would you do? How should the other student be acting?
**You are REALLY bored at the assembly. What should you do?
During Dismissal Time:
**You see a friend from another class in another exit line and you want to know if they will be on your team after school. What do you do?
'
**You re walking with your class out to the playground and see a friend from last year.
You want to say" Hi. " What should you do? Why?
In the Gym:
**A teammate is not following the rules of the game. What would you do?
**A teammate is always dropping the ball and preventing the team from winning the game.
What would you do to encourage the teammate that keeps dropping the ball?
What would you say to the teammate that is complaining?
In the Library:
**You see a younger student carrying a book by its pages. How can you be helpful in this situation? What does it look like to carry a book? ("Don't drop the baby.")
**A group of your friends is being too loud during" book look". What should you do?
In Art Class:
**You are feeling really good about your art project but the student next to you says it looks 'terrible'. How should you react in this situation?
**Your friend is not using his/her art materials safely and is leaving the caps off the markers. What would you do?
In Music Class:
**You hear one of your friends tell another friend that he/she is singing poorly. What would you do?
**The student next to you is squeaking a lot when first learning to play recorder. What should you do?
What shouldn't you do? | 1,400 | 905 | {
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Week commencing 16 th May 2022
FS1
We will be organising some 'stay and play' sessions for week beginning the 23 rd May. Please keep a look out for further information on ClassDojo about this.
Phonics
In phonics we will continue to work on our blending skills. We will feed a very hungry Metal Mike and we will play games such a cross the river as we blend sounds in words together. This skill is crucial for early reading.
Topic
Our topic work this week will involve thinking about different countries around the world. We will think about sports such as football and tennis and how lots of countries around the world take part in competitions. We will also read 'The Snail and the Whale' and think about the travels that they go on together.
Maths
In maths the children will record the scores in our penalty shoot-out. They will think about who has scored more and who has scored less. We will also use language to sequence our story. First, next and finally…
PSHE
We will be thinking this week about resolving disputes between friends. We will think about what we do if someone is unkind to us.
FS2
Phonics
We will be continuing to revise Phase 3 sounds and look at Phase 4 words. Phase 4 words are longer words so cvcc, ccvc etc (c-consonant, v-vowel). We will be practising writing and spelling the Tricky words.
Topic and English
We will be reading Whatever Next, next week. We will be retelling the story and acting it out using props. Your child might want to have a go at this at home. If they do we would love to see photos on Tapestry.
FS Newsletter
In the story the bear goes to the moon, we will also be talking about where we might like to go and how we would get there.
Maths
In maths we will be having a go with the rekenreks from Year 1. These are like small abacuses. We will practise subitising and practising our number bonds using them. We will also be singing rhymes that include subtraction and writing down the number sentences to go with them.
RE
We will be continuing to look at belonging and how Christians welcome people into the church and faith with baptism and Christening. This will lead nicely into our church visit the following Monday.
PSHE
Next week we will be looking at ways to solve friendship problems.
We are running short of boxes, carton, tubes etc for our making area. If you have any could you please send them into school. We cannot accept toilet rolls or egg boxes but would love some wrapping paper tubes, kitchen roll tubes, pringle tubes, odds and ends of wrapping paper, yoghurt pots and small boxes.
Events:
Thursday 19 th May – Special Lunch Day. We do hope that as many children as possible are able to join our special Hot Dog lunch.
Just a reminder that we are running a tuck shop at the end of each school day, until half term, to help raise funds for our Jubilee Day on 6 th June.
Thank you!
FS Team | 1,079 | 651 | {
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Saying 'no' to Invitations in American English: Basic Strategies
A. Read the following dialogue:
Phil: Do you wanna see a movie tomorrow?
Chris: Uhm… I'd like to. Sorry, but I have to study for an exam tomorrow.
Chris and Phil are classmates. This example shows what they generally do to say 'no' politely in English.
B. Read the different parts of Chris's response and politely to Phil.
what he did to say 'no'
circle
1. When Chris says "Uhm…", he:
2. When Chris says "I'd like to", he:
3. When Chris says "Sorry", he
4. When Chris says "but I have to study for an exam tomorrow", he:
C. Look at Chris's response again.
Chris: Uhm… I'd like to. Sorry, but I have to study for an exam tomorrow.
Note the sequence of phrases he uses in his response and complete the following statement about how Americans generally say 'no' politely.
First, Americans_________________________; second, they______________________; third, they___________________________; and then, they _______________________.
D. Read this dialogue between two friends. Sarah is inviting Mary to go the movies with her. Pay attention to Mary's response to the invitation.
Sarah: Hey Mary, what are you doing now? Do you want to come see a movie with me? Mary: Uhh, you know, actually I have to do some laundry.
Put a check mark (√) next to the things Mary did in her response. Write down the exact part of her response that goes with it on the line provided.
____hesitates: _____________________________________________ ____ gives an excuse: ________________________________________ ____ says she's sorry: ________________________________________ ____ gives a positive opinion: _________________________________
Here are some strategies we normally use to say 'no' politely in American English:
Hesitate/ Use pause fillers: To show we are not ready to accept the invitation. We use these to show that we're thinking about what to say.
Mmm... uhm... well... you know... Oh…
Gee, I don't know...
I'm not sure.
I don't think I can.
Mary's "Uhm… you know, actually" shows this.
Apologize/ Give a positive opinion: To show that we feel bad about the situation:
Give an excuse/ explanation: Americans usually expect some kind of explanation, specific reasons for saying no to their invitation.
I have a headache. My friend is coming over tonight.
I have an exam tomorrow. I have to study. | 1,186 | 537 | {
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Early 1881
James Silk, aged 58. Born Calne, lives near the Wharf in Calne.
I am the steerer 1 of a boat called Express, register number 697. The boat is owned by Mr Joseph Matthews of Wood Lane in Chippenham, he has a coal yard next to the tunnel 2 . I have worked for Mr Matthews and his father before him for more years than I care to remember. Most of my family are bargemen. My son Robert is my boat boy. My father was a bargeman all his life. Then there's my brother Jacob, he died a few years back but in his prime his was one of the smartest boats on the canal, it was called Mary. That was his wife's name too. He got his leg crushed taking a boat through the locks at Pewsham which meant he couldn't work the boats any longer. They got him a job helping out at the wharf at Calne, but he was never the same again. Losing his boat was what killed him.
I got my oldest boy, James, in with Mr Matthews and he became a good steerer. Last year he went across to the Wilts and Berks Canal Company though. He left Mr Matthews employ because there just isn't enough work.
Mr Matthews used to have six boats, but now it's down to two, me and William Sheppard.
Mr Matthews is what's known as a general carrier. Coal, timber, stone, bricks, grain, flour you name it we carried it. I didn't enjoy carrying manure on my boat though, I didn't mind the smell but then I had to clean the hold out.
Mr Matthews and his father before him ran a good business, but over the last few years things have become harder, the canal company aren't keeping the canal up. It is silted up and locks get broken. People are turning to the railways because they say it is more reliable.
Mr Matthews has been ill for a few years now and there is nobody to run the business properly, he is now nearly blind I fear that I won't have work next year 3 .
© R F Alder 2014
1 The Canal Company uses the term "steerer" to identify the master of a canal boat.
2 Although Brinkworth owned the coal merchants at the wharf in Chippenham there were other coal merchants with access to the canal.
3 The 1881 Census noted that 48 year old Joseph Matthews was deaf and blind due to illness. A progressive illness which resulted in his death. The Canal Company ledgers record his death on 22 December 1881. His wife Charlotte and Daughter Annie moved away to start a new life in Gloucestershire. | 895 | 564 | {
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An Education Database
New regulations for local authorities to make a list of all school aged children
A consultation for young people
Hello
The Welsh Government wants all children in Wales to get a good education. We want to prepare them for life and the future. We don't want any child to miss out.
The situation
local authorities (councils) must make sure all children in their area are getting a good education.
The Education Act 1996 says:
That means they must know which children live in the area and their education.
The problem
In Wales every child must have an education. But it can happen in different ways:
local authority schools
independent schools
educated at home
Local authorities already know about all the children who go to a school run by them.
They will know children at independent schools.
They know about children who have been taken out of school to educate at home.
But they may not know about children who have never been to school. That's because parents don't need to let a local authority know that they intend to educate at home.
The solution
We want local authorities to set up a database of all school age children in their area.
A database is a list of information on a computer.
This booklet tells you about the new regulations (rules) we want to put in place for this.
We want to know what you think so we don't leave anything important out.
2
About the database
We want local authorities to make a new database using information from:
+
their schools independent schools
Local Health Boards
There are new laws so health boards and independent schools can share information with local authorities:
* The draft Children Act 2004 Database (Wales) Regulations 2020
* The draft Education (Information about Children in Independent Schools) (Wales) Regulations 2020
Health Boards won't pass on any medical information.
Using the database
This will help local authorities know about all school aged children in their area.
They can use the information to check all children are getting an education. It will also help them spot a child who isn't getting any education and make sure families are offered help.
Do you think a database will help local authorities know about children in their area?
Yes No Don't know
Why?
If there isn't a database, what else would help local authorities know about children in their area? Comment
3
The information
The only information on the database would be:
Basic information
Education information
* the child's name and address
* their gender
* their date of birth.
* the name and details of a parent
* the name and details of the school the child is going to
* or where the child is getting their education 'other than at school' and who is providing it.
This information will be checked and updated once a year.
Keeping information safe
Each local authority will look after their own database. By law, they must have systems in place to keep information private and safe.
Do you think this is the right information to put on the database?
Yes No Don't know
Why?
Do you think it should be updated every year?
Yes No Don't know
Why?
4
Thanks for reading this
Please email your answers to:
firstname.lastname@example.org
Please put "Draft regulations consultation – WG39220" in the subject line.
Or post to:
Learner Inclusion Team
Draft Regulation Guidance Consultation
Support for Learners Division
Cathays Park
Welsh Government
Cardiff
CF10 3NQ
by 22 April 2020
Is there anything else we need to think about?
The Welsh language is important to us. Do you think this will affect the Welsh language?
Yes No Don't know
5 | 1,597 | 778 | {
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A Midsummer Literacy + ART Extravaganza
Body-Sculpt that Scene! Bringing Striking Story Moments to Life
Overview:
When we think back on a story we know, for many people the first thing that pops into their mind is an image of a really striking moment. A plot is, of course, a series of moments that all weave together into a narrative. Certain moments are meant to stand out (e.g. the climax of the story). Other moments stand out to certain people because of their own lived experiences or interests.
This activity will help young people take such vivid moments and bring them to life in a fun, interactive, and embodied way. In short, one person "sculpts" another person into a position that captures a striking moment of their choosing from something they've read or are reading. This allows a story to deepen its roots in participants' minds and memories, so that it can live on within them more fully— and continue bearing fruit for a long time to come.
The Activity:
1. In groups of two people, participants stand facing each other. They decide on one participant to be 'Person A' and the other 'Person B.' Both 'A' and 'B' will do the same thing at different times, so just choose roles at random.
2. All participants reflect on a chosen story, deciding on a single, striking scene they want to focus on. This is typically done in their minds, but for younger children, doing so in conversation can help.
Round 1
3. Person A will be the sculptor and Person B the sculpture. In other words, Person A will gently and appropriately shape Person B's body (and even face) into a single sculpture portraying the scene that Person A is trying to capture.
A Midsummer Literacy + ART Extravaganza
Body-Sculpt that Scene! Bringing Striking Story Moments to Life
4. Person B will try to be as receptive to A's guidance as they can, and then they will hold the position A leaves them in.
5. To make it more challenging, you may want to have Person A avoid verbal instructions and physical demonstrations of the position they want Person B to assume.
6. When the sculpting is done (after about half a minute), you can explore the sculpture(s) in whatever way seems appropriate. If all the participants know the story that Person A focused on, they can try to guess what scene was sculpted. If not, Person A can explain what their sculpture is portraying and tell a bit about their scene and its place in the story's overall plot.
Round 2
7. Person B is now be the sculptor and Person A the sculpture. Follow the same sequence and instructions as in Round 1 with roles reversed.
Ongoing Rounds
8. Continue going back and forth between partners as long as interest and time allows. If you have more than two people present, you can change partners as you proceed. In subsequent rounds, you can have sculptors focus on different scenes in the same story or move through different stories. Whatever works for you! | 1,138 | 642 | {
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Key Instant Recall Facts – Yr 1 to 6 KIRFs
Key Instant Recall Facts – Year 5, Autumn 1
Tips to support learning:
* Repetition of these facts is key – little and often is best. Maybe you could focus on a fact family a day / week.
* Think of the question – One player thinks of a times table question (e.g. 4 × 12) and states the answer. The other player has to guess the original question.
Key Instant Recall Facts – Year 5, Autumn 2
Tips to support learning:
* Repetition of these facts is key – little and often is best.
* Choose a number between 2 and 20. how many correct statements can your child make about this number using the vocabulary above.
* Make a set of cards for numbers 2 – 20. How quickly can your child sort these into prime and composite numbers? How many even prime numbers can they find? How many odd composite numbers can they find?
Key Instant Recall Facts – Year 5, Spring1
Tips to support learning:
* Repetition of these facts is key – little and often is best.
* Cycling squares – a challenge involving square numbers. www.nrich.maths.org/1151
Key Instant Recall Facts – Year 5, Spring 2
Tips to support learning:
* Repetition of these facts is key – little and often is best. Maybe you could focus on a fact family a day / week.
* Use one known fact to create three more: I know 1.2 + 0.8 = 2 so 0.8 + 1.2 = 2 2 – 1.2 = 0.8 2 – 0.8 = 1.2
Key Instant Recall Facts – Year 5, Summer 1
Tips to support learning:
* Repetition of these facts is key – little and often is best.
* Look at the prefixes – do they help to work out meaning? Kilo, centi, milli
* Convert measurements of quantities in a recipe.
* Calculate lengths and distances in a range of measurements. How tall are you in metres, centimetres and millimetres?
Key Instant Recall Facts – Year 5, Summer 2
Tips to support learning:
* Repetition of these facts is key – little and often is best. Maybe you could focus on a fact family a day / week.
* Think of the question – One player thinks of a times table question (e.g. 4 × 12) and states the answer. The other player has to guess the original question.
* Answer questions in any order, including missing number questions such as 7 x = 28 or ÷ 6 = 7 | 1,034 | 580 | {
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2024 June Dairy Month Key Messages
Core Message: June Dairy Month is a special time to discover, taste, and celebrate the living legacy of Wisconsin Dairy.
Key Messages with Supporting Points:
o Dairy farming is key to Wisconsin's communities and economy. Our farmers care for their animals, land, and water with a tradition of stewardship and dedication. Across Wisconsin, farms have been shaped by the hard work of previous generations, and today's farmers strive to leave it even better for the next generation. Learn how Wisconsin dairy farmers live this heritage and serve it to the world.
* Discover how Wisconsin dairy farmers have dedicated their lives to feeding communities across the state, country, and globe.
o 95% of Wisconsin dairy farms are family-owned.
o Our family farms use innovative farm practices, allowing us to deliver the highest quality milk that makes Wisconsin home to the best dairy products, leading farms, and a cutting-edge dairy industry that defines America's Dairyland.
o The U.S. dairy community is committed to achieving greenhouse gas neutrality and optimizing water use by 2050. They plan to do so by optimizing the utilization of manure and nutrients while also maximizing and recycling in order to improve water quality.
o Wisconsin has over 28 dairy-farmer led watershed groups that work hard to protect thousands of acres of land and water for future generations.
* Taste the finest Wisconsin dairy products in creameries, ice cream specialty shops, or grocery stores across the state. You can also visit Dairy Breakfast on the Farm to learn more about Wisconsin's dairy heritage.
o Fresh milk, chocolate milk, ice cream, cheese, delicious recipes, and nutrient-rich dairy foods are all the proof your taste buds need.
o Wisconsin Cheese can be found in 99% of grocery stores across the country – just look for the Proudly Wisconsin Cheese® badge at your local grocery store to know you're supporting family farms like mine.
o Visit WisconsinCheese.com for entertaining ideas and pairing inspiration.
* Celebrate that Wisconsin has always been a leader in dairy, setting the standard for milk quality, conservation, sustainability, animal care, and farmer leadership. Support Wisconsin farmers with your purchase and share your favorite Wisconsin dairy products with family and friends.
o Wisconsin crafts half of the nation's specialty cheese.
o Wisconsin dairy provides 157,000 jobs.
o Wisconsin dairy provides $45.6 billion to Wisconsin's economy – more than the combined value of Florida citrus and Idaho potatoes.
o Wisconsin dairy farms help fuel the state's economy at the rate of more than $86,000 per minute.
History of National Dairy Month
National Dairy Month is an annual tradition developed to celebrate the dairy community and its contributions to the local and state communities. In Wisconsin, we celebrate National Dairy Month like nowhere else.
* National Dairy Month started as National Milk Month in 1937 to promote drinking milk. It was initially created to stabilize the dairy demand when production was at a surplus but has now developed into an annual tradition that celebrates the contributions the dairy community continues to make to the world.
* In 1939, National Dairy Month became the official title of the promotion and focused on greater use of milk and other dairy products.
* National Dairy Month is a great way to celebrate summer with nutrient-rich dairy foods. From calcium to potassium, dairy products like milk contain thirteen essential nutrients that may help to better manage your weight, reduce your risk for high blood pressure, osteoporosis, and certain cancers. Whether it's protein to help build and repair the muscle tissue of active bodies or vitamin A to help maintain healthy skin, dairy products are a natural nutrient powerhouse. Celebrate June Dairy Month and support Wisconsin's dairy industry. | 1,587 | 737 | {
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Key Instant Recall Facts – Yr 1 to 6 KIRFs
Key Instant Recall Facts – Year 4, Autumn 1
Tips to support learning:
* Repetition of these facts is key – little and often is best.
*
Look for, and use, patterns in number.
6 + 4 = 10 so 60 + 40 = 100
50 + 50 = 100 so 49 + 50 = 99
Discuss how different patterns and strategies can be used.
Key Instant Recall Facts – Year 4, Autumn 2
Tips to support learning:
* Repetition of these facts is key – little and often is best.
* Use the three times tables – double it!
* Learn one fact and derive three more from it:
```
I know: 6 x 3 = 18 so 3 x 6 = 18 and 18 ÷ 3 = 6 and 18 ÷ 6 = 3
```
Key Instant Recall Facts – Year 4, Spring 1
Tips to support learning:
* Repetition of these facts is key – little and often is best.
* What do you already know? There are lots of facts that have been learnt previously
* Learn one fact and derive three more from it:
```
I know: 9 x 3 = 27 so 3 x 9 = 27 and 27 ÷ 3 = 9 and 27 ÷ 9 = 3
```
Key Instant Recall Facts – Year 4, Spring 2
Tips to support learning:
* Repetition of these facts is key – little and often is best.
* Make cards with pairs of equivalent fractions and decimals. Use these to play snap or a memory game.
Key Instant Recall Facts – Year 4, Summer 1
TTips to support learning:
*
Repetition of these facts is key – little and often is best.
*
*
What do you already know? There are lots of facts that have been learnt previously. Which facts are easiest to remember?
Learn one fact and derive three more
from it: I know: 9 x 7 = 63
so 7 x 9 = 63
from it: I know: 9 x 7 = 63
so 7 x 9 = 63
and 63 ÷ 7 = 9 and 63 ÷ 9 = 7
Key Instant Recall Facts – Year 4, Summer 2
Tips to support learning:
* Repetition of these facts is key – little and often is best. Maybe you could focus on a fact family a day / week.
Year 4 Additional Challenge!
I can convert analogue times to the 24 hour clock.
Children need to know that there are 24 hours in the digital time scale. Converting 1am and 1pm to 01.00 and 13.00 respectively.
What would 6 o'clock in the morning and evening look like on the digital clock?
What time on the analogue clock is 18.45?
I can read and understand Roman Numerals to 100. | 1,112 | 661 | {
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Cyber Monday
Zebra Puzzle
Five friends are talking about their purchases on Cyber Monday. Figure out who got the biggest discount.
Shirt: black, blue, orange, red, white
Name: Austin, Colin, Edgar, John, Peter
Product: cell phone, drone, laptop, smartwatch, TV
Discount: 20%, 30%, 40%, 50%, 60%
Delivery: 2 days, 3 days, 4 days, 5 days, 6 days
Age: 20 years, 21 years, 22 years, 23 years, 24 years
brainzilla.com/x/zp/43
©
Brainzilla.com
The 22-year-old customer is exactly to the left of the customer whose delivery will take 2 days to arrive.
The man wearing the White shirt is somewhere between the man who got the biggest discount and the man who got the lowest discount, in that order.
The 22-year-old customer is next to the customer who got 20% off.
The man wearing the Orange shirt is somewhere to the left of the man that saved 30%.
At one of the ends is the youngest costumer.
The man wearing the White shirt is somewhere between Colin and the man wearing the Red shirt, in that order.
At the fourth position is the customer wearing the Orange shirt.
It will take 3 days to delivery the Laptop.
The man who got the 40% discount is exactly to the left of the man who got the 20% discount.
The 22-year-old customer is exactly to the right of the 21-year-old customer.
The man wearing the White shirt is somewhere between the man who will wait for 6 days for his delivery and the man who bought the Cell phone, in that order.
Edgar is 23 years old.
The customer wearing the Black shirt is exactly to the right of the oldest man.
Peter is somewhere between the man that will wait for 5 days for his delivery and John, in that order.
The customer who bought the Drone is exactly to the left of the customer who bought the Laptop.
The man whose delivery will take 4 days to arrive is somewhere to the right of the man wearing the Orange shirt.
The man that bought the TV is somewhere between the man wearing the Blue shirt and the man who got the 20% discount, in that order.
The 20-year-old customer is next to the customer that got the 50% discount.
Edgar is exactly to the right of the man that will wait for 5 days to get his product.
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BRAIN
BASHERS
Cyber Monday
Zebra Puzzle
Five friends are talking about their purchases on Cyber Monday. Figure out who got the biggest discount.
Shirt: black, blue, orange, red, white
Name: Austin, Colin, Edgar, John, Peter
Product: cell phone, drone, laptop, smartwatch, TV
Discount: 20%, 30%, 40%, 50%, 60%
Delivery: 2 days, 3 days, 4 days, 5 days, 6 days
Age: 20 years, 21 years, 22 years, 23 years, 24 years
©
Brainzilla.com
The 22-year-old customer is exactly to the left of the customer whose delivery will take 2 days to arrive.
The man wearing the White shirt is somewhere between the man who got the biggest discount and the man who got the lowest discount, in that order.
The 22-year-old customer is next to the customer who got 20% off.
The man wearing the Orange shirt is somewhere to the left of the man that saved 30%.
At one of the ends is the youngest costumer.
The man wearing the White shirt is somewhere between Colin and the man wearing the Red shirt, in that order.
At the fourth position is the customer wearing the Orange shirt.
It will take 3 days to delivery the Laptop.
The man who got the 40% discount is exactly to the left of the man who got the 20% discount.
The 22-year-old customer is exactly to the right of the 21-year-old customer.
The man wearing the White shirt is somewhere between the man who will wait for 6 days for his delivery and the man who bought the Cell phone, in that order.
Edgar is 23 years old.
The customer wearing the Black shirt is exactly to the right of the oldest man.
Peter is somewhere between the man that will wait for 5 days for his delivery and John, in that order.
The customer who bought the Drone is exactly to the left of the customer who bought the Laptop.
The man whose delivery will take 4 days to arrive is somewhere to the right of the man wearing the Orange shirt.
The man that bought the TV is somewhere between the man wearing the Blue shirt and the man who got the 20% discount, in that order.
The 20-year-old customer is next to the customer that got the 50% discount.
Edgar is exactly to the right of the man that will wait for 5 days to get his product.
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BRAIN
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Understanding the First Amendment: History and Context
State neutrality towards religion is another crucial aspect that this freedom ensures. The U.S government cannot endorse or promote a particular religion over others nor can it interfere with someone's religious practices unless they infringe upon other people's rights or public safety. This separation between church and state has fostered a secular democratic framework where policy decisions are based on rational deliberation rather than religious doctrines; hence affirming equal citizenship for all regardless of their belief systems.
Understanding the context behind this groundbreaking amendment requires examining its roots which lie heavily embedded within historical struggles against tyranny and oppression. The founding fathers recognized that freedom of speech was crucial for maintaining an informed citizenry capable of participating effectively in governance. They drew inspiration from European Enlightenment thinkers such as John Locke and Voltaire who vigorously advocated for these freedoms. Similarly, freedom of religion emerged from centuries-old conflicts over religious dominance and persecution in Europe; thus reflecting an attempt by America's founders to prevent any religious institution from gaining too much power or influence over state affairs. Freedom of press was seen as instrumental towards preventing governmental corruption by facilitating transparency and accountability. Importance of Freedom of Speech: Democracy and Individual Rights Freedom of speech underscores the concept of individual rights by championing personal autonomy and selfexpression. Every citizen has the inherent right to hold opinions without interference and seek out information from diverse sources. Freedom of speech allows individuals to articulate these beliefs freely; it enables dissent against prevailing societal norms or unjust policies thus promoting progress through change. It upholds human dignity by acknowledging each person's unique perspective as valuable within the mosaic that constitutes a pluralistic society. Freedom of Religion: Religious Pluralism and State Neutrality Pro-Papers.com
Freedom of the Press: Transparency and Accountability
Freedom of the press enables scrutiny of governmental actions which can expose corruption or malpractice. In such cases, journalists act as whistleblowers by informing citizens about matters that directly affect their lives but may have been kept hidden otherwise. This promotes responsible governance by ensuring that any misuse of power does not go unchecked or unpunished.
First Amendment Controversies: Hate Speech, Censorship, and Limitations Censorship is another contentious issue concerning the First Amendment. While censorship can suppress false information or propaganda that potentially disrupts societal stability, it also risks suppressing dissenting opinions and stifling creativity. Limitations on this amendment often emerge in situations where individual rights clash with collective interests such as national security concerns during wartime or privacy infringements due to media scrutiny. Balancing these competing demands while upholding the spirit of the First Amendment remains an ongoing challenge within constitutional jurisprudence. The First Amendment in the Digital Age: Social Media, Internet, and Cyber-Speech Social media platforms play an increasingly crucial role in shaping public discourse as they have become primary sources for news consumption among younger generations. As such, questions about how these private corporations regulate content on their platforms are being raised since they act as gatekeepers of public dialogue but are not subject to First Amendment constraints unlike governmental bodies. Therefore, striking a balance between ensuring free expression and preventing misuse remains a complex challenge within this new digital landscape. Pro-Papers.com | 1,674 | 629 | {
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Stairway to Reading
Materials
Stairway to Reading has two main components.
Stairway to Reading kit stored in drawers or resealable bags in classroom
* Picture cards for each letter of the alphabet
* Objects for each letter of the alphabet
* Sandpaper letters
* Word-building picture cards
* Plastic letters
2
*
1
AL
L
2
IGH
0
R
T
The book contains 26 rainbow letters for the child to practice tracing each letter. This activity reinforces sound/ symbol association. Optional activity sheets are provided for handwriting practice of each upper- and lowercase letter. The word-building words are provided for the child to trace and then take home to read. There are 72 phonetic readers that can be taken home after the child has fluently read them at school. Tracking cards are at the back of the book for recording ongoing progress of authentic assessment. P Y R I G E S ER V E
Consumable Stairway to Reading Student Activity Book for each child H T S R
O
D
C
*
Teaching Lesson Sequence STO NE S •
S
T
EPPING
v
vi
Lessons Provided in This Activity Book…
Rainbow Letters Lessons
After completing a Sandpaper Letters lesson, give the child the corresponding Rainbow Letters lesson pages. Invite the child to trace a letter with his or her index finger while saying the sound aloud. Encourage the child to choose three of his or her favorite colored pencils. Invite the child to use one of the colored pencils to trace the letter on the page just like he or she used a finger on the sandpaper letter. Emphasize beginning on the dot. Direct the children to make a rainbow letter by tracing the letter with the other two colors. Invite the child to see how many colored letters he or she can form inside the "bubble letter" to make a letter of beautiful colors! This lesson helps the child develop muscle memory of the letter's formation by the repeated practice with a rainbow of colors. Track and document the child's progress by recording what you observe on the comments page on the back of the Tracking Card.
PuRPoSE: Visual-kinesthetic way to practice writing letters of the alphabet.
Letter Formation Lessons
*
AL
Writing Word-Building Words P Y
PuRPoSE: Practice writing letters learned during Sandpaper Letters and Rainbow Letters lessons. Invite the child to practice writing the letters of the alphabet he or she just practiced in the Rainbow Letters lesson. If a child is having difficulty holding a pencil or struggling to trace the letters, you may skip this lesson with the child and concentrate on fine motor skill activities instead. Return to the Letter Formation lessons periodically throughout the year to assess the child's fine motor skill development. Track and document the child's progress by recording what you observe on the child's Tracking Card at the back of this book. Complete the set of lessons for the two letters by inviting the child to do the Letter & Picture Match lessons, then introduce the next set of letters even if the child isn't ready for extensive letter formation. R I G H T 2 0 1 2 L R IGH T S R E S ER
PuRPoSE: Practice writing words built during Word-Building lessons (encoding). O E D
V
Ask the child to practice writing the words he or she just built with the plastic letters. These lessons are for children whose fine motor skills are developed enough to practice writing. Some of these lessons have a matching or coloring exercise provided on the back. If a child is having difficulty holding a pencil or a hard time tracing the letters, you may want to skip this lesson and concentrate on fine motor skill activities for a while. Track and document each child's progress by recording what you observe on the child's Tracking Card at the back of this book. Continue on to the Leveled Books even if a child's fine motor skills are still developing and writing these words is difficult for him or her. S T EPPING STO NE S • C •
Reading Levels 1, 2, and 3 Books
When the child completes the Word-Building lessons of any color, tear out and fold a Level 1 phonetic book for reading practice. These books use only the sounds studied. After the child reads the book to you, an assistant, or a volunteer, send the first book home with the News Letter to encourage family and friends to listen to the child read for even more practice. Level 2 books provide practice with a more challenging text. Level 3 books add words with consonant blends. Some children may initially read only books from levels 1 and 2. Level 3 books may be added later as children begin to hear blends. Track and document each child's progress by recording what you observe on the child's Tracking Card in the back of this book.
PuRPoSE: Provide immediate reading practice using the letter sounds and high-frequency sight words the child has learned (decoding). | 1,952 | 1,029 | {
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Name _________________________________________________
Reading Stem-and-Leaf Plots
Science The largest animals known were dinosaurs. From their skeletons, scientists can estimate how long they were.
Lengths of the Largest Dinosaurs (meters)
Use the stem-and-leaf plot to answer 1– 4.
1. The Seismosaurus is the longest known dinosaur. About how many meters long was a Seismosaurus?
2. The Tyrannosaurus and Spinosaurus were the same length. How many meters long could they have been?
3. How many types of dinosaurs were longer than 15 meters?
4. Suppose a new dinosaur was discovered tomorrow. If its length is 10 meters, would it be one of the 9 largest dinosaurs? Explain.
Use the stem-and-leaf plot to answer 5–7.
5. The python is the longest snake. What is its length?
6. How many snakes are longer than 16 feet?
7. How many snakes are between 11 and 24 feet long?
Lengths of the Longest Snakes (ft)
Stem Leaf
1
1 2 4 6
2
3
4
3
4
© Scott Foresman Addison Wesley
Name _________________________________________________
Reading Stem-and-Leaf Plots
Science The largest animals known were dinosaurs. From their skeletons, scientists can estimate how long they were.
Lengths of the Largest Dinosaurs (meters)
Use the stem-and-leaf plot to answer 1–4.
1. The Seismosaurus is the longest known dinosaur. About how many meters long was a Seismosaurus?
About 36 meters
2. The Tyrannosaurus and Spinosaurus were the same length. How many meters long could they have been?
About 12 meters, 25 meters, or 30 meters long
3. How many types of dinosaurs were longer than 15 meters?
7 types
4. Suppose a new dinosaur was discovered tomorrow. If its length is 10 meters, would it be one of the 9 largest dinosaurs? Explain.
Possible answer: No; There are 10 dinosaurs shown in the stem-and-leaf plot and all are greater than 10 meters long.
Use the stem-and-leaf plot to answer 5–7.
5. The python is the longest snake. What is its length?
6. How many snakes are longer than 16 feet?
7. How many snakes are between 11 and 24 feet long?
33 feet
2
3
Lengths of the Longest Snakes (ft)
Stem Leaf
1
1 2 4 6
2
3
4
3
4
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FaCS report: at risk of significant harm
- Information for parents and carers -
Do you know a child who is at risk of significant harm?
* a child is injured and no one can explain how the injury happened
'Risk of significant harm' are the words the law uses. These words describe children who may be in an unsafe situation, or may be at risk of being hurt, or may be hurting themselves.
Examples of when a child is at risk of significant harm:
* a child has been physically or sexually abused
* adults in the family are violent towards one another and a child sees or hears the violence
* a parent fails to get proper medical advice and attention for a child
* a parent fails to meet a child's basic needs for food, shelter and care.
* a parent has a drug and/or alcohol problem which means that they are not properly able to care for their child
* a child is not being sent to school by their parents.
If a child is believed to be at risk of significant harm, FaCS must investigate.
www.
als nswact.org.au
August 2016
Risk of harm reports
FaCS gets information about children from the Child Protection Helpline who may be at risk of harm.
Neighbours, family members or friends can make a report to the Helpline.
Any person can make a report to the Helpline about a child who may be at risk.
Some people work in jobs where they HAVE to make a report to the Helpline if they believe a child is at risk of significant harm. These people are called 'mandatory reporters'. This means they must report to the Helpline if they see or suspect a child is at risk of harm.
Mandatory reporters are people who work with children in the areas of health (doctors, nurses, speech pathologists), education (teachers, child care workers) and police officers.
Other members of the public or community can also make a report to FaCS if they have reason to believe a child is at risk of significant harm.
It's the job of FaCS to investigate reports to see what is going on and make sure children are protected.
If a child is believed to be at risk of significant harm, FaCS must investigate.
The ALS Care and Protection Law Practice is focused on keeping Aboriginal children safe and if possible with family. When parents of family members seek the return of children back to their care, we advocate on their behalf. When children can't return home, we advocate for them to placed with family first.
Care and Protection
WE CAN HELP
Law Practice
Phone 1800 733 233 02 8836 3444 | 1,041 | 539 | {
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LUC WRITING CENTER – "USES OF THE PRESENT PERFECT"
The Rules:
The perfect tenses are used to describe action that is completed before another action or event occurs. The present perfect is used to describe action that was completed before the present time.
Other uses of the present perfect:
I. Describing events that have happened before now, the exact time of which is unspecified. This usage is often indicated by adverbs such "as ever," "yet," "never," "still," and "already."
Examples:
1. My teacher has never graded an assignment without also providing helpful advice and encouragement. (the present perfect "has graded" indicates that the teacher's actions have happened before now.)
2. Overuse injuries from running and cycling have never been successfully treated without rest. (here the present perfect "have been" is used to emphasize that the rest treatment has happened before the present.)
II. Describing an event that has occurred repeatedly from a point in the past up to the present time, and may happen again.
Examples:
1. My sister has met many interesting people on her backpacking trip along the Appalachian Trail. (here the present perfect has met is used to indicate that the sister met interesting people multiple times, or repeatedly, on her trip.)
2. I waited for spring, and today it has arrived! (the present perfect has arrived is used to indicate that spring's arrival is a repeated, cyclical action.)
3. My chemistry class has had three different substitute teachers in three weeks. (the present
LUC WRITING CENTER – "USES OF THE PRESENT PERFECT"
Some Reasons Why These Rules Can Be Confusing:
I. The uses of the present perfect can sometimes be confused with the uses of the simple past. The present perfect is often used without an indication of time, whereas the simple past is often used with a word or phrase describing specifically when an action took place.
Examples:
1. I watered my garden yesterday. (the simple past "watered" is used with the word "yesterday" to indicate when the action occurred.)
2. I have eaten twelve cupcakes, and now I have a stomach ache. (here, the past perfect "have eaten" indicates that the cupcakes were recently eaten, and that they were the cause of the stomach ache.)
II. Has and is are both contracted with an 's when used with personal pronouns.
Examples:
1. She's eaten pizza at her best friend's birthday party. ("She's "is a contracted form of "she has eaten," not "she is;" here, "has eaten" is the present perfect form of "to eat.")
2. She's eating pizza at her best friend's birthday party. (here, "she's" is the contracted form of "she is," and the action is in the present rather than the recent past.)
3. It's been an interesting class today. ("It's" is a contraction of "it has been," not "it is".)
4. It's interesting being in class today. ("It's" is a contraction of "it is," not "it has.")
Practice:
Complete the following sentences with a correct form of the verb in parentheses.
1. I ______ (to hope) this day would finally come.
2. My granddaughter ______ (to grow) three inches since last summer.
3. James ______ (to ride) his bike every day for a week.
4. After hiking along the creek, she ______ (to find) an abandoned treehouse.
5. He ______ (to find) the error in his experimental method.
Further Resources:
* "Active Verb Tenses" (Purdue Owl)
* "Verb Tense Consistency" (Purdue Owl)
These materials were partially adapted from Understanding and Using English Grammar. 4th ed. Ed. Betty S. Azar and Stacy A. Hagen. New York: Pearson Longman, 2009. Print.
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DTMF Based Voting Machine
Abstract:
India is world's largest democracy. Fundamental right to vote or simply voting in elections forms the basis of Indian democracy. In India all earlier elections a voter used to cast his vote by using ballot paper. This is a long, time-consuming process and very much prone to errors. This situation continued till election scene was completely changed by electronic voting machine. No more ballot paper, ballot boxes, stamping, etc. all this condensed into a simple box called ballot unit of the electronic voting machine. Cell phone based voting machine is capable of saving considerable printing stationery and transport of large volumes of electoral material. It is easy to transport, store, and maintain. It completely rules out the chance of invalid votes. Its use results in reduction of polling time, resulting in fewer problems in electoral preparations, law and order, candidates' expenditure, etc. and easy and accurate counting without any mischief at the counting centre.
Introduction:
The aim of our project is to design & develop a mobile based voting machine. In this project user can dial the specific number from any land line or mobile phone to cast his vote. Once the user is connected to the voting machine he can enter his password & choice of vote. If he has entered a valid choice & password his vote will be caste with two short duration beeps. For invalid password/choice long beep will be generated. User is allotted 15 seconds to enter his password & choice. A reset button is provided for resetting the system. A total key is provided to display the result. We have also used non-volatile memory for storing all data. EEPROM will preserve all information in case of power failure. In this project all information is transmitted through DTMF tones.
Block Diagram:
Future Scope:
- Number of candidates could be increased by using other microcontroller.
- It could be interfaced with printer to get the hard copy of the result almost instantly from the machine itself.
- It could also be interfaced with the personal computer and result could be stored in the central server and its backup could be taken on the other backend servers.
- Again, once the result is on the server it could be relayed on the network to various offices of the election conducting authority. Thus our project could make the result available any corner of the world in a matter of seconds
Area of Application:
- Fast track voting which could be used in small scale elections, like resident welfare association, "panchayat" level election and other society level elections.
- It could also be used to conduct opinion polls during annual share holders meeting.
- It could also be used to conduct general assembly elections where number of candidates are less than or equal to eight in the current situation.
- It is used in various TV serials as for public opinion. | 1,181 | 562 | {
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Market Equilibrium Cheat Sheet
by liviabrookes via cheatography.com/164261/cs/34858/
Subsidies and Sales Tax
Changes in Equilibrium (cont)
Maximum and Minimum Price
Tax is an amount collected by the government from consumers and producers so the government.
Taxes are paid can pay so the government can pay for infrastructure, encourage merit goods, discourage demerit goods, etc.
-Direct tax is paid straight to the government by the party concerned (indiv‐ idual income tax, PAYE).
-Indirect tax is collected by a third party and then paid to the government (GST)
Taxes make goods less affordable and less profitable. Tax adds to cost- add to previous costs.
Subsidy is a payment made by the government to producers.
Subsidies may be paid to reduce the price of the good in order to increase consum‐ ption or to ensure that producers receive an "acceptable" price for their goods.
Subsidies make goods more affordable and profitable. Subsidy adds to revenuesubtract from previous costs.
Tariff is a tax on imported goods.
This makes imports more expensive and less competitive against local goods.
Tariffs increase a producers cost of produc‐ tion.
Changes in Equilibrium
If the equilibrium price of a good decreases due to a non-price factor eg. the bikini market in winter, flow-on effects will occur:
By liviabrookes cheatography.com/liviabrookes/
-
producers
will lower price to clear
excess
stock
-this price drop causes quantity supplied to decrease and quantity demanded to increase. equilibrium decreases QE-->Q1.
The effect on the producer revenue depends on the size of the changes in price and quantity.
The decrease in price means producers earn less from selling each unit, however they are selling more units.
If the price change in proportionally bigger then revenue decreases.
If the quantity increase in proportionally bigger then revenue increases.
____ has become more/less affordable as the price has increased while incomes are unchanged.
Market Equilibrium
Published 28th October, 2022. Last updated 28th October, 2022. Page 1 of 1.
-Government may decide to set a maximum price on a good (price ceiling) usually to ensure a good remains affordable for consumers.
This means producers cannot legally charge more than the maximum price for this good.
For example, public transport may have a price maximum set so it is accessible for everyone.
-Government may decide to set a minimum price on a good (price floor) to reduce consumption of a good.
This means producers cannot legally charge less than the minimum price for this good.
For example, cigarettes may have a price minimum set to reduce the number of smokers by making smoking very expensive.
When referring the changed values proceeding a price max/min, include how much consumer spending/producer revenue has increased/decreased by.
Sponsored by CrosswordCheats.com
Learn to solve cryptic crosswords!
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This worksheet and all related files are licensed under the Creative Commons Attribution License, version 1.0. To view a copy of this license, visit http://creativecommons.org/licenses/by/1.0/, or send a letter to Creative Commons, 559 Nathan Abbott Way, Stanford, California 94305, USA. The terms and conditions of this license allow for free copying, distribution, and/or modification of all licensed works by the general public.
Your project is to build and test this "curve tracer" circuit, used to plot the characteristic curves of various semiconductor components on an oscilloscope screen:
Of course, you are not restricted to using this exact design.
Deadlines (set by instructor):
* Project design completed:
* Working prototype:
* Components purchased:
* Finished system (used to test at least two kinds of components):
* Full documentation:
Questions
Question 1
What do each of the oscilloscope axes represent, in real-life terms (variables and units) when used in conjunction with this curve tracer circuit?
file 01929
Question 2
What mode does the oscilloscope have to be set in, in order to use with this curve tracer circuit? file 02309
Question 3
If quantitative accuracy is desired from this curve tracing circuit, the shunt resistor should be precisely 1 kΩin size. Explain how a precise shunt resistance may be built without the use of precision components (i.e. a special 1 kΩprecision resistor).
file 01927
Question 4
When testing this circuit for the first time, the student connects a 1 kΩresistor to the two test leads and gets this result from the oscilloscope display:
The student was actually expecting something that looked like this:
Expected oscilloscope display
Upon inspection, nothing appears to be wrong with the wiring of the curve tracer circuit. Explain what the problem is so the student is able to achieve the expected results.
file 01928
Question 5
Explain why the wave-shape of the excitation voltage is irrelevant to the operation of this curve tracing circuit. The transformer happens to output the same sine wave shape exhibited by the AC line power, but the circuit would work equally wall with a triangle wave, sawtooth wave, or badly distorted sine wave.
file 02310
Answers
Answer 1
Horizontal axis: voltage applied across terminals of device under test (1 volt displayed = 1 volt).
Vertical axis: current through device under test (1 volt displayed = 1 mA)
Answer 2
The oscilloscope needs to be set in the "X-Y" mode.
Answer 3
Hint: there's a saying in the electronics world that goes something like this: "Don't make it precise, make it adjustable!"
Answer 4
One of the oscilloscope's two input channels must be inverted for the curve tracer to work as expected. Most oscilloscopes come equipped with an "invert" control on the second input channel that is used for this purpose.
Follow-up question: is the curve tracer circuit configured for an AC test or a DC test, based on the appearance of the oscilloscope trace?
Answer 5
All that is needed is some sort of wave-shape that sweeps the oscilloscope beam to and fro. Since the relationship between vertical displacement and horizontal displacement on the oscilloscope's trace is purely a function of the test component's characteristic curve, we really don't care what form of AC voltage excites it.
Notes
Notes 1
The resistor's specified value of 1 kΩshould make perfect sense when students see the voltage:current ratio for the vertical axis!
Notes 2
It is important for students to realize that the oscilloscope will not produce the desired display if configured for the normal "time-domain" display. For the circuit to be able to work, the curve tracer must provide the horizontal sweep, hence the dual inputs to the oscilloscope.
Notes 3
Though it may have been a while since you last discussed how to achieve precise (adjustable!) values of resistance from non-precision resistors, students should at least remember the general concept if not the exact implementation.
Notes 4
This circuit provides an excellent opportunity for students to discuss and review the common grounds of oscilloscope inputs, and why one of the oscilloscope's inputs must be wired "backward" in order to yield the expected trace from lower-left to upper-right.
Notes 5
Dedicated curve tracer circuits typically use a sawtooth waveform (much like the waveform used to sweep an oscilloscope beam horizontally in the normal "time-domain" mode), so that the brightness of the trace is relatively even throughout. This is why a square-wave excitation would not work well: most of the trace would be extremely dim and hard to see, with the endpoints of the curve being the only bright spots! | 2,015 | 1,036 | {
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Name :
Volume - Cone
Decimals: ES5
6) height = 16.2 in ; radius = 25 in
B) Find the volume of each cone from the given parameters. Round your answer to two decimal places.
8) A chocolate mold has a number of cone-shaped cavities. Each cavity has a depth of 1.2 inches and radius of 0.5 inches. How much melted chocolate can each cavity be filled with? Round your answer to two decimal places. (use π = 3.14)
Volume =
1)
Volume = PREVIEW
2)
Volume =
3)
Volume =
4) radius = 12.9 ft ; height = 17 ft
Volume = Not a member? Please sign up to access. gain complete
5) radius = 3.1 yd ; height = 8.4 yd
Volume =
6) height = 16.2 in ; radius = 25 in
Volume =
7) height = 19.5 ft ; radius = 14.7 ft
4.5 yd
9.3 yd
10.1 ft
11.6 ft
26 in
20.2 in
B) Find the volume of each cone from the given parameters. Round your answer to two decimal places.
(use π = 3.14) Gain complete access to the largest collection of worksheets in all subjects!
A) Find the volume of each cone. Round your answer to two decimal places. (use π = 3.14)
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Answer key
Volume - Cone
Decimals: ES5
A) Find the volume of each cone. Round your answer to two decimal places.
(use π = 3.14)
B) Find the volume of each cone from the given parameters. Round your answer to two decimal places. (use π = 3.14) Gain complete access to the largest
8) A chocolate mold has a number of cone-shaped cavities. Each cavity has a depth of 1.2 inches and radius of 0.5 inches. How much melted chocolate can each cavity be filled with? Round your answer to two decimal places. (use π = 3.14)
0.31 cubic inches
Printable Worksheets @
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IDEATION
IDEATION BASICS
The 'creative' way to arrive at that one good idea is by generating lots of ideas! This will give you a shot at arriving at a wo rkable idea – you can even combine a few ideas you've thrown out there to create a new pathway or..... One or more of these ideas will put you on the path to finding a workable one!
WRITE DOWN THE MOST VIABLE IDEA (MVI) AND START BUILDING ON IT
KEEP IN MIND WHEN BRAINSTORMING IDEAS
THE HMW QUESTION
Write down the 'How Might We' question you arrived at from the Problem Definition Phase
Start throwing out ideas. RECORD THEM ALL.
* Use Post-its or notecards
* Scribble it on white or blackboard
* Use smartboards
* Think from the user / client's point of view. Your project / product is for them, always remember that!
* For group brainstorming, gather no more than 5. if there are more, split into smaller groups and then compare and compile ideas. Anything beyond 4-5 becomes chaotic
* SET A TIME LIMIT. We want ideas to emerge organically, but this does not mean we ideate endlessly! Depending on the project take no more than 3-10 hours. And DO NOT do 10 hours at stretch. Take breaks or split it over a week.
* DOCUMENT every post-it and every idea that is thrown out there. Creative problem solving is all about flexibility and incorporating new things. When a new entity crops up, your brainstorming may have already covered that, so then it is a question of grabbing your old notes from the ideation phase!
* KEEP THE DOCUMENTATION ACCESSIBLE!
www.qvconsult.com
2020
* Fine tune the selected idea (word and re word it into a workable set)
* Keep all the other suggestions in the YES and Maybe pile. Keep it accessible! You never know when you will need to revisit it!
* Go through the 'YES' pile of ideas. See if you can sort them into categories
* See if you can or even need to combine them
* Go through everything you produced.
* Sort them as yes or no
* Sort the 'yes' pile further into 'yes' and 'may be'
IDEATION
The 'creative' way to arrive at that one good idea is by generating lots of ideas! This will give you a shot at arriving at a wo rkable idea – you can even combine a few ideas you've thrown out there to create a new pathway or..... One or more of these ideas will put you on the path to finding a workable one!
of space
Now proceed to and listing resources
building your idea
2020
IDEATION
The 'creative' way to arrive at that one good idea is by generating lots of ideas! This will give you a shot at arriving at a wo rkable idea – you can even combine a few ideas you've thrown out there to create a new pathway or..... One or more of these ideas will put you on the path to finding a workable one!
IDEATION WORKSHEET 2 of 2
the Problem Definition Phase
2020 | 1,225 | 660 | {
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Georgia 2018
Nutritional Status of Children
Anthropometric Malnutrition Indicators
Stunting: SDG 2.2.1
Stunting refers to a child who is too short for his or her age. Stunting is the failure to grow both physically and cognitively and is the result of chronic or recurrent malnutrition.
Overweight: SDG 2.2.2
Overweight refers to a child who is too heavy for his or her height. This form of malnutrition results from expending too few calories for the amount consumed from food and drinks and increases the risk of noncommunicable diseases later in life.
Total, 6
Percentage children under-5 who are overweight
Anthropometric Malnutrition Indicators by Age
Wasting: SDG 2.2.2
Wasting refers to a child who is too thin for his or her height. Wasting, or acute malnutrition, is the result of recent rapid weight loss or the failure to gain weight. A child who is moderately or severely wasted has an increased risk of death, but treatment is possible.
Underweight
Underweight is a composite form of undernutrition that can include elements of stunting and wasting (i.e. an underweight child can have a reduced weight for their age due to being too short for their age and/or being too thin for their height).
Percentage children under-5 who are wasted
Percentage children under-5 who are underweight
Key Messages
* 6% of children under 5 years of age in Georgia are overweight, 1% of children suffer from moderate or severe wasting, 6% - from moderate or severe stunting and 2% of children are moderately and severely underweight.
* The age distribution of malnutrition indicators shows that the highest proportion of children (10%) who are overweight are at 12-17 months. The highest proportion of children who are underweight and wasting are at 0-5 months (5%). The percentage of stunted children is the highest (8%) at the age group of 24-35 months.
* Anthropometric malnutrition is negatively correlated with the level of education of mother/caretaker. Stunting is the highest in case of mother's/caretaker's primary or lower secondary education (14%) and is the lowest for mother's/caretaker's higher education level (4%).
Stunting: SDG 2.2.1
Overweight: SDG 2.2.2
Education
Percentage of under 5 children who are stunted, by background characteristics
Percentage of under 5 children who are overweight, by background characteristics
Regional Data on Stunting, Overweight, Wasting & Underweight
For indicator definitions, see earlier charts
The Georgia Multiple Indicator Cluster Survey (MICS) was carried out in 2018- by the National Statistics Office of Georgia as part of the global MICS programme. Technical support was provided by the United Nations Children's Fund (UNICEF). UNICEF, NCDC, USAID, WB, UNFPA, SIDA, AFD, SCD, ISS, UNDP and WHO provided financial support.
The objective of this snapshot is to disseminate selected findings from the Georgia MICS 2018 related to the Nutritional Status of Children. Data from this snapshot can be found in table TC. 8.1.
Further statistical snapshots and the Survey Findings Report for this and other surveys are available on mics.unicef.org/surveys. | 1,441 | 722 | {
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Meteorologist (Scout Tech)
1. Keep a daily record of the weather from your own observations for at least one month, to include at least four of the following:
a) Wind speed and direction
b) Cloud type and amount
c) Temperature
d) Pressure
e) Rainfall amount.
2. Understand the working principles of the following instruments and construct a simple version of two of them:
a) Thermometer
b) Barometer
c) Anemometer
d) Rain gauge.
3. Understand at least three different ways in which clouds are formed.
4. Answer the following questions.
a) How does climate affect human life and activities?
b) How, climate affect human life and activities?
c) What is the problem?
d) What can we do about it
Requirement 1:
Your table should look something like the table below. Try to be consistent and make your observations the same hour every day.
Wind speed is measured in knots, but since you don't have a sophisticated anemometer that will give you that, you can use the following terms: Calm (No wind, smoke rises straight up), Light (Wind is felt gently. Leaves rustle), Moderate (Small branches move. Paper blows on the street), Strong (Large branches move) and Gale (Difficult to walk). These are the general terms used by meteorologists to describe in simple terms wind speed. There are other in between terms but we will keep it simple.
Wind direction is measured relative to North and is reported from where the wind is blowing. For Example, an easterly wind blows from East to West.
Cloud types
The above photo shows the main types or categories of clouds. Find out the sub types, categories and try to familiarize yourself with them. We will be asking questions like what height you usually find them and we might show you pictures and ask you to name them.
Temperature is measured in degrees Celsius ( 0 C). If you don't have a thermometer at home, use the temperatures reported at the weather forecast on the news. Just make sure it is the same time every day.
Rainfall is measured in millimeters (mm) or centimeters (cm). You are going to have to make your own rainfall gauge and measure it on a daily base.
Requirement 2:
This is probably the most interesting task you have to do for this badge and is going to help you with req. 1. You need to research each instrument and find out what it measures and how it measures it. Write a small paragraph for each one. Please do not copy and paste! Write it in your own words, whatever you understand.
Then build at least two of the instruments. There are a lot of websites and YouTube channels that will show you how to build your instruments. Make sure you take pictures whilst you are building them and using them! Send them in! they are the evidence that you did the work!
Requirement 3:
This is partly covered under req. 1, If you done your research correctly, you probably have the answers, if not, go back. Write down your findings in your own words.
Requirement 4:
This is really to get you thinking. There is a problem and we hear about it and feel it every day. You can answer the four questions individually or as one. Up to you. Do your research and take notes, then put your thoughts on paper and send them in. Some notes to consider:
* When you take a picture make sure your camera lens is clean
* Have a look at your photo. If it's out of focus or blurred, take another one
* Hand written documents are acceptable but, make sure we can read them. Write clearly.
* When you take the photo of your document, look at the photo and try to read it. If you can't read it how are we going to manage.
* Don't start sending photos or requirements in when you finish them. We will tell you at the end of the badge how to send everything in.
* We will be checking your progress periodically
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LITERACY
NUMERACY
Week Ending 20 th April 2012
What's been happening this week?
Jan 19-10:04Jan 19-10:04 This week in Literacy we have been looking at newspaper reports, We began by revising the key features of newspaper reports that we found out about last half term. We then went on to look at some newspaper reports about the upcoming Olympic games. The children were given the task of identifying key information such as who, what, when, where and why. Next week the children will be writing their own newspaper reports about our Bourn Primary Olympic opening ceremony!
In Numeracy this week we have been looking at direction. We began by revising the four main compass points and went on to learn about the additional compass points, NW, NE, SW & SE. We then discussed other directional vocabulary such as clockwise, anti-clockwise, quarter turn etc. The children learnt the relationship between fractional turns and degrees. Later in the week we revised our understanding of coordinates. Next week we will continue our work on coordinates and direction.
Ask your child to explain how many degrees are in a quarter turn, half turn etc.
OLYMPIC OPENING CEREMONY:
On Monday afternoon we are hoping to host our Bourn Olympic Ceremony. However, this will only be able to go ahead if the weather stays dry. Please check the website on Monday morning for up to date event information and cancellations. Could I also take this opportunity to remind you that all children should have a T-Shirt in their team colours for this event. Many thanks.
SWIMMING: Swimming will take place in the normal PE slots on Wednesday and Thursday with effect from w/c 30 April. However, Rosewood will have an additional swimming slot, which I will teach on a Friday morning.
NOTICES
WC 30 th April: Swimming lessons begin.
HOMEWORK
2 nd – 4 th May: Grafham Water
7 th May: Bank Holiday
11 th May: Grafham Assembly.
25 th May: Creative Research Projects Deadline.
LITERACY (due Mondays)
To learn song lyrics for the opening ceremony.
1 st June: INSET Day,
SPELLINGS (Test Wednesdays)
RETURN SLIP Please sign and return this slip on Monday.
NUMERACY (due Thursdays)
Beginning next week.
X TABLES (Test on Mondays)
Children should continue to learn either the 2, 3, 4 and 5 or the 6, 7, 8 and 9 x tables. | 1,049 | 525 | {
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Word Power Made Easy PDF Capsule 105
English Vocabulary is an integral part of the major Government exams like IBPS PO, IBPS Clerk, SBI PO, SSC CGL, SSC CHSL, UIIC, etc. Vocabulary is a momentous section to secure maximum marks. These papers comprise English section to test your knowledge of English Language. With good command over Vocabulary you can lock maximum marks easily and save time to solve other sections. To help you improve your vocabulary, Testbook brings you a list of commonly asked words in the Word Power Made Easy PDF Capsule 105.
Today's words: Abstemious, Abstruse, Accoutrement, Accrue, Acumen!
Word Power Made Easy PDF Capsule 105
Abstemious (adjective)
Hindi translation: संयमी
Meaning: Indulging moderately in something.
Memory Tip: Abstemious sounds like abstaining which means avoiding something in excess.
Use in Sentence:
Sam is an abstemious drinker.
Abstruse (adjective)
गहन
Hindi translation:
Meaning:
Difficult to understand.
Memory Tip:
Abstruse sounds like obscure which means difficult to understand.
Use in Sentence: Sanju found Physics abstruse.
Accoutrement (noun)
Hindi translation
: साजसामान
Meaning:
Additional item or equipment.
Memory Tip:
Accoutrement sounds like equipment which is additional.
2 |
Page
Use in Sentence: The soldier's accoutrements are kept in the storeroom.
Accrue (verb)
Hindi translation: उपाजजत होना
Meaning: Come with increased amount.
Memory Tip: Accrue means growth of wealth.
3 | P a g e
Use in Sentence: Your money will accrue in the bank.
Acumen (noun)
कुशाग्रता
Hindi translation:
Meaning: Ability to make good judgement and take quick decisions.
Memory Tip: Acumen is men having the talent of good judgement.
Use in Sentence: The government will hire people with business acumen.
Want to know more such words? Here are the some other editions of Word Power Capsules to add on to your English vocabulary for the preparation of exam.
Error Spotting Made Easy Capsule 15 Phrasal Verbs Made Easy Capsule 11 Word Power Made Easy Capsule 104
Solve Free Tests for the preparation of various exams:
Practice Qs for Govt. Exams
Discuss your queries with our expert and your fellow aspirants:
Discuss Your Doubts
Hope you found this Word Power Made Easy PDF Capsule 105 helpful. So which words do you want memory tips for? Let us know in the comments section below.
Click Here for More Words | 1,180 | 568 | {
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Phyciodes phaon Phaon Crescent
ABUNDANCE: Declining in recent years, likely owing to harsh late-winter freezes/ice and to hurricanes; however, populations can rebound within a year or two. Common at least locally, where suitable habitat exists. At times, was formerly abundant at Fort Fisher in southern New Hanover County. Status not clear on many coastal islands, and seemingly absent on some islands; mysteriously scarce in Brunswick County, though found on the mainland in 2020. Very common to abundant along several roads in southeastern Wilmington, at least prior to 2016; abundance not clear along the northern part of the city.
FLIGHT PERIOD: Apparently three broods, at a minimum, in NC; early April to early June, and a continuous period of at least two broods from early July to late October, sparingly into November. Some of the populations in fall have been suggested in books to represent migrants from south of the state, but this species is not a migrant. Individuals remain close to their foodplants at all times. The species seems much more common in fall than in spring and summer.
HABITAT: The habitat in NC is very restricted -- weedy or vacant lots, lawns, low dunes, marsh edges, or roadsides along the coast, but only where patches of frogfruit (Phyla spp.) are present. The habitat is often sandy, but may be moist. Most habitats are disturbed sites as opposed to natural grasslands. In Wilmington, the habitats are mainly borders of woodlands, where stands of the foodplants occur along the adjacent roadsides, especially where sandy; also, found in some private yards and a church yard.
FOOD AND NECTAR PLANTS: The foodplants are Phyla (formerly called Lippia) species; in NC, primarily on P. nodiflora, but may also be on P. lanceolata, a marsh species. The species is usually seen nectaring on frogfruit (its foodplant), but they may nectar on other very low plants such as Coastal Water-hyssop (Bacopa monnieri) and White Clover (Trifolium repens).
COMMENTS: This is a tiny, yet very attractive, butterfly that flies closer to the ground than any other species in NC. Often it confines its total activities to within 3-6 inches of the ground. Its strong ties to patches of frogfruit make it easy to survey for, as I have often found colonies where the frogfruit is common. It is noticeably smaller and more brightly colored than the Pearl Crescent, which may at times be seen with the Phaon Crescent.
The fact that the species has recently being found at a handful of sites on the mainland, from Brunswick County north to Onslow County (if not also Carteret County), lessens the concern for the species to be highly threatened by coastal development or coastal flooding from hurricanes and other tropical storms. For now, however, the species remains on the NC Natural Heritage Program Watch List.
March 2023
Butterflies of North Carolina - Thirtieth Approximation
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Garden Stir-Fry
Serves 4-5
Ingredients:
* 2 tablespoons olive oil, for sautéeing
* 1 medium yellow onion, minced
* 2-3 garlic cloves, minced
* 1.5 cups finely chopped purple cabbage (about ¼ of a head)
* 1 cup grated carrot (about 1 medium carrot)
* ¾ cup frozen peas
* 2 cups cooked brown rice
* 3 tablespoons soy sauce or tamari (gluten-free soy sauce)
* ½ teaspoon pepper
* ½ teaspoon ground ginger
Directions:
1. Wash hands.
2. Heat 2 TBSP of olive oil in a large pot over medium heat.
3. Add onions, and sautée for 2 to 3 minutes, or until translucent.
4. Add garlic and purple cabbage, and sautée for another 1-2 minutes.
5. Add carrots and peas, and sautée for another 1-2 minutes.
6. Add rice, tamari, pepper, and ground ginger, and mix well.
7. Serve, and enjoy!
❊ Note: Play with other ingredients! You can add other vegetables like bok choy, broccoli, or leafy greens.
Common Threads Grows Good Eaters!
We're a local nonprofit, and we're so glad to be gardening and cooking with your kids at school!
Common Threads Grows Good Eaters!
We're a local nonprofit, and we're so glad to be gardening and cooking with your kids at school!
Why Garden Stir-Fry?
This recipe is a great way to clean out the refrigerator, reinvigorate leftovers, and limit food waste! Any grain or vegetable you have on hand will work with this Asian-inspired sauce. It's also a fun way to eat all the natural colors of the rainbow! Red bell peppers? Green onions? Orange carrots? Have fun creating a colorful plate!
Ask your student chef…
* How can we be safe and clean in the kitchen?
* How would you describe this dish through taste, smell, and sight?
* What ingredients would you add or take away from this recipe? What other colors could you add?
Dig Deeper!
How many different, natural colors have you eaten this week? Can you try to incorporate more natural colors into your meal?
We'd love to hear from you!
E-mail us at email@example.com if you'd like to…
❊ share any photos and conversations that this recipe inspired
❊ volunteer in our school gardens or kitchen classrooms
www.commonthreadsfarm.org
@CommonThreadsFarm
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The Night Sky by Eric Erickson
Offered Title: Big Bad Bright Wolf
They're big, massive, extremely luminous, a little scary. They are called Wolf – Rayet stars (WR).
Wolf – Rayet stars are also peculiar, well their spectra are peculiar when compared with a normal star, yeah, like the Sun. It's great to be orbiting a nice, normal star.
To refresh, a spectrum is the range of light frequencies from infrared, red, orange, yellow, green, blue, indigo, violet and ultraviolet. All but infrared and ultraviolet are made visible via refraction methods such as a prism. Most stars will have some dark lines in their spectra that represent elements in their atmospheres absorbing wavelengths of light. They might also have bright lines or bands that represent energy emission from elements. Scientists use spectra to determine the composition of a star's atmosphere.
Charles Wolf and Gorges Rayet were observing stellar spectra at the Paris Observatory in 1867 when they came upon several stars with unusual spectra. The spectra were unusual in that they had only broad, bright bands. The bands were in an area of the spectrum they could not identify with any specific element. It took about 30 years for the mysterious element to be identified. Turned out to be helium, which had been discovered in 1868!
Without going into technical talk, a star's spectrum as seen from Earth is affected by things like the star's speed and direction, if it is part of a binary or multiple star system, and if it is within a surrounding nebula. Taking these into account usually helps astronomers interpret a star's spectrum. With WR stars there's an added twist.
Now we think we have a better grip on what a Wolf – Rayet star is…sort of. They are young massive stars that have evolved rapidly, possibly from type OB stars. Some have type O companions and some of their mass could have come from the companion star. Some are associated with a planetary nebula, produced as a result of the stars fusion energy and gravitational push-pull gyrations. Each successive gyration kicks off a bunch of star material that drifts away and forms a nebula shell around the star. WR stars are extremely hot at their surface, 6-20 times the Sun's 5778 Kelvin, and their intense ultraviolet radiation causes elements like helium, nitrogen, even oxygen in the photosphere to fluoresce, causing the bright and broad emission lines. This can also interfere with the presence of absorption lines.
Wolf – Rayet stars are found throughout our galaxy and elsewhere. There are Wolf – Rayet galaxies, galaxies with so many WR stars that the galaxy presents a WR spectrum.
Funny thing about Wolf – Rayet stars, even though they are thousands of times more luminous than the Sun they are not super bright visually, because their light is mostly ultraviolet and invisible to our eyes.
What's in the Sky?
September 4-7; after sunset; south-southwest: Watch the waxing Moon each night as it travels from Scorpius into Sagittarius, meeting up with Jupiter and Saturn. | 1,319 | 657 | {
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Published on Books for Keeps - the children's book magazine online (http://wwww.booksforkeeps.co.uk)
Home > Story of the Holocaust, The
Story of the Holocaust, The
Books Reviewed:
Story of the Holocaust, The [1]
Issue:
120 [2]
Reviewer:
Clive Barnes[3]
New Talent: Editors Choice:
off
Media type:
Book
BfK Rating:
5
Lawton?s record of this century?s most notorious act of genocide begins with a photograph of the discarded, naked and emaciated corpses of some of its victims, heaped without ceremony into a mass grave at Bergen-Belsen in 1945. This image is superimposed on a photograph of a village at the foot of the Alps that, in its picturesque neatness, could have been clipped from a travel brochure for a skiing holiday. As Lawton reminds us, ?it all happened in a place and in a time not so very different from our own.?
This is a powerful, understated account of the Holocaust that allows images of arrogance, absurdity, degradation, terror, cruelty and indifference to speak for themselves: the vicious caricatures of Jews in the Nazi school texts; the yellow badges; a child comforting another starving in the ghetto; women and children hurried into the wood to be shot; and the camps themselves. Lawton has made the events and their history as comprehensible as they can be to any child over the age of eleven. He touches on the history of European anti-Semitism, and shows the conditions in Weimar Germany that led to the Third Reich. He leads us through the terror step-by-step. He tells of collaboration with the Germans in persecuting Jews in occupied Europe and of the men and women, Jews and Gentiles, who resisted. Finally, he talks of the aftermath: for the perpetrators, the survivors and for the rest of the world. It is an account that is as conscious of the meaning of each single tragedy among so many as it is of the implications of the Shoah for all of us. Lawton reminds us, too, of the Romanies, political prisoners, trade unionists, gays, communists and Jehovah?s Witnesses who suffered and died with the Jews.
The question, ?Could it happen again?? is answered in Cambodia, Rwanda, Bosnia and Kosova.
A list of important dates, a glossary and an index support the text. A further reading and viewing list suitable for teenagers would have been a good addition.
Running Order:
12
holocaust-the
Sep '19
Source URL (retrieved on
):
http://wwww.booksforkeeps.co.uk/issue/120/childrens-books/reviews/story-of-theLinks:
[1] http://wwww.booksforkeeps.co.uk/childrens-books/story-of-the-holocaust-the
[2] http://wwww.booksforkeeps.co.uk/issue/120
[3] http://wwww.booksforkeeps.co.uk/member/clive-barnes | 1,197 | 616 | {
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Class Newsletter
Year 6
I hope you all had a great Easter holiday. This is an important term as we continue to prepare for SATS and then begin the transition to secondary school.
Homework
Homework is handed out on Monday and should be returned to school on the following Monday. Homework this term will consist of the following:
Maths and Grammar revision (every day): The children will be using their revision cards to help them revise key facts.
SPAG/Reading activity: This will be a 10 minute revision activity.
Maths activity
: This will be a 10 minute revision activity.
Useful revision links can be found on the school website for grammar, reading and maths. Please encourage your child to use these in addition to the homework set.
Take-Away Homework
Summer 2019
SATS
These tests will occur in the week beginning 13th May 2019. A letter detailing the SATS timetable and other important information will be sent out shortly.
Spellings
Spellings will continue to follow the same structure as last term. 10 spellings will be learnt each week. Correct spellings are highlighted and any that are not highlighted are to be part of the 10 for the next week. Your child knows their group and the days for each group are as follows:
Full stops- Monday
Question marks- Tuesday
Exclamation marks- Wednesday
Commas- Thursday
Apostrophes- Friday
Reading
Books are changed as and when necessary. Please ensure your child brings their reading record to school every day, indicating the reading they have done during the week.
I was incredibly impressed by the effort many children made, last term, with their take-away homework. The children really enjoyed sharing their work with others. This term the take-away homework is based on the transition to secondary school and is called 'New Beginnings'. The take-away menu and letter will provide more information on this.
English
In English this term we will focus on the following themes:
- Consolidating key skills in reading
- Revising important grammar terms
- Writing a range of non-fiction and fiction pieces, using appropriate features and vocabulary
Please look at the links on the website that are useful revision
Discovery Curriculum
We will be continuing with our Extreme Earth topic before starting our new topic. Many of the Foundation subjects will be linked to this topic and the learning will include :
Exploring the Earth's climates.
Extreme weather phenomena.
Natural disasters.
Creating art work related to extreme weather.
After completing the work on Extreme Earth, we will be focussing on the play and creating scenery, props and merchandise to sell.
PE
PE will continue to be on Thursday afternoons. Please ensure PE kits are in school every Thursday. PE is a compulsory part of the school curriculum and your child MUST have a letter if they are unable to participate in this subject.
Maths
In Maths we will cover many areas including:
- Developing confidence in solving a range of calculations.
Please encourage your child to use the link on the website (SATS Booster) to continue to revise.
- Developing confidence in solving a range of word problems.
- Developing arithmetic skills
- Further enhancing use of written methods
Isle of Wight trip
The children are all very excited about the trip on the 7th June. If you haven't returned the relevant paperwork to the office, please do so. Once we know the itinerary for the weekend, I will share it with the children.
Thank you for taking the time to read this newsletter. Please let me know if you have any afternoons free that you would like to come in and hear some readers. If you have anything that you would like to discuss, please book an appointment through the school office.
Mrs L. Boot | 1,509 | 778 | {
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Read Any Good Books Lately?
What makes a book easier or more difficult to read? An interesting story line, intriguing characters, and an appealing writing style certainly help. But from an educator's standpoint, the readability of a book or article depends mainly on word length and sentence length. In this Activity, you will learn some methods for evaluating readability. Work with one or two partners.
1. The first step in most standard readability tests is the selection of a random sample of words from the book or article. It would not be very practical to take a census of every word in an entire book! Using the randInt key from your calculator, randomly select a page from the book or article. Your sample will consist of the first 100 words in the randomly selected passage. Continue on to the next page as necessary. (If you have a one-page article, randomly select a paragraph.)
2. For each of the 100 words in your sample, count the number of letters and record your results on a dotplot.
3. Briefly describe the distribution of word length for your sample. Remember your SOCS!
In Chapter 7, we learned when we take a large sample from a population with mean µ and standard deviation σ, the distribution of the sample mean ̅ (sampling distribution) is approximately Normal with mean µ and standard deviation √ / . Thus, in about 95% of large samples we would expect the sample mean ̅ to be within two standard deviations of the true mean µ (from the 68-95-99.7 rule). This also means that an unknown population mean µ should be within two standard deviations of the sample mean ̅ in about 95% of all samples.
4. Calculate the sample mean ̅ and the sample standard deviation sx for your sample of 100 words.
5. Calculate the following interval: ̅ √ . This interval gives a range of plausible values for the population mean µ, the average number of letters per word in the entire book or article. Since intervals constructed in this manner will include the true mean about 95% of the time in repeated sampling, they are called 95% confidence intervals.
6. Share your results with the class by drawing your interval on the board and compare the confidence intervals for the different books and articles. Are you convinced that some books (or articles) are more difficult to read than others?
_____________________________________________________________________________________________
Another method for evaluating readability would be to estimate the proportion of "long" words in a book or article.
In Chapter 7, we learned that when we take large samples from a population where the true proportion of success is p, the distribution of the sample proportion ̂ is approximately Normal with mean p and standard deviation √ . Thus, in about 95% of large samples we would expect the sample proportion ̂ to be within two standard deviations of the true proportion p. This also means that an unknown population proportion p should be within two standard deviations of the sample proportion ̂ in about 95% of all samples.
7. How many words in your sample were at least 7 letters long? Calculate the value ̂, the sample proportion of "long" words in your sample.
8. Calculate the following interval: ̂ √ ̂ ̂
. This interval gives a range of plausible values for the population proportion p, the true proportion of words that are at least 7 letters long in the entire book or article.
9. Share your results with the class by drawing your interval on the board and compare the confidence intervals for the different books and articles. Are you convinced that some books (or articles) are more difficult to read than others? | 1,465 | 747 | {
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Sharya Academy
Science Worksheet
Reproduction in Plants Grade X
Q1. Multiple choice question:
a. Fruit is formed from
1. Stamen
2. Ovary
3. Stigma
4. ovule
b. Unisexual flowers contain
1. Both stamen and carpel
2. Only stamen
3. Only carpel
4. Either stamen or carpel
c. Plants of desired qualities are produced by
1. Cutting
2. Grafting
3. Layering
4. All of these
d. After fertilization which of the following parts develops into seeds
1. Ovary
2. Pollen grain
3. Ovule
4. stigma
e. The type of reproduction shown in the figure is
1. Budding
2. Fragmentation
3. Regeneration
4. fission
Q2. Fill in the blanks:
a. In potato and ginger, vegetative propagation takes place by ___________
b. A typical flower has four main wholes, namely calyx, ____________ androecium and _________.
c. Cutting _____________and grafting are the three method of artificial ______________ reproduction.
d. Flowering plants exhibit ____________ fertilization.
e. During asexual reproduction ____________cell division does not occur.
Q3. Very short answer type question
a. Name the part of Bryophyllum where the buds are produced for vegetative propagation.
b. Name the method by which Hydra reproduces. Is this method sexual or asexual.
c. Name the life process of organism that helps in the growth of its population.
d. State the method use for growing rose plants and jasmine plants.
e. Name a plant which can reproduce by fragmentation.
Q4. Short answer type question:
a. List two advantages of vegetative propagation.
b. Define the terms unisexual and bisexual giving one example of each.
c. Mention the reproductive parts of flower.
d. How is the process of binary fission different in Amoeba and Leishmania?
e. How do Leishmania and plasmodium reproduce? State one difference in their mode of reproduction.
Q5. Draw a diagram of the longitudinal section of a flower exhibited germination of pollen on stigma and label ovary, male germ-cell and ovule on it.
Q6. What is pollination? How does it occur in plants? How does pollination lead to fertilization? Explain
Q7. Distinguish between self-pollination and cross pollination.
Q8. How are the mode of reproduction different in unicellular and multicellular organisms?
Q9. What is tissue culture?
Q10. Define artificial method of vegetative propagation and differentiate between Cutting and Grafting. | 1,155 | 573 | {
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Ms. Perin's Frogtastic
3rd Grade! January 18, 2019
Dear Room 5 Families,
Below is a description of the activities we have been working on this week.
Today we celebrated Dr. Martin Luther King, Jr. We met with our amazing 5th Grade Reading Buddies to learn more about him and a local Civil Rights activist named Edwin Pratt. This is the person our new Early Learning Center in Shoreline is named after. It was wonderful to share with the students some local Shoreline Civil Rights history. We also had a new student, Qudues, join our class this week. We are all so excited to have him in class and are happy that he gets to be a part of the fun in 3rd Grade! Welcome Qudues!
Literacy
This week our class has been focusing on the qualities that make animals unique. We have talked about what characteristics make animals different from each other.
* High-Frequency Words: Our watch out words this week were: fern, firm, girls, herds, hurt, learn, nurse, pearl, serve, stern, third, turns, whirl, word, and world Our oral vocabulary words are disbelief, dismay, fabulous, features, offered, splendid, unique, and watchful. (Watch Out Words are the students weekly spelling words. Oral vocabulary words are words that students are learning the meaning of.)
.
* Comprehension Skill: Problem and Solution
* Genre: Folktale
*
Comprehension Strategy: Visualize
* Spelling Pattern: r-controlled vowels (ir, er, ur, and or)
* Writing: This week students wrote about their favorite animal and what makes it unique. They used the paragraph structure we have been reviewing.
Here are some activities that you can do with your child to help reinforce the skills we've be practicing.
* Spelling/Phonics: r-controlled vowelsYou will read the words to your child. Have your child identify the spelling of the /ur/ sound in each word (for example: ir, er, ur, and or).
* Oral Vocabulary: synonymsYou and your child define the words. Then you will take turns using words from the list in sentences.
* Comprehension: problem and solution You and your child will read about how the bluebird got her color, and why. You will also learn how the coyote got his color. Then you will talk about the problems of the story characters.
Math
Later in the week students worked with and wrote story problems. They first had to figure out what operation was needed to solve the problem and then wrote an equation and found the answer. When they were writing stories they created real-world stories using either sharing or repeated subtraction which both involve separating equal groups and are two ways to think about division.
We began Topic 7, Meanings of Division, this week. In this topic students will begin exploring division. Students began by learning about division as sharing and repeated subtraction. Repeated subtraction involves separating equal groups and is one way to think about division. Another strategy students learned for division is to use a multiplication chart to help them find a missing number. Any division problem can be thought of as a multiplication fact showing a missing factor. Students had to find the known factor on their multiplication chart then move right to find the product then up to find the missing factor.
Science
This week we have been reviewing the three types of rocks that we learned about, metamorphic, sedimentary, and igneous. We reviewed that sedimentary rocks are made when pieces of rocks and minerals become stuck together at the bottom of lakes and oceans, igneous rocks are formed as melted rocks cool, and metamorphic rocks form as heat and pressure change other rocks. Students completed several activities about the different properties of each of these rocks. Next week we will begin learning about minerals.
*1/21/19 - 1/25/19 - Week B
Dates & Reminders
*January 18th - School Musical, Shorewood High school @7pm
*January 21st - NO SCHOOL - MLK Jr. Day
*January 19th - School Musical, Shorewood High School @2pm
*January 23rd - Full Day of School
*January 31st - PTA Skate Night
*January 30th - Full Day of School
I hope you all have a wonderful long weekend and I will see you Tuesday!
Sincerely, firstname.lastname@example.org
Mary Perin | 1,733 | 940 | {
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mindRAMP & Associates, LLC
TasteAerobics ©
* Invented in 2001 by Roger Anunsen for older adults, this program has been a part of presentations at Oxford and the Smithsonian and is a part of mindRAMP's brain health educational programs.
* This program was developed to engage the gustatory and olfactory sensors and thereby stimulate the participant's brain in the attentiondirected enjoyment of a small portion of food, either prepared or fresh.
* Based on how the brain tastes food, we challenge everyone to take an extra moment to move slowly through each of the TasteAerobics steps so that the brain has enough time to do its work.
* The result is that the brain has time to "think" about what is being eaten and engage multiple senses with each bite. Each individual is actively participating a brain healthy activity: Enjoying a single bite of something. When engaged in
TasteAerobics, these brains are paying attention and giving their brains an opportunity (over time) to maintain or even improve their ability to
taste (and smell). This is an example of neuroplasticity at work, the actual rewiring of a brain in a do-it-yourself effort.
The steps of TasteAerobics are set at about four (4) seconds for each step. More on some items, less on others but try to pay enough attention to each step to allow full focus on that step.
1. EyeAerobics: Look at the food. Really examine what is on the fork or in the spoon or held between your fingers.
2. ScentAerobics: Smell the food. The olfactory system of the brain is involved. This is sometimes powerful, such as a complex soup where the molecules of odor, called odorants, are rising or very weak, such as a blueberry or nut that has most of its odorants sealed inside.
3. TouchAerobics: Feel the food. Caution: This has been the most difficult step to correctly follow because you must break decades of brain wiring that has deep pathways telling your jaw to start chewing as soon as something hits your mouth, especially if your
mindRAMP & Associates, LLC
brain has been primed by the sight and smell of the food. Resist chewing for at least four seconds as the touch sensors covering your tongue send signals to your brain. The goal here is to feel the detail of the seeds on the outside of a strawberry or the shape of a pecan or the angles of the chopped vegetables in a vegetable soup.
4. TasteAerobics: (Optional) The taste part of the brain, the gustatory system, begins on the tip of the tongue and throughout the mouth where receptors within each taste bud detect one of the five sensations of taste. They are sweet, sour, salt bitter and umami. That last one was discovered in 1908 by a Japanese scientist but not accepted as a fifth "taste" long after his death. The word means "good taste" and
has been described as "savory" or "meaty" and is present in certain foods. When the olfactory system is engaged, the gustatory system seems to take a step back. This optional step can be done by closing off the olfactory receptors located at the roof of the nose by simply holding your nose closed. Without any odorants reaching your nose, the only sensations are from the tongue's taste bud receptors. Then as soon as you release your nose, the first exhale delivers the odorant molecules directly to the roof of the nose where the impact to the brain is felt often with a heightened impact, like ringing a loud bell that brings the olfactory system to attention and results in smiles.
5. Ear Aerobics: While not available in items such as soups or mashed potatoes, there are opportunities to "listen" to your food. Consider nuts, celery, carrots, etc. that cause a sound, often a crunch when crushed by your teeth. Consider also the power of slowing the brain down when crouton or nut
or other crunchy item is in a salad. Or a crunchy dessert that has smooth textures as well as a raspberry or nut or dried fruit or coconut or maybe the feel of shredded carrot in carrot cake. | 1,565 | 898 | {
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Foods Labs Quick-Start Guide Cloverleaf Project Achievement 4 th – 6 th Graders
Contest Rules and Procedures:
- Foods Labs projects (Food Fare & Between Meal Snacks) are the only projects in which food preparation should take place during project achievement competition. Other foods projects are illustrated talks and not the appropriate avenues for food preparation to be demonstrated.
- Cloverleaf participants provide their own equipment, ingredients, preparation, set up, and display. Cloverleaf food lab projects may not use any electrical equipment or anything with a blade to prepare their dish. Knives, blenders, hand mixers, griddles, skillets, torches, food processors, etc. are not allowed. Menu forms are not required for 4 th – 6 th graders.
Foods Labs participants should:
- Prepare a no cook, no bake, healthy snack in 1 hour.
- Display the dish in a creative manner. No place setting or menu form is required for Cloverleaf division competition.
- Measure all ingredients on site during the lab competition. Ingredients that will require peeling, chopping or cutting should be prepared at home and brought to the contest as knives are not allowed at the competition. Youth should not pre-measure ingredients for the recipe prior to the contest as they should demonstrate this skill at the contest.
- Demonstrate laboratory safety by wearing a hairnet, apron, appropriate clothes, and closedtoe shoes during food preparation projects. All jewelry should be removed prior to the contest. Gloves are not required, but ready to eat foods should not be touched with bare hands. Gloves, tongs, long-handled spoons, or bakery tissue can be used.
- For items below, use only:
o commercially prepared pasteurized milk, milk products and cheeses.
o meat that is USDA inspected.
o commercially produced eggs and egg products, including mayonnaise
o commercially canned foods (Home grown fruits and vegetables are acceptable.)
- Share knowledge of foods, nutrition, food safety, and project in discussion with judges based on MyPlate.
An Equal Opportunity, Affirmative Action, Veteran, Disability Institution
Projects and Objectives:
FOODS LAB: BETWEEN MEAL SNACKS – 1 Hour
4-H'ers may explore food and nutrition practices including understanding the food groups in MyPlate, identifying a snack that contributes essential nutrients – not just empty calories, and demonstrating best practices of food safety by preparing a snack.
4-H'ers will:
- Investigate food and nutrition resources through ChooseMyPlate.gov
- Plan the recipe
- Prepare the no-cook (no-bake) snack food and display
- Identify the food group(s) listed in the recipe
FOODS LAB: FOOD FARE (EFNEP) – 1 Hour
4-H'ers may explore food and nutrition practices including understanding the food groups in My Plate, identifying a snack that contributes essential nutrients – not just empty calories, and demonstrating best practices of food safety by preparing a snack.
4-H'ers will:
- Investigate food and nutrition resources through My Plate.
- Plan the recipe
- Prepare the no-cook (no-bake) snack food and display
- Identify the food group(s) listed in the recipe
Additional information and resource guides can be found at the Georgia 4-H Project Achievement Cloverleaf Page found at: https://georgia4h.org/programs/project-achievement/cloverleaf-projectachievement-grades-4-6/ On the page find the "Foods Labs" toggle box for recipe suggestions, lab tips, and a suggested packing list. It is recommended that you view the online resources prior to participating in foods labs competitions. | 1,595 | 752 | {
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FEEDING WITH LOVE AND GOOD SENSE II DVD Parent Teacher's Guide
To the Teacher on your feet and crafting the training to the needs of the group. In fact, you are likely to find that when you relax and let parents ask the questions that the material will be covered.
FWLGS DVD II and this Parent Teacher's Guide are produced to be accessible to parents from a variety of cultural backgrounds, and to those with limited literacy skills. To avoid awkward he/she construction in the Parent Teacher's Guide, children in segments one and three are referred to as she, in To the Teacher and segments two and four referred to as he. Handouts may use either gender.
Ellyn Satter's Feeding with Love and Good Sense II DVD (FWLGS II DVD) is the second edition of Ellyn Satter's videos about feeding children. It is a series of four 15- to 20-minute segments, each containing vignettes of five to ten families. Close-up footage of real parents and real children in their homes shows actual feeding situations and reveals what works and what doesn't with feeding. Parent volunteers represent a variety of ethnic groups and income levels. Vignettes may show families with problems, but they are not problem families. That is, they are within functional ranges socially and emotionally, they are capable of establishing and maintaining Ellyn Satter's Division of Responsibility in Feeding (sDOR), and they can and will correct their feeding errors with appropriate feedback and advice. (See the handout, Ellyn Satter's Division of Responsibility in Feeding.) Sample
This Parent Teacher's Guide addresses stage-appropriate feeding and gives guidance for early problem solving. Instruction comes from observation of the vignettes and parent discussion and your elaborating on key points. Problem solving takes the form of early intervention: identifying approaches to feeding that are less than optimum and correcting those approaches. This Parent Teacher's Guide is not intended to solve established problems or treat specific issues around feeding such as growth distortion or entrenched struggles around feeding.
EMPOWER PARENTS TO FEED WELL
The theoretical basis of Ellyn Satter's Feeding with Love and Good Sense II
The Parent Teacher's Guide shows you how to creatively use the FWLGS II DVD vignettes in your individual and group work with parents. To the Teacher and each of the four lesson plans are intended to empower you to be an excellent leader of parentcentered education. The children lead you, and each teaches part of the story. The few handouts relate directly to the vignettes, and the Leader notes deepen your interpretation. As you master the material, you will find yourself thinking | 1,121 | 537 | {
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Examrace
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Competitive Exams: Computer Science MCQs (Practice-Test 6 of 6)
1. A vertical arrangement of information on worksheet is termed as
a. row
b. vertical row
c. column
d. none of the above
2. The information stored in a cell is termed as
a. COMMAND
b. CONTENTS
c. BOOT
d. none of the above
3. A collection of on-line reference information used to perform program operations, this is termed as
a. FORMULA
b. FIELD
c. Help
d. none of the above
4. Macro substitution is a powerful programming technique used in
a. files
b. command files
c. data bases
d. none of the above
5. A command file is a disk file that has a series of
a. command in it
b. databases
c. computer programs
d. none of the above
6. A command file is actually a
a. data base
b. computer memory
c. computer program
d. micro substitution
7. To print formatted reports with dBASE n, we use its built-in
a. any particular format
b. report generator
c. computer memory
d. none of the above
8. A computer's main memory is called
a. database
b. computer memory
c. random access memory or RAM
d. none of the above
9. Data in RAM also have names which are stored in memory variables instead of
a. memory
b. databases
c. computer memory
d. none of the above
10. Memory variables are temporary storage places for pieces of
a. information
b. databases
c. RAM
d. none of the above
11. The command is Append. Which is the correct definition in the following?
a. Formats screen and printer displays
b. Allows us to add new data to our data base
c. A condition is not true
d. none of the above
12. The command name is b Which is the correct definition in the following?
a. Refers to all records in the database
b. Creates or edits a command file
c. signals drive B for storing data files
d. none of the above
13. The CHR function tells us the character that goes along
a. with computer memory
b. with a number
c. with a data base
d. none of the above
14. When we set alternate to TRANSFER, dBASE created a disk file called:
a. ALTERNATE ON
b. TRANSFER. TXT
c. QUIT dBASE
d. none of the above
15. Computer can only perform
a. several basic operations
b. two basic operations
c. three basic operations
d. none of the above
16. Assembly languages also referred to as
a. low level languages
b. machine language
c. high language program
d. none of the above
17. Lotus is an exciting and impressive piece of
a. data base
b. hardware computer system
c. software computer system
d. none of the above
18. In supercomputer, a machine must be capable of performing at least
a. 10 million arithmetic operations per second
b. 20 million arithmetic operations per second
c. 40 million arithmetic operations per second
d. 80 million arithmetic operations per second
19. Before you can start WordStar, you need to be n the directory that contains all of the WordStar programs. The name of this directory is: If the directory docs not list the drive letter where you need to keep the data disk blank, you must change it with the
a. M option
b. N option
c. L option
d. none of the above
20. LOTUS is an exciting and impressive piece-of
a. computer hardware
b. computer software
c. computer
d. none of the above
21. An address that does not change if you copy the formula from one cell to another. The term of this definition is
a. ASCII
b. Address
c. Absolute Address
d. none of the above
22. A particular type of data locate in a column is termed as
a. Attribute
b. Byte
c. Boot
d. none of the above
23. Unique location on a spread sheet identified by the intersection between one row and one column. The term of this definition is
a. CELL POINTER
b. CELL
c. BYTE
d. none of the above
24. Listing of files on a particular disk is termed as
a. DISK PREFIX
b. CELL
c. DIRECTORY
d. none of the above | 1,922 | 1,021 | {
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Date
June 18, 2019
Contact: Jessica Kelly, MPH, CHES email@example.com
973-535-7961 ext. 227
Now that warmer weather has arrived, many of us will be enjoying some summer cookouts with friends and family. However, along with those cookouts comes an increased risk of foodborne illnesses, which tend to be more common during the summer months. According to the Center for Disease Control and Prevention, about 1 in 6 Americans will suffer from a foodborne illness each year.
When planning for an outdoor meal — such as a picnic — or when camping, there may be no refrigerator or running tap water to use when preparing meals. The Livingston Health Department shares some tips that will help you keep the food you are preparing this summer safe.
When planning to cook and eat in an area outdoors such as a campsite, first find out if there is a source of safe drinking water. If not, bring your own water for preparting meals and cleaning.
When using a cooler to keep food cold, make sure it is well packed with ice and/or frozen gel packs. Keep the cooler in a shady area and keep it closed as much as possible to keep the food cold. If people will be opening the cooler often to remove drinks, put those in a separate cooled container. Add more ice to the cooler when it starts to melt, and replace gel packs when they get warm.
Fill your cooler with as much cold food as possible, because a full cooler will stay cool longer. Frozen meat, poultry, and shellfish may be packed in the cooler and will stay cold longer. Fill any remaining space in the cooler with ice.
Use separate utensils and cutting boards or platters for raw meat versus ready-to-eat foods. Use clean utensils and plates for serving cooked meat; never reuse items that touched raw meat or poultry.
Wash your hands thoroughly when preparing food and especially after touching raw meat or poultry. If there is no soap and water, you may instead use moist towelettes to clean your hands. Wash all produce under running tap water before preparing or eating; if the cooking site will not have running water, make sure to wash your produce in advance. Clean the utensils, grill, and food preparation area both before and after cooking.
When marinating any raw meat, marinate the meat in a sealed container in the refrigerator. If you need extra marinade as a sauce, put some aside before using it on raw meat; if it has been used on raw meat, boil any leftover marinade you plan to use.
Use a meat thermometer to make sure all meat, fish, and poultry are cooked thoroughly to their minimum temperatures. Beef, pork, lamb, fish, and veal should be cooked to 145 O F, ground meats should be cooked to 160 O F, and poultry – including ground poultry – should be cooked to 165 O F.
When serving food, make sure that any perishable items do not stay out for more than two hours. If you are having food outdoors and the temperature is about 90 O F or higher, do not leave food out for over an hour. | 1,094 | 665 | {
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Maths
We will continue to use Maths No Problem to teach maths across year 2. During this half term we continue to be learning about fractions including fractions of amounts and quantity. The children will then move onto learning about time, including learning to read the time on a clock e.g. o'clock, half past, quarter past, quarter to and to 5 minute intervals.
Keep looking on the blog as the children will update you on the methods we have been using in the classroom.
Science and Farming Week
Throughout this week the children will be learning about the layers of soil, different habitats around the school ground and parts of the plant we eat. Throughout this week the children will also have an opportunity to feed the lambs that will be living on the school farm. To finish the science and farming week the school will be hosting a farmer's market. This will be on the school field on Friday 24 th May at 3:00pm. The children will have an opportunity to sell the bath salts they will be making throughout the week. We look forward to seeing you there!
SATS
SATs stand for 'Standard Attainment Tasks'. They are a series of tasks and tests completed towards the end of Key Stage 1. During May the children will be completing two reading papers and two maths papers in small groups. The SATs form a small part of our overall assessment of your child. We do not prepare the children for SATs as they are meant to be a reflection of how your child is progressing. However, we will look at the layout of previous papers to help the children understand the different style of questions.
Year 2 Summer 1 st Half Time Animal Rescue
PE
The children will be learning multi skills this half term. They will be developing a variety of skills such as agility, balance and hand eye coordination. This will support the children to participate in a variety of sports. Please ensure your child has a named PE kit in school every day. The children will be working as a year group on a Monday and Thursday afternoon.
Topic
This half term we will be using an enquiry based approach to learn about orang-utans and their habitat. The children will be working in role as an animal rescue centre where they have been commissioned to monitor and protect a group of orang-utans in Borneo. The children will be learning about the eco system of a rainforests and the different rainforest animals. Please encourage your child to bring in any homework related to the topic.
English
Our English work this half term will be based around our topic - animal rescue. The children will be working towards writing fact files about the rainforest and orang-utans. We will be learning about the features of a non-fiction text and identifying them in a variety of books. The children will be writing in a non-fiction style using headings, sub-headings, captions and labels.
Reading
As part of our push for developing a real love for reading the children will be reading independently regularly throughout the week. Children will be choosing which books they want to read from the library and class collections. We will be calling this independent reading time ERIC, which stands for everyone reading in class.
We will have whole class guided reading sessions throughout the week. These will be focussed on the layout and style of a SATs reading paper. The children will have opportunities to develop their retrieval and inference skills, using past papers.
Class Blogs
We will continue to use the class blogs this half term. Thank you so much for your engagement with the blog. The children love reading comments and enjoy sharing their work.
Important dates
Friday 26 th April Zoolab visit Tuesday 30 th April Parents evening Wednesday 1 st May Parents evening Thursday 2 nd May Parents evening Monday 20 th May Science & Farming Week Friday 24 th May Farmers Market 3:00pm | 1,446 | 787 | {
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MISSIONS FAIR
Keys:
Plan activities that appeal to each of the five senses.
Encourage hands-on participation.
Involve as many people as possible.
*International Food
Check the Internet or your local library for great international recipes. If possible, have some food cooked on site where fair participants can observe how food is prepared and the aromas can add to the atmosphere. Use eating utensils (such as chopsticks) and seating customs (such as cushions on floor or sidewalk café setting) to add authenticity.
Music and Drama
- Invite guest musical groups.
- Have youth write and perform a drama. (Drama could be done as a narration and kids and adults act out what is being read. A story from Free Methodist World Mission Pulse magazine could be used.)
- Play music from around the world over the sound system or different types simultaneously at various stations representing different world areas.
- Have a broadcasting team interview missionaries, VISA workers or potential missionaries. (If missionaries are not available, write to them and get answers to interview questions. Have actors play the part of the missionaries.)
- Form a missions choir – children, youth or adult.
- Tell stories by the campfire. (Arrange for a missionary, or someone playing the part of the missionary, to relate a mission story.)
- Video one of the above options in advance and show at fair. (Filming could take place in an ethnic district of your city.)
Decoration Resources
M&N International (http://www.mnpartystore.com/) and Oriental Trading Company (http://www.orientaltrading.com/) offer many fun decorating options.
Available items include:
International Cutouts
Flags
Balloons & Inflatable Globes
Napkins & Placemats
International Hats
Music
Banners & Posters
Pins
Miscellaneous Ideas
- Set up learning centers.
Religion Center* – learn about the main religion of the country.
Clothing Center* – try on clothes that people of the country might wear.
Game Center* – play games that children of the country would play.
Music Center* – listen to music from the country.
Craft Center* – make a craft from the country.
Food Center* – sample foods from the country.
Flag Center* – make from construction paper or color the country's flag.
Map Center* – find the country on a map.
Home Center – research type of homes in which people live.
- Take an imaginary airplane ride.
- Build a replica of the typical home from a world area.
- Paint scenery or a mural for specified countries. Someone gifted in art could do preliminary sketches. Have paints, sponges, brushes, colored papers, scissors, glue, etc., available for all ages to participate.
- Record greetings to send to missionaries supported by conference.
- Set up a Skype call with one of the missionaries you support or want to learn more about.
- Set up a photography booth where children and adults, wearing traditional dress from a variety of countries, can have their picture taken.
- Hold an original oratory contest with speeches on chosen topic to be presented on the day of event.
- Take and print out photos for a "passport." As fair-goers visit stations of different countries, have them complete an assignment in order to get their passport stamped. Assignments might include: taste something from Burundi, hug a missionary from Ecuador, sing "Jesus Loves the Little Children" at the Philippines station, etc.
- Play miniature golf of the world. Make a layout of the continents, adding a mountain or lake, an elephant, etc., in various places. Use tin cans to serve as golf holes.
- Hold a contest between adults and children. Use a game show format and ask questions about world geography, Free Methodist missions and missionaries, etc.
- Invite international students to share about their country, family, cultural differences, etc.
*Ideas / options for each of these can be found in Missions Alive! children's curriculum: http://fmcusa.org/fmmissions/childrens-resources/. | 1,723 | 838 | {
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107 Holm Cr. Thornhill Ontario L3T 5J4
TEL: (905) 731 0328
FAX: (905) 731 9691
EMAIL: email@example.com
W01: WHO'S MISSING ? 18 TIPS: A PRACTICAL GUIDE TO INCLUDING EVERYBODY IN SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS
Time: 1.5 hours
Leader: Chips Klein
There is a wealth of literature about the under-representation of women in science, technology, engineering and mathematics (STEM). Attracting more women and girls requires changing their experiences with STEM far more generally and at an earlier age. When girls find that learning STEM is for everyone, that it can be fun and exciting and that it can help them be who they want to be in the world, then their attitudes change. The Women Inventors Project (WIP) has designed this workshop so that it can be used by all facilitators working in formal or informal education settings with girls and young women.
The Women Inventors Project has been offering training and education on innovation, creativity, invention and entrepreneurship for over ten years. In the process, WIP has gained an excellent understanding of what it takes to involve girls happily and actively in topics related to STEM.
This workshop is the result of two years of research, development and on site testing conducted in conjunction with YES (Youth in Science & Engineering) Camps across Canada, culminating in the guidebook, Who's Missing ? 18 tips: A Practical Guide to Including Everybody in Science, Technology, Engineering and Mathematics.
The workshop provides tried and true techniques for recruitment, designing inclusive programs and implementing STEM activities. More importantly, it challenges the workshop participant to take a closer look at the curriculum, practices and methodology to assess and recognize Who's Missing? from STEM programs.
OBJECTIVES:
To provide practical, easy-to-implement ideas, tips and activities to facilitate talking to, debriefing and encouraging young people, particularly girls, in the participation and involvement in STEM through experiential learning.
FORMAT:
The format is a combination of discussion, debate and interactive hands-on exercises.
CONTENT:
Activity # 1 : Create a Scientist/Engineer.
This activity is a non-threatening, effective way in which to address many different issues such as:
1. Dispelling the negative, stereotypical myth (often perpetuated by Hollywood, the media etc.) that scientists/engineers are men, "weird and geeky".
2. The encouragement of the participants to discover that scientists/engineers are "regular" people and that they have the capabilities to be scientists/engineers themselves.
3. The basic definitions and characteristics of scientists/engineers.
4. The encouragement of the participants to discover careers related to science/engineering.
Activity # 2 : Interactive Discussion Including Overhead Presentation.
A selected number of the actual tips from the guidebook's sections dealing with Recruitment, Designing Inclusive Programs and Implementing Activities are presented and discussed. These are used to illustrate various issues such as:
Gender inclusive language, Gender appropriate images, Demystifying STEM, Using a personal approach, Process and Products - Aesthetics and usefulness, Same gender activities, Female role models, Positive feedback - often and Competent conversation as well as many others.
Activity # 3 : Making Gak.
This "hands-on" activity offers the opportunity to discuss issues such as:
1. Science/engineering and chemistry are all around us and can be fun and playful.
2. The encouragement of the participants to use competent and technical language.
3. The introduction of chemical reactions (endothermic and exothermic) and the importance of chemistry in our everyday lives.
The materials for this workshop are readily available, inexpensive and non-toxic. If the practical tips presented in the workshop are used and implemented, the opportunity for girls to succeed in STEM will be provided. | 1,851 | 803 | {
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Smart about Smart Phones
Jacob is a 17-year old teenager from Texas, but he is a little different from his friends. When he went to Panama to work for seven weeks, he decided not to take his cell phone. That meant he could not text, watch YouTube videos. He could not send or receive email for almost two months. Jacob spent his days working with children, going for walks, reading and writing. When he came back, he said, "It was the best decision I ever made."
In less than 20 years, cell phones have become surprisingly important. According to the Pew Research Center, 95% of U.S. adults have a cell phone, and 95% have a smart phone. Half of them say they cannot live without their phone. They use it for work, to pay bills, get information, and, yes, to socialize and for entertainment.
Most teenagers in the U.S. are not like Jacob. They cannot imagine life without their phones. It is the first thing they look at in the morning, and it is the last thing at night. In 2015, a report by common sense media said that teens spend nearly 9 hours a day on their screens. This makes sense because that is where all their friends are. Teens' online activity worries their parents, but mothers and fathers spend a lot of time on screens too these days.
Many companies work hard to create new apps and improve services. They want customers to be happy with the devices, and they are quite successful. The GPS feature is very useful for drivers. Phones help people find each other in airports or city streets. Phones save lives during emergencies. During Hurricane Harvey, people used phones to call for help. As a result, people are generally thankful for their phones. The phones are helpful, smart, useful friends.
The car is just one place where the phone creates problems. Phone use can hurt relationships, and phones can interfere with studies and work. When people stop listening to a friend because they are checking their messages, they hurt the friend. When a student or worker stops an activity to check the news, his brain loses focus. In fact, phones create some of the same problems as alcohol or drugs. In other words, they can be addictive. People can be addicted to games, to social media or simply to just checking messages.
Yet, some people are uncomfortable with their cell phone use, and social scientist also worry. The most dangerous example is the car. Drivers want to check their phone in the car. They know it is dangerous, but when they hear the phone beep, they feel a strong need to look. Scientists explain that checking messages gives the brain a short happy feeling.
Now there are apps that help people understand their relationship with their phone. One is called moment. People can do something on their phone and then think about it. Did they enjoy the game or activity? Quite often people say no. They might spend an hour on social media, but they feel bad about it.
Researchers say it helps to write a comment. People feel better after posting a few words, but the best solution is to take a break. It may be difficult to put down the phone, but people generally feel better after a few minutes. Also, there are apps that can help. People can
Again, social scientists have an explanation. It is called Fear of Missing Out or FOMO. Teens, but also their parents and grandparents, often go on social media. They see their community online. They see pictures of vacations and parties. People are having fun. Someone alone at home often feels lonely or sad, but they cannot stop looking.
use an app to stop messages for an hour or two. Other people try to sit quietly for a few minutes every day. This meditation practice helps them to separate from their screens.
Jacob's decision to leave his phone at home took strength. Jacob spent his summer with people and nature. Sometimes he was bored. Now back in the states, he is not going to give up his phone as he enters his last year of high school. His phone will keep him connected to his friends and teachers. However, he knows the feeling of life without phones, and he is not afraid of it.
Discussion
How do you feel about your smart phone use? | 1,405 | 869 | {
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Local Students Show Community Caring
by Tonya Harrison, Principal Reed City Community High
"Feed a man a fish, he eats for a day. Teach a man to fish, and he eats for a lifetime." I had a poster in my classroom with this proverb on it and students would say, "Mrs. Harrison, why do you have that poster up? The saying is so old." My response was that the proverb teaches us how to be responsible people who care about those around us. With puzzled faces, the students would turn and walk away, but I knew they were thinking "how does fishing teach me about responsibility and caring about people?" The seed was planted.
The state government is doing its best to raise standards in the classroom to help Michigan students keep up with the national and global standards. In the process, some legislators thought it would be relevant to add "service learning" to the criteria and many people responded with counter arguments that students do not have the time nor do they want to participate in helping communities. Students, especially high school students, are too wrapped up in themselves to complete "service learning projects." Mandating these hours in the state curriculum would be tough, but as I look at the students in Reed City, I see young people who are more than willing to challenge the status quo opinion about kids.
Throughout our district, students are rising to the challenge of reaching out and being responsible community members who are learning about "fishing" and caring about others. Every building in the district has participated in projects where the adults and students are reaching out to the community members in Reed City and in places as far away as Iraq.
Norman Elementary students have been sending care packages to service men and woman in Iraq. This month, they will begin a "Pennies for Heaven" project, where the students will collect pennies as a cancer support project. The Middle School has an annual canned food drive, where this past November they collected close to 2,000 items for the local food pantry. Students also provided needy families with Christmas gifts, so young children wouldn't go without a "visit from Santa." At the High School, students pinned hats and mittens to a "mitten tree" and delivered all the items to Norman Elementary. Every year RCHS students help plant flowers in Reed City and pick up trash along the high way. Alternative Education students at Community High helped sort food items with a local senior group in November and will bowling in March for Big Brothers Big Sisters.
I think Reed City young people are showing they understand what fishing has to do with caring about others and the proverb is entirely relevant. The old phrase "these are our future leaders" scares many people when they read in the paper or watch on the news stories about a minority of young people who appear to be out of control. From where I stand, the future looks promising. | 1,092 | 594 | {
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Muhammad Ali - Founder of Modern Egypt - Pt. I
Lead: When Napoleon Bonaparte in his search for military glory and territorial expansion, invaded Egypt in 1798 he threw the social and political structure of the nation into chaos. Many mark this time as the beginning of modern Egypt.
Intro: A Moment in Time with Dan Roberts.
Content: When the French fleet appeared off Alexandria at the end of the eighteenth century, in many ways Egypt was little changed since medieval times.
Under the nominal rule of the Ottoman
Empire, actual power in Egypt had been held by the Mamluk clan since the 1200s. Ninety-percent of the population were peasants or fellahin who worked huge Mamluk estates and paid tribute in what was little more than a system of feudalism. Since the fellahin owed their allegiance to their feudal Mamluk landlords, Egypt lacked a strong central government. When Napoleon defeated the Mamluk armies at the Battle of the Pyramids, the internal social structure of Egypt began to disintegrate.
Napoleon's African ambitions were soon frustrated by Admiral Horatio Nelson and the British fleet who destroyed French naval forces at the socalled Battle of the Nile in September, 1798. His communications with France cut off, Napoleon realized the campaign was doomed. He abandoned his army and went home to France. The French who remained were faced with attacks by the British, but also by the Ottoman Turks who sent an expeditionary force led by a powerful contingent of Albanian troops. By 1803 both the French and the British had pulled out and a coup in the Ottoman Army left control of Egypt in the hands of the Albanians and their leader Muhammad Ali.
An orphan raised in the home of the Ottoman Governor of Macedonia, after several years as a tobacco trader Muhammad went to Egypt as a part of the expeditionary force to throw out the French. He emerged from the coup as Ottoman viceroy or pasha and slowly began to consolidate his power, ruthlessly eliminating the Mamluks, and creating a central government almost from scratch. Next time: Muhammed Ali, the founder of modern Egypt.
At the University of Richmond, this is Dan Roberts.
Copyright by Dan Roberts Enterprises, Inc.
Resources
Afaf Lutfi al-Sayyid Marsot, Egpyt in the Reign of Muhammad Ali (1984).
Dodwell, The Founder of Modern Egypt (1931, reprinted in 1977).
July, Robert W. A History of the African People.
Rivlin, Helen Anne B. The Agricultural Policy of Muhammad 'Ali in Egypt (1961). | 1,081 | 539 | {
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Examples of Accepted Pitches
PITCH 1:
For many teachers (including me, until a couple years ago), snack time can be an interruption to the day. We offer crackers, water, and then ask kids to finish up so we can move onto whatever is next on the schedule.
Last year, after I started paying more attention to snack time, I found ways to use this brief time of the day to help children feel valued in our group. Snack no longer became something to hurry through, but a time to savor.
In my blog post, I'd like to write about simple ways teachers can adjust their snack time so it helps build community, as well. This post would be geared toward elementary-school teachers.
After a brief introduction, I would describe these ideas
* children can make the snack. They can make something simple that requires no heat, such as cream cheese on crackers and fruit salad, or simple baked items such as cheese biscuits. I would describe a few simple recipes and include a photo of a recipe I made for children.
* children can set up the snack, including setting up water pitchers, napkins, and more. These jobs can rotate to a new child each week.
* during snack time, children can practice positive behavior that applies to not only to snack, but also to working in a group in general. They learn to share materials, such as water pitchers, and take turns in conversation. Teachers can model this behavior in class discussions before snack time.
* children can have special "friendship snacks" on a regular basis to help one another feel valued. In my classroom this year, every Thursday children wrote a kind note to a classmate to read at their seat during snack (I assigned the recipients). We turned the lights low and lit electric tea lights to make the event feel more special.
* children can share special snacks from home. In my class, children often shared a special home snack for their birthday. One child brought in pupusas from a restaurant in the Bronx for her birthday, giving classmates a chance to try something from El Salvador, where some of her relatives live.
Snack time can be a powerful way to build community and I hope this blog post would give teachers some simple ideas to try right away.
POST 1:
Bite Size SEL Lessons
by Kerry Elson
Examples of Accepted Pitches
PITCH 2:
I. Introduction
II. Transitioning to a new teacher
a. Meet prior to end of previous year if possible
b. Meeting prior to start of new year
c. Request a meeting/IEP meeting to go over IEP accommodations so that everyone is on the same page
III. Transitioning to a new classroom
a. Visit the new classroom prior to the end of the previous year if possible
b. Visit the new classroom prior to the start of the new year
c. Review new classroom for issues that might cause problems, e.g.,
i. Cubby too close to the scrum of students coming in and out of the door,
ii. Desk located where child can stim without disturbing others,
iii. Desk located where noise from hall or playground might be distracting
IV. Transitioning to new curriculum
a. Meet together with new teacher and old teacher to talk about
i. strengths and challenges,
ii. lessons learned, and
iii. creative approaches used
b. Meet together with new teacher and any speech or special education teachers, case manager, etc., to talk about
i. Areas of growth and how to nurture them
ii. Challenging behaviors and how to manage them
iii. Things that worked and didn't work the previous year and why for both
V. Conclusion
POST 2:
Helping Students With Autism Transition Into A New School Year
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Lecture 36
Strange New Worlds:
The Properties of Exoplanets
Astronomy 141 – Winter 2012
This lecture describes the properties of the exoplanets discovered thus far
"Hot Jupiters" – giant gas planets very close to their parent stars – are a big surprise.
760 planets known to date, most discovered by the Radial Velocity and Transit methods.
Many of the planets are on very eccentric (elliptical) orbits, unlike in our Solar System
Planetary Migration is a way to explain how gas giants can be so close to their stars and on eccentric orbits.
Current techniques are mostly biased against finding systems like our own, but that is starting to change.
As of 2012 Feb 14, we have found 760 planets around 609 stars by various methods
469 by the RV method
230 by the transit method
31 by direct imaging
14 by microlensing
16 by pulsar timing
100 are multi-planet systems
Only a handful so far look anything like our Solar System…
Kepler 11: 6 planets, G6 star
1
51 Pegasi b, a 0.5 M Jupiter planet only 0.05 AU from its parent star, is the prototype "Hot Jupiter"
A surprise when discovered in 1995:
4.23 day period
0.05 AU semi-major axis
Gas giant like Jupiter
The surprise was what it was doing so close to its parent star…
Gas giants in our Solar System are distant, out beyond the "Ice Line" where stable ices can exist.
A selection of multi-planet systems
The properties of the known exoplanet systems show a great deal of diversity…
Planet Masses
~1 M
Earth
– 13 M
Semimajor Axes
0.02 AU – 8 AU
Eccentricities
0.0 – 0.93
Host Masses
0.3 – 5 M
sun
Distances
10 – 21,000 light years
Surprise #1:
Many Jupiters within
5 AU of their parent stars
Orbital Periods < 10 days
Inside the orbit of Mercury
Densities like Jupiter and Saturn, so they are gas giants.
Selection effect?
How does a Jupiter-size gas planet get so close to its parent star?
Jupiter
Surprise #2: A large number of gas giants have very eccentric (elliptical) orbits.
In our Solar System Jovian & Terrestrial orbits are nearly circular
Among Exoplanets very elliptical orbits are common!
Some as elliptical as comets…
Planets are preferentially found around stars that are rich in metals.
Sun
Surprise #2: A large number of gas giants have very eccentric (elliptical) orbits.
In our Solar System Jovian & Terrestrial orbits are nearly circular
Among Exoplanets very elliptical orbits are common!
Some as elliptical as comets…
Planets are preferentially found around stars that are rich in metals.
Sun
With one exception, none of the systems found so far resembles the Solar System
The large orbit eccentricities are very hard to explain.
The biggest surprise is Jupiter-sized planets so close to their parent stars.
Most are deep inside the "Ice Line" where Jupiter-sized planets should not be able to form.
What is going on?
Habitable Zone
Did the gas planets formed far out then migrate inwards by interacting with the protoplanetary disk?
All planet searches thus far are just becoming sensitive to finding Earth-sized planets
RV method needs to be ~10x more precise.
Transit method is just now finding Earth-sized planets.
Microlensing is very promising, but a few years away.
Kepler-20:
5 planets, 2 near-Earth sized around G star closer than the star's habitable zone
KOI-961:
3 planets, Earth to near-Mars sized around an M star closer than habitable zone (hot planets)
Candidates in the Habitable Zone as of Dec 2012
The hunt is still on for Earth-like planets in the habitable zones of their parent stars…
Continuing the search for other planetary systems using many complementary methods.
We want to find more systems like our own…are we unusual?
How common are planets?
Ultimately want to find other Earth's capable of harboring life | 1,756 | 904 | {
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TERM 4 - WEEK 2 - SPECIALIST WEEKLY OVERVIEW
I can discuss the materials used
2C/2D: Mon @ 12.10am
WEBEX MEETING
and why I have chosen those
body and be physically active
Mohmedi.
can also include data, reports the vocabulary.
Learning Intention: I will create my own version of down ball.
Success Criteria: I can create a game with a boundary, rules and score system.
WEBEX MEETING
Year 3's Thurs @ 11:30am
YEAR 4
Net and Wall Games
Learning Intention: I will create my own version of down ball.
Success Criteria: I can create a game with a boundary, rules and score system.
WEBEX MEETING
Year 4's Thurs @ 11:50am
Year 5 and 6
Net and Wall Games
Learning Intention: I am learning about Japanese artist Yayoi Kusama.
Success Criteria: I can create a dot picture inspired by Yayoi Kusama.
WEBEX MEETING
1C and 1D Thurs @ 11.30
Year 2
Yayoi Kusama
Learning Intention: I am learning about Japanese artist Yayoi Kusama.
Success Criteria: I can create a dot picture inspired by Yayoi Kusama.
WEBEX MEETING
2A and 2B Thurs @ 11.50am 2C and 2B Thurs @ 12.10pm
Learning Intention: To investigate the seasons and to explore different kinds of weather.
Success Criteria: I can explore different kinds of weather. I can name the 4 seasons and state information about them.
YEAR 1 - Patterns of the Sun
Learning Intention: To observe changes in the sky and record the position and patterns of the sun across the day.
Success Criteria: I can explain changes in the sky and record the sun's position across the day.
WEBEX MEETINGS FA/FB: Thurs @ 11.30am FC/FD/FE: Thurs @ 11.50am 1A/1B: Thurs @ 12.10pm
Mon Ecole (My school)
LI; I can describe my school.
SC: I am getting knowledgeable on how to talk about my school (using French words and sentences).
WEBEX MEETING 5/6C/5/6D - Thurs @ 11.30am
Learning Intention: I am learning and improving my striking skills
Success Criteria: I can perform a forehand strike
WEBEX MEETING
5/6A and 5/6B Thurs @ 12:10pm | 1,046 | 558 | {
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JA START IT UP! PRESENTED BY OOGIE'S GOURMET SNACKS
Junior Achievement-Rocky Mountain (JA) is proud to offer a program that immerses middle school students in business development, enabling them to experience the creativity, sense of accomplishment, and excitement that careers in entrepreneurship and business can offer. Students work together to develop a new flavor of Oogie's Gourmet Popcorn targeted toward a teen market.
This program includes five 45-minute sessions, and one optional 45-minute session
OBJECTIVES
SESSION 3: BRAND BRILLIANCE
Following their participation in the program, students will be able to:
- Complete research on their target market, the competitive landscape and the competitive advantage of Oogie's
- Brainstorm new flavor possibilities and analyze their specific market
Students help each other guess brands by answering yes-or-no questions and then reflect on the impact of branding. Students learn about the visible and invisible components of a company's brand and begin to work on their own logo, tagline, and bag design for their Oogie's popcorn flavor.
- Understand the impact of ingredients and market conditions on the cost of production
- Participate in a proposal-based competition, with prizes for the inning team
SESSION 1: RESEARCH ROCKS
Students watch a video introducing them to Oogie's and the JA Start it Up! challenge. Students engage in a research and development activity designed to get them thinking about what appeals to their target market of youth ages 12-18. They compare and analyze a variety of snack products and consider how Oogie's products compare to their competitions. Students sample two flavors of Oogie's.
SESSION 2: TEST IT OUT
In their teams, students will brainstorm and test ideas for their popcorn flavor. They must conduct market testing and determine one new flavor to bring to the market.
SESSION 4: MARKET YOURSELF
Students learn about different methods of marketing and choose two forms to draft as part of their presentation during session five. Students learn some practical strategies to implement during their presentations and work on scripting and rehearsing their presentations.
SESSION 5: SHOW TIME!
Students finish preparing for their presentations and pitch their idea to the judges who evaluate the product based on a rubric.
OPTIONAL SESSION: BREAKING EVEN
Students analyze an abbreviated profit and loss table to determine the profitability generated by the company over a five month period. Then, they engage in a discussion that will help them see the impact of supply and demand on a company's profitability.
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THE SITUATION
Aged 13 years, Anna had been previously told she had a reading age of 15 - 16 years.
Her parents were surprised when she failed to get into one of the top two streams of the local girls' high school because of her reading.
They believed the high school must have made a mistake with their testing.
THE CONVERSATION
"What has happened?" I asked.
"I had a test. They said I wasn't good enough at
reading to go into a top stream," she replied.
"So you believe you are?"
"Yes," s he said.
"What makes you think that?"
"Because my teachers at primary had told me I was above average. Last year my report said I had a reading level of 15-16 years."
"Okay," I said. "So tell me Anna, do you often read at home?"
"All of the time," she said.
"What types of books do you read?" I inquired.
"Girls' adventure stories. I mostly like stories that have horses in them."
While Anna said she read books most nights, I discovered that she almost exclusively read a limited range of fiction: adventure with a touch of mystery.
THE RESULTS
A thirteen year old girl reading girls' adventure stories and stories with horses in them seems normal and, on the face of it, should not be regarded as a problem.
You could argue that a young teenage girl eating lots of lettuce is harmless too. In fact, it would be regarded as a positively healthy choice. But if her diet was exclusively lettuce then you would be very concerned.
The primary school results that Anna was referring to were from a word recognition assessment. So she had a word recognition level of 15-16 years. She was self-motivated to read (particular) books.
BUT, the high school's assessment of Anna included high level comprehension questions of a range of text types (fiction and non-fiction) - types that she didn't read.
HOW ANNA WAS HELPED
Anna was tested with PROBE. The results confirmed the school's findings. While the word recognition test results showed her to be competent at decoding words, comprehension was an issue.
Her situation had to be discussed openly and honestly with her.
She needed some work in targeting specific areas of comprehension such as reorganisation and inference. The KEY comprehension series was helpful for this.
While she loved the genre she had been reading, she needed to extend her range of fiction and nonfiction reading.
While she appeared to accept the evaluation and the guidance, it wasn't until she shaded in the first week's type graph that she understood it.
Her Extend Reading Tracker graph is on the next page.
EXTEND READING TRACKER
ANNA
WEEKLY RECORDING EXAMPLES - 1st and 12th week
Because of the likelihood of more than one story a day sessions was altered to days
Week 12: the type graph shows). Quite often her choices were based on school subject topics (e.g. English, History, Science) Her choice of fiction had shifted (as
Initially, it was suggested that Anna read widely, but it wasn't demanded. She needed to see for herself (by means of the type graph) the evidence of her narrow reading diet. As you can see on the type graph to the left she could only shade one segment.
This visual representation was an incentive to make significant change to her reading diet. She began to vary the types of novels she read and, with some direction, to add non-fiction types.
How Anna's 12 week type graph would have looked when only reading one genre
The EXTEND Reading Tracker's strength is the way it can encourage both a greater engagement with reading and a range of text | 1,443 | 771 | {
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Standard:
* RI.4.2: Determine the main idea and details of a text.
* RI.4.6: Compare and contrast two texts on the same topic.
* RI.4.13: Read and comprehend grade 4 informational text.
Objective:
* Compare and contrast 2 passages about the same topic.
* Practice fluency by reading aloud.
* Find main ideas and details
* Respond to informational passages.
Materials:
* Reading passages (may be printed by teacher or accessed online)
- Follow Those Hummingbirds
■ https://www.readworks.org/article/Follow-Those-Hummingbirds!/a4850d4a-7e03-4904b9d4-1c89b27c4674#!articleTab:content/
- Hooray for Hummingbirds
■ https://www.readworks.org/article/Hooray-for-Hummingbirds!/7c63f0bb-106a-4866-a6 2e-38867cce6dcd#!articleTab:content/
* Venn Diagram
- Copy below, access online, or draw your own
■ Venn Diagram
■ Copy below, access online, or draw your own
* https://drive.google.com/file/d/1FRbFX8s4rZK8B-ATge5cGLEqIRPhGGfm/view ?usp=sharing
* 2 "First Read" graphic organizers
■ Copy below, access online, or draw your own
* https://drive.google.com/file/d/10LUXYa8h2aW3khmW_qh2kMu1evu6MqQW/v iew?usp=sharing
* Pencil
- Optional: colored pencils, pens, highlighters
Introduction Description:
Students will read two informational passages about stars and respond to each one.
Students will explain how the passages are alike and different.
Steps:
* Day 1: Choose one passage and read aloud with someone else.
- Fill out the "First Read" graphic organizer.
* Day 2: Read the other passage aloud with someone else.
- Fill out the "First Read" graphic organizer.
* Day 3: Read the first passage aloud with someone else.
- Circle the main ideas.
- Underline the most important details.
- If you don't have a way to circle and underline, tell someone else about the main idea and details.
* Day 4: Read the second passage aloud with someone else.
- Circle the main ideas.
- Underline the important details.
- If you don't have a way to circle and underline, tell someone else about the main idea and details..
* Day 5: Read both passages aloud with someone else.
- Fill out Venn Diagram.
- How are these passages alike?
- How are they different?
* You can take MORE than 5 days to do this if you need to.
Adaptations (optional) :
Students could:
* Create their own graphic organizers.
* Video themselves reading information aloud.
* Listen to recordings of the passages (access online with links above).
* Pick out important vocabulary words and illustrate them.
* Illustrate passages.
* Create a quiz for each passage.
* Take more than 5 days to complete assignments.
Finished Product:
* Two Reading response graphic organizers.
* One Venn diagram.
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