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What is Sound?
Sound is the movement of compression waves (longitudinal waves) hitting our ears. These compression waves are alternating high and low pressure areas. The air molecules vibrate back and forth, but don’t move.
Speakers imitate sounds by pushing air and causing vibrations.
Tiny hairs inside the cochlea (inner ear) translate air pressure into electrical impulses that can be read by the brain.
Sound needs a medium to travel through. Sound cannot travel through the vacuum of space. Space is silent (no matter what you hear in the movies).
Frequency = Pitch
We hear the frequency of sound as pitch. A higher frequency we hear as a higher pitch. A lower frequency we hear as a lower pitch.
Humans can hear frequencies that are between 20 Hz and 20,000 Hz!
Amplitude = Loudness
We hear pressure (the amplitude) of sound as loudness. It takes more energy to create a louder sound. Too loud of a sound can cause deafness.
Loudness is measured in decibels (dB)
| Loudness | Description |
|----------|-------------|
| 10 - 15 dB | A quiet whisper, 3 feet away |
| 30 dB | A house in the country |
| 65 dB | Ordinary conversation, 3 feet away |
| 70 dB | City traffic |
| 90 dB | A jackhammer, 10 feet away |
| 120 dB | The threshold of physical pain from loudness |
A +10 dB change we hear as twice as loud.
A 30 dB sound is twice as loud as a 20 dB sound.
A -10 dB change we hear as half as loud.
A 30 dB sound is half as loud as a 40 dB sound.
Speed of Sound ($v_s$)
The speed of sound changes. Hotter (faster) molecules conduct sound faster. Also, just as heat travels faster in solids, so does sound.
| Material | $V_s$ (m/sec) |
|----------|--------------|
| Air | 340 |
| Helium | 965 |
| Water | 1530 |
| Wood | 2000 |
| Gold | 3240 |
| Steel | 5940 |
The speed of sound in air is about 340 m/sec (660 mph).
You can use $v_s = f\lambda$ to find frequency or wavelength. AND use $S = D/T$ to find distance or time (using $v_s$ for S).
Ex. Find the wavelength of a 200 Hz sound.
$v_s = 340 \text{ m/s}$
$f = 200 \text{ Hz}$
$\lambda = ?$
$v = f\lambda$ so $\lambda = v/f$
$\lambda = (340 \text{ m/s}) ÷ (200 \text{ Hz})$
$\lambda = 1.7 \text{ m}$
Ex. If you hear a sound 3 seconds after you see the motion. How far away is it?
$V_S = 340 \text{ m/s}$
$T = 3 \text{ sec}$
$D = ?$
$v_s = D/T$ so $D = v_s T$
$D = (340 \text{ m/s}) X (3 \text{ sec})$
$D = 1020 \text{ m}$
Motion faster than sound is called supersonic. Supersonic planes give their speed in multiples of Mach (1 X the speed of sound).
Mach 1 = 340 m/s (660mph)
Mach 2 = 680 m/s (1320 mph)
A sonic boom is caused by an object breaking through the sound barrier. Supersonic planes, bullets, and bullwhips all make sonic booms.
Copyright © 2004, C. Stephen Murray | 1,601 | 803 | {
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The produce of the week is...
**Onion**
What veggie brings tears to your eyes?
ONIONS!
- Look for onions that feel dry and solid all over, with no soft spots or sprouts. The neck should be tightly closed and the outer skin should have a crackly feel and a shiny appearance.
- Onions should be kept in a cool, dry open space away from bright light.
- Onions keep best in an area that allows for air circulation.
Source: www.fruitsandveggiesmatter.gov
**Nutrition Facts:**
- Onions are a good source of Vitamin C.
- They contain no fat, cholesterol or sodium.
- A typical serving size is 1/2 cup, which contains about 35 calories.
**Did you know?**
- You can get rid of onion breath by eating fresh parsley.
- Americans eat 18.8 pounds of onions on average each year.
**Count it out!**
Keep track of the fruits and veggies that you eat each day by outlining a different color triangle every time you have a fruit or veggie. Try to eat a rainbow of colors and eat at least 5 servings of fruits or veggies each day.
Try these delicious, nutritious and healthy recipes!
Sweet Onion-Pineapple Salsa
INGREDIENTS
♦ ½ cup chopped sweet onion
♦ 2 cups pineapple
♦ ½ cup diced red bell pepper
♦ 1 tbsp chopped cilantro
♦ 1 tbsp chopped jalapeno
♦ 1 tbsp lime juice
DIRECTIONS
♦ Combine all ingredients, stirring until blended.
♦ Serve with grilled meats or as a dip with toasted corn tortillas
Onions can be found in a variety of flavors all year long and are a tasty addition to salads.
Avocado and Green Onion Dip
INGREDIENTS
♦ 1/2 medium avocado, peeled
♦ 1 cup low fat cottage cheese
♦ 3/4 cup plain, non-fat yogurt
♦ 1/2 cup sliced green onions
♦ 1/4 cup shredded carrots
♦ 1 Tbsp fresh lemon juice
♦ 1/4 cup non-fat mayonnaise
♦ 2 cups broccoli florets
♦ 1 cup cucumber slices
♦ 28 melba toast rounds
DIRECTIONS
1. Dice avocado into small pieces, toss with lemon juice and set aside. In food processor or blender, blend cottage cheese, yogurt and mayonnaise until smooth.
2. Add cottage cheese mixture to avocado, gently stirring in onions and carrots. Cover and chill. Serve with vegetable pieces and melba toast rounds.
Recipes modified from morematters.org & allrecipes.com
Caution: Make sure to try all of these recipes under the supervision of an adult and be careful of food allergies! Happy and healthy cooking! | 1,095 | 592 | {
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FLOODPLAIN DEVELOPMENT PERMITS
Every lot was originally designed so water would flow away from the building and along property lines to ditches and channels. However, leaves and branches can accumulate and plug channels. If your property is in a floodplain, keep leaves and fallen branches in ditches.
If you see dumping or debris in ditches, report it to the City of Laredo at 956-723-4000.
Flood: Know Your Terms
Familiarize yourself with these terms to better understand the risks associated with flooding:
- **Flash Flood**: A rapid rise in water level that occurs within minutes or hours. Flash floods can occur when heavy rains fall on steep terrain or when a dam or levee fails.
- **Flood Warning**: Issued when flooding is expected to reach a specific elevation in a stream, river, or creek within one to six hours.
- **Flood Watch**: Issued when conditions are favorable for flooding to occur. It does not mean that flooding will happen, but it does mean that people should be prepared.
- **Flood Plain**: An area that is subject to flooding during a flood event. Flood plains are typically low-lying areas near rivers, streams, and other bodies of water.
- **Flood Insurance Rate Map (FIRM)**: A map that shows the flood risk for a particular area. The FIRM is used to determine flood insurance rates and to identify areas that are subject to flooding.
- **Flood Insurance Policy**: A policy that provides coverage for damage caused by flooding. Flood insurance policies are available through the National Flood Insurance Program (NFIP).
- **Flood Mitigation**: Measures taken to reduce the risk of flooding and minimize the impact of flooding. Examples of flood mitigation measures include building elevating structures, installing flood barriers, and planting vegetation to absorb excess water.
- **Flood Plain Management**: A program that aims to reduce the risk of flooding by managing land use, development, and infrastructure in flood-prone areas. Flood plain management programs typically include zoning regulations, land use planning, and flood control measures.
FLOOD INSURANCE
Standard homeowners insurance policies do not cover damage caused by flooding. However, the City of Lakeland is a participant in the National Flood Insurance Program (NFIP), which means that you can purchase flood insurance to protect your property against the hazard of flooding. This insurance is backed by the Federal government and is available to everyone, even for properties that have been flooded. Tenants can purchase content-only coverage. City of Lakeland residents and business owners will receive a discount on their flood insurance premiums in recognition of efforts made by the City of Lakeland to reduce the impact of flooding.
Federal disaster assistance requires a Presidential declaration, which happens in less than 50% of flooding events. A flood policy will pay covered losses even if a disaster is not declared by the President. The most typical form of federal disaster assistance is a loan that must be repaid with interest.
Some people have purchased flood insurance because it was required by the bank when they received a mortgage or home improvement loan. Usually, these policies cover the building’s structure and not the contents. If you are covered, double-check that the building coverage is adequate and make sure you have contents coverage. Remember: even if the last flood missed you or you have done some flood-proofing, the next flood could be worse. Flood insurance covers all surface floods.
There is a 30-day waiting period after you purchase a flood policy before coverage is in effect.... So don’t wait! | 1,488 | 737 | {
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Missing Adverbs
Directions: Write a different adverb on each line to complete the sentence. Make sure your adverb tells what is shown in parentheses.
1. Our team played _________________. (when)
2. Brian writes _________________. (how)
3. The cows move _________________. (how)
4. Melissa will dance _________________. (when)
5. My dog went _________________. (where)
6. We ran _________________. (how)
7. The choir sang _________________. (how)
8. The cat purred _________________. (where)
9. Hilary spoke _________________. (how)
10. We’ll go on our vacation _________________. (when)
11. The sign goes _________________. (where)
12. Mother brought the groceries _________________. (where)
13. David read the directions _________________. (how)
14. We’ll be leaving _________________. (when)
15. We have three bedrooms _________________. (where)
16. We will arrive _________________. (when)
17. The mother bird leaves the nest _________________. (when)
18. Don’t let the cat _________________. (where)
*Answers will vary*
Adverbs
Adverbs are words that tell when, where, or how.
Adverbs of time tell when.
Example:
The train left yesterday.
Yesterday is an adverb of time. It tells when the train left.
Adverbs of place tell where.
Example:
The girl walked away.
Away is an adverb of place. It tells where the girl walked.
Adverbs of manner tell how.
Example:
The boy walked quickly.
Quickly is an adverb of manner. It tells how the boy walked.
Directions: Write the adverb for each sentence in the first blank. In the second blank, write whether it is an adverb of time, place, or manner. The first one has been done for you.
1. The family ate downstairs.
downstairs place
2. The relatives laughed loudly.
loudly manner
3. We will finish tomorrow.
tomorrow time
4. The snowstorm will stop soon.
Soon time
5. She sings beautifully!
beautifully manner
6. The baby slept soundly.
soundly manner
7. The elevator stopped suddenly.
suddenly manner
8. Does the plane leave today?
today time
9. The phone call came yesterday.
yesterday time
10. She ran outside.
outside place. | 1,127 | 544 | {
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Note: This question paper contains two parts A and B.
Part A is compulsory which carries 25 marks. Answer all questions in Part A.
Part B consists of 5 Units. Answer any one full question from each unit. Each question carries 10 marks and may have a, b, c as sub questions.
PART - A
(25 Marks)
1.a) Write the specifications of potable water. [2]
b) What is Caustic embrittlement? Give chemical reaction involved. [3]
c) What are secondary cells? Give two examples. [2]
d) What is single electrode potential? Write Nernst equation to calculate electrode potential. [3]
e) Give the characteristics of Elastomers. [2]
f) Write short note on free radical addition polymerisation. [3]
g) Explain the importance of Octane number. [2]
h) What is CNG? Give its composition and characteristic properties. [3]
i) Define flash and fire point of a lubricant. [2]
j) What are special cements? Give their uses. [3]
PART-B
(50 Marks)
2.a) Explain the Break point chlorination and give its significance. [5+5]
b) A Sample of water showed the following analysis
\[ \text{CaCl}_2 = 2.22\text{mg/l}; \quad \text{Mg(NO}_3)_2 = 1.48\text{mg/l}; \quad \text{KCl} = 7.45\text{mg/l}; \quad \text{CaSO}_4 = 1.36 \text{ mg/l}; \]
\[ \text{Mg(HCO}_3)_2 = 2.92 \text{ mg/l}; \quad \text{Organic impurities} = 1.22\text{mg/l}. \]
Calculate the temporary and permanent hardness of the given water sample. [5+5]
OR
3.a) Differentiate between chlorination and ozonization disinfection methods of potable water. [5+5]
b) Explain the steps involved in treatment of sewage water. [5+5]
4.a) What are fuel cells? Explain the construction and working of hydrogen oxygen fuel cell. [5+5]
b) What do you understand by electrochemical series? Explain its applications. [5+5]
OR
5.a) Explain the construction, working and application of glass electrode with neat diagram. [5+5]
b) Explain the chemical reactions of lead acid battery during its charging and discharging. [5+5]
6.a) Differentiate between thermoplastics and thermosetting plastics with suitable examples.
b) What are conducting polymers? Explain the conduction mechanism in trans-polyacetylene and give its applications.
OR
7.a) What are Fiber reinforced plastics? Give their applications.
b) Write about the compounding and fabrication of plastic.
8.a) Explain the proximate method of analysis of coal and write its significance.
b) Describe the Fisher-Tropsch’s process for the synthetic petrol.
OR
9.a) What is HCV and LCV of a fuel? Explain their inter relationship.
b) With neat diagram, explain the petroleum refining.
10.a) What are composites? Give the classification and applications of composite materials.
b) Explain the mechanism of extreme pressure lubrication with suitable examples.
OR
11.a) What is a refractory? Give their characteristic properties and applications.
b) Give the composition, setting and hardening of Portland cement. | 1,509 | 747 | {
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1. Convert newton into dynes using dimensional method.
2. If \( A = i + 3j + 2k \) and \( B = i - j + 2k \), find \( \vec{A} \times \vec{B} \).
3. A stone projected upwards with a velocity of 9.8 m/s from the top of a tower reaches the ground in 4 seconds. Find the height of the tower.
4. A cubical block rests on a plane of \( \mu = \frac{1}{\sqrt{3}} \). Find the angle through which the plane is inclined to the horizontal so that the block just slides down.
5. The time period of a simple pendulum is 1·5 s. If its length is increased four times, find the time period.
6. What is gas constant? Does it have the constant value for all gases?
7. Define echo. Write any two applications of echo.
8. Define surface tension. State its SI unit.
9. Define magnetic induction field strength and state its SI units.
10. Briefly explain different types of optical fiber.
PART—B
Instructions: (1) Answer any five questions.
(2) Each question carries ten marks.
(3) Answers should be comprehensive and the criterion for valuation is the content but not the length of the answer.
11. (a) State parallelogram law of vectors. Draw figure. 4
(b) Using parallelogram law, find the magnitude and direction of the resultant, where the angle between the two vectors is (i) $\theta = 0^\circ$ and (ii) $\theta = 180^\circ$. 6
12. (a) Show that path followed by an obliquely projected body is a parabola. 6
(b) A football is projected with a velocity of 29·4 m/s at an angle of $30^\circ$ to the horizontal. Find the maximum height reached by it and its range. 4
13. (a) Define kinetic energy. Derive an expression for kinetic energy. 7
(b) A body of mass 1 kg is allowed to fall from a height of 10 m from the ground. Calculate its potential energy and kinetic energy when the body is at a height of 6 m from the ground. 3
14. (a) Define the terms (i) time period, (ii) amplitude and (iii) phase of SHM.
(b) Derive the expression for time period of a particle executing SHM.
(c) A particle is performing SHM with an amplitude of 0.5 m and has an angular velocity 100 rad/s. Find the velocity at a distance of 0.3 m from the equilibrium position.
15. (a) State and explain first law of thermodynamics. Discuss the application of first law to (i) isothermal process and (ii) adiabatic process.
(b) The ratio of specific heats of a gas is 1.4. Its molar specific heat at constant pressure is 6.94 cal/mol/K. Find the value of universal gas constant.
16. (a) Define musical sound and noise.
(b) What are the methods to minimize noise pollution?
17. (a) State Hooke’s law.
(b) Derive an expression for Young’s modulus.
(c) Calculate the force required to increase the length of a wire of cross-sectional area $10^{-6} \text{ m}^2$ by 50%, if the Young’s modulus of the material of wire is $90 \times 10^9 \text{ Pa}$.
18. (a) Describe the construction of a meter bridge. Explain the method to find the resistivity of the material of a wire.
(b) If the resistances in the left and right gaps of a meter bridge are in the ratio 2:3, find the balance length. | 1,449 | 815 | {
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The General Secretariat of SOS Children Villages International consists of International Offices in five continents and in Austria. The International Office for Asia works towards creating strong National Associations in 16 Asian countries. SOS Children’s Villages Nepal is working since 1972, supporting the global efforts to implement our global strategy.
SOS Children's Villages Nepal
A loving home for every child
1909 children/youth in our care
44 years of trust and commitment
1315 youths integrated into society
WHO WE ARE
SOS Children’s Villages International is an independent, non-governmental social development organization that provides a caring family environment for development of those children who have lost their parents and/or who are at the risk of losing parental care. These children are our main target group.
The first SOS Children’s Village was established by Hermann Gmeiner in 1949 in Imst, Austria. He witnessed the suffering of countless war orphans and homeless children after the destruction of World War II. He quickly realized the importance of protecting those affected children to ensure that ‘every child belongs to a family and grows with love, respect and security’ helped SOS Children’s Villages to develop the concept of alternative child care in many countries.
In Nepal, SOS Children’s Village movement started by the opening of the first SOS Children’s Village at Sanothimi in 1972. This paved the path for the further establishment of the SOS Children’s Villages in Nepal.
OUR PROGRAMMES
1. **Alternative Child Care:**
Our focus is that every child should have a loving home and an equal chance to succeed in life. To care and support the target group of children SOS Children’s Villages Nepal is running the following programs:
a. **SOS Family Base Care:**
In our long-term family based care, a child gets a loving family. We ensure that a child has a good health and well-being along with quality education until a child becomes self-dependent.
b. **Kinship Care:**
We provide kinship care to children who lost their parents but, have grandparents, uncles, aunts or someone else from the family of origin to look after them, so that the children grow up in the family of origin.
c. **Family Strengthening Program:**
For the best interest of a child, we help venerable families and communities to prevent family separation. We provide education, health care, psychosocial support and skill trainings to the families to make backward communities economically independent through this program.
2. **Advocacy**
SOS Children’s Villages Nepal has launched “Care for me Campaign” to draw the government’s attention and to ensure quality care to the children in alternative care. We started this campaign through research on the quality care of the children in the alternative child care homes of Nepal in 10 districts.
To make the advocacy program more effective, we join our hands with the government to implement ‘UN Guidelines for the Alternative Care of Children’ to create and promote worldwide movement of SOS Children’s Villages “No child should grow up alone.”
3. **SOS Herman Gmeiner Schools:**
Our Hermann Gmeiner Schools prepare students for university and deepen the root of responsibility to the students from SOS Children’s Villages and wider communities. These schools offer scholarship assistance to students from disadvantaged families.
4. **Empower Young People**
We make sure that our young people are responsible for the world of tomorrow and financially self-reliant through decent work. For this, we provide quality education and vocational trainings.
In line with our vision and beliefs, SOS Children’s Villages has pioneered a family approach to the long-term care of children. Our work is based on four principles:
**Every child has a caring mother**
**MOTHER**
SOS mother is at the heart of the family and respects each child’s family background, culture, root and religion.
**Nurturing family ties**
**BROTHERS & SISTERS**
We try to keep biological siblings together. Also, SOS siblings of different origin share a strong bond with each other and develop a sense of belonging.
**Building their own homes**
**THE HOUSE**
Together with family, they create a nourishing environment where children always feel being at home.
**Community and collective care**
**THE VILLAGE**
In a Village, children need is put first and make them feel they are the important member of the community. | 1,945 | 905 | {
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**Balance** Balancing is an important physical skill that we use every day. Balancing means maintaining your posture during any activity, whether you are still or moving. Good balance involves a wide range of physical attributes, including muscle strength and control, coordination and awareness of your surroundings. Other physical skills, like your vision and inner ear, also have a huge bearing on how good your balance is.
**Agility** This is the ability to move fast and to suddenly change speed and/or direction. This could be a basketball player suddenly switching directions to keep the ball away from their opponent or a dodge in netball to lose a marker.
**Footwork** Players cannot move with the ball. This includes dragging feet or hopping. When catching the ball, the foot that lands first must stay in contact with the floor until ball is passed.
**Pivot** This is how players turn with the ball once caught. One foot remains fixed to the ground. The other foot is used to push and turn. The ball can then be released off in a different direction. If the player catching the ball lands on both feet, they may choose which foot they use to pivot.
---
**Fundamentals of PE**
| Key Vocabulary | Definition |
|----------------|------------|
| accelerate | To move more quickly; increase speed. |
| agility | To be in motion, stop, change direction and get moving again |
| balance | To maintain a controlled body position during task performance |
| control | The ability of the nervous system to control the contraction of the muscles |
| coordination | To select the right muscle at the right time with proper intensity to achieve proper action. |
| decelerate | To move more slowly, decrease speed. |
| technique | the basic movements of any sport or event |
| chest pass | A type of pass used in netball for short distances. |
| footwork rule | Not moving with the ball. When catching the ball, the foot that lands first must stay in contact with the floor until the ball is passed. |
| obstruction | When a defender is closer than 1m to the player with the ball. |
| positions | Where players stand when the game is started and re-started after a goal is scored. |
| rules | Keep players safe and to make the game fair for all. |
| shoulder pass | A type of pass used in netball for longer distances. |
| team | A group of people playing on the same side. 7 in netball. |
---
**What is netball?** Netball is a ball sport played by two teams of seven players, usually on an indoor court. In netball there are different ways to pass the ball, such as a chest pass and a shoulder pass.
**Positions**
- **Goal Shooter (GS)** – to score goals and work in and around the circle with the GA.
- **Goal Attack (GA)** – to feed and work with the GS to score goals.
- **Wing Attack (WA)** – To feed the GA and GS, giving them shooting opportunities.
- **Centre (C)** – To take the centre pass and to link defence and attack.
- **Wing Defence (WD)** – To look for interceptions and prevent opposition WA feeding the circle.
- **Goal Defence (GD)** – To win the ball and stopping the opposition GA from shooting.
- **Goal Keeper (GK)** – To work with the GD preventing the opposition GA/GS from scoring. | 1,406 | 716 | {
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Lily Matthews took "Nobody" home with her for the weekend and helped do chores for her family. Through her hard work, she receives $5/week which she is putting toward buying a goat and a mango tree for a family in Africa.
Because of her good deeds, "Nobody" is now sporting a picture of a goat and a chart of Lily's chores on its chest.
"It's all part of the "Who is Nobody?" program at Kincardine Township-Tiverton Public School. Seven classes, from Senior Kindergarten to Grade 6, including the support class, have welcomed an unadorned, faceless denim doll into their classrooms. Each student will take home "Nobody" and complete some good works, pin a representative article on "Nobody" and then write a report about what she did.
Lily, a student in Katherine McFadden's Grade 1 class, said she liked taking "Nobody" home but she had to keep the doll in a bag, otherwise her cat would have scratched it all up.
McFadden's students are also collecting eyeglasses as a class project. The eyeglasses will be sent to Third World countries to help people who can't afford glasses. So far, the class has gathered up about 100 pairs of glasses.
This is the first time a local school has taken on the program, said McFadden, adding that another school in the northern end of Bluewater District has tried it which is how she learned of the idea.
"It's a tangible way of using our character traits and actions," she said. "You have to help another living thing, be it people, animals or the earth, and it has to be a reflection of your own personal interests and activities. With Lily, she helps her family by doing chores, and she is making a global connection by purchasing a goat and a mango tree for someone in Africa."
The program began in early November once the kits arrived, said McFadden. Thanks to the Kincardine Rotary Club which purchased two kits, the Bluewater District School Board which bought three kits, Meridian Credit Union which bought a kit, and KTPS and its School Community Council which bought a kit, there were enough for all seven classes to be involved.
Each kit contains the "Nobody" doll, teacher's guide, student guides, charts, DVDs and music. "We had a week of introduction, and now each class is under way," said McFadden. Her class project will run for just two weeks, while other class projects will run the whole year. Melinda Smegal's class is reading 100 books and then Scholastic Canada will donate 100 books to children in need.
When each student returns on Monday after taking "Nobody" home for the weekend, he has to write a report about what he did, present it to the class and then draw a picture to put into the book that follows the transformation of "Nobody" to "Somebody."
"The program helps children understand that through acts of kindness we can make people who feel like 'Nobody,' feel like 'Somebody'," said McFadden. "At some point, we all feel like a 'Nobody,' but everybody is 'Somebody.'"
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Aim
To examine the chemical reaction between acids and bases. Students completing the worksheets will also develop writing and literacy skills. Experiment suitable for teacher demonstration and/or supervised group experiment for 5th and 6th Class students.
Materials
- Vinegar
- Bread soda or baking powder
- A large spoon
- Glass container (Conical flask)
- Plastic / baking tray (to place under the volcano to contain the mess!)
Methods
1. Add about half a glass of vinegar to a glass container (conical flasks work very well).
2. Mix in a few drops of food colouring.
3. Add a large spoon of bread soda or baking powder.
4. In addition, get students to use the web and/or their school library to research the discussion points below and the worksheet questions.
The volcano should erupt nicely. If you wish the volcano to erupt over the container just use more vinegar and bread soda. Care should always be taken with food colouring as it does stain clothes.
What Happens
- Bread soda / baking powder is a base substance and vinegar is an acidic substance.
- When the two substances are mixed they react.
- This reaction causes foam and emits carbon dioxide.
- The pressure of the gas building up in a confined space can cause an eruption.
Explorers Science Experiments - Volcanoes
Class: All classes
Strand: Energy and Forces / Materials
Strand Unit: Forces / Properties and characteristics of materials / Materials and change
Group size: 3-4 students
Discussion Points
• Before students add the bread soda / baking powder to the vinegar discuss what they think will happen?
• After the reaction discuss how swapping the vinegar with water would affect the results?
• Discuss what happens when pressure of gases builds up in a confined area.
• What are the differences between mountainous volcanoes and underwater volcanoes?
• Discuss where in the world you would find volcanoes on land and under the sea.
• Get students to use the web and/or their school library to research these discussion points and the worksheet questions.
Outcome
The children in the class will have developed skills in the following:
• Questioning
• Observing
• Predicting
• Investigating and experimenting
• Analysing
• Recording and communicating
• Exploring
• Planning
• Making
• Evaluating
In addition the following skills in English will be developed:
• Reading for pleasure and information
• Developing competence, confidence and the ability to write independently
• Developing interests, attitudes, information retrieval skills and the ability to think
Explorers Science Experiments - Volcanoes
Class: All classes
Strand: Energy and Forces / Materials
Strand Unit: Forces / Properties and characteristics of materials / Materials and change
Group size: 3-4 students
Useful Links
- [http://www.msnbc.msn.com/id/45258958/ns/technology_and_science-science/t/first-look-infant-underwater-volcano/#.T0uPMYdmlpU](http://www.msnbc.msn.com/id/45258958/ns/technology_and_science-science/t/first-look-infant-underwater-volcano/#.T0uPMYdmlpU) - How underwater volcanoes form
- [http://www.scholastic.com/teachers/article/general-facts-about-volcanoes](http://www.scholastic.com/teachers/article/general-facts-about-volcanoes) - General facts about volcanoes
What do you think will happen when the bread soda / baking powder is added to the vinegar?
| My prediction | What happened and the reason why it happened? |
|---------------|---------------------------------------------|
How do you think swapping the vinegar with water would affect the results?
Using the web and/or your library, explain how volcanoes are formed?
What are the differences between mountainous volcanoes and underwater volcanoes?
Where in the world are there volcanoes on land and in the sea?
Are there any volcanoes in Ireland?
What do you call a volcano that is no longer active and will never erupt again? | 1,827 | 848 | {
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Crescendo of Praise
Lesson 9
October 31, 2021
Psalm 150
get excited! (5 minutes)
Sing along with the “Every Praise” video.
key verse exercise
Do the Lesson 9 Key Verse escape room activity.
Scripture Summary
Psalm 150
Psalm 150 is about praise in God’s house. It calls people to make loud and joyous music with singing, dancing, and playing instruments. Everything that breathes is encouraged to praise God.
Verse to Remember
Let everything that breathes praise the LORD!
Psalm 150:6a
Instructions and answers can be found in the Teacher’s Guide at cedamezion.com. Click on the “resources” tab, then click CSL, then click the appropriate Quarterly.
Mrs. Waterford challenged her church school class to come up with a creative way to present the scripture lesson for this week, Psalm 150. The Faithful Five chose to do a puppet show. Taj and Tori researched how to make finger puppets. Then they taught Israel, Akeem, and Aaliyah how to do it. Their puppet designs were based on the crescendo of praise described in Psalm 150.
- Taj’s puppet was a trumpeter.
- Israel’s puppet was a harpist.
- Tori’s puppet was a dancer.
- Akeem’s puppet was a flutist.
- Aaliyah’s puppet was a cymbalist.
A temple surrounded by a blue sky was used as the background for their puppet stage.
They started the presentation by saying the first two verses in unison. “Praise the Lord! Praise God in his Temple. Praise him in his mighty heaven. Praise him for his strength. Praise him for his greatness.”
Then they took turns saying the next three verses.
“Praise him with trumpet blasts,” said Taj the trumpeter. “Praise him with harps and lyres,” said Israel the harpist. Tori made her puppet dance and said, “Praise him with tambourines and dancing.”
Akeem jumped in with “Praise him with stringed instruments and flutes.” Aaliyah made a lot of noise when she said, “Praise him with loud cymbals. Praise him with crashing cymbals.” Then they all praised God together. “Let everything that breathes praise the Lord. Praise the Lord!”
Mrs. Waterford asked the Faithful Five to do the puppet show in the upcoming community day event. The crowd loved the presentation. The Faithful Five expressed the praise in the Psalm so well, the audience joined them in singing and dancing to “Every Praise.”
---
**Key Words**
- crescendo: the loudest point in a gradually increasing sound
- unison: together, at the same time
It’s time to work with the Faithful Five on this week’s Superhero Challenge: “GOD, I PRAISE YOU BECAUSE…” Help the Faithful Five write a letter to God praising God for what He does.
what do you think?
Name the ways described in Psalm 150 to praise God?
Only Christians should praise God.
True False
time to pray
Dear Heavenly Father, we thank You for Your many blessings and praise You with our music and dance. In Jesus’ name we pray. Amen.
time to create
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How to Prevent BCC
The best way to prevent basal cell carcinoma is to be safe in the sun. Here are a few ways you can do just that:
- Avoid being in the sun from 10 a.m. to 4 p.m., when the sun is at its strongest.
- Use a broad-spectrum sunscreen with SPF 15 or higher every day. Apply sunscreen 30 minutes before going outside and reapply every two hours or more frequently if you have been swimming or sweating.
- Wear protective clothing, like wide-brimmed hats, sunglasses, and long-sleeved shirts.
- Perform a skin self-examination regularly.
- Contact a dermatologist immediately if you notice any sudden, irregular, or alarming changes in your skin.
Treatment Options
The prognosis for patients with basal cell carcinoma is good. Most cases of BCC can be cured, especially if discovered and treated early.
If you have BCC, your dermatologist will treat it by removing it. There are several ways a dermatologist may choose to remove BCC, including the following:
- **Electrodesiccation and curettage**, which includes scratching the growth off with a curette, then burning it with an electrical needle
- Surgical removal
- Freezing (cryotherapy or cryosurgery)
- Chemotherapy medication applied to the skin
- Laser treatments
However a case of BCC is treated, a dermatologist will tailor treatment based on the age and health of the patient, as well as the location and extent of the cancer.
An Overview of Basal Cell Carcinoma
Basal cell carcinoma (BCC) is not only the most common type of skin cancer, but also the most frequent form of all cancers. It is estimated that 3.6 million cases of BCC are diagnosed in the United States alone each year.
This type of skin cancer begins in the basal cells, which are in charge of producing new skin cells and pushing older cells to the skin’s surface to die and shed off.
When caught and treated early, most basal cell carcinomas are curable and cause little damage to the skin. To catch BCCs early, you should perform regular skin self-exams and search for growths or spots that look irregular in size, shape, or color.
Risk Factors
BCC is caused by damage to the basal cells in the outer layer of the skin. Factors that can damage basal cells—and therefore increase your risk of developing basal cell carcinoma—include the following:
- Sun exposure
- Use of tanning beds
- Fair skin
- Weakened immune system
- Age over 50
- A family history of skin cancer
- Certain genetic conditions
How to Spot a Potential Basal Cell Carcinoma
BCC can look quite different in each person; however, it typically appears as a growth or sore that doesn’t heal.
While performing a self-examination of your skin, you should keep an eye out for the following characteristics:
- Open sores
- Red patches
- Pink growths
- Growths that ooze, crust, or bleed
- Slightly elevated, rolled edges
- Growths with central indentation | 1,221 | 643 | {
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Special Time
by Mary Trickett, former SYC Teacher
Children in need of attention can exhibit a variety of behaviors that are hard to understand and hard to live with. It might be difficult to believe that they could need more attention when so much time is spent taking care of physical needs and providing routine care. However, there is a real emotional need for another kind of attention that children require. This kind of attention, when received, says to the child, “I respect the person you are now,” “I see you clearly,” “I like you,” and “You matter to me.” Developmentally, it is crucial that these messages are conveyed to them for positive self-imaging and in the building of strong, loving relationships.
There are many ways to do this in the course of a day. Validating feelings, giving them focused attention for even just a minute, listening to their ideas, and playing with them are all good ways to give this kind of attention. Sometimes it’s hard to give enough of this stuff when parents are pulled in so many different directions, with work and other small children. It’s also hard to give something that few of us saw modeled when we were children.
When I came to SYC as a parent, I heard Jan Waters talk about a thing called Special Time. This has been an important tool for me in providing the structure for making sure my kids were getting quality time from me or my husband, at least sometimes! Here’s how to do Special Time:
• Set aside time—20 to 30 minutes, once a week or more.
• Tell your child this is time for just you and him/her—you will not allow anything to interrupt you during this time (including crying babies or siblings, the phone, the computer, or banging on the door).
• Tell your child that during this special time you will do whatever he/she wants (within reason). You may have your own limits here. For instance, my son wanted to go to Toys R Us to buy something for his special time. My limit was that we needed to stay at home for special time. Jan tells the story of her little girl wanting them to eat paper together. Jan’s limit was that she would chew, but not swallow it.
• It is important to take their requests seriously and come as close as you can to what they want. They often will test your seriousness about the whole thing at first.
• Let them know with a timer or a clock when special time ends (unless you’re into something you both want to continue).
• Try to make it the same time each week, so that it is predictable and can be counted on by the child. This one was really hard for me to do. I just did it as often as I could.
• Have some fun.
That’s it! I found this was a safe and appropriate way to turn power over to my child. It was fun to switch roles like this. We got to know each other better. I found that inappropriate attention getting tactics let up almost immediately. And all this told me my child’s attention needs were being met. | 1,005 | 628 | {
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Why We Love Dianthus:
Dianthus flowers have many common names, but the common name ‘Pinks’ comes from both color and the way they look like nature trimmed them with a pair of pinking shears! Fragrant with a spicy aroma, these low-growing perennials are loved by hummingbirds & butterflies, and are mildly deer resistant.
Facts
Grow Zone: 3 - 8
Family: Caryophyllaceae
Genus: Dianthus
Native To: Europe, Asia, North & South Africa
Mature Height: 6” - 24”
Mature Width: 4” - 18”
Type: Herbaceous perennial or biennial
Growth Habit: Low, mounding ground-cover, flowers bloom singly on tall, upright stems
Foliage: Opposite, simple, linear, thin & grass-like, green to silvery green-blue
Flowers: Fragrant, blooms early spring through summer, with double or semi-double petals & softly serrated edges, found in pinks, reds, yellows, purples, creams, or bi-color.
Propagation: Cuttings, seeds
Light
Full sun to partial sun.
Prefers over 6 hours of sun ideally.
Water
Water when the top 2 inches of soil is dry.
Needs well-draining soil. Do not over water.
Soil
Loamy, neutral to alkaline, very well-draining soil.
Fertilize, if needed, with 14-14-14 (or organic 3-4-5) slow-release fertilizer every 6 to 8 weeks, from early spring to late summer.
FYI: A few varieties are self-seeding: dead-heading is highly recommended to prevent spread & encourage reblooming. While leaves are not edible, the petals can be sometimes.
Interesting Varieties:
- D. caryophyllus (Carnations)
- D. plumarius (Pinks)
- D. barbatus (Sweet William)
- D. superbus 'Kahori Pink'
- D. deltoides 'Arctic Fire'
- D. caryophyllus Oscar® 'Cherry + Velvet'
- D. gratianopolitanus 'Firewitch'
- D. caryophyllus 'Odessa® Pierrot'
- D. x allwoodii 'Frosty Fire'
- Dianthus x 'Neon Star'
- D. alpinus
- D. chinensis
Call & visit for more tips:
(301) 218-4769
2410 N Crain Hwy, Bowie, MD, 20716
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Animals of the Cottesloe Reef Fish Habitat Protection Area.
By L.M Marsh, Emeritus Curator
Department of Aquatic Zoology, Western Australian Museum
The Cottesloe Fish Habitat Protection Area, proclaimed in September 2001, extends from North Street to the southern boundary of the Town of Mosman Park and extends seawards for 800 metres from the high water mark. The boundaries are marked by yellow buoys at each seaward corner and off Cottesloe main beach. Five cylindrical buoys indicate mooring points for small boats.
There are a number of different habitats within the Cottesloe Reef Fish Habitat Protection Area:
The northern half of the area is moderately exposed to wave action while the southern half (south of the main groyne) is more sheltered due to the influence of Rottnest Island. Much of the shoreline is sand but limestone pavement underlies the sandy near shore areas and may be periodically exposed by winter storms. Intertidal rock platforms extend from Mudurup Rocks nearly to the Beach Street groyne, while broken, slightly deeper platforms are found to the north and south. Offshore in 9 to 10 metres depth there is patchy rock with sponge gardens and a rich associated fauna.
North of the main beach, almost to Eric Street and seawards, there is shallow algal-covered reef with seagrass meadows beyond. This reef is rich in fish life, including large dusky morwongs, tarwhine, wrasses, herring and other pelagic fishes as well as many smaller species taking cover in the rock holes and overhangs. The groynes themselves provide rock habitat, colonised by barnacles and limpets. The groynes also provide habitat for clouds of pomfrets, numerous banded sweep, red-lipped morwong and schools of buffalo bream.
The rock platform at Mudurup Rocks slopes gently seawards with algal cover changing from sea lettuce and turf algae near the shore to sargassum and kelp near the edge. Bare coralline algae patches at the reef edge are the habitat of a mollusc community of limpets, chitons and abalone. Sea anemones of several species are found on the platform, turban shells, carnivorous whelks, many small shells on the large algae and small six armed sea stars in reef pockets. There are also many-armed carnivorous stars roving about. These are just a few of the animals found on the reef platform. The undercut cliff is home to periwinkles in the splash zone and limpets, chitons and barnacles lower down. Octopus are often seen in the reef holes and sea hares are common grazers. South of Mudurup Rocks the rock platforms are flatter and subjected to heat and desiccation during the summer low tides, so they have a less diverse fauna than Mudurup Rocks.
Slightly deeper broken reef has a rich algal cover with wireweed seagrass in patches. Heart urchins may be found in sand pockets, sea cucumbers are common among weed and sand, and short-spined sea urchins live wrapped in kelp fronds. Weedy seadragons are seen occasionally. Cuttlefish are found sometimes – they lay strings of white pea-sized eggs which hang under ledges while squid have been observed laying eggs in deeper water. Port Jackson sharks are common and their strange, horny, spiral egg cases are often found on the beach after storms.
Approximately four hundred metres offshore in South Cottesloe, at a depth of 9 – 10 metres, a partly rocky bottom supports sponge gardens with several species of hard corals; suspension-feeding brightly coloured sea cucumbers, soft corals and feather stars. Sandy areas are home to two species of large sand dwelling sea stars and sea pens, which are sometimes washed up after storms. This community of animals is only found in moderately sheltered waters such as Owen Anchorage and formerly in Cockburn Sound.
Overall, the marine fauna is predominantly of Southern Australian species, with about 20% tropical species among the rich and varied fauna, particularly in the deeper waters.
For further reference:
A new CD Rom on shells – molluscan fauna of WA’s lower west coast, by Ben Schneider
www.ecosystemworld.com or 9222 5860
G.J. Edgar, *Australian Marine Life, the plants and animals of temperate waters*, Reed Books, 1997. | 1,717 | 921 | {
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How to use this screener:
1. Use the pictures provided and ask the child to name each one. If they don’t know the target word ask them to copy you,
2. Listen for the sounds highlighted in blue and tick the box if these are correct,
3. If the sounds are wrong put a cross in the box and try to write what sound you hear instead.
| p - sound | b - sound | t - sound |
|-----------|-----------|-----------|
| pig | ball | tap |
| apple | baby | cat |
| cup | crab | |
| d - sound | k - sound | g - sound |
|-----------|-----------|-----------|
| door | car | girl |
| bed | rocket | frog |
| f - sound | s - sound | m/n - sound |
|-----------|-----------|-------------|
| fish | sock | mouse |
| leaf | castle | nose |
How to use this screener:
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3. If the sounds are wrong put a cross in the box and try to write what sound you hear instead.
Additional words for children over the age of 4 ½ years
| Additional words |
|------------------|
| zoo |
| van |
| shoe |
| spider |
| snake |
| star |
| jam |
| chair |
| lion |
| clock |
Age of typical speech sound development.
- **6+**
- th, r
- **5+**
- Speech is 100% intelligible
- v, z, sh, ch, j, l, blends.
- **4+**
- Speech is 90-100% intelligible
- k, g, f, s, sh
- **3+**
- Speech is 75% intelligible.
- Vowel sounds & consonants: p, b, t, d, m, n, y, w, h.
| Pig | Apple | Cup | Ball |
|-----|-------|-----|------|
| Baby | Crab | Tap | Cat |
| Door | Bed | Car | Rocket |
| Book | Girl | Frog | Fish |
| Leaf | Sock | Castle | Bus |
| Mouse | Nose |
| Giraffe and elephant | Truck | Shoe | Fly |
|---------------------|-------|------|-----|
| Snake | Star | Jam | Chair |
| Lion | Clock | | | | 1,353 | 570 | {
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Online learning is transforming India’s primary education landscape through initiatives such as Hole-in-the-Wall, set up in Delhi and now available across 23 states.
**THE BIG IDEA**
E-learning provides education opportunities to children who otherwise have no access or time to attend schools.
**No Pressure**
Learning is made interactive, often in mobile classrooms, without fear of failure or punishment.
**Customised Subjects**
Each child gets a chance to learn what he or she wants to from a seamless database, rather than study a generic curriculum.
**IMPACT OF E-LEARNING**
**Reach**
E-learning is changing the way education is distributed, with 420,000 children benefiting from Hole-in-the-Wall alone.
**Retention**
A study done by eCore in the US showed that retention rates for e-learning courses were 83 per cent. 20 per cent more than those for regular classes.
**Flat World**
Enables connections with like-minded students in the global e-learning community.
---
In the remote village of Laya, Bhutan, two eight-year-olds, Sakaymuni Dorje and Chana, sit in front of a computer placed beneath a tree in the village, explaining key points of a Wikipedia entry on arthritis to a semi-nomadic yak herder. Two years ago, the two children couldn’t read English and had never seen a keyboard. This computer is one of the 500 stations set up around the world by the Hole-in-the-Wall initiative (HiWEL), a branch of the NIIT Group. With no qualified teachers, these stations give 420,000 children a chance to teach themselves.
“The traditional system of schooling where each person learned to read, write, do maths and not think independently, is obsolete today. We need a curriculum that equips children with skills they can actually use in the 21st century. In a world where calculators are available on every office desk, why do children need to mug up the 15-times table?” says Sugata Mitra, chief scientist emeritus at NIIT, who won the first-ever $1 million grant from the TED Foundation to further his work and research in the field.
Mitra, 61, who teaches at Newcastle University, UK, set up the first HiWEL station on January 26, 1999 as an experiment to see what would happen if a computer was introduced to slum children with no guidance or supervision. “I cut a hole in the boundary wall that divided our NIIT office in Kalkaji, Delhi, from a slum. Within a few days later I visited them and found the children teach each other how to read English and use the mouse,” explains Mitra. He went on to replicate the same experiment across the country. “I watched slum children in Karnataka use a voice command software to learn an American accent, students in Tamil Nadu pick up basics of 3D modelling and children in Delhi teaching each other English nursery rhymes. I realised when children are given the means, they start thinking for themselves. They start learning instead of just studying,” says Mitra.
---
**IF YOU LET CHILDREN THINK FOR THEMSELVES, THEY COME OUT OF THEIR SHELL AND START LEARNING INSTEAD OF JUST STUDYING.**
**SUGATA MITRA**
*HIWEL founder*
---
**Sugata Mitra, 61**
Creator of Hole-in-the-Wall; chief scientist emeritus, NIIT
Mitra is an academic who has been termed a polymath by the University of London for the range of disciplines he has worked on. A PhD in solid state physics from IIT, Delhi, Mitra set up India’s first LAN newspaper publishing system in 1984, and went on to research in the areas of learning and memory, helping simulate neural networks that can help decipher the mechanisms of Alzheimer’s disease.
---
**HOW E-SCHOOLING WORKS**
Computer systems are introduced and students divided into groups.
Students are asked to search for answers online and justify their findings.
Students learn by teaching and helping each other at their own pace.
Answers are not learnt by rote but questioned, discussed and analysed.
**E-LEARNING FOR ALL**
Students design their own path and pace of learning.
Schools save time and energy.
Teachers serve as motivators and not supervisors.
Parents save money on expensive after-school tuition classes.
Companies employ students who have distinct thought and analysis patterns. | 1,935 | 903 | {
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How Does Road Salting Affect an Ecosystem?
Salt crystals on a storm drain that enters a major drinking water supply for the Baltimore, MD metropolitan area. Photo: Ken Belt.
Predict: “I think…”
“It affects animals by…” “It affects PEOPLE by…”
“It affects plants by…”
A team of scientists in Maryland are discovering that salt from de-icers is becoming a large threat to freshwater ecosystems in our area.
From: http://media-2.web.britannica.com/eb-media/90/77990-004-59C9E845.jpg
Not only have they been finding these salts in freshwater streams and rivers, but the highest amounts occur in watersheds with the MOST roads and parking lots!
From: http://www.baltimorecountymd.gov/Agencies/environment/watersheds/ep_gwynnsmain.html
From: http://ecotope.org/projects/projects_images/ws263_aerial_view_2005.jpg
When there is snow or ice on the ground, de-icers work to melt the ice to make it safer to drive on the roads. Sidewalks are also treated with these salts to keep people from slipping on the ice.
From: http://weblogs.baltimoresun.com/news/local/bay_environment/blog/salttrucksun.jpg
From: http://farm4.static.flickr.com/3002/2341303856_0a831f0fa6_o.jpg
The research shows that in areas that have greater amounts of impervious surfaces also have the greatest amounts of salts in the water.
From: www.talesfromurbanforests.org
In forested areas that have a lot of pervious surface, scientists do not measure a lot of salt in the waters.
From:
http://photos3.meetupstatic.com/photos/event/e/1/1/1/highres_6357617.jpeg
In Baltimore city, an urban area with mostly impervious surfaces, the amount of salt in the water is extremely high.
From: http://www.city-data.com/picfiles/pic385.php
As more construction occurs, and more roads get built, what do YOU think happens to the amount of salt in the water?
- Does it increase? ↑
- Does it DECREASE? ↓
Scientists use graphs to look at data and to make predictions. What do you see in this graph?
(Replace BES graph with simplified version later...)
Notice that:
• There are more impervious surfaces in urban areas than in suburban or rural areas.
• The higher the amount of impervious surface in an area, the higher levels of salts there are.
• SO…
The amount of salts INCREASES!
Mean Annual Chloride Concentration (mg/L)
Percent Impervious Surface in Watershed
Chronic Toxicity to Freshwater Life
Damage to Land Plants
R² = 0.81
BES Stream Sampling Areas
(Image from: http://www.ecostudies.org/bes/frame4-page_3f_05.html)
Now, use your models to compare the location of our school to where the data is being collected.
• Are we in a rural, suburban or urban area?
• Do we have more or less impervious surfaces?
• Do we have more or less salts in our water?
We live in an urban area in Baltimore city. We have a large amount of impervious surfaces in our neighborhood. Therefore, scientists have measured a lot of salts in our water.
Mean Annual Chloride Concentration (mg/L)
Percent Impervious Surface in Watershed
Chronic Toxicity to Freshwater Life
Damage to Land Plants
R² = 0.81
How do think this affects the animals in your neighborhood?
Amounts greater than 250 mg/L of salt causes death in animals.
How do you think this affects the plants in your neighborhood?
Amounts greater than 50 mg/L of salt causes damage to the plants.
How do you think this affects YOU?
(Insert Fig.1 “Drinking Water Supply to Baltimore, Maryland” from S.S. Kaushal paper.)
What can you do about it?
• Help to plant more trees in your neighborhood. That way, you are creating more pervious surfaces in your community.
What can you do about it?
• Help to create gardens and green spaces in your neighborhood. This way, less salt will get washed into our storm drains.
What can you do about it?
• Tell others to help you! | 1,810 | 919 | {
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Advent Bingo
Directions: Print one word from the Bingo Word Bank in each space on your blank Bingo card. Every space must be filled with a word. When the game begins, no other words can be added. Listen to the question that is read. Place a marker on the space if the word you have printed there is an answer to the question. The “caller” or the person reading the questions, will tell you what formation (full card, an X, a diagonal line, a vertical line, a horizontal line or four corners) wins Bingo.
Advent
Advent calendar
Advent wreath
Andrew
Annunciation
Arrival
Camel’s hair
Christ the King
Christmas Eve
Cornerstone
David
Dec 6
Dec 8
Dec 12
Elizabeth
Emmanuel
Eternal
First Sunday
Four
Gabriel
Holy Spirit
Immaculate Conception
Isaiah
Jesse
Jesse Tree
Jesus
John the Baptist
Joseph
Juan Diego
Judah
Magnificat
Messiah
Nothing
Rose
Sin
Sunday
Violet
Virgin
Visitation
Zachariah
ADVENT BINGO
1. What Advent custom uses four candles and suggests a special prayer for each of the four weeks? (Advent Wreath)
2. What Advent practice suggests a good work or prayer for each date in Advent? (Advent Calendar)
3. In the United States, what is the name of the feast, celebrated during Advent and is considered a holy day of obligation? (Immaculate Conception)
4. Who is called “Wonderful” and “Counselor”? (Jesus)
5. What title, given to Jesus, means “God is with us”? (Emmanuel)
6. What is another name for the Christmas Vigil? (Christmas Eve)
7. Who was the precursor of Christ? (John the Baptist)
8. Jesus is said to be from what root? (Jesse)
9. Which son of Jesse became king? (David)
10. What did the stone rejected by the builders become? (Cornerstone)
11. How many weeks are in Advent? (Four)
12. On what day of the week does Advent begin? (Sunday)
13. On what Sunday of Advent does the Church Year begin? (1st Sunday)
14. What feast is celebrated on the last Sunday of the Church year? (Christ the King)
15. On what date is the Feast of the Immaculate Conception celebrated? (Dec. 8)
16. What is the liturgical season that comes before Christmas? (Advent)
17. Traditionally, what color candle is lit on the Advent Wreath for the third Sunday of Advent? (Rose)
18. Traditionally, what color are three of the Advent Wreath candles? (Violet)
19. What attribute of God is represented by the circular form of the Advent Wreath? (Eternal)
20. Who was the father of John the Baptist? (Zachariah)
21. Who greeted Mary with the words, “Blessed are you among women and blessed is the fruit of your womb”? (Elizabeth)
22. On what day during Advent is the Feast of Our Lady of Guadalupe celebrated? (Dec. 12)
23. With what did John the Baptist clothe himself? (Camel’s Hair)
24. On what date during Advent is the feast of St. Nichola, patron of children? (Dec. 6)
25. To whom did Our Lady of Guadalupe appear? (Juan Diego)
26. What angelic messenger greeted Mary, saying, “Do not be afraid”? (Gabriel)
27. According to the angel, what is impossible to God? (Nothing)
28. What title was given to Jesus that meant “Anointed One”? (Messiah)
29. Elizabeth and Zachariah lived in a town in the hill country of what region? (Judah)
30. Who did an angel visit in a dream saying, “Do not be afraid to take Mary home as your wife”? (Joseph)
31. Who did the prophet Isaiah say would conceive and give birth to a son? (Virgin)
32. What was the child named Jesus supposed to save his people from? (Sin)
33. Before Mary and Joseph lived together Mary was found with child by whom? (Holy Spirit)
34. What prayer of praise did Mary say when she visited Elizabeth? (Magnificat)
35. What Mystery of the Rosary reflects on the story of Mary and Elizabeth’s visit? (Visitation)
36. What Mystery of the Rosary reflects on the Angel Gabriel announcing to Mary that she was to be the Mother of Jesus? (Annunciation)
37. What Advent custom uses symbols of the ancestors of Jesus as decorations? (Jesse Tree)
38. The season of Advent begins with the Sunday closest to Nov. 30, the feast of what Apostle? (Andrew)
39. What does the word Advent, which comes from the Latin, “Adventus,” mean? (Arrival)
40. What prophet foretold the coming of Emmanuel? (Isaiah) | 1,918 | 1,073 | {
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This well known story is used to illustrate the principle of Luke 6 v 38 that if we give we receive from God in return.
CAST
Narrator 1
Narrator 2
King
Pauper [male or female even though written for a male here]
Narrator 1 Once upon a time there was a king who owned a kingdom.
Narrator 2 Well, he would wouldn’t he?
N1 {Annoyed by interruption} Would what?
N2 Own a kingdom if he was a king.
N1 Quite. Thank you. {Pause} May I continue?
N2 Be my guest.
N1 Once upon a time there was a king. {Enter King} One day he was travelling in his kingdom {Looks pointedly at N2} and came to a small hamlet.
N2 That’s tautology.
N1 I beg your pardon?
N2 Well, do you mean a small ham or a hamlet.
N1 What are you talking about?
N2 Well, a small play is called a playlet so presumably a hamlet is a small ham.
N1 So what’s a singlet then – a small sing?
N2 I hadn’t thought of that.
N1 No, well while you are, I am going to continue with our story. The king came to a small village.
Living in the village was a poor man. [Enter man who sits down] The poor man was sitting by the side of the road eating his lunch. This consisted of a bowl of beans.
The king noticed the man and went over to him. [Poor man stands as king approaches] The king said to the man, “I am hungry. Please give me some of your beans”.
The poor man looked at his beans – it was all he had to eat that day – and looked at the king.
The king held out his hand.
Slowly and reluctantly the man put some of his beans into the king’s hand. 1,2,3,4,5. He then clutched his bowl to himself and turned away from the king.
The king then continued his journey. [Exit king. The poor man resumes his sitting position] the next day the king came to the village again at the same time.
The poor man was eating his lunch by the roadside – a bowl of beans.
The king went up to the man. [Man stands] The king said to the man, “Hold out your hand”.
The man cautiously held out his hand.
The king took out a large bag of gold coins from his pocket. From this bag he started to place coins into the hand of the man 1,2,3,4,5. Then he stopped, closed up the bag and continued on his journey.
“Give and it will be given to you. A good measure, pressed down, shaken together and running over, will be poured into your lap. For with the measure you use, it will be measured to you.”
THE END | 889 | 612 | {
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PART ONE: GUIDED COMPREHENSION (30 marks)
Read the following excerpt from *The Handmaid’s Tale* and answer the questions below.
The bath is a requirement, but it is also a luxury. Merely to lift off the heavy white wings and the veil, merely to feel my own hair again, with my hands, is a luxury. My hair is long now, untrimmed. Hair must be long but covered. Aunt Lydia said: Saint Paul said it’s either that or a close shave. She laughed, that held-back neighing of hers, as if she’d told a joke.
Cora has run the bath. It steams like a bowl of soup. I take off the rest of my clothes, the overdress, the white shift and petticoat, the red stockings, the loose cotton pantaloons. [...]
My nakedness is strange to me already. My body seems outdated. Did I really wear bathing suits, at the beach? I did, without thought, among men, without caring that my legs, my arms, my thighs and back were on display, could be seen. *Shameful, immodest.* I avoid looking down at my body, not so much because it’s shameful or immodest but because I don’t want to see it. I don’t want to look at something that determines me so completely.
I step into the water, lie down, let it hold me. The water is soft as hands. I close my eyes, and she’s there with me, suddenly, without warning, it must be the smell of soap. I put my face against the soft hair at the back of her neck and breathe her in, baby powder and child’s washed flesh and shampoo, with an undertone, the faint scent of urine. This is the age she is when I’m in the bath. She comes back to me at different ages. This is how I know she’s not really a ghost. If she were a ghost she would be the same age always.
1. Describe the situation Offred finds herself in. (4)
2. Explain to what extent this excerpt is pointing out some of the ordeals of a Handmaid’s life. (8)
3. Analyse the narrative style and technique used in the excerpt. (8)
4. Why are memories so important for Offred? (10)
PART TWO: DEVELOPMENT ESSAY (30 marks)
Macbeth
Write a structured and coherent essay on one of the following topics. Use between 300 and 400 words – quotations excluded – and indicate the number of words used. Support your arguments with quotes and precise references to the play.
1. ‘Macbeth is a tyrant, but he never loses his noble qualities.’ Discuss.
2. Is Macbeth a moral play? Is justice served at the end of the play? Defend your answer. | 943 | 590 | {
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Frank Phillips was born on November 28, 1873 in Scotia, Nebraska where his parents had a farm; the family moved in 1874 to a small farm in rural southwest Iowa. Frank had ten siblings.
At an early age, Frank had a deep love for the “wild west” and he was worried that he was going to miss it, so to his parents chagrin, he left home at the age of 16 and traveled west through Colorado, Wyoming, Nevada and California, earning his way by cutting hair at the gold and silver mines along the way. He returned home to Creston, Iowa and did what he knew best, opened a barber shop and soon he owned three barber shops in town.
John Gibson, the President of the bank in Creston was a good customer and Gibson had a young, attractive daughter by the name of Jane who quickly caught Frank’s eye… soon she became Mrs. Frank Phillips as they married on February 18, 1897. They had one son, John Gibson Phillips, and later two foster daughters, sisters whom they named Mary Francis and Sara Jane Phillips.
Shortly after Phillips married Jane Gibson, her father asked Phillips to join him in the banking business. In 1903, Frank heard stories about oil near a place called Bartlesville in Indian Territory. The area was rich in oil and what proved to be an oil industry boom was just getting started. After Phillips and Gibson made two trips to Bartlesville to see this first hand, Phillips and his younger brother L. E. Phillips organized the Anchor Oil & Gas Company. Anchor opened an office in Bartlesville in 1905, secured a driller and drilled its first wildcat well, the Holland No. 1. The men struck oil on June 23, 1905. The brothers’ second and third wells were dry holes, and they had enough...
money to drill a fourth well, the Anna Anderson Number One. The Anna Anderson, completed September 6, 1905, was a gusher, and the first of 80 consecutive producing wells drilled by the Phillips brothers.
With the price of oil quickly increasing from 40 cents a barrel to more than $1 a barrel, the brothers decided to consolidate their holdings in a single company, Phillips Petroleum Company which they incorporated on June 13, 1917. The new company had 27 employees and assets of $3 million. At the time of his death, it had 17,000 employees and assets of $625 million.
Phillips once said to employees, to whom he was known as “Uncle Frank”: “Work hard and demonstrate loyalty, and I’m a great guy to work for. Do neither, and there is no one worse.”
Frank Phillips led the company as its president and then as its first chairman of the board, a position he held until he retired at the age of 76 in 1949, a year before his death. Jane Phillips, his wife of 50 years, died in 1948. He was buried beside his wife in the Phillips Family Mausoleum at Woolaroc, Phillips’ ranch and country home in Osage County, Oklahoma, southwest of Bartlesville.
It is with great pleasure that the Directors of the Oklahoma Geological Foundation present Frank F. Phillips as a Pioneer Legend Award recipient for 2018. | 1,207 | 681 | {
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1939
Shiloh
Colored
| Name of Children | Age | Sex | School | C. I. | Ward | Address |
|------------------|-----|-----|--------|------|------|---------|
| MARY | 12 | f | R.I | c | 1 | |
| Febbie M. | 1 | 20 | f | W.L | o | Lauderdale |
| Grace Mae | 2 | 6 | f | R.L | o | |
| Mary Louise | 3 | 12 | f | w | o | |
| Robert Earl | 4 | 6 | m | w | C | |
| John, Jr. | 5 | 10 | m | w | w | |
| Myrtle Bell | 6 | 18 | f | W.L | w | |
| Frankie M. | 7 | 14 | f | R.L | w | |
| Sam Edward | 8 | 7 | m | w | w | |
| Chas. Henlet | 9 | 6 | m | w | w | |
| Jacob | 10 | 15 | m | w | w | |
| Tom Albert | 11 | 6 | m | R.2 | w | |
| Ella Ree | 12 | 8 | f | w | w | |
| Rosie Lee | 13 | 10 | f | w | w | |
| Mae Wona | 14 | 18 | f | W.L | w | |
| Loida | 15 | 17 | f | W.L | w | |
| Tommie Lee | 16 | 15 | m | R.2 | w | |
| Judge W. | 17 | 9 | m | R.2 | w | |
| John Lee | 18 | 10 | m | w | w | |
| George | 19 | 18 | m | W.L | w | |
| George | 20 | 18 | m | W.L | w | |
**Notes:**
- **W.L.** Work at home.
- **W.C.** Work in cotton fields.
- **W.T.** Work in timber.
- **W.R.** Work in railroad.
- **W.S.** Work in sawmill.
- **W.B.** Work in brickyard.
- **W.H.** Work in lumberyard.
- **W.O.** Work in other occupations.
**Race:** Negro
**School Dist.:** SR. LCH.
**County:** Lauderdale
**Town:** Lauderdale
**Street or R. F. D.:**
**Grade:** 1
**Reasons for Withdrawal from School:**
- **W.** Work at home.
- **W.C.** Work in cotton fields.
- **W.T.** Work in timber.
- **W.R.** Work in railroad.
- **W.S.** Work in sawmill.
- **W.B.** Work in brickyard.
- **W.H.** Work in lumberyard.
- **W.O.** Work in other occupations.
**Status in School:**
- **R.** Regularly enrolled in school.
- **C.** Absent from school.
- **W.** Absent from school due to illness.
- **O.** Absent from school due to other reasons.
- **I.** Absent from school due to incarceration.
**Relation to Community School Law:**
- **A.** Subject to compulsory school attendance. | 1,952 | 885 | {
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New Nebulae discovered and observed by Alph. Borrelly at the Marseilles Observatory, with the Eichens Searcher.
Mean Positions for 1872°0.
| Name of Comp. Star | R.A. | N.P.D. | Remarks |
|--------------------|------------|------------|----------------------------------------------|
| a | 6 39 21'87 | 5 26' 3"7 | Nebula pretty faint, extended, elliptic, no bright point. |
| b | 6 48 44'73 | 4 4 20'2 | Nebula pretty bright, moderately extended, round; nucleus of 12-13 mag. |
| c | 8 51 44'10 | 11 25 18'2 | Nebula pretty bright, 3' in extent, elliptic; no nucleus. |
| d | 11 37 50'45| 72 43 31'6 | Nebula round, little extended; small nucleus at centre. |
| e | 11 45 26'37| 72 28 20'3 | Nebula pretty faint, extended, elliptic; no bright point. |
| e | 11 45 35'87| 72 25 46'1 | Nebula exceedingly faint, nearly round, almost undiscernible. |
Mean Positions of the Comparison Stars for 1872°0.
| Name of Star | Mag. | R.A. | N.P.D. |
|--------------|------|------------|------------|
| a | 7'5 | 6 25 56'27 | 5 11 46'4 |
| b | 7'8 | 6 41 8'55 | 4 3 39'8 |
| c | 8'0 | 8 41 35'40 | 11 22 51'2 |
| d | 9'0 | 11 35 5'45 | 72 37 6'2 |
| e | 8'9 | 11 46 36'24| 72 26 11'8 |
Variable Star.
On November 3, 1871, a star in R.A. 0h17m17s.68 and N.P.D. 100°10'10".1 (mean position for 1872°0) appeared to be of magnitude 6-7. On the 8th it was of the 8th magnitude. On the 24th I noted it as of the 10th magnitude. From November 30 until January 1872 I noticed no change. Since then I have been unable to observe it.
Discovery of Minor Planets (119) and (120).
A communication has been received from M. Delaunay, Director of the Observatory of Paris, announcing the discovery, by M. Paul Henry, of Paris, of Minor Planet (119). It was first observed on the 9th of April, at 11 p.m.; but the observation then obtained was only approximate. A second observation was made on the next night by M. Prosper Henry, with the equatorial, in the garden of the Observatory of Paris.
| Paris M.T. | R.A. | N.P.D. |
|------------|------------|------------|
| 1872, April 9 | 11 0 0 | 13 18 59 | 98°40'23" |
| | 12 42 49 | 13 18 4'61 | .. |
| | 12 56 0 | | 98°37 34'0|
The hourly motion in R.A. is −1°75, and in N.P.D. −25". The planet is of the 11th magnitude. | 1,727 | 839 | {
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Coding – Year 2
Autumn I 2024
Key Learning
- To understand what an algorithm is.
- To create a computer program using an algorithm.
- To create a program using a given design.
- To understand the collision detection event.
- To understand that algorithms follow a sequence.
- To design an algorithm that follows a timed sequence.
- To understand that different objects have different properties.
- To understand what different events do in code.
- To understand the function of buttons in a program.
- To understand and debug simple programs.
Key Resources
- Purple Mash
- 2Dos
- Free code chimp
- Tools
Key Vocabulary
- **Action**: Types of commands, which are an object. They could be used to move an object or change a property.
- **Algorithm**: A precise step by step set of instructions used to solve a problem or achieve an objective.
- **Background**: The part of the program design that shows behind everything else. It sets the scene for the story or game.
- **Button**: An object on the screen which can be clicked on.
- **Collision Detection**: Detecting when two characters on the screen touch each other.
- **Debug/Debugging**: Looking for any problems in the code, fixing and testing them.
- **Design Mode**: Used to create the look of a 2Code computer program when it is run.
- **Event**: Something that causes a block of code to be run.
- **Key Pressed**: Pushing down a key on the device’s keyboard.
- **Nesting**: When you write a command inside something else e.g. a block of commands could be nested inside a timer.
- **Object**: An object in a computer program that can be changed using actions or properties.
- **Predict**: Say what you think will happen when a piece of code is run.
- **Property**: All objects have properties that can be changed in design or by writing code e.g. image, colour and scale properties.
- **Run**: To cause the instruction in a program to be carried out.
- **Scale**: The size of an object in 2Code.
- **Scene**: A visual aspect of a program.
- **Sequence**: When a computer program runs commands in order.
- **Sound**: This is a type of output command that makes a noise.
- **Text**: Typed letters on the screen.
- **Timer**: Use this command to run a block of commands after a timed delay or at regular intervals.
- **When clicked/touched**: An event command. It makes code run when you click or swipe on something (or press/swipe your finger on a touchscreen).
Key Questions
- What is an algorithm? Why is it useful in coding?
- Why is it important to know there are different object types?
- If you are good at coding, you don’t need to debug. Is this true?
‘As a family we live, love, learn and celebrate with Jesus.’ | 1,155 | 606 | {
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Your FOOD WASTE is recycled into ENERGY to power our homes
Find out more inside
London recycles
WHITEOUT COUNCIL LOGO TO GO HERE
Why recycle your food waste?
Food waste that is sent to landfill doesn’t harmlessly breakdown. It has a big impact on the environment as it rots and releases methane – a harmful greenhouse gas that is 25 times more potent than carbon dioxide.
When recycled, food waste can be turned into something useful. Your food waste is taken to a special processing plant in [insert location of processing plant] where it is used to generate electricity to power homes and the local community. It also produces a fertiliser which can be used in farming [insert local information where possible].
It costs us more than [insert cost of sending food waste to landfill] each year to landfill food waste in [insert your local area]. Recycling it could generate electricity to power a typical school for [insert number of weeks].
6 recycled tea bags could produce enough electricity to boil a kettle for another cuppa.
Top tip
If you use liners in your kitchen caddy try putting a sheet of kitchen roll or newspaper in the bottom to help keep it dry
Last year households in [insert area] recycled [insert tonnes] of their food waste. Let’s work together to recycle even more.
Food for thought
Remember there is no amount too small. The best thing we can do with our food is enjoy it but some waste like banana skins, tea bags and plate scrapings are inevitable.
Remember to recycle!
- All uneaten food & plate scrapings
- Mouldy or out of date food inc. ready meals removed from their packaging
- Raw & cooked meat, fish & vegetables
- Egg shells
Recycling your food waste has never been easier
[INSERT YOUR LOCAL AREA] provides a convenient weekly food recycling service
Have you got the right equipment?
You’ll need a kitchen caddy, a food recycling bin and a roll of liners. If you don’t have any of these please get in touch online at www.councilwebsite.com/recyclingpage or call 0000 000 0000.
1. Line your kitchen caddy with one of the liners and put your food waste in it.
2. Whenever you need to empty your caddy, tie the top and put it in your outdoor food recycling bin.
3. Remember your food recycling bin comes with a lockable handle.
Please put your food recycling out for collection by 7.00 a.m. every week on your normal recycling day.
Top tip
If you would rather use your own indoor container that’s fine – do whatever works for you
Top tip
Remember to not let your caddy get too full before emptying it
Your recycling is really making a difference – thanks! | 1,104 | 567 | {
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Add to your Vocabulary with 5 new words! Word Power Made Easy PDF Capsule 61 brought to you by Testbook’s team of experts! Today’s words: **Dubious, Discreet, Coarse, Abstain, Defer!**
#VocabPDF #WordPowerMadeEasy #WordsOfTheDay #LearnEasy #EnglishIsEasy #Testbook #BlogPower #ShareKnowledge #ShareYourLove
Vocabulary is an important part of SBI Clerk, SBI PO, SSC CGL and other exams. A major portion of the question paper tests your knowledge on vocabulary. To help you prepare, Testbook brings you a list of commonly asked words in any competitive exam. What’s more, we also serve you with some easy tricks up your sleeve to remember these words and ace your paper. Download the PDF to revise later. Here’s Word Power Made Easy PDF Capsule 61.
**Dubious (adjective)**
Hindi translation: संदिग्ध
Meaning: Doubtful
Memory Tip: Du + bious → Dusre (others) + Bias → दुसरो + bias → दुसरो के bias
देख के, मुझे results dubious लगा
Use in Sentence: The relics were of dubious origins, even though the certificate produced by the museum claimed they were original 7th century Greek artefacts.
Discreet (adjective)
Do not confuse with: Discrete
Hindi translation: मौनावलंबी OR विचारशील
Meaning: Being careful to avoid revealing a secret OR Using good judgement
Memory Tip: Dis + screet → This + Secret → You need to be discreet to keep this secret.
Use in Sentence: The officers were discreet with the media as they went about gathering evidence related to the sensitive murder case.
Coarse (adjective)
Hindi translation: खुरदा OR अशिष्ट
Meaning: Rough OR Rude/Vulgar
Memory Tip: Coir products are coarse.
Use in Sentence: You should abstain from coarse speech – it will not help you with the people if you want to become a good politician.
Abstain (verb)
Hindi Translation: परहेज रखना
Meaning: Stopping self from doing or enjoying something
Memory Tip: Ab + Stain → अब (Now) + Stay → पापा ने मुझे बोला ‘अब stay away from those boys who drink alcohol.’
Use in Sentence: You should abstain from eating so much salt if you have high blood pressure.
Defer (verb)
(1) Pronounced: Di-fur
Hindi translation: टालना
Meaning: Postpone
Memory Tip: De + fer → Day + फिर → Election Day फिर से हुआ postpone.
Use in Sentence: The judge deferred the final verdict for next week.
(2) Pronounced: Deaf-er
Hindi translation: मान लेना
Meaning: Accept the superiority or usefulness of something
Memory Tip: Def + er → Definitely + superior → I always defer to my father’s knowledge because it is definitely superior.
Use in Sentence: My parents expect me to defer to their wishes and become an engineer, while I want to become a dancer.
Which words do you want memory tips for? Let us know in the comments!
Click here for more words | 1,294 | 696 | {
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1. A circle is at rest in S' with radius $R_0$. S' moves with velocity $v$ with respect to the laboratory frame S, compute the area of the circle in S. (10%)
2. An electron with rest energy of 0.511 MeV moves with speed $v=0.5c$, find its kinetic energy and momentum (5%). If the electron moves along a circular path perpendicular to a uniform magnetic field of 1T, what is the radius of the circular path? (5%)
3. For a particle of mass $m$ moving in the $n=2$ level in an one-dimensional infinite square well of width $L$, compute
(a) the expectation value of $\langle x^2 \rangle$ (5%)
(b) the energy expectation value at time $t$ (5%)
4. A particle of mass $m$ and energy $E$ is incident on a potential barrier as shown in Figure below.
(a) If $E < V_0$, what is the coefficient of transmission? (5%)
(b) If a 20-eV electron is incident on a potential barrier of height 25 eV and width 0.1 nm, calculate the coefficient of transmission. (5%)
5. A particle of mass $m$ is moving in an infinite one-dimensional parabolic potential well of the form, $V(x)=A(1-Bx)^2+C$,
(a) What are the energy eigenvalue? (5%)
(b) Find $\langle x \rangle$ and $\langle p \rangle$ for the ground-state wave function. (5%)
6. Please state and explain two theories/principles/phenomena that were discovered or postulated by Einstein in modern physics. What practical applications have been (or potential applications can be) realized based on these theories/principles/phenomena? (6%)
7. (a) Wave beats can be produced by the superposition of two waves with (slightly) different frequencies. Please sketch the beats wave superposed by two waves of same amplitude $A_0$ but different frequencies ($\omega$ and $\omega + \Delta \omega$) and wave numbers ($k$ and $k + \Delta k$). Interpret the concept of the phase and group velocities of an optical wave in the medium and compare with that associated with a matter (de Broglie) wave. (6%)
(b) From the wave beating phenomenon, please suggest how to produce a narrow wave packet (or wave group) in space. (3%)
(c) Derive the Heisenberg uncertainty relation for position and momentum from the wave packet idea obtained in (b). (5%)
(d) Use the uncertainty relation you obtained in (c) to explain why an electron can't be observed (with the help of light of wavelength $\lambda$) without changing its momentum. (4%)
8. (a) Electrons can be used to generate photons, and vice versa. Take some physical phenomena observable in nature or in experiments as examples to show and explain the two energy conversion processes (i.e., electrons to photons and photons to electrons). Please give at least two examples for each process. (6%)
(b) Without the use of de Broglie's hypothesis, please derive the condition for electron orbit stability: $r_n = n\lambda/2\pi$ (where $n$ is an integer and $\lambda$ is the wavelength), based on Bohr's model postulating that the angular momentum of an orbital electron must be an integral multiple of $\hbar$ ($= h/2\pi$; the reduced Planck's constant). Show the energy levels of the hydrogen can be expressed as $E_n = chR(\frac{1}{n^2})$, where $c$ is the light speed in vacuum and $R$ is a constant called Rydberg constant. (7%)
(c) From the x-ray spectrum of a target bombarded by fast electrons, one can explore the energy levels of the target and know the element constituent in the target. Show the atomic number $Z$ of the target element can be deduced from the $K_\alpha$ photon frequency measured in the x-ray spectrum via the relationship $\nu(K_\alpha) = 3cR(Z-1)^2/4$. (5%)
9. (a) Find the ground-state configurations of the following transition elements by using the information shown in Fig. A diagram: $^{24}$Cr, $^{30}$Zn, $^{60}$Nd, and $^{64}$Gd. (5%)
(b) Why the chemical properties of transition elements in the same Period of the periodic table can be similar? (3%)
Fig. A. Schematic diagram showing the order in which levels are occupied as one considers atoms with successively higher atomic number $Z$. | 1,925 | 1,026 | {
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Good Morning Nursery
I hope you all had a super weekend and that you are ready for another fun week of Home Learning.
I loved seeing your ice photographs over the weekend, and I was fascinated to look at all the different things you filled with water to make your ice.
Today you will be listening to a story about a monkey who had a miserable Monday. Do you know what it feels like to be miserable? Talk about the word miserable with an adult. I hope you are not feeling miserable today! It is the start of a new week and I hope you are all feeling happy. Sing along to this happy song and try to do all the actions.
https://www.youtube.com/watch?v=71hqRT9U0wg
Literacy
Listen to this story about Monkey’s Miserable Monday.
As you watch and listen, look out for all the things beginning with the sound m.
https://www.youtube.com/watch?v=MWkQdqPFwBA
Pause the story at the end, when Monkey is drawing at the table and see if you can tell an adult how many things beginning with m were mentioned in the story. When you have tried to do this, press play again and see how many you got right.
Remember this story features the letter m which makes the sound mmmm (not muh)
See if you can find 10 objects beginning with the sound m in your house and play a memory game with these.
Now watch Squiglet remind you how to form the letter m correctly and squiggle along with him as you practise forming the letter m.
https://www.youtube.com/watch?v=ygGOX734n_0
Mathematics
Today you might like to play a spotty counting game.
You will need a sheet of paper, six different coloured paint sticks or felt tips and one or two dice. Choose whether you want to play with one dice, or two dice and if you choose to play with two, you can add the spots together. Roll the dice, say aloud the number that lands face up and make that number of spots on your paper. Keep rolling the dice until you have filled the paper with spots. Count carefully as you make your spots to ensure that you do the correct number of spots each time.
If you have a spare, cube shaped brick or a blank dice, you could use your six felt tips to mark each dice face with a different coloured spot and throw the colour dice at the same time as the number dice. Then you would know which colour to make your spots.
Other Activities
Why don’t you try some marble rolling art today?
Place a piece of paper in a shallow baking tray and then add a few blobs of different coloured paint. Drop a marble (or any small washable ball) into the tray and tilt the tray gently from side to side and forwards and backwards. Watch how a pattern appears as you do this. You could try adding more than one marble to your tray as you tilt.
If you don’t want to roll marbles, you could perhaps draw, paint or make a model of a monster or a mermaid.
I look forward to seeing your m related art on Seesaw.
The following is a list of the most common types of errors that can occur in a program:
1. Syntax Errors: These are errors that occur when the code does not follow the rules of the programming language. For example, forgetting to close a parenthesis or using an incorrect operator.
2. Runtime Errors: These are errors that occur when the program is running and trying to execute a line of code. For example, trying to divide by zero or accessing an array out of bounds.
3. Logic Errors: These are errors that occur when the program is running correctly but producing incorrect results. For example, a program that is supposed to sort a list of numbers but instead sorts them in reverse order.
4. Compile-time Errors: These are errors that occur when the code is being compiled into machine code. For example, using an undefined variable or trying to access a non-existent method.
5. Link-time Errors: These are errors that occur when the program is being linked with other libraries or modules. For example, trying to link a module that is not available on the system.
6. Run-time Errors: These are errors that occur when the program is running and trying to execute a line of code. For example, trying to divide by zero or accessing an array out of bounds.
7. Memory Errors: These are errors that occur when the program is running and trying to access memory that is not allocated for it. For example, trying to write to a memory location that is not accessible.
8. Input/Output Errors: These are errors that occur when the program is trying to read from or write to a file or other input/output device. For example, trying to read from a file that does not exist or trying to write to a file that is not writable.
9. Security Errors: These are errors that occur when the program is trying to access sensitive information or perform actions that are not allowed. For example, trying to access a user's password or trying to modify a file that is not writable.
10. Performance Errors: These are errors that occur when the program is running slowly or consuming too much resources. For example, trying to sort a large list of numbers or trying to perform a complex calculation repeatedly. | 1,898 | 1,087 | {
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| VACCINE | 2 months | 4 months | 6 months | 12 months | 18 months | Starting at 4 years (kindergarten entry) | Grade 6 | Grade 9 |
|---------|----------|----------|----------|-----------|-----------|----------------------------------------|--------|--------|
| DTaP-HB-IPV-Hib (diphtheria, tetanus, pertussis, hepatitis B, polio, *Haemophilus influenzae* type b) | ✓ | ✓ | ✓ | | | | | |
| Pneumococcal conjugate | ✓ | ✓ | | ✓ | | | | |
| Rotavirus | ✓ | ✓ | ✓ | | | | | |
| Meningococcal conjugate C | ✓ | | | ✓ | | | | |
| MMR (measles, mumps, rubella) | | | | ✓ | | | | |
| Varicella (chickenpox) 2 dose series | | | | ✓ | | | | |
| DTaP-IPV-Hib (diphtheria, tetanus, pertussis, polio, *Haemophilus influenzae* type b) | | | | | ✓ | | | |
| DTaP-IPV | (diphtheria, tetanus, pertussis, polio) | | | | | ✓ | | | |
| MMRV (measles, mumps, rubella, varicella) | | | | | ✓ | | | |
| Influenza | | | | | | ✓ | | |
| Hepatitis A | | | | | | ✓ | | |
| HPV-9 (Human Papillomavirus) | | | | | | | ✓ | |
| Meningococcal P-ACYW-135 | | | | | | | | ✓ |
| TdaP (Tetanus, dipheria, pertussis) | | | | | | | | ✓ |
- Children with specific medical conditions that place them at high risk of disease should receive an additional dose at 6 months of age. See HealthLink BC File #62a for more information or speak to your health care provider.
- Children who had chickenpox or shingles disease at 1 year of age or older do not need the chickenpox vaccine, and should get the MMR vaccine at 4 years of age.
- A second dose is needed 4 weeks after the first dose if receiving vaccine for the first time.
- Hepatitis A vaccine is offered to Aboriginal children living both on-reserve and off-reserve.
- Hepatitis A vaccine is offered to Aboriginal children starting at 6 months of age. Alternatively, 1 or 2 doses will be offered to kindergarten-age children starting at 4 years of age depending on previous immunization history.
- Only required if 2nd dose wasn’t given at age 5. | 1,245 | 619 | {
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Winged Expressions at Horn’s Ferry
Communities throughout Iowa and the Midwest continue to celebrate the successful conservation efforts resulting in the return of a healthy nesting population of Bald Eagles, along with osprey, trumpeter swans and many other species of wildlife. In our area, these successes are linked to better water quality, respect for wildlife, habitat conservation and education along the Des Moines River corridor.
The historic Horn’s Ferry Bridge located down river from the Lake Red Rock Dam is managed by the Marion County Conservation Board. Thousands of people visit Horn’s Ferry and the scenic offerings surrounding the Des Moines River annually.
Horn’s Ferry Bridge was Marion County’s first wagon bridge over the Des Moines River. The bridge was built in 1881 and became a pivotal link in the county’s commercial and transportation network development. In 1992, 300 feet of the bridge folded into the river. What remains of the bridge has continued to serve as an observation vantage point noted in birding and local tourism guides.
The Gladys Black Eagle Refuge, located across the river from the bridge, is noted for the diversity of bird species and historic roost sites of the eagles. Spring migration brings many unique species that breed and nest along the corridor, but live the other half of the year around the Gulf of Mexico and South/Central America. Photographers, birders, hikers, tour busses, school events and many others visit this bridge as a birding observation destination.
Conservation board staff applied for the Marion County Community Foundation Grant in Spring 2013 for an opportunity to connect the historic bridge and observation vantage point to a higher “destination” level. The Marion County Conservation Board was awarded $2,500 from this grant and proceeded to work on artistic design with James Washington of Knoxville Manufacturing. The sculpture adds a nice setting for families and youth visiting the bridge area, creating conversation and interaction. The “expressions” and characteristics of the birds that can be viewed on the river or flying above are truly captured in the sculpture. A new interpretive sign has also been placed on the bridge noting conservation efforts and the importance of the river corridor and its communities.
Wildlife is a common thread to Life
Just as our rivers, 300 streams interface with humans and wildlife, our waters need to be protected from pollution. These animals are some of the most iconic species in our nation’s skies.
Conservation Efforts
- **Clean Water Act**
- **Endangered Species Act**
- **Wildlife Habitat Conservation Act**
*Species that may be at risk due to water quality issues:*
- **Prairie Warbler**
- **Indiana Bat**
- **White Pelican**
- **Dipper**
- **Prairie Fish**
- **Trumpeter Swan**
- **River Otter**
The bridge is a great place to stop and take in the view, and there are plenty of benches and picnic tables available for your use. | 1,253 | 603 | {
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**Pressure Loss Based on Water @ 68° F.**
The flow charts for water show pressure loss for a hose length of 100' (without couplings) at various flow rates (gallons per minute). Pressure loss is proportionate to length. The loss shown for 200 feet will be twice that of the 100' shown on the chart. The loss for a 50' length will be one-half that for 100' (assuming a constant flow rate).
Water pressure expressed as feet of head (height of a column, or difference in elevation) can be converted to psi by multiplying by .43.
Couplings of the insert type, attached with bands or clamps are restrictive. Pressure loss resulting from use of these couplings is approximately equal to 5% of the loss through 100' of hose.
**Water Flow - Open-End Discharge**
When a hose conveying a fluid discharges to the atmosphere, the service is referred to as open-end discharge. Since one end is open, many people incorrectly assume that the pressure is low throughout the length of the hose. This is not always true. The pressure at the inlet will be equal to the pressure in the line to which the hose is connected unless the flow rate is so low that the hose is not completely filled. The principal characteristics of open-end discharge (flow), assuming hose is completely filled with liquid are:
- The pressure in the hose (regardless of length) varies from a maximum at the inlet, to zero at the outlet.
- The pressure loss at any given point in the hose is nearly proportional to the distance from the hose inlet.
- The discharge rate will vary with hose length (for a given inlet pressure).
**Conditions that must be known are:**
- Inlet pressure, PSI
- Hose inside diameter, inches
- Hose length, feet
The Fluid Flow Charts on this page contain information on pressure loss for water, as related to flow and hose diameter. If you know the flow rate and diameter, the pressure loss for 100' of hose can be read directly from the chart. If, however, you need flow rates, rather than pressure loss, or have lengths other than 100', you cannot read the charts directly. By using the above facts about fluid flow, you can make some simple calculations that will allow you to use these charts. The calculations are based on having a hose of uniform diameter and open-end discharge.
An illustration will show the principles. See Chart No. 1
**Example:** A 5/8" inside diameter x 100' of hose is coupled to a house faucet which maintains a pressure of 40 PSI. Determine flow rate.
**Solution:** Enter Chart No. 1 at 40 psi on the bottom scale. Move vertically to the 5/8" diameter line, and then left to the vertical flow rate scale. Read 11 gallons per minute (approximate).
Now assume that the conditions are the same, except the hose is 200' long. Pressure loss remains at 40 psi, but flow rate will decase. You cannot read flow rate directly because the chart is based on 100'. Since the pressure at a given point is proportional to distance from inlet, the pressure at the hose midpoint (100' from faucet is 1/2 the inlet pressure).
\[
\frac{100'}{200'} \times 40 \text{ psi} = 20 \text{ psi (for 100 feet)}
\]
Entering Chart No. 1 at 20 psi, move vertically to the 5/8" inside diameter line, left to the flow rate scale and read 7.5 gallons per minute (approximate).
Suppose now that conditions are the same, but the hose is 50' long. Pressure loss will remain at 40 psi, but flow rate will increase. Here again, you cannot read flow directly because the chart is based on 100' of hose. By proportion, if the pressure loss in 50' of hose is 40 psi, pressure loss through 100' at the same flow rate would be:
\[
\frac{100'}{50'} \times 40 \text{ psi} = 80 \text{ psi (for 100 feet)}
\]
Entering Chart No. 1 at 80 psi, move vertically to the 5/8" diameter line, left to the flow rate scale, and read 16 gallons per minute (approximate). | 1,661 | 913 | {
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Dear Parent,
Students entering fourth grade next year are invited to participate in a summer reading program. If a student reads 20-30 minutes per day in the summer, they will complete a reading log and receive a prize! Students are asked to read “Chapter books” and not graphic novels or comic books! If you have a child who does not like to read, you can take turns reading together. The grown up or older child reads one page and your child reads the next page. Many chapter books have lots of exciting pictures! It is always fun after you read a novel to see if there is a movie based on that story.....make some popcorn and have family movie night!
Also, this summer try to learn multiplication facts by memory! A really fun game to get some multiplication flash cards. Put a pile of pennies on the table. Turn over a card. If the child has the answer memorized, they get a penny! If they don’t know the answer they have to put a penny back on the pile! Watch out! Sometimes the parents have empty pockets! No more pennies left in the house!
Have a wonderful summer! I am looking forward to a great year in fourth grade next year!
Mrs. Bowen
__________________________________________________________
My child is ________________________ and I have received the Reading Packet for Fourth grade!
Parent signature: ___________________________________________
Summer Reading
Name ________________________
Books I've Read This Summer
| Title | Author | Stars |
|-------|--------|-------|
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June
Write down how many minutes you read each day
| Sunday | Monday | Tuesday | Wednesday | Thursday | Friday | Saturday |
|--------|--------|---------|-----------|----------|--------|----------|
| | | | | | | |
| | | | | | | |
| | | | | | | |
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Color one book for each book you read.
Copyright Imagination Soup 2016
August
Write down how many minutes you read each day
| Sunday | Monday | Tuesday | Wednesday | Thursday | Friday | Saturday |
|--------|--------|---------|-----------|----------|--------|----------|
| | | | | | | |
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Color one book for each book you read.
Copyright Imagination 506©2018
Book Art
Draw a favorite part, character, or setting from any book you have read.
My Word Collection
Keep track of interesting new words here. Write the words in colors using crazy and fun handwriting. | 1,976 | 676 | {
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Barnard play teaches about AIDS struggles
By SUSAN FREEMAN
Spectator Staff Writer
Still Life with AIDS, a production created by an advanced-acting class at Barnard last spring, has become a teaching tool as the Barnard women involved are now touring local high schools with their performance.
In creating the screenplay for the production, the Barnard students, under guidance from Professor of Theater Denny Partridge and Theater Manager Kat Kavanagh, interviewed women from a support group for professional women with AIDS founded by Kavanagh’s mother.
“There are too many women who are dying of this disease. It’s really something that can be prevented,” Kavanagh said. She added that she has been personally involved with many of these women since her mother founded the support group.
The group also researched the virus through books and case studies. According to Kavanagh, in doing the research, they noticed that women were usually left out of the testing.
“The first feeling we all had was really intense anger. It’s starting to improve, but the underlying message really was that women don’t matter. We wanted to create something in response to that,” Kavanagh said.
According to Kavanagh, at least 90 percent of the lines in the play
were taken directly from interviews with women from the actual support group.
Partridge said most of the other lines were written by the students who, over Spring Break last year, wrote their own narratives about what would happen if they got AIDS right now, using the circumstances of their present lives.
“Meeting the women was totally unique. There were six women, all different ages, religions, and races. Then they all have this thing bearing down on them,” cast-member Courtney Greene, BC ’99, said.
The 35-minute play focuses on and centers around seven professional women from a variety of backgrounds who come together in a support group to help each other deal with AIDS. The story follows the women over the course of five years, over which time one of the women decides to have a baby who is born HIV-negative, several members of the group die, and the group disbands.
Many of the students involved in the production said the experience has been intense and has affected them in their daily lives.
“For a while, I went around thinking I had AIDS. But this thing is about living with AIDS. I thought it would be about dying,” cast member Cassie McLean, BC ’99, said.
The fact that at least three of the
women interviewed for the piece graduated from Columbia or Barnard also made the experience more personal for the cast, Kavanagh said.
“To be told that you are responsible for your life by people who were here—they’re telling us about the most personal parts of their lives—their sex life—affects you a lot more than if it was your parents telling you,” Celeste Guzman, BC ’97, said.
Dean of Barnard College Dorothy Denburg said that she and members of the theater department decided to recreate the play for another run this spring.
“I thought it was extremely powerful and moving and said a lot about what it is to be a woman who is HIV-positive. I thought it was worth sharing with younger people,” Denburg said.
Denburg added that she felt so strongly about bringing the production to area high schools that the first school Barnard booked to show the performance is the school where Denburg’s daughter is a student.
Yesterday morning’s production at Stuyvesant High School in Lower Manhattan was the first in a series of performances this spring: eight will be at area high schools and two will be held at Barnard later this month.
Partridge said that students at Stuyvesant reacted positively to the show.
“They were so attentive. You could hear a pin drop,” Partridge said, adding that the group will be at the school again this morning to present the play to another audience of about 850 students.
The group will hold a free performance at 9 p.m. April 13 in Barnard’s Minor Latham Playhouse in Milbank Hall. | 1,523 | 828 | {
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EOSS-202 Balloon Flight Update
Our own Devin Conn KDØYZO flew his payload on the Edge of Space Sciences balloon flight 202 this Saturday morning, October 25.
It launched from Deer Trail east of Denver and landed about 65 miles ENE from there, having attained a maximum altitude of 102,800 feet! All payloads were recovered intact. “Payload looks great!” said the Conn’s.
Devin and his dad, Dr. John Conn KØJMC are valued members of Pueblo West Amateur Radio Club.
(L to R) Dr. John Conn [dad], Gracie [sis], Devin [Edge of Space Pioneer], Joanie [mom], Tess Finan [visitor-friend from Monument]
This flight was a combined STEM School and Academy project, and all 7 payloads were designed and constructed by students ranging from grade school through high school. It included 3 payloads from Douglas County schools, 1 from the Boulder Young Amateurs, 2 from the New Mexico STEM program—and Devin, who is a Corwin International Magnet School student.
Devin’s payload measured the changes in sound propagation with altitude and depleting atmosphere. It consisted of a tone generator with transducer, and a digital recorder with mike that also placed time-stamps. The transducer and mike were separated within the package at a specific distance so as to accurately record the changes during flight. It was powered with a lithium-ion battery, which is best able to withstand the extreme cold. The maximum allowable weight for his payload was 300 grams, and he came in under that. Once they have the payload back home, the recording will be fed to an oscilloscope for analysis and comparison against the flight time-stamps versus altitude.
During the flight, one of Devin’s exclamations was “Awesome!” And, they still had a visual on it while the balloon was at maximum height! The chase and recovery crew chaperoned all of the students to the recovery scene, where they then could help retrieve their payloads. (More details at eoss.org)
Congratulations Devin!
Flight Path and Relative Altitude, Looking Southeast
Launch was at lower right, last beacon and landing 65 miles east, on left
Flight Path Looking Southwest, max altitude was about 102,800 feet.
Launch is small ‘tail’ at extreme-right, final beacon is on left when it was still above 10,000’.
The faster the balloon was moving horizontally, the farther apart the beacon lines.
It traveled at speeds of about 4mph to about 50mph.
View Looking North
I-70 and Deer Trail launch point on left,
Actual landing site was several miles ENE or to the right of the last beacon, in open country | 1,113 | 555 | {
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21.5 • BIO Signal Propagation in Neurons. *Neurons* are components of the nervous system of the body that transmit signals as electrical impulses travel along their length. These impulses propagate when charge suddenly rushes into and then out of a part of the neuron called an *axon*. Measurements have shown that, during the inflow part of this cycle, approximately $5.6 \times 10^{11}$ Na$^+$ (sodium ions) per meter, each with charge $+e$, enter the axon. How many coulombs of charge enter a 1.5-cm length of the axon during this process?
21.60 •• Consider the electric dipole of Example 21.14. (a) Derive an expression for the magnitude of the electric field produced by the dipole at a point on the x-axis in Fig. 21.33. What is the direction of this electric field? (b) How does the electric field at points on the x-axis depend on x when x is very large?
21.68 •• CP Two identical spheres with mass m are hung from silk threads of length L, as shown in Fig. P21.68. Each sphere has the same charge, so $q_1 = q_2 = q$. The radius of each sphere is very small compared to the distance between the spheres, so they may be treated as point charges. Show that if the angle $\theta$ is small, the equilibrium separation d between the spheres is $d = \left( \frac{q^2 L}{2\pi \epsilon_0 mg} \right)^{1/3}$. (*Hint:* If $\theta$ is small, then $\tan \theta \cong \sin \theta$.)
21.76 •• Two point charges $q_1$ and $q_2$ are held in place 4.50 cm apart. Another point charge $Q = -1.75 \mu$C of mass 5.00 g is initially located 3.00 cm from each of these charges (Fig. P21.76) and released from rest. You observe that the initial acceleration of Q is 324 m/s$^2$ upward, parallel to the line connecting the two point charges. Find $q_1$ and $q_2$.
21.91 •• A charged line like that shown in Fig. 21.24 extends from y = 2.50 cm to y = −2.50 cm. The total charge distributed uniformly along the line is −7.00 nC. (a) Find the electric field (magnitude and direction) on the x-axis at x = 10.0 cm. (b) Is the magnitude of the electric field you calculated in part (a) larger or smaller than the electric field 10.0 cm from a point charge that has the same total charge as this finite line of charge? In terms of the approximation used to derive $E = Q/4\pi \epsilon_0 x^2$ for a point charge from Eq. (21.9), explain why this is so. (c) At what distance x does the result for the finite line of charge differ by 1.0% from that for the point charge?
21.93 •• A uniformly charged disk like the disk in Fig. 21.25 has radius 2.50 cm and carries a total charge of $7.0 \times 10^{-12}$ C. (a) Find the electric field (magnitude and direction) at x = 20.0 cm. (b) Show that for $x \gg R$, Eq. (21.11) becomes $E = Q/4\pi \epsilon_0 x^2$, where $Q$ is the total charge on the disk. (c) Is the magnitude of the electric field you calculated in part (a) larger or smaller than the electric field 20.0 cm from a point charge that has the same total charge as this disk? In terms of the approximation used in part (b) to derive $E = Q/4\pi \epsilon_0 x^2$ for a point charge from Eq. (21.11), explain why this is so. (d) What is the percent difference between the electric fields produced by the finite disk and by a point charge with the same charge at x = 20.0 cm and at x = 10.0 cm? | 1,606 | 927 | {
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Arts Education: What’s New?
K–8 curriculum
Based on feedback received in many forms, the redesigned Arts Education K–8 curriculum has been extended to include the Grade 9 draft curriculum (see below).
In providing feedback, reviewers expressed an appreciation for the K–8 curriculum’s balanced approach to opportunities for integrating the four disciplines — dance, drama, music, and visual arts — while maintaining the integrity and essential elements, processes, and skills of each discipline.
The redesigned Arts Education curriculum is a clear, unified curriculum that supports students in building on their strengths and pursuing their passions in Arts Education and gives teachers the flexibility to provide discipline-specific instruction or an integrated arts approach. Blending of the arts disciplines is not required, but remains an option. The Curricular Competencies have been expanded to highlight the importance of each of the four disciplines. This not only recognizes the unique aspects of each discipline, but also accommodates art forms in individual or collaborative settings.
The simplified, flexible redesigned Arts Education curriculum replaces the 18 Integrated Resource Packages published variously from 1995 to 2010, which included hundreds of pages of outcomes and prescriptive text. Many aspects of the existing curriculum are preserved in new contexts throughout the redesigned curriculum. For example, a natural progression for creative and artistic work is still captured in the redesigned curriculum. Other key aspects of the existing curriculum preserved in the redesigned curriculum include:
- a focus on creative and artistic processes, including responding to creative work
- content relating to the elements and principles of each discipline
- value placed on discipline-specific literacy and language
- connection of theory and practice
- opportunity for local connections to community
- supports for classroom and personal safety
- connections between grades to support multi-year program models
- celebration of students’ unique ideas and creative potential
Grade 9 draft curriculum
The Grade 9 Arts Education draft curriculum is now available online. It continues from the K–8 draft curriculum made available for feedback in 2013. The Grade 9 draft curriculum offers a unique opportunity for all educators to provide a variety of options for students across British Columbia.
To support a range of learning environments, program models, and school structures in the middle and graduation learning years, the Grade 9 draft curriculum includes a core curriculum for exploratory study in Arts Education and discrete sub-curricula for each of the four disciplines — dance, drama, music, and visual arts. This design supports both discipline-specific and interdisciplinary learning, demonstrating a seamless connection between Big Ideas and learning standards in all four disciplines. Whether students are still exploring options in Grade 9 or are displaying interest in pursuing deeper studies in a specific discipline, the new curriculum design ensures that students can pursue their individual interests and passions in Arts Education.
The new design, which also aligns with the proposal for Grades 10 to 12 curriculum (see below), is in keeping with the education transformation agenda of offering all students greater flexibility and choice.
**Proposal for Grades 10–12 curriculum**
The proposal for the Arts Education Grades 10–12 curriculum is now available online and continues from the K–9 drafts made available for feedback in 2013 and 2015. The draft curriculum enables teachers to provide a variety of options for Grade 10–12 students across British Columbia.
To support a range of learning environments, program models, and school structures in British Columbia’s secondary schools, the draft curriculum includes both a core, provincially required arts learning curriculum and optional sub-curricula for those students who wish to deepen their study in any one of the four core disciplines — dance, drama, music, or visual art — or any interdisciplinary combination.
Content from the existing curriculum has been reorganized to facilitate improved flexibility for instructional planning. A central design concept of the Grades 10–12 draft curriculum is support for interdisciplinary learning and celebration of points of commonality among the core disciplines.
Whether students choose to pursue deeper or broader study in the arts, this new curriculum design will ensure that every student is able to pursue his or her individual interests and passions in Arts Education. | 1,985 | 819 | {
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Das Neue Museum (New Museum)
Das Neue Museum stands as a monument to 19th-century art appreciation, museum design and technological innovation. Built between 1843 and 1855 to plans by Friedrich August Stüler, the complex suffered severe damage in the Second World War. Measures were taken in the 1980s to prevent further dilapidation.
In 1997, following an international tendering process, the British architect David Chipperfield was commissioned to refurbish the Museum. Work began in 2003. Façade and interiors were preserved without erasing the traces of past damage. The original sheen of the building, listed as a UNESCO World Heritage structure in 1999, has been restored. Since reopening in 2009 the Museum presents spatially and thematically linked exhibits from three separate collections.
The collections
The Neues Museum displays artefacts from the Ägyptisches Museum und Papyrussammlung (Egyptian Museum and Papyrus Collection), the Museum für Vor- und Frühgeschichte (Museum of Prehistory and Early History) and the Antikensammlung (Collection of Classical Antiquities). The collections provide insights into the evolution of ancient cultures stretching from the Middle East to the Atlantic and from North Africa to Scandinavia.
The Ägyptisches Museum und Papyrussammlung charts the development of ancient Egyptian and Nubian cultures over a period of four millennia. Exhibits include images of royalty, burial chambers and the world-famous bust of Nefertiti from the Amarna Period. Texts covering a period extending from the ancient Egyptians to Late Antiquity are also on show.
The Museum für Vor- und Frühgeschichte comprises 6,000 archaeological finds reflecting the cultural history of Europe and parts of Asia from the Stone Age to the Middle Ages. Exhibits include the Neanderthal skull from Le Moustier and the mysterious “Berlin Golden Hat” from the Bronze Age.
Neues Museum
Staatliche Museen zu Berlin
Museumsinsel Berlin
Visitor’s entrance: Bodestraße
10178 Berlin
Monday – Sunday 10am – 6pm
Thursday – 8pm
Ticket price includes audioguides in several languages
No queuing for admission to any museums and exhibitions. Tickets available from www.smb.museum/tickets
Information, assistance, reservations
Monday – Friday 9 – 4pm
Tel. 030 - 266 42 42 42
Fax 030 - 266 42 22 90
email@example.com
www.smb.museum/nm
Events
www.smb.museum/veranstaltungen
Subject to alterations | 1,194 | 557 | {
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The image shows a nativity scene viewed through an arched window. The scene includes various figures and elements typical of a nativity display, such as animals and people, set against a backdrop that resembles a village or town. The arch framing the scene adds a sense of depth and perspective to the photograph.
The image depicts a detailed nativity scene, likely from a Christmas display. The scene includes several figures dressed in traditional attire, possibly representing shepherds and other characters from the biblical story of Jesus' birth. In the background, there is a windmill and a building that resembles a church or a similar structure. The landscape features rocks and trees, adding to the rustic setting. The overall composition suggests a historical or cultural context, possibly from a European tradition.
The Birth of Jesus
In the stable, Mary and Joseph welcomed their newborn son, Jesus. The manger was filled with hay, and the baby was wrapped in swaddling clothes. Angels sang praises to God, and shepherds came to worship the newborn king.
The Nativity Scene
The nativity scene is a traditional Christian depiction of the birth of Jesus Christ, often used during the Christmas season. It typically includes figures such as Mary, Joseph, the baby Jesus, shepherds, and wise men (also known as the Magi). The setting is usually a stable or manger, symbolizing the humble circumstances in which Jesus was born.
The history of the nativity scene dates back to the 4th century, when St. Basil the Great introduced the tradition of a cradle for the baby Jesus. Over time, the scene evolved to include additional elements, such as angels, sheep, and camels, representing the animals present at the birth.
In many cultures, the nativity scene is a central part of Christmas celebrations, with families and communities coming together to create and display these intricate scenes. The use of figurines, props, and lighting can vary widely, from simple cardboard cutouts to elaborate, life-sized models.
The nativity scene serves as a visual reminder of the birth of Jesus and the significance of his arrival on Earth. It also provides an opportunity for reflection and contemplation, as viewers consider the meaning behind the events depicted.
The model of the city of Jerusalem, with the Tower of David in the foreground and the Temple Mount in the background. The model was created by the architect and artist Yehuda Pen.
A black and white photograph of a nativity scene with figures in front of a palm tree.
The Birth of Jesus
In the stable, Mary and Joseph welcomed their newborn son, Jesus. The manger was filled with hay, and the baby was wrapped in swaddling clothes. Angels sang praises to God, and shepherds came to see the newborn king.
The columns in the temple are intricately carved with various symbols and figures, including what appears to be a seated figure on one side. The carvings are detailed and suggest a rich cultural or religious significance. The presence of an obelisk-like structure in the background adds to the grandeur of the setting.
The interior of the tomb is decorated with intricate carvings and inscriptions, showcasing the rich cultural heritage of the region. The central figure depicted in the relief is believed to be a deity or a significant historical figure, surrounded by scenes of daily life and religious ceremonies. The use of stone and the detailed craftsmanship indicate the high level of skill and artistry of the artisans who worked on these tombs.
The tomb's architecture reflects the architectural style of the time, with its symmetrical design and the use of columns and arches. The presence of hieroglyphics and other inscriptions suggests that the tomb was not only a place of burial but also a site for storytelling and commemoration.
In conclusion, the tomb serves as a testament to the ancient civilization's artistic and cultural achievements, providing valuable insights into their beliefs, practices, and way of life. Its preservation and study continue to be essential for understanding the history and culture of the region.
The image depicts a detailed model of a historical cityscape, likely representing a Middle Eastern or Mediterranean setting. The architecture features a mix of stone and brick structures with arched doorways and windows, some topped with domes. In the foreground, there are several figures that appear to be engaged in various activities, possibly depicting a scene from daily life or a historical event. The overall composition suggests a scene from a bygone era, with attention to architectural detail and human interaction.
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Wee Ones is a part of the total ministry of First Baptist Church Pflugerville. We seek to minister to parent and child, church members, and the community. We provide a Christian staff to teach age-appropriate curriculum and foundational concepts of God, Jesus, Bible, church, self, family, others and the natural world. Through a variety of activities and experiences our program goals are to enable children to:
- Grow in trust, independence and initiative
- Feel good about themselves
- Experience God’s love through loving relationships with other children and adults
- Enjoy happy times at church
- Explore the world around them with an attitude of thankfulness to God
- Engage in developmentally appropriate activities for gross motor and fine motor skills
- Express creativity through music, art, and other play activities
- Learn to make choices for individual and small group activities
- Be prepared for kindergarten
First Baptist Church
Pflugerville
306 South 10th Street
Pflugerville, TX 78660
(512) 251-3052 Admin.
www.fbcpville.org
Children’s Pastor
Bro. John A. Woods
Wee Ones Director
Carrie Roddy
(512) 600-8613
email@example.com
www.fbcpville.org/wee-ones.htm
Wee Ones Preschool
Enrollment Requirements
Children enrolled are toddlers to 5 years old or until they start Kindergarten.
Hours
Classes begin in September and go through the month of May. Classes meet Tuesday and Thursday from 9:00 am to 2:00 pm. The PISD school calendar is followed.
Classes
Class size is 10 students for the younger 2’s, 11 students for the older 2’ and 3’s, and 12-14 students for the 4’s. Each class has a teacher and a teacher’s aide.
Curriculum
Our curriculum provides a specific topic for each session. The sequence of topics is developmental in emphasis. Teachers share songs, teaching pictures, Bible thoughts, and conversation as they provide activities in these areas:
- Art
- Books
- Blocks
- Nature
- Music
- Home Living
- Puzzles and Manipulatives
Wee Worship is a fun interactive Bible story time for our preschool classes.
Wee Music introduces the fundamentals of music. Each December the children participate in a Christmas music program and in May they present a music program. Wee Music is offered each Thursday.
Wee Games gives the opportunity to enjoy organized games, recreational activities, movement, outdoor and indoor play, and helps develop gross motor skills.
Fun Days
Throughout the year we offer preschool-wide fun days, including our Fall Festival, Jello Jiggle Jammy Day, Texas Day, and Sundae Fun Day.
Field Trips
The 4’s classes take field trips during the year. Places they might visit are Dino Park, a dentist office, a fire station, a zoo, a Pflugerville elementary school, etc. Our 3’s take two field trips each year, such as Crowe’s Nest Farm and Pflugerville Park.
Wee Invite You to Visit Us!
Call to Schedule an Appointment | 1,366 | 661 | {
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Coosa Valley Kids is a financial literacy program for students designed by Coosa Valley Credit Union to foster financial responsibility and a better quality of life. Coosa Valley Credit Union is a not-for-profit financial institution that serves educators and individuals and businesses in the 13 county Coosa Valley region. To learn more, visit www.mycvcu.org.
Three ways to schedule financial literacy in your classroom:
1. Call or Email Us
Contact the Marketing Department at Coosa Valley Credit Union at 706.235.8551 or email@example.com
2. Mail This Card
Your Name: ____________________________
Your School + Grade Taught: ______________
Daytime Phone Number or E-mail Address: ____________________________
Lesson I Am Interested In: ____________________________
3. Facebook
Contact us at facebook.com/CoosaValleyCreditUnion
Personal finance is a skill that takes time and education. *Coosa Valley in the classroom* is a financial literacy program created by Coosa Valley Credit Union to sharpen students’ knowledge about managing money. This program is a series of classroom lessons on various topics that form the foundation for a lifetime of financial success.
Each lesson is:
- Taught by a trained credit union staff member
- Available to students K-12
- Adaptable for 30-90 minute presentations
- Interactive and engaging
- Connected to specific Georgia Performance Standards
- Totally customizable
For grades K-5, Coosa Valley Kids offers engaging lessons to support the following financial literacy concepts.
**What is Currency?**
Recommended for Grades K-1
Supports GPS MKN1, SSK3E, & M1N1
- Identifying coins and bills and their values
- Exchanging & making change
**Wants vs. Needs**
Recommended for Grades K-3
Supports GPS SSK4, SS1E4, SS2E4 & SS3E4
- The difference between wants & needs
- The importance of saving
**Earning and Saving Money**
Recommended for Grades 1-3
Supports GPS SS1E1, SS2E1, SS1E4, & SS3E4
- How to earn money
- What to do with earned money
- The importance of saving
**Saving and Spending**
Recommended for Grades 4-5
Supports GPS SS4E2 & SS5E4
- What it means to save earned money
- Decision making
- Tracking money saved & spent
**Budgeting with Goals**
Recommended for Grades 4-5
Supports GPS SS4E2 & SS4E5
- Definition of a goal
- Setting savings goals
- Budgeting
For Middle and High School grades, Coosa Valley Credit Union teaches students to navigate adult financial dilemmas with real-life scenarios, connecting financial literacy concepts to real life.
**Budgeting and Saving**
Recommended for Grades 6-8
Supports GPS SS6E4, SS7E4, & SS8E4
- Managing a savings account with interest
- Budgeting
**Checking & Money Management**
Recommended for Grades 6-8
Supports GPS SS6E4, SS7E4, & SS8E4
- How to write checks
- Using a transaction register
- Managing real life expenses
**Personal Finance 101**
Recommended for Grades 9-12
Supports GPS SSEF1, SSEF2, SSEF4, & SSEF6
- Managing a checking account
- Managing expenses with a budget
- Credit vs. debit | 1,641 | 741 | {
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Excerpt taken from *Spirit of Jesus* published by Garratt Publishing.
To purchase copies of this book visit:
https://garrattpublishing.com.au/product/9781925073300/
or
contact us on firstname.lastname@example.org or 1300 650 878.
For more MJR Resources visit:
https://makejesusreal.com.au
HOW DO YOU GREET, TREAT AND SPEAK (GTS)?
As you get older, others start to notice how you GTS (Greet, Treat and Speak) to other people.
G - GREET
T - TREAT
S - SPEAK
ACTIVITY
Fill in …
When I get to school I say hello to ____________________________
I wave to _________________________________________________
I smile at ________________________________________________
I speak politely to _________________________________________
I am sometimes rude to _____________________________________
I can improve my GTS by ___________________________________
HOW DO WE GREET OTHERS?
When you arrive at school, do your friends rush up to greet you or do you go to them? How does it feel when you see them?
Who says “hello” to you? (friends, other students, teachers)
Who do you say “hello” to? Who do you leave out?
ACTIVITY
Name 5 ways to welcome someone in the morning that are actions and not words.
1.
2.
3.
4.
5.
HOW DO WE TREAT OTHERS?
What type of person are you? What are your good qualities? How do you treat others? Are you respectful or do you sometimes put others down?
How we treat others is a sign of the type of person that we are. Other people can learn about us by seeing how we treat our friends, our brothers and sisters and our parents. If we are respectful and use our manners, we will gain respect from other people.
The Golden Rule – treat others the way that you would like to be treated.
ACTIVITY
How do you live the golden rule in your life?
I use my manners.
Never Sometimes Always
I help my mum/dad/friend etc.
Never Sometimes Always
HOW DO WE SPEAK TO OTHERS?
You have control over what you say and how you say it. You can choose what you might say and how you say it and this is a very important choice to have.
In different situations you might speak differently. When you are talking to your principal, you might be a little bit shy and take time and care to speak respectfully.
When you are speaking to your friends more respectfully, you speak in a more relaxed and comfortable way. What are some other differences? Why is it different?
REFLECTION
Think about how you speak to your parents. How do you speak to them?
"Mum,
"Dad,
Would you speak that way to your teacher? Why or why not?
IF YOU CAN’T THINK OF ANYTHING NICE TO SAY, THINK HARDER! | 1,316 | 604 | {
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Whatever time of year it is, remember:
- Take care at the water’s edge, it may be slippery and river banks could give way
- The water may be deeper or shallower than you think
- Rivers, lakes and weirs contain strong under currents that cannot be seen
- Always read and follow safety warnings
- Swim somewhere safe like a public swimming pool
- Never swim after drinking alcohol
- Never go near water on your own, if you do get into difficulties your friend will be able to get help
If someone is in difficulty in the water:
- Stay calm, shout for help and dial 999 and ask for the fire service
- Give your location or local landmarks if possible
- Never enter the water yourself
www.syfire.gov.uk
Summer safety
Firefighters often get called to rescue people from water in the summer months – normally because people enter water to cool off. But do you know the risks?
• Even on a hot day, water temperature is often much colder than you realise. It is much harder to swim in cold water, even if you are a strong swimmer.
• You don’t know what lies beneath the surface. There may be bottles or pieces of sharp metal, or things like weeds and fishing nets which could drag you under.
• Open water often carries diseases like Hepatitis, Weils Disease or Typhoid, all of which can make you severely ill or even kill you.
South Yorkshire has a large network of canals. These too can pose some specific dangers:
• Lock gates are very heavy and may crush you. They can open and close without warning.
• The water may be very shallow, especially near the cill.
• You can be dragged down as the water rushes out under the opening sluice gate, or when the water pours through the open paddle in the lock gate.
The risks don’t always involve public waterways. In the garden:
• Never leave small children unattended near ponds and pools.
• Ensure water butts and similar containers are secure and sealed.
• Empty paddling pools after use and turn them upside down.
• Install a rigid mesh or grille across a pond to create a secure cover.
Of course, summer can be a great time to enjoy water sports, but always:
• Wear a life jacket.
• Enjoy sports in a safe environment with an instructor and the correct equipment.
Winter safety
Frozen lakes, rivers, canals, weirs, reservoirs or ponds are beautiful places to visit during the winter months but all too often people risk their lives by venturing onto frozen water.
• Don’t go out onto frozen water.
• Keep pets on leads when near frozen water and resist throwing objects onto the ice for them to retrieve.
• Make sure children stay well clear from the water’s edge.
If you see a person or an animal fall through the ice, do not go onto the ice to attempt a rescue.
• Dial 999 and give your exact location or nearby landmarks.
DIAL 999
• Wait for the emergency services, remain calm and offer reassurance to the casualty. | 1,130 | 625 | {
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A Guide to Wellbeing through Winter
A BOOKLET BY
SEA CHANGE PORTLAND
Winter is a time when we often let our wellbeing habits slide. Those lifestyle factors that make for positive wellbeing in summer - exercise, socialising with friends, healthier diets, and a sunnier and more positive outlook, tend to take a back seat come winter. Faced with shorter days (less natural light) and colder temperatures, it is easy to fall into unhelpful patterns and neglect our wellbeing.
Boost your Wellbeing
Being physically healthy is an important component to overall wellbeing. It is great to look at winter as an endurance race - the goal is to stay well for a 3 month stretch.
So, it’s time to double down on the building blocks of health by eating well, exercising, and getting enough sleep. And of course, with cold and flu germs being in plentiful supply during winter, it’s good to practice good hygiene.
A healthy nutritious diet, particularly one that’s rich in fruit and vegetables, is key to a healthy immune system for both adults and children. Aim for five serves of vegetables and two serves of fruit each day.
While it is easy to eat lots of fresh crunchy salads and seasonal fruits in summer, in winter our diet often tends towards comfort food.
A healthy diet is essential for keeping your immune system healthy so look for vibrant winter vegetables like carrots, parsnips, pumpkin and spinach.
It’s easy to whip up warming soups and hearty stews, or add a healthy twist to traditional comfort foods like shepherd’s pie and lasagne. Garlic, tomatoes, onion, mushrooms, turmeric, carrots, green leafy vegetables and lean red meat are great additions to winter warming meals.
It’s also a good time to eat foods high in flavonoids which support your immune system, like apples and blueberries which are perfect in a smoothie. Also foods rich in zinc including oysters, red meat, poultry, nuts and beans.
Exercising
Moving your body is a great way to boost your immune system function. Moving your body on a regular basis assists in boosting cells in your body, creating more oxygen and fighting agencies to attack viruses and bacteria.
Exercise can also release dopamine, a feel good chemical which can help stave off the winter blues. If you get outside in the fresh air and sunshine (when it is out) you help your body produce vitamin D. Healthy levels of vitamin D are important for immune function.
Getting out for a run with your kids or introducing them to the old school favourites like elastics and hopscotch are great ways to get the whole family moving. Also utilising your lunch break at work can gain you your time for exercise as this may be an easier time frame as it may be dark, un motivating and busy with organising dinner and the kids after work.
Getting a good night's sleep
Sleep is one of your immune system’s best friends.
While adults should aim for at least seven hours of sleep a night to support their immunity, children will depend on their age.
Tips for a good night’s sleep:
Have a regular sleep pattern – try and go to bed at the same time each night, and get up at around the same time every morning. This will lead to an automatic body clock, without those pesky alarms – giving you the right amount of rest without the struggle to get up.
Bed is for sleeping – handheld devices (e.g., smartphones) and other distractions can interfere with your sleep. It is better not to sleep with your TV or other devices on. Your mind needs to be in the habit of knowing that if you are in bed, you are there to sleep.
Wind down and relax before going to bed – have a buffer zone before bedtime. Sort out any problems well before going to bed. This may mean going over the day’s activities and work out a plan of action for the next day. Try avoiding screens within one hour of bedtime and find that relaxation period for a herbal tea, reading a book, or some self-care before sleep.
Make sure your bedroom is comfortable – you want an inviting area that is quiet, dark, and comforting to you.
Avoid caffeine and alcohol – these stimulants can keep you awake.
Practicing healthy hygiene habits
When you’re out and about, especially during cold and flu season and while Covid still lingers, it is recommended that you regularly wash your hands or use hand sanitizer. Especially after touching doors, using handrails and supermarket trolleys.
And while it is not ground breaking information, it never hurts to remind everyone in your home to wash your hands before and after touching food, using the loo or blowing your nose.
Regularly clean surfaces also, such as your telephone and keyboard, avoid touching your eyes, nose and mouth and cover your mouth with your elbow if you cough or sneeze.
Having a laugh
Research suggests that laughter not only has a positive effect on modulating components of the immune system, it can even enhance your immunity. Plus it will help with those winter blues!
Laugh away the cold and feel good this winter while boosting your wellbeing!
References
https://www.blackmores.com.au/cold-flu-and-immunity/winter-wellbeing
https://www.sleephealthfoundation.org.au/tips-for-a-good-night-sleep.html
www.eatforhealth.gov.au
www.nutritionaustralia.org | 2,026 | 1,092 | {
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| Year 7 | Autumn Term | Spring Term | Summer Term |
|--------|-------------|-------------|-------------|
| Topics: | • Development
• Antarctica | Topic: | • Climate Change |
| Skills: | • To be able to define keywords
• To be able to describe geography information
• To be able to construct and analyse bar charts
• To be able to construct and analyse line charts | Skills: | • To be able to explain geographical information
• To be able to independently research
• To be able to construct and analyse histograms
• To be able to rank items |
| Topics: | • Map Skills
• Russia | Skills: | • To be able to read OS maps
• To be able to state information
• To be able to name geographic items
• To be able to construct and analyse pictograms |
| Year 8 | Autumn Term | Spring Term | Summer Term |
|--------|-------------|-------------|-------------|
| Topics: | • Tectonics
• UK Human Landscape | Topics: | • Coasts
• Brazil |
| Skills: | • To be able to label geographical media
• To be able to identify geographical features and connections in information
• To be able to plot data in a range of mediums
• To be able to construct and analyse a pie chart
• To be able to construct and analyse a flow line | Skills: | • Drawing geographic representations of data
• Comparing different geographical data
• Constructing and analysing choropleth maps |
| Topics: | • Energy
• DME olympics | Skills: | • Research and compare data within GIS
• Construct and analyse trend lines/best fit lines. |
| Year 9 | Topics: |
|--------|---------|
| | • Globalisation |
| | • Middle East |
Skills:
• To be able to interpret geographic information
• To be able to calculate data, showing relevant working out.
• To be able to assess factors to determine significance.
• To be able to construct and analyse a ratio.
Topics:
• Superpowers
• Impossible Places
Skills:
• To be able to evaluate the success or value of geographic information
• To be able to suggest a geographical choice to a situation
• To be able to construct and analyse percentage change
GCSE Topics:
• Forests under Threat
• People and the Biosphere
Skills:
• Justify a geographical choice to a situation
• Construct and analyse central tendency, spread and cumulative frequency
• To understand the content of forests under threat and consuming resources. | 1,303 | 525 | {
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Bible Stories for Young Children
part of a curriculum prepared for young children
DANIEL’S FRIENDS IN THE BURNING FURNACE
by
Chris Thorpe
& people from Coromandel Baptist Church
Illustrated by Kay Kammermann
Website: www.corobaptist.org.au
The following pages may be copied
if they are unchanged, acknowledged and not used for profit
© 2013 Coromandel Baptist Church
A huge gold statue was built for King Nebuchadnezzar.
The king said,
‘People of all nations, music will play; horns, flutes, zithers, harps, and pipes. When you hear it you must bow down and worship the gold statue. If you do not bow down, you will be thrown into a fiery furnace.’
Whenever the music played everyone bowed down to the statue except Shadrach, Meshach and Abednego.
There were some of the Babylonians who did not like God’s people. They went to the king and said, ‘O king, live forever. You told us to bow down to your statue.
‘Shadrach, Meshach and Abednego, the ones you made governors, do not worship your gods or bow down to your statue.’
Nebuchadnezzar was angry and said, ‘Bring these men to me.’
The king asked Shadrach, Meshach and Abednego,
‘Is it true that you do not worship my gods or my gold statue?
‘If you do not worship it you will be thrown into the fiery furnace. No god can save you from my power.’
Shadrach, Meshach and Abednego answered, ‘O king, you can throw us into the fiery furnace. The God we serve is able to save us. But if he does not save us we want you to know that we will not worship your golden statue.’
Nebuchadnezzar was furious. He ordered the fire to be made seven times hotter. His strongest soldiers tied Shadrach, Meshach and Abednego with ropes and threw them into the fire. The fire was so hot it killed the soldiers.
Nebuchadnezzar watched it all.
Suddenly, the king jumped up and asked,
‘Did we throw three men into the fire?
Look! I see four men.
They are walking around.
The fourth man looks like a god.’
Nebuchadnezzar went up close and shouted,
‘Shadrach, Meshach and Abednego,
servants of God Most High,
come out and come here!’
Shadrach, Meshach and Abednego walked out of the fire. Everyone came close to see them. The fire had not hurt them. Their hair and clothes were not burnt and did not smell of smoke.
Nebuchadnezzar said,
‘Praise the God of Shadrach, Meshach and Abednego. Their God sent an angel to save them. They were willing to die rather than to worship any other god.
‘Only God can rescue people from trouble. So, from now on, no one is allowed to say anything against the God of Shadrach, Meshach and Abednego.’
The king gave Shadrach, Meshach and Abednego important jobs in his kingdom.
All this time God was showing everyone who was in charge of the whole earth. | 1,075 | 690 | {
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| Sunday | Monday | Tuesday | Wednesday | Thursday | Friday | Saturday |
|--------|--------|---------|-----------|----------|--------|----------|
| | Learn about a trailblazing woman | Read Across America | Once Upon a Time | Film Fun | Travel Tales | Dear Me |
| | Name three pairs of opposite words | Get swept away with a sci-fi book | Grab your headphones and listen to an audiobook | Look up the legend of Johnny Appleseed | Find out how plants and flowers grow | Write a letter to your future self |
| Librarian Faves | Ask a librarian to recommend a book for you | Tune In | Folk Hero | Green Thumbs Up! | Spring Forward | |
| 3.14...?? | Find out what comes after 3.14 | Deaf Awareness Month | Nutrition Month | Luck of the Irish | Celebrate Spring | Go DIY |
| Into the Wild | Explore new habitats with a wildlife video | Follow Along | National Puppy Day | Top Chef | Oink Oink! | Believe It or Not |
| LOL! | Make someone giggle with a funny joke | Labcoats On! | Pencil Day | Better Together | Find it on Epic. | Happy Passover |
Get the books, videos and quizzes you need to complete each fun activity.
getepic.com
| Sunday | Monday | Tuesday | Wednesday | Thursday | Friday | Saturday |
|--------|--------|---------|-----------|----------|--------|----------|
| | | **Read Across America** | **Once Upon a Time** | **Film Fun** | **Travel Tales** | **Dear Me** |
| 1 | Learn about a trailblazing woman | Read a favorite book and ask a friend to read it, too | Discover a fairytale from another country | Read a book that later became a movie | Learn more about a place you'd like to visit one day | Write a letter to your future self |
| 7 | **Librarian Faves** | Ask a librarian to recommend a book for you | **New Worlds Await** | **Tune In** | **Folk Hero** | **Green Thumbs Up!** |
| 8 | Name three pairs of opposite words | Get swept away with a sci-fi book | Grab your headphones and listen to an audiobook | Look up the legend of Johnny Appleseed | Find out how plants and flowers grow | **Spring Forward** |
| 14 | **3.14...??** | Find out what comes after 3.14 | **Deaf Awareness Month** | **Nutrition Month** | **Luck of the Irish** | **March Madness** |
| 15 | Learn ASL signs with a book or video on Epic! | Learn to make a yummy and healthy treat | Look up why we celebrate St. Patrick's Day | Read a book about basketball | Read a book about the new season | **Celebrate Spring** |
| 21 | **Into the Wild** | Explore new habitats with a wildlife video | **Follow Along** | **National Puppy Day** | **Top Chef** | **Oink Oink!** |
| 22 | Practice reading and listening with a Read-To-Me | Read a book about puppies | Find a recipe you can make for dinner | Can you name four farm animals? | **Believe It or Not** | **Happy Passover** |
| 28 | **LOL!** | Make someone giggle with a funny joke | **Labcoats On!** | **Pencil Day** | **Better Together** | **Find it on Epic.** |
| 29 | Watch a science experiment video and try it at home | Improve your drawing skills with a video | Read a book aloud with your entire family | Get the books, videos and quizzes you need to complete each fun activity. getepic.com | | 1,713 | 805 | {
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1. A child and an adult are interacting with a handprint mold.
2. A handprint mold is placed on a wooden surface.
3. Children are participating in an activity involving handprints.
4. An adult is holding a baby while another person is working on their foot.
5. Two adults are working on a handprint mold on the floor.
6. An adult is assisting a child with a handprint mold.
7. An adult is working on a handprint mold with a child.
8. An adult is interacting with a baby while another person is observing.
9. A child is being assisted by an adult in making a handprint.
10. An adult is holding a baby while another person makes a handprint.
11. A group of people, including children, are engaged in an activity.
12. A child is being assisted by an adult in making a handprint.
13. An adult is holding a baby while another person makes a handprint.
14. A completed handprint made from clay.
15. A completed footprint made from clay.
16. A child is being assisted by an adult in making a handprint.
| | |
|---|---|
| 17 | 18 |
| 19 | 20 |
| 21 | 22 |
| 23 | 24 |
25, 26, 28, 30, 31, 32: Handprint and footprint casts made by children and their parents.
27, 29: A child and his mother are participating in the handprint and footprint casting activity.
33
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41, 42, 43, 45, 47, 48: Participants making handprints with clay.
44, 46: Handprints made by participants.
49 50
51 52
53 54
55 56
57. A clay impression of a foot with Japanese characters on it.
58. A clay impression of a hand with Japanese characters on it.
59. A baby being held by an adult, wearing a blue and white outfit.
60. A baby sitting on a cushioned surface, being held by an adult.
61. A baby being held by an adult, wearing a blue and white outfit.
62. A baby standing on a table, being held by an adult.
63. A woman holding a baby while sitting at a table.
64. A baby reaching out to touch a glass surface.
65, 66, 67, 68, 69, 70, 71, 72
73, 74, 75, 76, 77, 78, 79, 80
81
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116
117
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119
120
121, 122, 123, 124, 125, 126, 127, 128
129, 130: Handprint casts made by children.
131, 132, 133, 134, 135, 136: Children and their families participating in the handprint casting activity.
137, 138, 139, 140, 141, 142, 143, 144
145
146
147
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153, 154, 155, 156, 157, 158, 159, 160
161, 162, 163, 164, 165, 166, 167, 168
169
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177, 178, 179, 180, 181, 182, 183, 184
| Image | Description |
|-------|-------------|
| 185 | Handprint with smiley face and text "LOVE & PEACE" |
| 186 | Footprint with smiley face and text "NAGISA" |
| 187 | Handprint with smiley face and text "KAKO" |
| 188 | Footprint with smiley face and text "KAKO" |
| 189 | Handprint with smiley face and text "2021.5.4" |
| 190 | Handprint with smiley face and text "2021.5.4" |
| 191 | Footprint with smiley face and text "2021.5.4" |
| 192 | Footprint with smiley face and text "2021.5.4" |
| | |
|---|---|
| 193 | 194 |
| 195 | 196 |
| 197 | 198 | | 1,768 | 1,037 | {
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Green School’s installation of SOURCE Hydropanels in Bali, Indonesia
Matchmaking Impact Stories
WIPO GREEN
The Marketplace for Sustainable Technology
The Challenge
1. Green School’s Innovation Hub is looking for user-friendly technologies that require low maintenance to generate drinking water in drought-prone areas.
2. Green School is keen to showcase and promote innovative technologies using renewable energy to produce water.
The Match
Green School is a leading international school based in Bali, Indonesia that focuses on green technologies and innovations. It strives to inspire and empower its students to become green changemakers.
Zero Mass Water’s hydropanel, called “SOURCE,” produces drinking water from sunlight and air, thus providing an alternative and sustainable supply of water to homes, schools, offices and more.
The Impact
Green School collaborated with Zero Mass Water in bringing SOURCE Hydropanels to supply Green School’s Bali campus with drinking water. The installation of hydropanels at the school also serves to educate students, parents and visitors about green technology and innovation.
Educating changemakers
Founded in 2008, Green School was named the ‘Greenest School on Earth’ by the US-based Center for Green Schools. It also won the prestigious Zayed Future Energy Prize and reached the finals of the Aga Khan Award for Architecture. Green School believes in educating young changemakers to help create a more sustainable future. The education process starts with building an appreciation of sustainability within the student body. As part of its effort to create a sustainable learning environment for students, Green School has installed a number of green technologies, including a dew harvester for drinking water.
WIPO GREEN’s matchmaking event at ACEF, Manila
In June 2018, Green School attended the Green Technology Matchmaking Event in Southeast Asia at the Asia Clean Energy Forum (ACEF) in Manila, Philippines. The event, organized by WIPO GREEN in partnership with Kopernik, aimed to bring together clean technology seekers and providers in the Asia-Pacific region. At the event, Green School’s Innovation Hub Project Manager, Baxter Smith, met with Zero Mass Water’s Regional Technical Director, Benjamin Lim. During the event, both parties were able to connect, and advanced plans to form a more concrete collaboration.
Zero Mass Water’s SOURCE Hydropanel was judged to be the ideal answer to Green School’s need for a water harvesting technology.
Hydropanel installation
Green School and Zero Mass Water began preparing for the installation of six panels in early October 2018, four months after the WIPO GREEN matchmaking event. Benjamin Lim led the installation process, accompanied by Kenny Phang and Iqbal Yuze from Sedayu, Zero Mass Water’s local partner in Indonesia. Sedayu handles procurement, logistics, installation and maintenance of SOURCE Hydropanels in Indonesia.
Each hydropanel produces up to 150 liters of water per month.
Photos: © Green School Bali
Green School installed six SOURCE Hydropanels as a result of collaboration with Zero Mass Water
Drinking water produced from sunlight and air
SOURCE as an inspirational learning tool
In addition to providing an alternative solution for supplying drinking water to the school campus, the SOURCE Hydropanels serve as an inspirational learning tool for students, who enjoy learning about how the panels work. The hydropanels extract moisture from the air by drawing ambient air through a fan into a set of hygroscopic engineered by Zero Mass Water. A condenser then converts the moisture into water, which flows into a reservoir and runs through a mineral block that infuses it with magnesium and calcium, turning it into excellent drinking water. Over its lifetime, SOURCE removes over 50,000 plastic bottles from circulation.
Green School is committed to providing opportunities for students to understand environmental challenges and to work on real solutions. To date, the school has incorporated various clean technologies into its day-to-day operations, including 85% renewable energy (11% solar photovoltaic and 74% mini-hydro vortex) to supply the school’s power needs, a water filtration system, a waste management center, a composting station, aquaponics, and biodiesel buses. As the latest addition to the school’s set of clean technologies used in its day-to-day operations, the SOURCE Hydropanels represent another step forward in the realization of a unique, carbon-neutral educational environment. | 2,023 | 861 | {
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Masculinity is the word we use to describe how boys and men are expected to behave in order to be a man. Since the 1960s, people have begun to challenge what it means to be masculine. This has led to multiple ways of being a man, or multiple ‘masculinities’. Use this Activity Sheet to explore how artists have been some of the most important people challenging these ideas around identity.
Turn to the back page for some useful definitions! Where there’s an “I” there’s a description of the word on the back page!
DISRUPTING THE ARCHETYPE
This section explores the ‘toxic masculinity’ of ‘straight’, while men in positions of power. Some men have been brought up expected to behave in ways that are not very healthy, such as behaving aggressively and not sharing their feelings. These men have often not allowed other types of people into power.
Why is it important that all types of people are allowed to be in positions of power?
Can you find examples of different ‘archetypes’? Write roles in the archetypes in the orange in this section shows male roles in the archetypes where they’ve never seen before. Write down one example in a row that you’ve never seen before.
Why is it important that people can share their feelings?
Too Close to Home: Family & Fatherhood
Family can be very important for some boys and men in helping find out their own identity.*
These days, families come in all shapes and sizes! What does your family look like? You can draw them below:
Queering Masculinity
Queering is to take something, like a leather jacket, and adjust it so it helps to identify the person as a member of the LGBT* community.
Because homosexuality* used to be illegal (and still is in many countries), members of the LGBT* community had to be secretive, so they used special fashion codes to communicate with one another.
Can you find some of these amazing outfits? Be inspired and create your own below:
Reclaiming the Black Body
For a long time, the image of black men was controlled by white people in power.
Increasingly, black men have been able to describe what it is to be a black man themselves, with black artists demonstrating their individuality and uniqueness.
Find the work of Samuel Fosso!
Women on Men: Reversing the Male Gaze
Lots of art is full of images made by men about women, where the women aren’t shown as powerful. Lots of men also feel like it’s OK to stare at women, even though they know it can feel intimidating to be stared at.
Women artists have tried to show how this is a problem by flipping this around and having men experience the discomfort of being stared at. Others like Laurie Anderson have taken away the male gaze in their photos.
Find the photos by Marianne Wex. Ask someone you’re with, ‘How do you think men and women move and act differently?’ Do you think this is fair?
Why is it important that people are able to define themselves? | 1,092 | 618 | {
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A Tale of Two Revolutions
The Chinese and the Russian Revolutions
Pre-Revolutionary Russia
• Ruled by Tsar Nicholas II
– Member of Romanov Dynasty
• Ruled Russia for over 300 years
– Absolutist ruler
– Last Tsar of Russia
Problems with Pre-Revolutionary Russia
• Loss of Wars
– Russo-Japanese War
– World War I
• Governmental Problems
– Push for Liberal Reforms
• All denied
– Bloody Sunday
– Pyotr Stolypin
– Duma
World War I
• War goes very badly for Russians
– Germans pushing towards capital
• Captured Riga
– Leads to unrest in Russian army
• Caused by famine and displeasure with state of war
February Revolution
- Feb 28, 1917
- Russian people upset with war
- Duma calls for Tsar to abdicate
- Monarchy replaced by Provisional Government
- Led by Alexander Kerensky
October Revolution
- Oct 24, 1917
- Workers of Petrograd begin rebellions
- Under leadership of V.I. Lenin
- Bolsheviks rose up and occupied Petrograd
Russian Communist Party
• Appealed to workers
• Split into two factions
– Bolsheviks and Mensheviks
• Highly organized command structure
– Red Army – Leon Trotsky
– Secretary – Joseph Stalin
Russian Civil War
- Bolsheviks fought with “Whites” for control of country
- Whites trying to reinstate Tsar
- Executed July 17, 1918
- Bolsheviks win
- Better public relations than whites
Pre-Revolutionary China
• Ruled by Emperor P’u Yi
– Only 3 years old when he took reign in 1908
– Member of Qing dynasty
– Highly privileged life
– Last Emperor of China
Problems with Pre-Revolutionary China
• Extensive foreign control
• Loss of Wars
– Opium Wars
– Sino-Japanese Wars
• Governmental Problems
– Attempts for liberal reforms
– Push for a republic
• Lead by Sun Yat-sen
Nationalist Revolution
- Jan 1st, 1911
Parliamentary republic formed
- Sun Yat-Sen elected provisional president
- Royal family formally abdicates in 1912
- Republic not fully formed until 1928
Japanese (allies) invade German holdings in eastern China
- Japan laid claim to large portion of China
- Anti-Japanese riots all over country
- May 4th, 1919 massive riot in Peking
Post World War I
• China re-unified and government re-established in 1928
• Government led by Kuomintang
– Elected Chang Kai-Shek
• Anti-Modernization
• Pro Confucius
Chinese Communist Party (CCP)
- Established in 1921
- With help of Russian advisors
- Attempting to establish communist state
- Emphasis on farmers instead of workers
- Led to split between Chinese and Russian Communists
Chinese Civil War
• Openly warred against KMT
– 1927-1937 & 1945-1949
• KMT winning from 1927 to 1937
• CCP won 1945-1949
– KMT no longer with western support
• Communists led by Mao Tse-Tung
– Became first leader of PRC
– KMT flee to Taiwan | 1,718 | 781 | {
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Fifty acres donated in Bloomfield provided the site for Stoddard's county seat. First courts of Stoddard County met at the home of H. B. Bailey in February 1835. Within a short time a small, two-story, brick building, 40 by 30 feet, was constructed on the square and continued in use until 1856. Cost of the building was $2,500.
In 1856 the court appropriated $10,000 for a courthouse reported to be a two-story, brick building, almost square. Solomon G. Kitchen supervised the construction, which was done by William Ringer. Final costs amounted to about $12,000. Less than 10 years later this building was burned in Price's raid during the Civil War.
Construction on the next courthouse began in 1867 and was completed in 1870; W. B. Phelan supervised construction (Fig. 1). George Miller and Sam Henson contracted the almost-square building for $14,800; final costs ran to approximately $18,000.
On the first floor a hall ran through the center of the building from north to south, with three rooms on each side. A double stairway led to the courtroom and jury room on the second floor. Various repairs were made through the years before part of this structure was included in an extensive remodeling during 1909.
Long rivalry between Bloomfield and Dexter for the county seat culminated in Dexter securing enactment of a law permitting four terms of Circuit Court to be held in Dexter. A two-story, brick courthouse was built in Dexter, but the arrangement was unsatisfactory and terminated within a few years.
County ........ Stoddard
Organized ..... Jan. 2, 1835
Named After ... Maj. Amos Stoddard, first American civil commandant of Upper Louisiana
County Seat ... Bloomfield
Fig. 1. Stoddard County Courthouse, 1867-.
(Courtesy: Grant Thorn)
Fig. 2. Stoddard County Courthouse, after remodeling 1909.
Architect: P. H. Weathers
(From: postcard, Trenton Boyd collection)
P. H. Weathers prepared a design to enlarge and repair the 1867 Bloomfield courthouse, and the court adopted it May 22, 1909 (Figs. 2, 3). T. P. Milner, Atlanta, Georgia, supervised the work, which was contracted for $28,325 by the Manhattan Construction Co., Guthrie, Oklahoma. The foundations were reinforced, new brick wings were added, and old walls were covered with brick veneer. Weathers used a similar design in stone for Daviess and Cape Girardeau counties about this time.
BIBLIOGRAPHY
Books
Douglas, Robert Sidney. *History of Southeast Missouri*, vol I. 1912.
Forister, Robert H. *History of Stoddard County*. [1970].
Articles
"Courthouse Facts" *Bloomfield Vindicator*, July 2, 1909.
Manuscript Collections
Work Projects Administration. Historical Records Survey, Missouri, 1935-1942, Stoddard County. Located in Joint Collection: University of Missouri, Western Historical Manuscript Collection-Columbia and State Historical Society of Missouri Manuscripts. | 1,328 | 684 | {
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Child’s War
A siren sounds, a building crumbles, a Spitfire zooms overhead. Take cover. It’s 1939 and Britain is at war. Deep down in the Anderson shelter; learn why nations are fighting and why child evacuees must make the long journey from their homes and families into unknown territory. Read the diary of Anne Frank, written whilst hiding from the terrifying stormtroopers in a secret annex, and try to empathise with her hopes and fears. Make do and mend. Cook up a family meal from meagre rations. Delve deep into a bygone era when loose lips sunk ships. And, as peace is declared, let’s get ready to celebrate. Mr Churchill says ‘It’s an unconditional surrender.’
Enrichment
As a part of our Topic this term, we will be going to the National Memorial Arboretum.
In order to fund this, we ask for a voluntary contribution from parents of £10 per child payable via parent pay.
Important dates:
09.11.2021—Residential meeting
16.11.2021—National Memorial Arboretum.
15.11.2021—Anti-bullying week (one kind word).
29.11.2021—RSE topic to begin**.
MOORGATE 50: Do something for a charity!
As we are studying what soldiers endured during the war, we would like to fundraise for a charity. Children will plan and conduct a fundraising event whereby they will raise money for Help the Heroes.
P.E
This year we are going back to two P.E lessons per week (see timetable below). We ask that children are sent with the appropriate kit to wear, including trainers for outdoor P.E.
| Miss Meadows and Miss Embleton Class I | Miss Larmour Class J | Miss Birtles Class K |
|---------------------------------------|----------------------|----------------------|
| Indoor—Monday | Indoor—Tuesday | Indoor—Tuesday |
| Outdoor—Thursday | Outdoor—Friday | Outdoor—Thursday |
Homework
Every Friday, we will be setting homework for Spelling and Maths. These will be set on either Purple Mash, Spelling Shed, Maths Shed or Times Tables Rockstars. You will be notified by text which platform this has been set on. A letter will be sent home reminding you of your child’s logins.
**This term, your child will be conducting relationships and sex education (RSE) in PSHE. An additional letter will be provided closer to the time to you to inform you of the topics that we will be covering. In the meantime, if you have any questions, please speak or email your child’s class teacher.
If you would like to contact or email any home learning to your child’s class teacher their emails are as follows:
Miss Meadows/Mrs Embleton—firstname.lastname@example.org
Miss Larmour—email@example.com
1. Use a range of sources, including information books and the internet, to find out about some of the Second World War’s key events. Record the events chronologically on a timeline, and include one or two sentences about each event.
2. This image shows the evacuation of children during the Second World War. Write a definition to explain the meaning of the words ‘evacuation’ and ‘evacuee’. Then, use the internet to find out more about evacuation during the war. Record your findings and describe how it might have felt having to cope with evacuation from a child’s and parent’s point of view.
3. Write a definition to explain what propaganda means, then look on the Imperial War Museums – Second World War Posters webpage to look at propaganda posters that the government produced. Choose two or three posters to study. Consider who the poster was aimed at, what they wanted to achieve and how effective you think the poster was.
4. During the Second World War, food was scarce in Britain and the government rationed food. A typical ration for one adult per week was:
- 4oz bacon and ham
- 2oz butter
- 2oz cheese
- 4oz margarine
- 4oz cooking fat (lard)
- 3 pints milk
- 8oz sugar
- 2oz tea
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Buzzing with Solutions
Objective: Students will state probable outcomes when presented with situations.
Materials: • None
To Make:
(Everything can be printed on card stock paper and laminated to add to durability or printed on regular paper for quick use.)
1. Print entire “Buzzing with Solutions” activity.
2. Cut out bees and keep to hand out for correct responses.
3. Keep “Situations” pages to read to the students.
4. If you have more than five students playing at the same time, you may group them into teams or print more bees and beehive pages to accommodate all students. Printing more just means that some of the situations will be answered more than once.
To Play:
1. Give each student their own hive.
2. Begin by reading situation #1 on the “Situations” page to a particular student. Have the student answer the question. If the student’s answer is acceptable, he/she earns a bee. The bee should be placed in the appropriate location on the hive page. If the student’s answer is unacceptable, the student does not get a bee and play continues with the next student.
3. The game is over when all the students fill their hive page with bees.
1. What would probably happen if you decided to play with your friends instead of studying for your spelling test?
2. What would probably happen if you got to school and then realized that you forgot your lunch at home?
3. What would probably happen if you got up late for school?
4. What would probably happen if you decided to play with your friends after school instead of doing your chores?
5. What would probably happen if you held the door open for someone?
6. What would probably happen if you let a friend cheat off your paper during a test?
7. What would probably happen if you forgot to bring your instrument to band class?
8. What would probably happen if you ran out of eggs while making a cake with your mom?
9. What would probably happen if you helped your mom carry in groceries from the car?
10. What would probably happen if you didn’t brush your teeth everyday?
11. What would probably happen if you didn’t wear gloves and a coat on a cold day?
12. What would probably happen if you shared your candy bar with a friend that didn’t have one?
13. What would probably happen if you didn’t eat breakfast before going to school?
14. What would probably happen if you cleaned up your bedroom without being asked?
15. What would probably happen if you ate a lot of candy before dinner?
16. What would probably happen if you rode your bicycle without wearing a helmet and had an accident?
17. What would probably happen if you lost your lunch money?
18. What would probably happen if you ran in the halls at school?
19. What would probably happen if you wrote a thank you letter to a friend after she gave you a gift?
20. What would probably happen if you let your friend copy your homework?
21. What would probably happen if you didn’t eat any dinner before bed?
22. What would probably happen if you didn’t wash your hair when you took a bath?
23. What would probably happen if you helped clean up after dinner by washing the dishes?
24. What would probably happen if you got bit by a dog?
25. What would probably happen if you cleaned up your bedroom without being asked?
26. What would probably happen if you let a friend borrow a pencil?
27. What would probably happen if you were playing basketball and your shoelace came untied?
28. What would probably happen if you got stung by a bumblebee?
29. What would probably happen if you did your homework right when you got home instead of waiting until the last minute?
30. What would probably happen if you forgot to feed your goldfish?
31. What would probably happen if you didn’t wear socks with your tennis shoes?
32. What would probably happen if you just ate candy all day long?
33. What would probably happen if you were talking during class and didn’t hear the teacher’s directions?
34. What would probably happen if you gave your mom a flower for Mother’s Day?
35. What would probably happen if you left your bike out on the front lawn overnight?
36. What would probably happen if you took a toy away from your younger brother?
37. What would probably happen if you cheated on a test?
38. What would probably happen if you got sick at school? | 1,538 | 918 | {
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Activity Health Tip #3: R.I.C.E
REST - ICE - COMPRESSION - ELEVATION
R = REST
Resting an injured area is necessary to allow the body time to get the effects of the trauma under control and to avoid additional stress and damage to the injured tissue. The period of rest required will vary depending on the severity of the injury (e.g. days to weeks). People who do not rest an acute (sudden or traumatic) injury can prolong the inflammation period and increase the healing time required, thereby delaying the recovery.
I = ICE
Ice applied promptly to an injury can slow down or minimize some of the inflammation. The cold causes a closing of the arterioles in the tissue, which reduces the bleeding. The local tissue metabolism slows down reducing its need for oxygen and nutrients, and the nerve impulses are slowed considerably to reduce the pain that’s felt, providing a numbing effect.
*Examples of ice treatment include using an ice bag or ice bucket for 15-20 minutes or ice massage for 7–10. Heat should only be applied after you are sure that the bleeding and swelling has stopped completely; otherwise, an individual’s recovery time will be delayed.
C = COMPRESSION
Compression is the application of an Ace Bandage or similar item around the injured area. Its purpose is to help control swelling and to provide mild support.
Note: Any wrap should be applied carefully. Too tight a bandage could constrict or interrupt vital circulation to the area.
E = ELEVATION
This involves raising the injured area above the level of the heart as much as possible. This position promotes the lessening or elimination of swelling through the use of gravity and lymph drainage system.
To prevent injuries, athletes should:
- Be in proper physical condition.
- Warm up and stretch before participating in any sports or exercise.
- Always wear properly fitting shoes, and replace athletic shoes as soon as the tread wears out or the heel wears down on one side.
- Nourish their muscles by eating a well-balanced diet.
- Use or wear appropriate protective equipment.
- Maintain hydration.
- Maintain a healthy weight.
- Avoid exercising or playing sports when tired or in pain.
- Walk, work on even surfaces.
For more information, visit: www.nata.org/industryresources/parentandcoachesguide.pdf
This Activity Health Tip from the National Athletic Trainers’ Association is intended to prevent injuries and promote health and safety of physically active people. Certified athletic trainers (ATCs) are medical professionals who specialize in the prevention, assessment, treatment and rehabilitation of injuries and illnesses that occur to athletes and the physically active.
© 2003 National Athletic Trainers’ Association | 1,185 | 545 | {
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By Chelston W. D. Brathwaite
Department of Biological Sciences,
University of the West Indies.
ALL over the world today, man is becoming increasingly concerned about the quality of the environment. This concern has expressed itself in the organization of International Conferences on the environment, the passage of anti-pollution legislation, demonstrations and placard waving. Although green plants also are affected by the quality of the environment, they express their concern in less dramatic ways. Air pollution injury to plants have only recently been recognised. In 1943, a new plant disorder known as olive leaf was observed on the leaves of many herbaceous plants in Los Angeles, California. In 1950 it was demonstrated that the condition was associated with air pollution. Since then, research results have shown that in highly industrialised areas, air pollution injury to crop plants may severely reduce their growth and subsequent yield.
The contaminants which affect plants are mainly gaseous but particulate pollutants are also important. Two of the most common gaseous pollutants which cause injury in plants are ozone and peroxyacetyl nitrate (commonly called PAN). These gases are formed from reactions between hydrocarbons and oxides of nitrogen both of which are derived from automobile engines and some industrial plants. Ozone causes coagulation of chloroplasts and collapse of plant cell walls. PAN is very toxic to a large variety of plants, especially vegetables. The gas causes plasmolysis of cells and glazing of the lower surface of leaves.
Nitrogen dioxide not only combines with hydrocarbons to form PAN and ozone but by itself causes severe injury to vegetation. It is formed from the combustion of coal, natural gas and gasoline. Symptoms of nitrogen dioxide injury appear as irregular white or brown spots on the leaves of plants.
Sulphur dioxide is derived from petrochemical refineries and industrial plants. It causes acute and chronic injury in plants. Acute injury is characterised by clearly marked dead tissue in the leaf margins while chronic injury is seen as brownish red spots in the leaf. Combinations of these gases usually result in more severe injury to plants than when either of them occurs alone (Synergism).
The principal source of fluorides emitted to the atmosphere is fertilizer manufacturing. Concentrations of fluoride as low as 0.1 p.p.m. are toxic to some plants resulting in necrosis of leaves.
While particulate pollutants are of less importance, they too can cause some injury to plants. Naturally deposited dust from cement factories may be responsible for chlorosis and death of tissue in a large number of plants. Injury results from the toxicity of alkaline solutions formed when these dusts are deposited in the presence of moisture. They also interfere with the photosynthetic and respiratory activity of the leaves.
Not all pollutants affect plants by causing easily visible symptoms. At low dosages plant growth may be greatly affected but no visible symptoms appear. The effect on plants here is more significant from an agronomic point of view because it is more difficult to diagnose. Air pollution effects are important agronomically for another reason; sometimes the symptoms resulting from air pollution injury, defoliation resemble symptoms of virus, fungal or bacterial infections of the plant.
As Trinidad and Tobago becomes a more industrialised society, we shall have to be aware of the environmental significance of our actions. The establishment of aluminium smelters and petrochemical complexes is going to lead to increased production of toxic gases and dusts in the atmosphere unless the necessary action is taken to reduce atmospheric pollution. In the interest of agriculture and the survival of plant life in general, the environmental aspects should be considered in any new plans for industrialisation. | 1,631 | 741 | {
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The Greater Darwin Region has an extensive network of off road cycling and walking paths. With the region’s generally flat terrain, relatively short distances and a good climate, cycling and walking are great options for both transport and keeping fit. Cycling is popular in the Northern Territory. The Australian Bicycle Council’s 2017 cycling participation survey showed that more people cycle in a typical week in the NT (per capita) than in any other state.
Cycling or walking for the journey to work or study or other short trips is good for the environment, health and our local communities.
This map is a guide for exploring the region’s cycle and walking path networks and links to key places of interest. For online cycling and walking journey planning you can use www.google.com.au/maps
Secure bicycle parking – combining a short cycle trip with public transport for longer journeys is a great way to exercise and save money. Secure bicycle enclosures are located at most major bus interchanges in the region including Casuarina, Palmerston, Coolalinga and Humpty Doo.
In the Darwin CBD, the City of Darwin’s Bike Pod provides secure bicycle parking, a shower and lockers. For more information visit: www.darwin.nt.gov.au
Path information – All Northern Territory paths are shared between cyclists and pedestrians and this means cyclists and pedestrians can use all paths (unless bicycles are prohibited by a ‘No bicycle’ sign). Cyclists must keep left and give way to pedestrians on all paths and pedestrians must look out for cyclists and give room for cyclists to pass. Cyclists and pedestrians should keep left on paths and only take others’ paths on the right.
The map shows paths of varying standards including separate, off-road paths and shared paths. Be aware of varying path conditions and other users. There are programs to maintain and develop the region’s cycling and walking path networks.
Report path problems or maintenance issues at nt.gov.au/driving/public-transport-cycling or contact the Department of Infrastructure, Planning and Logistics on 08 8924 7665 or firstname.lastname@example.org
Cycling safety – for a person under 17 years of age, an approved correctly fitted and fastened helmet must be worn at all times while riding. For a person 17 years of age or older, an approved correctly fitted and fastened helmet must be worn at all times when riding on a road or on a bicycle lane that forms part of a road. These helmet requirements apply to any person being carried on a bicycle. An approved helmet complies with Australian Standard AS/NZS 2063.
Bicycles must have a bell and when cycling at night, a red reflector, a head light and a tail light.
Be prepared: The climate in Darwin can sometimes be extreme with intense heat and humidity and in the wet season, heavy rainfall. Check distances and weather before heading off and carry and drink plenty of water. Avoid longer rides between the hottest part of day (between 11.00 and 14.00). Some paths are relatively remote, so be prepared and carry bicycle spares. In emergency call 000.
For more information on cycling in the Northern Territory visit: nt.gov.au/driving/public-transport-cycling
Places of Interest
1 Archer Sports Complex
2 Palmerston Library
3 Marlow Lagoon Recreation Area
4 Mitchells Creek bush walking
5 Palmerston Escarpment Walking Track
6 Palmerston Leisure Centre
7 Palmerston Water Park
8 Palmerston Skate Park
9 Palmerston Recreation Centre
10 Palmerston Markets | 1,506 | 722 | {
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The Issue
Air toxics from dirty diesel, industry sources and other emissions are a major health crisis. Exposure has been linked to heart, lung and brain disorders, especially among the elderly, our youth, people with allergies, asthma sufferers and pregnant women.
In Lents, major sources of emissions are:
- Interstate 205 and State Highway 213/82nd Avenue which carry tens of thousands of commuters daily.
- Heavy construction equipment involved in projects throughout the city.
- Commercial trucks and industrial vehicles with dirty diesel engines.
- Industrial and manufacturing centers such as metal casters and glassworks.
Despite the recent passage of HB2007 which regulates heavy diesel engines in the Portland Metropolitan Area, much work remains to be done. Emissions from industry, medium-duty trucks and construction vehicles remain unaddressed for both urban and rural residents.
This guide was designed to provide our neighbors with several key strategies to mitigate the impacts of environmental toxics on their family and in their homes and effectively respond to air quality emergencies when they arise.
About Us
Green Lents is a non-profit that began as a community group in 2009 and is dedicated to providing leadership, educational and volunteer opportunities in and around the Lents neighborhood to support vibrant and sustainable communities.
For more information visit: greenlents.org
Clean Air Solutions
Strategies to Protect Yourself and Your Family from the Impacts of Environmental Air Toxics
In 1993, the National Aeronautics and Space Administration was working to solve the issue of air pollution in sealed space habitats. In their study, they identified the natural air purifying qualities of common houseplants which can be easily acquired at your local nursery.
**Bamboo Palm**
*(Chamaedorea seifrizii)*
Place near air flow, keep soil moist and mist to prevent spider mites. Non-toxic, pet and child safe Eliminates formaldehyde, benzene, xylene, carbon monoxide, chloroform.
**Areca Palm**
*(Chrysalidocarpus lutescens)*
Care: Regular watering in summer. Non-toxic, pet and child safe Eliminates benzene, formaldehyde, carbon monoxide, trichloroethylene, xylene and more.
**Spider Plant**
*(Chlorophytum comosum)*
Care: Water twice a week. Non-toxic, pet and child safe Eliminates formaldehyde and xylene.
Residential air purification systems are effective at filtering out toxic air particulates but can be costly to buy and maintain. Fortunately with a little ingenuity you can achieve the same results at a fraction of the cost. Simply follow the instructions below.
**STEP ONE**
Acquire a high-efficiency particulate air (HEPA) filter and an electric fan of similar size. Both are widely available through online retailers or home improvement stores.
**STEP TWO**
Using duct tape or plastic clips, affix the air filter to the grill of the fan. Avoid obstructing the intake. Take care to align the arrow on the filter with the direction of the fan’s airflow.
**STEP THREE**
Activate your newly assembled air purifier in a room with all the doors and windows closed. Within an hour it should eliminate 80% of all air particulates, creating an air quality safe zone inside your house to protect you and your family.
In the event of heavy wildfire smoke or other air quality emergencies; or for people with asthma, breathing problems or heart disease, consider the use of respirator masks when outdoors.
Respirator masks with a rating of N95 or N100 are more affordable and easier to use than other specialized breathing apparatuses while being effective at protecting you from toxic air.
Surgical masks and bandannas are not sufficient to protect yourself from toxic air particulates.
A clean seal is critical to the effectiveness of the respirator. Excessive facial hair and improper sizing or wear can interfere with a tidy seal. Children will require special-sized masks in order to fit.
If for any reason you cannot achieve a proper seal do not use the respirator. Check with your doctor before continuing to use a respirator mask if you find it makes breathing difficult.
Under typical conditions, a mask is effective for sixty hours of use. | 1,836 | 862 | {
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With the rising temperatures, it is critical to keep our four-legged friends safe in mind and take some precautions to avoid heatstroke in pets.
Here are the most important things you need to check/do for your pet:
### 5 ways that we can protect our pets from heat stroke
1. **Water:** Water consumption is essential for us, so it is for our pets. Ensure you have sufficient water (at least 2 litres) for your pets, when you leave them outside your house.
2. **Avoid extreme heat:** Never leave your pets alone in an unattended vehicle. The temperature in a car can rise rapidly in just 10 minutes.
3. **Keep them in shady spots:** If you let your pets out to be left outside, make sure it is under tree shade or in a cool shaded area.
4. **Stop exercising:** Many owners take the pets for training during summer, but this is not advisable as it can lead to heat stroke.
5. **Monitor temperature:** Check the temperature where you leave your pet before you leave. It can be your house, park, closed room, or car. Use a system that monitors temperature continuously and alerts you in case it goes too high.
### Symptoms of heatstroke:
- If you find any of these symptoms, then your pet is suffering from heatstroke. It is critical to see a vet.
- Body temperature reaches 104-110 degrees Fahrenheit.
- Shaking/heartbeat
- Rapid panting
- Unconsciousness
- Lethargy
- Hot gums
- Glazed eyes
- Vomiting
- Unconscious
- Diarrhea
### Steps to consider when your dog is affected with sunstroke:
Pets which are mostly affected can recover slowly with maximum care but those who are affected severely may require immediate medical attention.
- Before taking to a vet, there are some first aid steps to follow to reduce the seriousness of the problem.
- Give water with some ice cubes.
- Take the dog’s temperature every five minutes, with continuous water cooling until it drops below 103°F (39.4°C).
- Bring down the heat if you can by moving it to a cool, closed room.
- Take the pet to the vet immediately.
---
### 5 ways that we can protect our pets from heat stroke
#### Water
Water consumption is essential for us, so it is for our pets. Ensure you have sufficient water (at least 2 litres) for your pets, when you leave them outside your house.
#### Avoid extreme heat
Check the temperature where you leave your pet before you leave. It can be your house, park, closed room, or car. Use a system that monitors temperature continuously and alerts you in case it goes too high.
#### Keep them in shady spots
If you let your pets out to be left outside, make sure it is under tree shade or in a cool shaded area.
#### Stop exercising
Many owners take the pets for training during summer, but this is not advisable. Avoid over-exercise in the hot sun.
#### Monitor temperature
The temperature in a car can rise rapidly in just 10 minutes.
---
### Symptoms of heatstroke
If you find any of these symptoms, then your pet is suffering from heatstroke. It is critical to see a vet.
- Body temperature reaches 104-110 degrees Fahrenheit
- Shaking/heartbeat
- Rapid panting
- Unconsciousness
- Lethargy
- Hot gums
- Glazed eyes
- Vomiting
- Unconscious
- Diarrhea
### Remedies for heatstroke
- Pets can get really affected on exposure but need to always adopt so they are affected probably.
- Give water with some ice cubes.
- Take the dog’s temperature every five minutes, with continuous water cooling until it drops below 103°F (39.4°C)
- Bring down the heat if you can by moving it to a cool, closed room.
- Take the pet to the vet immediately.
---
Take care of your furry friends this Summer!!!
www.mywaggle.com | 1,584 | 839 | {
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Rookie Coach-Pitch Rules and General Information
Solon Parks & Recreation - (Game Weather line 624-0400)
If due to inclement weather, the games will be decided around 3:00pm each day. Please call 624-0400 for the weather line. Weather updates will also be posted on the Solon parks and rec facebook page around 3pm.
1. The purpose of this league is to continue to teach the fundamentals of baseball and softball to children and begin teaching them about how the game is played. Various levels of skills are involved with this age group. The main goal is to HAVE FUN!! Encourage good sportsmanship at all times. No scores will be kept.
2. Parents, Coaches, Helpers using profane language or unsportsmanlike conduct will be asked to leave the playing area and surrounding school/city facilities. If they refuse to leave, team must forfeit.
3. Safety is important. Players need to be reminded to pay attention to what is going on in the game at all times. Soft core balls are used to make the game less threatening. Helmets MUST be worn by ALL batters and base runners.
4. Games should consist of as many innings as possible in the 60 minute time slot. Games need to start on time and end on time. This is necessary so everyone can plan accordingly.
5. Each team is allowed to have up to 7 infielders with the remaining players in the outfield. The infield should consist of the following: Catcher, First, Second, Third, Shortstop, and two pitcher positions (one on each side of coach pitching).
6. **Batting Procedure** - Each batter is allowed to swing at 6 pitches from the coach. No bunting is allowed, but a “swinging” bunt that puts the ball in play is a legitimate hit. If the player has swung at some of the four pitches, but has not put the ball into play, then the player is allowed to hit off a batting tee. The coach will place the tee on home plate, place the ball on the tee and announce so that the defense can hear that the ball is in play, get out of the way and let the batter swing. After the hit, the coach should hurry to move the batting tee away from home plate. There shall be no strike-outs or walks. All players will bat.
7. Coaches must pitch overhand (baseball) and underhand (softball) from at least a distance of 20’ from home plate.
8. **Ending a play** - Play is NOT ended by getting the ball to the coach who is pitching. Play is ended by defensive efforts that stop base runners from advancing. When base runners are stopped, The ball can then be given to the coach at the pitching mound so that the next batter may hit.
9. Rotation of players is necessary to allow all players to try out various positions so they learn how to play different positions in the field. Have the defensive rotation planned out so time is not spent figuring out who is playing what position between innings. Everyone must get equal playing time. Players not batting MUST be behind the fence for safety reasons.
10. Defensively, first, second and third base players cannot stand on the bases. Defensive positions should be at least 2-3 feet away from the bases and not in the baseline.
11. Completion of the team batting order ends the inning. Depending on the advancement of players, a progressive play may occur. To continue to teach the game of softball/baseball, the last three weeks of the season, coaches from each team can consider to move to 5-out or 5-run innings. Has to be agreed upon by coaches from both teams before the game starts.
12. No leading off, stealing, or sliding into bases. Batter must make contact with ball before runners leave base
13. One base only is allowed on an overthrow.
14. If the batter throws the bat after swinging or in the process of advancing to 1st base, the team will be warned once. If it occurs again, the batter will be declared out and all base runners must return to the original base they occupied before the at-bat. | 1,448 | 859 | {
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New way to gauge plant drought tolerance
By STUART WOLPERT
University of California, Los Angeles, life scientists, working with colleagues in China, have discovered a new method to assess plants’ drought tolerance quickly. The method works for many diverse species growing around the world.
The research, published in the journal *Methods in Ecology and Evolution*, may revolutionize the ability to survey plant species for their ability to withstand drought, says senior author Lawren Sack, a UCLA professor of ecology and evolutionary biology.
“This method can be applied rapidly and reliably for diverse species across ecosystems worldwide,” he says.
Droughts, which are a major threat to plants worldwide, are expected to become both more frequent and more severe with climate change, Sack says. Assessing species’ vulnerabilities to drought is essential to predict their responses to climate change and plan their conservation, he says.
Faster solution
Earlier this year, Sack and his research team resolved a decades-old debate about what leaf traits best predict drought tolerance for diverse plant species worldwide. However, these leaf traits are too difficult and time-consuming to measure, often taking up to two days for one species, Sack says.
The UCLA team worked with collaborators at the Xishuangbanna Tropical Botanical Gardens, or XTBG, in Yunnan, China, to develop a method for measuring leaf drought tolerance that is 30 times faster. It is based on a trait known as “turgor loss point.” During drought, the leaf cells’ water becomes harder to replace. The turgor loss point is reached when leaf cells become so dehydrated their walls lack firmness. This cell-level loss of turgor — or swolleness — causes the leaf to become limp and wilted, and the plant cannot grow, Sack says.
The new method, based on “osmometry,” requires only about 10 minutes per leaf, sufficient time to make a fast estimate for a given species.
Plant growth depends on the ability to withstand enormous losses of water to evaporation when plants open their pores, or stomata, to take in carbon dioxide for photosynthesis. The amount of evaporation a plant can tolerate depends on the water pressure inside of its cells, which in turn depends on its turgor potential, the pushing force of water against the inside of the cell walls and the osmotic potential inside the cell — which is to say, the pulling force of dissolved salt molecules on the water molecules. This is the same force that makes water with salt added boil at a higher temperature.
Plant cells need to maintain their turgor pressure to hold up their cell walls, but as evaporation dries out the cells, they lose turgor pressure, says co-author Christine Scoffoni, a UCLA graduate student.
Tolerance point
At the turgor loss point, saltier cells have a stronger pulling force holding the water molecules inside the cell. Plants with saltier cells can keep their stomata open in drier conditions, Sack says.
The turgor loss point, which varies among species, is a powerful determinant of the plant’s drought tolerance.
“Drought-tolerant plants typically have low turgor loss points and saltier sap,” says lead author Megan Bartlett, a UCLA graduate student in the Department of Ecology and Evolutionary Biology. “Some plant species even load more salt into their cells when they experience a drought to lower their turgor loss point and improve their drought tolerance.”
“After we identified these traits for measuring drought tolerance, our next challenge was to make it possible to measure them quickly for many diverse species,” Bartlett says.
To hasten the process, the UCLA team and XTBG froze small discs of leaf tissue in liquid nitrogen to break the cell walls and mix the cell sap. The saltiness of the cell sap could then be measured with an osmometer, which is typically used to measure osmotic potential in urine or blood.
The UCLA-XTBG team refined the method so that it can be applied in 10 minutes. They made measurements for 30 species from very different ecosystems, including tropical forest in China and the chaparral in California.
Wolpert writes for UCLA. | 1,671 | 854 | {
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Name:_____________________
Geometry Final Exam Vocabulary Review
1. Trapezoid
A. A quadrilateral with exactly 1 pair of parallel sides
2. Parallelogram
B. A quadrilateral with 4 congruent sides
3. Square
C. A quadrilateral with both pairs of opposite sides parallel
4. Rhombus
D. A quadrilateral with 4 right angles and 4 congruent sides
5. Rectangle
E. A quadrilateral with 4 right angles
6. Isosceles Triangle
F. A triangle with 3 acute angles
7. Equilateral Triangle
G. A triangle with no sides equal
8. Acute Triangle
H. A triangle with one right angle
9. Obtuse Triangle
I. A triangle with all three sides equal
10. Scalene Triangle
J. A triangle with 2 sides equal
11. Right Triangle
K. A triangle with one obtuse angle
12. Median of a triangle
L. A 4-sided polygon
13. \( \angle ABC \)
M. Points on the same plane
14. Quadrilateral
O. A line segment drawn from a vertex to the midpoint of the opposite side of the vertex
15. Triangle
P. A line cut an angle in half
16. Altitude of a triangle
Q. An angle
18. Coplanar
R. A 3-sided figure
Name: ______________________
19. Angle bisector
T. A line drawn from a vertex and perpendicular to the opposite side
20. Segment
V. Flat surface
21. Ray
W. Congruent
22. $\overline{EF} \cong \overline{JK}$
X. Exact location in space
23. Plane
Y. $\overline{AB}$
24. Collinear
AA. Extends forever in opposite directions
28. Line
BB. Points lie in a straight line
30. Point
DD. Part of a line with one endpoint
32. Parallel Lines
HH. Lines that intersect at right angles
33. Perpendicular Lines
EE. Lines that never intersect
| Picture | Vocabulary |
|---------|------------|
| 1. | A. Linear Pair |
| | B. Vertical Angles |
| | C. Perpendicular Bisector |
| | D. Parallel Lines |
| | E. Angle Bisector |
| | F. Point |
| | G. Line |
| | H. Angle |
| | I. Perpendicular to |
| | J. Congruent to |
| 2. | |
| 3. | |
| 4. | |
| 5. | |
| 6. $a \perp b$ | |
| 7. $\overline{AB}$ | |
| 8. $\overline{EF} \cong \overline{JK}$ | |
| 9. $\angle ABC$ | |
| 10. • $A$ | | | 1,431 | 672 | {
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Key #9
___ We negotiate and compromise rather than one person dominating decision-making.
___ We face problems early on rather than waiting until things get out of hand.
___ Parents are organized and provide leadership to make decisions and follow through.
___ Family members feel respected for their ideas even when they don’t get their way.
___ Children are included in decision-making in a way that is age appropriate.
___ Subtotal Key #9
Key #10
___ Parents provide a model of love, respect, and healthy boundaries.
___ Parents walk their talk rather than falling back on “Do as I say, not as I do.”
___ Criticism and defensiveness happen infrequently as forms of communication.
___ Parents work towards agreement and keep conflict away from the children.
___ Parents make their relationship a priority, cultivating friendship and intimacy.
___ Subtotal Key #10
___ Total Keys #1-10
Analyzing Your Assessment
Add up your scores for each of the individual Keys. The maximum score for each Key is 25 points, so a comparison of the point scores for each Key will clearly highlight your family’s strengths and areas for growth.
The first and most obvious starting point is to look at your present family’s strengths and weaknesses. Examine your scores for each Key. Where did you score high? Where did you score poorly? If you have scored 16-25 on a Key, look on that component as a strength. If you scored from 12-15, the topics covered in this Key probably need some attention. A score from 5-11 identifies a problem Key. The results of this assessment will help you figure out how to obtain tangible results from this book. Circle your lowest scores and star those keys for later attention.
Next, compare the scores you gave your current family with those given by your partner or other family members. If there are big discrepancies, try to define what aspects of the Key led to differing conclusions. Listen to the perspectives of others and explain how you see things. Obviously there is no “right” answer, so let it be okay to disagree. Bear in mind that each individual had a unique experience even while growing up in the same family. If you remain open and curious, you can learn a lot about each other just by comparing notes.
Learning About the 10 Keys
Now that you have completed your analysis, you can head in a few different directions. You can read the book from cover to cover, getting the big picture first, or you may be eager to learn about the areas that need the most improvement first. Since each of the 10 Keys is explained in detail in Chapters 1-10, you can turn immediately to the key that draws your attention, going back later to fill in the whole picture. We recommend that you read through all of the Keys at some point in your journey. Not only will you get a better understanding of each Key, you will also see how they interact with one another.
Adapted from How’s Your Family Really Doing? 10 Keys to a Happy Loving Family
Don MacMannis, PhD and Debra Manchester MacMannis, MSW | 1,189 | 652 | {
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PROPER SEWER USAGE
The Weirton Sanitary Board operates and maintains the city’s sewer collection and treatment systems. This includes preventive and emergency maintenance, line replacement, line extensions, connections, and inspections. Everything that is sent to the sewer will have influences on both the collection system and the treatment process. If the equipment gets clogged with garbage it will not work. Items that belong in the solid waste or garbage stream should never be placed in the sewer system.
What you cannot flush or dump into sewers:
* gasoline (not in the garbage either!)
* oil or any other petroleum-containing waste - most can be recycled
* solvents - can be recycled
* anti-freeze - can be recycled
* unused medications
* hazardous or toxic chemicals such as pesticides, herbicides, acids, bases - follow label instructions for proper disposal
* paints - follow label instructions, allow to dry before placing in garbage
* concentrated soaps and detergents
* dirty water from washing cars
* sewage from septic tanks
Tips for taking care of your sewer system:
* Do not put grease or cooking oil into your sewer system. Place leftover grease into a container and allow it to cool and solidify before disposing of it in the garbage. Place used cooking oil in a can or other suitable container and place it in the garbage. Fats, oils and grease will solidify in the sewer pipes and cause blockages which can back up into your home or business.
* Do not throw any non-organic materials, including paper towels, fabric or paper clean wipes, baby wipes, diapers, coffee grounds, tea bags, dental floss and sanitary napkins into the sink or toilet. Place them in your garbage where they belong. Be proactive and protect the environment by thinking before you toss - put the right things in the right waste stream.
* Keep tree roots away from your sewer pipes through routine maintenance cleaning schedules. Don’t plant trees or bushes with invasive roots where the roots could reach your sewer line.
Why Pay Attention to What Goes in the Sewer?
It’s simple: Materials that won’t be treated in the wastewater system or that clog the system cause us to spend more money and more energy. Keeping solid waste and other disallowed items out of the wastewater system in the first place means less spending for us, keeping costs as low as possible for you.
Most important: If you have sewage backing up in your home, call us first before calling a plumber! We do not charge anything to check out the main sewer lines! | 1,021 | 514 | {
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It will at once be evident how very constant whooping cough has been in its fatality for the different age groups.
Table 1 shows the uniformity with which the female death rate exceeds that for males. The proportionate difference varies somewhat, but the general trend is very constant.
Whooping Cough Since 1907
The last epidemic in recent times was that of 1907 when 307 deaths were recorded giving a death rate of 3·34 per 10,000 population. Since then the whooping cough death rate has only twice exceeded one per 10,000, while in the last 30 years it has only twice exceeded 0·3 per 10,000. The disease has never been dangerous to persons over the age of five, and the low death rate for young children at the present time may be due not so much to a lessening of its virulence as to the general improvement in the health of infants. Whooping cough in the past must frequently have been fatal to infants already suffering from malnutrition, and intestinal and other disorders, and the very great reduction in these conditions would enable many children to survive an attack who might otherwise have succumbed. The introduction in very recent years of potent vaccines will also have had some effect on the death rate.
The purpose of these notes is to indicate the general scope and purport of the public health legislation, and how it expanded or was modified to meet changing conditions. Anyone wishing to make a close and detailed study of the subject will, of course, need to refer to the statutes themselves.
Public Health Act 1872
This Act was New Zealand's first comprehensive act dealing with public health, and came into force on 1 November 1872. It repealed the Vaccination Act 1871 and section 11 of the Marine Act 1867, which related to quarantine.
The Act provided for the setting up of central and local boards of health and defined their powers, and this part of the Act resembles the corresponding provisions of the United Kingdom Public Health Act of 1848.
Provincial Central Boards of Health
A central board of health was established in each province under the chairmanship of the superintendent. Members of the Executive Council of the province were ex officio members, and three other members were to be appointed by the Governor. The Governor was empowered to make available to the central boards funds appropriated for the purpose by the General Assembly.
A central board of health could, where necessary, appoint a local board of health (of not less than three persons) and define its area of administration. It could assume the functions of any local board if the latter was neglectful of its duties, and in such case could recover its costs from the local board.
Each central board was required to furnish annually to the Governor a report on the health of the province, and could direct local boards concerning the reports which they should furnish to the central board. A copy of all such reports also was to be forwarded to the Governor.
A central board had power to make regulations for controlling infectious disease, for the cleansing of streets, for preventing overcrowding in lodging-houses, for requiring water- or earth-closets, for removing nuisances, for requiring the speedy burial of the dead, and for controlling infectious disease hospitals. | 1,298 | 663 | {
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FIFTH SEMESTER DIPLOMA EXAMINATION IN ENGINEERING/TECHNOLOGY—OCTOBER, 2012
GEOTECHNICAL ENGINEERING
(Common for CE, EV, WR and QS)
[Time: 3 hours]
(Maximum marks: 100)
PART—A
(Maximum marks: 10)
I Answer the following questions in one or two sentences. Each question carries 2 marks.
1. Define the term porosity of soil.
2. State Darcy’s law of laminar flow of water through homogeneous soil body.
3. Differentiate ultimate and safe bearing capacities of soil.
4. Define foundation of a structure.
5. Define the influence zone for foundation. \((5 \times 2 = 10)\)
PART—B
(Maximum marks: 30)
II Answer any five of the following questions. Each question carries 6 marks.
1. Establish the relationship between porosity and void ratio with the help of a 3 phase diagram.
2. What are the corrections applied for hydrometer readings and mention under what situations they are applied?
3. Explain compaction curve and its applications.
4. List down the factors affecting permeability.
5. Give procedure for soil profiling using electrical resistivity method.
6. Mention the guidelines for selecting the depth of foundation.
7. Explain any four types of shallow foundations with their suitability for site conditions. \((5 \times 6 = 30)\)
PART—C
(Maximum marks : 60)
(Answer one full question from each unit. Each question carries 15 marks.)
UNIT—I
III (a) A sample of undisturbed clay has a volume of 20 ml. and mass of 30 gm. After oven drying the mass reduced to 18 gm. Find its moisture content, void ratio and dry density assuming specific gravity of soil solids as 2.2.
(b) Compare the shapes of gradation curves for well graded, uniformly graded, gap graded, fine graded and coarse graded soils.
(c) Explain the procedure for finding field density of soil using core cutter method.
OR
IV (a) Define the terms:
(i) Field density (iii) Specific gravity
(ii) Dry density (iv) Degree of saturation
(b) Demarcate the various consistency limits of soil on a volume-moisture curve with different states of existence of soil.
(c) Explain the procedure to find liquid limit of soil.
UNIT—II
V (a) Compare standard and modified Proctor tests.
(b) List down the factors affecting compaction of soil.
(c) Under what conditions compaction is necessary for soils in construction sites?
OR
VI (a) Give the theory of finding coefficient of permeability of soil using constant head method.
(b) What are the methods used in field for compacting the soil?
(c) Distinguish discharge velocity and seepage velocity.
UNIT—III
VII (a) What are the objectives of soil investigation?
(b) Distinguish between the uses of disturbed and undisturbed soil samples.
(c) Explain the procedure of plate load test for bearing capacity of soil.
OR
VIII (a) Write down the steps involved in conducting standard penetration test.
(b) What are the limitations of geophysical investigation methods?
(c) List down the various methods for soil exploration.
UNIT—IV
IX (a) What are the objectives of providing foundation for structures?
(b) Design the width of a strip footing for a load bearing wall structure subjected to a total uniform load intensity of 60 KN/m² founded on soil with safe bearing capacity 80 KN/m².
(c) Explain any two methods for the rectification of tilt of well foundation.
OR
X (a) Under what conditions a combined footing is advisable for a set of columns?
(b) Give the detailed classification of piles with the help of sketches. | 1,737 | 800 | {
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As 'Diwali' - the festival of light - is to Lakshmi, goddess of wealth and prosperity, and 'Navaratri' is to Durga, goddess of power and valor, Vasant Panchami is to Saraswati, the goddess of knowledge and arts. This festival is celebrated every year on the 5th day or 'Panchami' of the bright fortnight of the lunar month of Magha, which falls during January-February. 'Vasant' comes from the word 'spring' as this festival heralds the beginning of the spring season.
**Birthday of Goddess Saraswati**
It is believed that on this day goddess Saraswati was born. Hindus celebrate Vasant Panchami with great fervor in temples, homes and even schools and colleges. Saraswati's favorite color white assumes special significance on this day. Statues of the goddess are dressed in white clothes and are worshiped by devotees adorning white garments. Saraswati is offered sweets which are given away as 'prasad' to all people attending the ritual worship. There is also a custom of ancestor worship, known as 'Pitri-Tarpan' in many parts of India during Vasant Panchami.
**The Foundation of Education**
The most significant aspect of Vasant Panchami is that it is also the most auspicious day to begin laying one's foundations of education - of how to read and write. Pre-school children are given their first lesson in reading and writing on this day. All Hindu educational institutions conduct special prayer for Saraswati on this day. It is also a great day to inaugurate training institutes and new schools - a trend made famous by the renowned Indian educationist Pandit Madan Mohan Malaviya (1861-1946), who founded the Banaras Hindu University on Vasant Panchami day in 1916.
**A Springtime Celebration**
During Vasant Panchami, the advent of spring is felt in the air as the season undergoes change. New leaves and blossoms appear in the trees with the promise of new life and hope. Vasant Panchami also announces the arrival of another big springtime event in the Hindu calendar - Holi, the festival of colors.
Yellow color, representative of spiritual knowledge, is given importance on this day. People, too, wear yellow garments on this day. On this day, special worship is also offered to the Sun deity (Surya dev), to the deities (divine energies) associated with Ganga (the sacred river Ganges in North India) and the Earth. This is done to pay obeisance and gratitude to these deities, for providing us the means of acquiring food and all that we need to keep alive. Such acknowledgment helps remind one of the attitude of service and giving back to the society.
that is present in all creation, thus facilitating the spiritual emotion (bhav) that like nature, one is here to imbibe a giving attitude and of remaining in service to The Lord. | 1,125 | 620 | {
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Suffixes ‘cial’ and ‘tial’
This week’s spellings all have ‘tial’ or ‘cial’. Look at the pdf to help you work out which ending to use.
facial substantial
special initial
official palatial
social financial
crucial commercial
potential essential
The ‘shul’ sound spelt ‘cial’ is commonly used after a vowel.
The ‘shul’ sound spelt ‘tial’ is commonly used after a consonant.
Be careful! There are some exceptions to the rules.
Some challenges for you!
Look at one of the words for 10 seconds. Close your eyes/look away and answer the following questions:
- How many letters does the word have?
- How many vowels does it have?
- Which vowels are in the word? Not in the word?
- How many consonants in the word?
- Which consonants are in the word? Not in the word?
- How many letters with descenders? Ascenders?
- Which letter is first alphabetically? Last?
- Write it on a piece of paper!
- Spell it backwards on your piece of paper!
Repeat for each spelling! How many could you remember?
Word Endings -tial and -cial
spatial racial torrential financial
commercial social confidential impartial
official essential initial crucial
special facial influential potential
Can you unscramble these anagrams?
- apalitla ________________
- eetnsails_______________
- ifancnail _______________
- iinailt__________________
- ussbattnail______________
- aficla __________________
- sepicla__________________
These spellings and definitions have been mixed up! Can you match them up?
| A | facial | 1 | tending to form cooperative relationships with others |
|---|--------|----|-----------------------------------------------------|
| B | special | 2 | very important |
| C | official | 3 | considerable in quantity : significantly large |
| D | social | 4 | fit for a palace |
| E | crucial | 5 | being unusual and especially better in some way |
| F | potential | 6 | paid for by advertisers |
| G | substantial | 7 | a person who enforces the rules in a game or sport |
| H | initial | 8 | relating to money or funds |
| I | palatial | 9 | a treatment to improve the condition of the skin of the face |
| J | financial | 10 | placed or standing at the beginning |
| K | commercial | 11 | important in the highest degree |
| L | essential | 12 | capable of becoming real |
| A | B | C | D | E | F | G | H | I | J | K | L |
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4-H Grab and Go: Drug Cost
Concept:
Tobacco, alcohol, and other drugs are expensive to use.
Age/Grade Level:
Middle School: Ages 12-15
Education Standard:
National Health Education Standard 6: Demonstrate the ability to use goal-setting skills to enhance health.
Life Skill:
Healthy Life Choices, Analyzing Information, Self-Responsibility
Success Indicator:
Youth will calculate and understand monetary costs associated with tobacco, alcohol, and other drug use.
National 4-H Curriculum:
Health Rocks!
4-H • HEALTHY LIFE SERIES
Background Information:
Although the percentage of youth using tobacco, alcohol, and other drugs continues to decline, a high number of youth still continue to use these substances. In fact, one out of every three 10th graders has taken some form of drug, two out of three have used alcohol, and one out of three have used cigarettes during their lifetime. The importance of helping youth make responsible decisions about healthy life choices remains critical.
The health costs of tobacco, alcohol, and other drug can be devastating, but there are also other costs. The monetary costs of smoking, drinking, or using other drugs can add up. Addicts often lose their jobs, homes, savings, and even their families. When substances control individuals, they can be robbed of everything.
Instructions:
[Before teaching this activity, check the cost of a pack of cigarettes and a six pack of beer. Contact local law enforcement or state patrol to find out cost per unit and unit size for marijuana and other commonly purchased drugs of choice, i.e. heroin, ecstasy, methamphetamines, cocaine, etc. Explain you are teaching a drug use prevention lesson and need to know this information.]
1. Ask participants if they have ever considered how much it costs in dollars to have a habit, such as smoking or drinking. Does anyone know how much a pack of cigarettes costs? How about a six pack of beer? What about the cost of using other drugs?
2. Give the participants a copy of the What’s the Cost? chart.
3. After completing the chart, review the Open Ended Questions.
PREPARATION
Time: 30 – 45 minutes
Space: Room with table/chairs (optional: computer with internet access)
Materials:
• Calculators
• Pencils/pens
• What’s The Cost? chart
**Youth Development Tip:**
Youth prefer to have real-life problems.
**Open Ended Questions:**
- Were you surprised at how much it costs to drink, smoke, or use other drugs? Why or why not?
- If you were working at a part-time job for 10 hours per week at minimum wage of $7.25 per hour, you would be making $72.50 a week before taxes. If you were smoking a pack of cigarettes every day, how much of your income would it take? How does that make you feel?
- Besides the money that is being spent, what other costs could occur? (getting arrested, costs to their health, having parents not trust them, grades go down, etc.)
- What are some of the benefits for not using tobacco, alcohol, and other drugs? (health, parent’s trust, money for college, etc.)
- As you think to the future, what could you do with the money that you saved? How would that be helpful to you? To your family?
- How might you use what you learned when you talk to your friends?
- How can you use what you learned personally?
---
**WHAT’S THE COST?**
Using this expense calculator, see how much money could be saved by not using tobacco, alcohol or other drugs.
| Cigarette Use | Alcohol Use | Other Drug Use |
|---------------|-------------|----------------|
| # of packs smoked in a day | # of 6-packs drank per week | per unit cost |
| Price per pack | Price per 6-pack | # of units per month |
| Daily Cost | Weekly Cost | Avg Monthly Cost for Cocaine |
| Days in a month | Weeks in a month | Months in a year |
| Avg Monthly Cost | Avg Monthly Cost | Years in a year |
| Months in a Year | Months in a Year | Yearly Total |
Complete for each additional drug
---
**Learn More**
Optional: If a computer with on-line access is available, have participants go to one of the following websites. Have them use the tools to calculate the cost of using tobacco, alcohol, and other drugs.
http://www.collegedrinkingprevention.gov/CollegeStudents/calculator/default.aspx
http://www.healthcalculators.org/index.html
Copyright 2009 National 4-H Council
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Lenelis Kruse-Graumann & Ute Stoltenberg
Germany
Learning for sustainable development in biosphere reserves
4th World Congress of Biosphere Reserves
Lima, March 14-17, 2016
Some comments on
- Why do we need education for sustainable development?
- Our common point of reference: The Global Action Programme on Education for Sustainable Development
- What is the potential of the ESD Concepts and ESD Practice?
- What could we learn and bring forward together in an ESD-Network for Biosphere Reserves?
Why do we need education for sustainable development?
MAB focus on people – environment relationships
Biosphere Reserves (BRs) offer the opportunity for generating knowledge and for learning how to shape this relationship in a sustainable way.
ESD as part of Biosphere Reserve’s Sustainable Development in formal and informal learning processes.
Why do we need education for sustainable development?
If we understand learning of all relevant stakeholders as part of the development of a biosphere reserve,
ESD addresses different target groups:
- Children, youth and adults
- inhabitants and visitors
- municipal authorities, and decision makers in politics, enterprises and other places of work
- the staff of the biosphere reserve itself
- Educational institutions
Lima World Congress of Biosphere Reserves
14-17 March 2016
Why do we need education for sustainable development?
ESD helps to integrate and reflect
ecological,
economical,
social
and cultural aspects
of decisions towards a more sustainable development
Our common point of reference:
The Global Action Programme on Education for Sustainable Development
Objective 1
“to reorient education and learning so that everyone has the opportunity to acquire the knowledge, skills, values and attitudes that empower them to contribute to sustainable development”
Objective 2
“to strengthen education and learning in all agendas, programmes and activities that promote sustainable development”
Our common point of reference:
The Global Action Programme on Education for Sustainable Development
Five priority action areas
1. **Advancing policy**: mainstream ESD into both education and SD policies, to create an enabling environment for ESD and to bring about system change.
2. **Transforming learning and training environments**: integrate sustainability principles into education and training settings.
3. **Building capacities of educators and trainers**: increase the capacities of educators and trainers to more effectively deliver ESD.
4. **Empowering and mobilizing youth**: multiply ESD actions among youth.
5. **Accelerating sustainable solutions at local level**: at community level, scale up ESD programmes and multi-stakeholder ESD networks.
What is the potential of the ESD Concept and ESD Practice?
ESD is a concept and practice to
- address key questions of Sustainable Development
- help to acknowledge and review values and goals of SD
- focus on issues of complexity and systemic interrelations between local, regional and global processes
- put special emphasis on people, their relations with nature, the built environment and among each other
ESD requires a new learning culture
- Participation and co-operation among social and cultural groups, communities, and institutions
- Co-operation between different generations
- Taking into account different perspectives, ideas, forms and levels of knowledge (including indigenous and traditional knowledge)
- Acknowledging people’s capacity to raise important questions and observe, collect and report useful data as part of “citizen science”
ESD requires skilled professionals as part of BR administration
- Help diverse target groups and stakeholders to participate in learning and planning for their own future
- Encourage local communities and municipal authorities to develop community-based ESD
- Create their own projects for generating knowledge and learning sites
- Organize and supervise networking with formal as well as non-formal and informal learning programs
- Participate actively in sharing experiences in ESD practice within the WNBR | 1,905 | 781 | {
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Early History Of The Rapeljes
Editor's note: Next Wednesday afternoon a plaque, erected by the Ontario Archaeological and Historic Sites Board, in honor of Daniel Rapelje, first settler in what is now St. Thomas, will be unveiled by Hon. Bryan Cathcart, Ontario Minister of Travel and Publicity. In this connection the following history of the Repelje (or Rapalje) family, taken from the archives of the Pennsylvania Huguenot Society and kindly forwarded to The Times-Journal by Dr. G. E. Reaman, director of adult education at Waterloo University, Waterloo, Ont., will prove interesting. Dr. Reaman is at present working on a book which will depict the contribution of the Huguenots to Canada, thus his interest in the Rapeljes, who have played a prominent part in the development of this and other sections of the province.
GEORGE RAPARLIER
(Joris Jansen de Rapalje)
This numerous and reputable family is descended from that of de Rapalje, which as early as the eleventh century possessed large estates in Bretagne, and ranked among the arriere-ban of the French nobility. Some of its members were distinguished as military leaders in the crusades, others were celebrated for political eminence and professional talent. But in the religious wars of the sixteenth century, being known as Protestants, they became the victims of Papal animosity and were scattered and expelled from France. The family subsequently gained prominence in Switzerland and Belgium, where they acquired large possessions and continue to the present time.
Joris Jansen de Rapalje, one of the proscribed Huguenot race, from Rochelle in France, was the common ancestor of all the American families of the name. He came to this country with the Colonists in 1623, in the Unity, a ship of the West India Company, and settled at Fort Orange, now Albany, where he continued three years.
George de Rapalier and his bride, Cataline Tricaud, or Joris Jansen Rapalje and Catalyne Trico, as their names were spelled phonetically by the Dutch people, came from Leyden in Holland, where he was born. The patronymic "Jansen" indicated that George was "fils de Raparlier." His father, Jean Raparlier, a weaver, had settled there from one of the Belgian refugee colonies in the southern part of England, either from London, Canterbury, Sandwich or Southampton, where he was born. Jean Raparlier's parents and his grandfather, Jean de la Raparlier, had fled to England after the Spanish capture and destruction of their ancestral city of Valenciennes in 1567, and they had landed in Southampton in September of that year. Valenciennes then a city in the French speaking part of the Netherlands, was the first city which heroically opposed the tyranny of Philip, Lord of the Netherlands, and hereditary King of Spain. Those reverent martyrs, the well known formulators of the Reformed Confession of the Faith, known as "The Galic Confession," Peregrine de la Grange and Guido de Bray, preachers at Valenciennes, friends and probably relatives of the Raparlier family, had found their death and heavenly crown in 1567.
From family letters, in the possession of the New York Historical Society, based upon the statement of her great-grandson Gysbert Bogart, we know that Sarah Raparlier, daughter of George Raparlier and Cataline Tricaud, his wife, was born at Fort Orange (later Albany), on June 7, 1624, and not on the 9th of June as some have said. She was the first white girl born in New Netherland, the first-born white boy there being Jean de la Vigne, or an Finje, as named among the Dutch. A picture of the historical Raparlier Cradle, subsequently used for many children of that family, is on file here. It is the first cradle of Huguenots in America and at the same time that of the white race in the Cosmopolitan Colonies of the Middle East.
Silas Says:
Camera Faces
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Introduction
Develop parks which optimise environmental and economic benefits, and use resources efficiently. Designs should incorporate innovative, best practice and robust solutions that are cost effective to construct, maintain and renew. All designs should be resilient and sustainable, safeguarding the environment for the future.
Utilise Our Resources Efficiently
Implement energy efficient systems that make the most of limited resources, such as power and water.
Building materials and design elements should be appropriate to context, cost efficient (considering whole of life cost), durable, and be made of parts that can be easily replaced if damaged. Design the park for ease of maintenance from the outset.
Utilise The Economic Benefits
Identify and develop relationships with neighbouring land owners such as churches, schools and businesses.
Work with them to use the park design as a catalyst for the improvement of the neighbourhood as a whole. Design to create a destination that can contribute to Auckland’s tourism economy. Use interpretation to educate and inspire visitors about what makes Auckland unique and special.
Utilise The Environmental Benefits
Designs should work to intelligently harness the environmental benefits of our parks.
Parks should naturally manage stormwater, improve air quality, reduce flood risk and help mitigate the effects of climate change. Designs should also look to restore ecological and hydrological systems to promote healthy, thriving ecosystems. Auckland’s parks should lead by example, using sustainable design ideas and showcasing these to educate and inspire the public.
Integrate and effectively manage water on site
Designing parks to maximise the environmental benefits to the area can lead to significant enhancements in water quality. Therefore, the management of water onsite should be a key action considered early in the design process. Including vegetated stream edges and the passive
irrigation of planting areas are just a couple of examples of design solutions which maximise the environmental benefits of a park.
Manage water systems on site by:
- understanding how water moves through and around the site and if there are any existing drainage issues. Use this information to inform the site layout and water management solutions
- understanding how climate change and storm surge events could affect the operation of low lying parklands
- investigating the upstream piped stormwater networks. Understand if there is an opportunity to naturalise a stream into and through park. Work with Auckland Council’s stormwater team to achieve this
- following the LID (Low Impact Design) principles outlined in Auckland Council’s Stormwater Manual (GD04).
- considering stormwater management early in the site planning process, to ensure techniques are suitable
- managing stormwater as close to its point of origin as possible
- maintaining natural hydrology to reduce the impact of flow and contaminants
- using natural processes within the soil and plant community to reduce pollution and contaminant levels in our water
- harnessing water and revealing its presence, movement and life cycle as part of educational play
Lucy Moore Memorial Park, Warkworth
Riverfront reserves help to manage water and provide amenity through the park.
Utilise
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| Maths | Writing | Reading | Science | Other ideas |
|-------|---------|---------|---------|-------------|
| Recap on finding 1 more and 1 less of numbers up to 100. To do this you could write a number in your child’s home learning book and they can then write the number that is one more and 1 less. For e.g. 25 26 27
Addition and subtraction number sentences in books. You could use spots on dominoes and write a number sentence. If you have a dice, roll twice to generate a number sentence. Try some subtraction number sentences too.
Practise writing number words to 10. For eg Zero, one, two…
Continue to play the numbots games.
**Main focus**
Finding a half
Use the white Rose lesson [Summer term week 1](#). Try to complete lesson 4 of week 1. We are a little ahead as we started a week early. | **Sentence writing**
Write a sentence using the words in the image below. This will help the children recap on the phase 5 sounds that we have previously learned. It also shows the sound buttons to help your child read the words.
**Australian animal poster**
Following last weeks animal descriptions design a poster for a new animal.
This can include a fascinating fact which is a good opportunity to use a question mark. For e.g.
**Did you know?**
A blue ringed octopus has three hearts. | Read at home using oxford owl, teach your monster to read and the big cat Collins site that I have previously emailed. Listen to stories online. Try CBeebies bedtime stories. | **Weather and seasons**
Recap on weather. Look at the BBC weather website. Talk about the differences between Staveley and Sydney and/or Cairns. (I’ve checked this week’s weather and Cairns has lightening storms. Class one love it when they see this symbol!)
It might help to locate these places on a map first.
You can draw and label the weather symbols. | Pack a suitcase to travel to Australia. (Australian Summer)
You can do this practically, providing your children with a variety of options. Like woolly hat, wellington boots, sunglasses, shorts, sun hat etc. Your child can then draw and label what they would take with them. ([Suitcase template below](#))
It might be a good idea to complete the science home learning ideas first as pre-learning. Complete the STEM challenges. See below. Have a go at the 7 minute animal workout. See below. |
| **Activity** | What activities would you do in the sunshine, rain, wind, snow? Could you write a sentence? |
|--------------|---------------------------------------------------------------------------------------------|
| **https://whiterosemaths.com/homelearning/year-1/** | Have a go of the video tutorial and the activity. You can also try halving amounts and shapes practically. Can your child give half of their sweets, Lego pieces, pebbles to a family member? Try cutting a pizza, sandwich, apple in half. Using paper shapes fold into halves. You can challenge your child by saying how many ways can half a square? Circles, rectangles, squares and equilateral triangles will work best for this. See next page for example. |
Writing
Words for sentences
Maths
Halving paper shapes
pie
cried
spied
sea
treat
read
$\frac{1}{2}$ $\frac{1}{2}$
$\frac{1}{2}$
STEM challenges
Building Challenges
A. Build something with bricks in just one minute.
B. Create a musical instrument that makes sound.
C. Build the tallest tower you can without it falling.
D. Make a miniature model of your house.
E. Build a tic-tac-toe board and then play a game with it.
F. Make a marble maze and challenge a friend to solve it.
G. Build something while you are blindfolded.
7-minute animal workout
7 MINUTE HIIT WORKOUT FOR KIDS
SET AN INTERVAL TIMER FOR 45 SEC OF WORK 15 SEC OF REST
FROG JUMP
Hop, hop hop! Up and down like a frog.
BEAR WALK
With your hands & feet on the floor, hips high, walk left & right.
GORILLA SHUFFLE
In a low sumo squat, use your hands to balance and shuffle around the room.
STARFISH JUMPS
Jump up and down spreading your arms and legs wide (jumping jacks).
CHEETAH RUN
Run in place as fast as you can, just like the fastest animal in the Sahara.
CRAB WALK
Sitting down, place your palms on the ground behind you, lift your hips and crawl on your hands and feet.
ELEPHANT STOMPS
March in place, stomping your feet as hard as you can.
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The following is a list of the most common types of software that are used in the field of computer science:
1. Operating Systems: These are the programs that manage the hardware and software resources of a computer system.
2. Programming Languages: These are the languages used to write computer programs.
3. Database Management Systems: These are the programs that manage the storage, retrieval, and manipulation of data.
4. Web Development Tools: These are the tools used to create websites and web applications.
5. Software Development Tools: These are the tools used to develop software applications.
6. Data Analysis Tools: These are the tools used to analyze data and make decisions based on that analysis.
7. Project Management Tools: These are the tools used to manage projects and ensure that they are completed on time and within budget.
8. Collaboration Tools: These are the tools used to collaborate with others on projects and share information.
9. Security Tools: These are the tools used to protect computer systems from unauthorized access and attacks.
10. Virtualization Tools: These are the tools used to create virtual machines and run multiple operating systems on a single physical machine.
What If The Calf Goes Off Feed?
Your calf may go "off feed" and refuse to eat all of his concentrate. If this happens you can get him back on feed again this way:
1. Cut out half of the concentrate part of the ration.
2. Give the calf all the hay that he will eat.
3. Feed one-half the regular amount of concentrate until the calf starts eating good again.
4. Then, increase the concentrate for three days so that the calf is back to within one pound of the amount that he ate before he went off feed.
5. Gradually increase the amount of concentrate until the calf is back on full feed.
Fattening Rations
Here are some daily fattening rations that can be used for 500-pound calves on full feed. Choose a ration that has the kind of grain and hay grown on your farm.
| Ration No. 1 | Pounds |
|--------------|--------|
| Corn or milo | 8 |
| Soybean meal | 1 1/4 |
| Early cutting prairie hay | 5 |
| Ration No. 2 | Pounds |
|--------------|--------|
| Corn or milo | 6 |
| Oats or barley | 2 |
| Soybean meal | 1 1/4 |
| Early cutting prairie hay | 5 |
| Ration No. 3 | Pounds |
|--------------|--------|
| Rolled corn or milo | 9 |
| Soybean meal | 1/4 |
| Good alfalfa hay | 5 |
| Ration No. 4 | Pounds |
|--------------|--------|
| Corn or milo | 7 |
| Oats or barley | 2 |
| Soybean meal | 1/4 |
| Good alfalfa hay | 5 |
| Ration No. 5 | Pounds |
|--------------|--------|
| Ground ear corn | 10 |
| Soybean meal | 1 |
| Good alfalfa hay | 4 |
Grain should be rolled or ground as coarse as possible for calves. Ground grain is easier to digest than whole grain. But, calves do not like grain that is ground fine and dusty.
Feed your calves twice each day. It is important that you feed them at the same time each morning and evening.
When you show your calf, you will want him to look his best. For this reason, you should learn how to train and groom calves.
**Training Calves For Show**
Start training your calves soon after you get them. A young calf will be easier for you to train than a large, older one.
In training calves for show, teach them these four things:
1. To lead.
2. To stop.
3. To stand.
4. To back up.
**Grooming Calves For Show**
A calf always looks better if he is well-groomed. Washing, curling, brushing, and clipping are things that you should learn about grooming. Trimming the feet is important too, but you will learn this lesson when you are older.
**Instructions On Training And Grooming**
Instructions on training and grooming calves are given in your fitting and showing manual. You should already have the manual. If you do not, ask your leader to get it for you. | 1,798 | 924 | {
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We, people of Aotearoa, commit to urgently transforming society to achieve climate stability for future generations. We will create a climate-safe Aotearoa, based on economic fairness, democracy, respect for human rights and the intent of Te Tiriti o Waitangi, where we live in harmony with Nature and with each other.
We call on all New Zealanders to:
1. **Stop the bad stuff:**
- Reduce the extraction and burning of fossil fuels to 50% by 2025 and to zero by 2030:
(i) Prevent all new and expanded coal mines and coal-burning plants;
(ii) End deep sea oil exploration and fracking for oil and gas.
- End the unsustainable drive for endless economic growth and consumerism, which drives inequality and resource depletion.
- Stop all non-essential air travel; halve aviation emissions by 2025.
- Halt the expansion of industrialized, intensive farming.
- End the unsustainable drive for endless economic growth and consumerism, which drives inequality and resource depletion.
2. **Bring on the good:**
- Build clean, renewable alternatives for our electricity, transport, farming and industrial processes;
- Farm sustainably, reducing stocking rates, methane and nitrous oxide emissions, managing soils better and restoring our rivers;
- Restore 1.3 million hectares of marginal land to native forest to increase carbon sinks;
- Increase protection for New Zealand’s biodiversity and wild places;
- Reduce consumption of transport, energy and materials by sharing resources, growing local food, eating less meat and dairy and creating resilient local economies;
- Insulate all homes and upgrade energy efficiency;
- Put in place just transition processes for those whose livelihoods will be affected;
- Work towards a waste-free, circular economy that creates wellbeing for all citizens and respects Nature’s limits.
3. **Pressure government to:**
- Comply with and facilitate the above transformation;
- Withdraw investment from the fossil fuel industry;
- Establish a Climate Commission to set a binding carbon budget and develop a plan to meet it;
- Establish a legally binding and steadily rising price on all greenhouse gas emissions, to incentivise action to meet our targets;
- Abide by and strengthen our obligations under the Paris agreement, according to climate science;
- Prepare for a fair resettlement of climate refugees with guidance from Tangata Whenua.
We will work together at every level of society, celebrating our common humanity, acknowledging the different climate-changed world we are entering, respecting the needs of all people, present and future and of other living beings.
Join us and sign the declaration at www.ourclimatedeclaration.org.nz | 1,218 | 555 | {
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**Definition.** A *rational number* is one that can be written in the form $\frac{a}{b}$ where $a$ and $b$ are integers and $b \neq 0$. In this representation, $a$ and $b$ can be chosen to be relatively prime. Then the fraction is said to be *in lowest terms*. The set of all rational numbers is denoted by $\mathbb{Q}$, the set of real numbers by $\mathbb{IR}$. Real numbers that are not rational are called *irrational*.
**Basic fact.** A real number is rational if and only if its decimal expansion (or expansion in any base) is periodic.
**Less trivial fact.** Any number of the form $\sqrt[k]{n}$, where $k$ and $n$ are natural numbers larger than 1 and $n$ is not a perfect $k$th power, is irrational.
**Further definitions.** A number that satisfies an equation of the form
$$a_0 + a_1 x + \cdots + a_n x^n = 0,$$
where $a_0$, $a_1$, $\ldots$, $a_n$ are integers and $a_n \neq 0$, is called *algebraic*. A number that is not algebraic is called *transcendental*.
**Famous transcendentiality results.** The numbers $e$ and $\pi$ are transcendental.
**Rational root theorem.** If $a_0$, $a_1$, $\ldots$, $a_n$ are integers and $\frac{a}{b}$ is in lowest terms and is a root of the equation
$$a_0 + a_1 x + \cdots + a_n x^n = 0,$$
then $a|a_0$ and $b|a_n$.
**Examples.**
1. Prove that $\sqrt{2} + \sqrt{3}$ is irrational.
2. Prove that there is no set of integers except 0, 0, 0 for which $m + n\sqrt{2} + p\sqrt{3} = 0$.
3. Suppose a real number $\alpha$ satisfies $\cos(\alpha \pi) = 1/3$. Prove that $\alpha$ is irrational.
4. Let $\frac{a}{b}$ (in lowest terms) represent a rational number in the interval $(0, 1)$. Prove that
$$\left| \frac{a}{b} - \frac{\sqrt{2}}{2} \right| > \frac{1}{4b^2}.$$
5. Prove the following classical fact: if $\alpha \in \mathbb{Q}$, then the sequence $(\{n\alpha\} : n \in \mathbb{IN})$ is periodic; if $\alpha \in \mathbb{IR} \setminus \mathbb{Q}$, then the sequence $(\{n\alpha\} : n \in \mathbb{IN})$ is dense in $(0, 1)$. Here $\{x\}$ denotes the *fractional part* of $x$:
$$\{x\} := x - \lfloor x \rfloor.$$
6. Prove *Beatty’s theorem*: If $\alpha$ and $\beta$ are positive irrational numbers satisfying $1/\alpha + 1/\beta = 1$, then the sequences $(\lfloor n\alpha \rfloor : n \in \mathbb{IN})$ and $(\lfloor n\beta \rfloor : n \in \mathbb{IN})$ together include every natural number exactly once. | 1,282 | 792 | {
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‘We are different from the boys.’ (Limpsfield Grange girls with ASC)
| Key advice for mainstream class teachers/teaching assistants (TAs) | Key advice for senior leaders |
|---------------------------------------------------------------|-------------------------------|
| **LEARNING**
Possible characteristics of girls with ASC – how you can support them
• Difficulties with abstract concepts and auditory processing – make learning concrete, contextual and visual
• Likes routine, dislikes change – structure all transitions (for example, in and between lessons, after school holidays)
• Quiet, shy, awkward, compliant, passive – praise and reward (if they can accept this)
• Not asking for help, or being avoidant, to mask difficulty – check understanding often
• Explosive outbursts or meltdowns – understand and address fears, triggers and sensory overload
• Perfectionist – build flexibility in making mistakes and re-drafting work
• Very determined and likes to be in control – offer guided choice
• Fine motor or sensory difficulties – make reasonable adjustments; for example, allowing touch typing instead of writing by hand | **USING SCHOOL SYSTEMS, BUILD WHOLE-SCHOOL ASC KNOWLEDGE, SKILLS AND COMPETENCY IN…**
• Creating an ‘enabling’ school environment
• Understanding the presentation of girls with ASC, their strengths and special interests
• Analysing and supporting behaviours
• Understanding the impact of impairments (for example, social imitation causing exhaustion during the day)
• Identifying rising anxiety or mental health issues
• Working with families to generalise girls’ social understanding across different environments
**SPECIFICITY: GIRL-ORIENTED PROGRAMMES**
*Girls with ASC may need:*
• To build their own age-appropriate understanding of ASC, sensory sensitivities and anxieties and how to manage them |
• Enjoys reading, has a good imagination, etc – incorporate their special interests into learning
SOCIAL
Girls with ASC may…
• Mirror behaviour
• Affect different personalities and may not have a strong sense of identity
• Be socially immature and vulnerable
• Try to impose scripted, controlling play on peers
How you can support them…
• Select a partner(s) to model behaviours
• Use video, role play, social scripts to show how to respond appropriately
• Provide structured activities for social time
• Encourage and model reciprocity
EMOTIONAL
Girls with ASC may…
• Need to feel that someone ‘gets’ them
• Camouflage emotions or mask symptoms at school
• Be exhausted from the pressure of constant social imitation/mirroring
• Experience anxiety more intensely than others
• Shut down or cry over small things due to sensory/emotional overload
• Hate injustice
How you can support them…
• Use social stories and factual evidence to explain fears
• Where appropriate, confirm that their reaction or feeling is ‘normal’
• Tell them it will be ok
• Extra-curricular provision and resources to match ASC special interests
• A social language programme to navigate social rules, with peer mentoring schemes for friendship and bullying issues
• Personal, social health and economic education specificity to facilitate:
o sex and relationship education: adolescence is unpredictable; bodily changes heighten anxiety due to perceived lack of control
o independence – to reduce vulnerability
o privacy awareness, personal space and touching rules
o permission to say ‘No’: self-advocacy
o awareness of e-safety and grooming: girls with ASC are more vulnerable to complying with a demand and more likely to respond to communication
o self-image, self-esteem, assertiveness and confidence
o gender identity
o emotional well-being and mental health
o developing vocational interests and leisure activities
• Careers Information, advice and guidance specificity: girls who are systematisers may prefer male-dominated occupations, where the need to follow rules is high. Girls may need to:
o see the big picture of career pathway options
o celebrate the right to choose their own path, despite ‘female’ cultural influences | 2,023 | 829 | {
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How to Save Your Work
Save and Title your images using this format:
LastFirst – Project#.jpg
Example: AgerBrandon – Worm'sEye1.jpg
*You should have 3 images turned in. Indicate this by labeling 1,2, or 3 in the title.
Saving Work to Network Folder:
1. Go to FINDER (it should say "Finder" in the toolbar in the top left corner)
2. Select on GO in the toolbar
3. Select CONNECT TO SERVER (or use the key-‐command: COMMAND + K)
4. A box should pop up. Enter: "10.22.129.35" for the server address
5. A Box will pop up. Enter: "digital" for NAME and PASSWORD. Press CONNECT
6. Select "AGER" if in Mr. Ager's class. Select "ALLEN" if in Mr. Allen's class.
7. Click and drag your files to the Dropbox. | 369 | 601 | {
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GUIDANCE FOR DUAL LANGUAGE LEARNERS
Do I have to use the KIDS tool with my English Learners and Diverse Learners?
ISBE requires the use of KIDS for all kindergarten students in Illinois, regardless of English Learner or Diverse Learner status.
As a general reminder, KIDS allows children to demonstrate mastery through a variety of communication modes, languages, and behaviors (e.g. in another language, through sign language, using alternative communication systems, etc.) This means that KIDS can still be used effectively with students who speak languages other than English and/or who do not use oral language to communicate.
Use of "Unable to Rate"
Although the KIDS rubric covers a broad developmental continuum, it may not measure the development of all children. If students have not yet reached the lowest developmental level on the KIDS rubric, teachers have the option of marking "Unable to Rate" and indicating the reason in the KIDSTech system.
Using the Alternate KIDS LLD Measures for Bilingual Classrooms
An alternate set of KIDS measures is available for teachers of English Learners, who are required to be provided with literacy instruction in their native language. The alternate set of measures removes two of the required measures from the Language and Literacy (LLD) domain and replaces them with two alternate LLD measures. Specifically, in the alternate LLD subset, measures LLD 1 and LLD 10 replace LLD 8 and LLD 9 from the original LLD subset. So, instead of Phonological Awareness (LLD 8) and Letter and Word Knowledge (LLD 9), the teachers of English Learners can use Understanding of Language (Receptive) (LLD 1) and Emergent Writing (LLD 10).
GUIDANCE FOR DUAL LANGUAGE LEARNERS
| KIDS Domai | | 14 Required Measur (Original Version) | | es | |
|---|---|---|---|---|---|
| | n | | | | |
| Language and Literacy (LLD) | | | | | 1 |
| | | 3 | Communication and Use of Language (Expressive) | | 3 |
| | | 4 | Reciprocal Communication and Conversation | | 4 |
| | | 6 | Comprehension of Age-‐ Appropriate Text | | 6 |
| | | 8 | Phonological Awareness | | |
| | | 9 | Letter and Word Knowledge | | |
| | | | | | 1 0 |
This alternate set of measures is available because understanding of receptive language and emergent writing can be observed similarly in children learning English as in those learning other languages. In contrast, Phonological Awareness and Letter and Word Knowledge are less relevant (and therefore less observable) as children begin in languages other than English.
Using the Alternate LLD Sub-‐set is strongly recommended for students in bilingual classrooms. The sub-‐set can also be used at a teacher's discretion for any other students who are English Learners. | 1,430 | 1,952 | {
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Emerging Food Issues
The Consumer Perspective
Mary Alton Mackey
June 26 2007
Changes in Risk of Food Bourne Diseases
- changes in diet
- new methods of producing and distributing food
- new or re-emerging infectious food borne agents
- increasing use of commercial food services
- and the growing number of people at high risk for severe or fatal food borne diseases.
Consumer food safety concerns
‘ready to eat’ foods
- prepackaged foods: spinach, lettuce, sprouts etc.
- deli foods
- flash pasteurized non acid juices
- globalization – foods from other countries
Consumer Food Safety Concerns
Mode of Production
- organically grown foods
Food Standards
- non enforcement of standards of identity and lack of standards of identity for major classes of foods
New Technologies
- novel food and foods or ingredients from new technologies i.e. nanotechnology
Consumer Concerns
Food Safety
- reformulation of foods (i.e. substitution of wheat for corn – potential allergic response)
- identification of allergens
- readability of ingredient and food storage information on labels
The Canadian Food Safety and Quality Program
Agriculture and Agri-Food Canada
- Focus on quality and food safety
- Canadian consumers want a return to an emphasis on quality
- Canadian consumers want to know that their food is safe and nutritious to eat
This is a very good news story but a well kept secret.
Food Safety Across the Whole Value Chain
- Good Agricultural Practices and HACCP programs must be applied across the whole continuum from inputs for farmers to in home practices of consumers.
- No clear framework on how pieces fit together in the Canadian Food Safety and Quality Program
HACCP for consumers to be risk managers is missing
Industry-Led Food Safety Programs
- Applaud industries concern with improving its safety practices
- Concerns
- Process for establishing and overseeing food safety standards
- Voluntary Participation
- Oversight
Process Lacks Transparency
- Best Practice standards are being created behind closed doors.
- If Government initiated standards, they would be put forward for Notice and Comment so that the entire public has an opportunity to give input.
No mechanism exists for the public (including a wide range of sources and experts) to comment on the Best Practices before adoption.
Voluntary Participation
- Consumers cannot be assured that all food that reaches the marketplace will be as safe as possible.
Oversight
- Unclear how the audit for the whole value chain will be coordinated; appears to be component specific
- Government oversight appears lacking
Government authorities must guarantee the highest level of food safety to consumers
The Road Ahead
Increase the Credibility of Food Safety Standards by making them
- Mandatory
- Government approved
- Based on commodity-specific needs
- Applied consistently across producers of the same commodity
- Subject to Government of Canada oversight
- Developing a mechanism to apply the same standards to imports | 1,429 | 602 | {
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The Cockroach
Here in the UK we have, primarily, just two types of cockroach -‐ the Oriental and the German. Both are mainly nocturnal although they can be seen during the day if present in large numbers. The Oriental cockroach is dark brown and up to 30mm long and the smaller German cockroach is a yellowish brown and can be up to 15mm long. Although both species have wings, neither generally fly. Both species lay eggs in egg cases and whilst the Oriental female deposits her cases, containing around 16 eggs, in their harbourage, the German female carries her case, containing up to 40 eggs, around with her. The German cockroach is an accomplished climber even on smooth surfaces and has a prevalence for very warm indoor environments such as around heating ducts.
Also present in the UK in much smaller numbers are the American cockroach (up to 40mm long), the Australian cockroach (up to 38mm long and darker than the American) and the brown-‐banded cockroach (small with brown bands of colour).
The cockroach will feed on a very wide range of foods and needs access to water. They live in large groups where multiple generations will be present. The young nymphs grow into adults through a series of skin moults. Typically, the Oriental uses 7-‐10 moults to reach adulthood in 6-‐18 months. The German, however, uses just 5-‐7 moults and will reach maturity in around 3 months. Cockroaches are not known to bite or sting but they can carry and transmit disease through walking amongst decaying matter and faecal matter and then onto food preparation surfaces.
Often we do not realise that we are sharing our home or work environment with the cockroach until such time as their numbers have reached considerable proportions. It is common for the first sighting to be of hundreds of them scurrying for cover when an appliance or piece of furniture is moved.
Through the use of modern methods and treatments it is now possible to rid a premise of a cockroach infestation by careful planning, thoroughness and a structured program of treatments. The use of gel baits together with residual insecticidal sprays and dusts will see the end to the majority of infestations. It is strongly recommended that you call in a professional pest controller to treat cockroaches as they can be very difficult to bring under control.
Tel:
Email: email@example.com
Visit: www.birdandpestsolutions.co.uk | 927 | 1,968 | {
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End of year expectations for Year 1 Reading
By the end of year 1 children at Moreland are expected to:
To use my phonics to decode and blend words.
Read word with –s, –es, –ing, –ed, –er and –est endings
Read tricky words and common exception words.
To read books aloud at the correct level.
Discuss the title and important events of a book.
Check the text makes sense and self-‐correct.
Make predictions about a text.
Can talk about and explain what is being done and said in the text.
Can discuss word meanings, and make link new meanings to things the child already knows.
I can begin to link reading to my own experiences. | 248 | 553 | {
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FITNESS GOAL SETTING & ASSESSMENT (Grades 3-‐5 TH )
1. Why are creating goals important?
2. Are my goals I set for myself realistic or attainable?
3. How do I try to achieve the goals I set for myself?
4. What was my attitude when I was performing the fitness assessments?
5. What happens if I don't achieve my goals?
6. What happens if I do achieve my goals?
IMPORTANT CONCEPTS TO REMEMBER!
1. Remember to always do your personal best. Challenge yourself, not others.
2. Believe in your abilities.
3. Don't ever give up; what challenges us makes us stronger.
4. Fitness needs to be fun, forever, and can be done with family and friends.
5. Having a support system is important in accomplishing your goals.
6. Fitness is not a destination, but a lifelong journey.
7. For the majority of us being physically fit takes a lot of hard work, perseverance, and practice. Nothing usually comes easy without a struggle. | 419 | 742 | {
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Friends of the Arboretum Native Plant Sale
Desmodium canadense – Canada Tick-‐Trefoil
COMMON NAME: Canada Tick-‐Trefoil, Showy Tick-‐Trefoil
SCIENTIFIC NAME:Desmodium canadense withdesmodium from Greek meaning bond or chain, referring to the seedpod joints
FLOWER: Blue-‐violet, quickly fading to blue. Individual stalked blossoms, less than ½ inch long, arranged in a dense, branched cluster.
BLOOMING PERIOD: July to August, early September
SIZE: Three to six feet tall
BEHAVIOR: The pea-‐pod like fruits are segmented and break into several pieces when touched after they mature. Each segment is a "stick-‐tight" that can adhere to the fur of an animal or clothing of a human making this a good method of seed dispersal.
SITE REQUIREMENTS: Grows best in oak savannas and woodland borders with moderate moisture, moderate shade and good soil. Found along stream banks and often along roadsides and railroads.
NATURAL RANGE: From Nova Scotia to Saskatchewan, south to Maryland and Oklahoma. In Wisconsin the range is widespread except for the Northern Highlands.
SPECIAL FEATURES: Has deep roots and shade tolerant leaves so it competes well with native grasses. Like most legumes tick-‐trefoil adds nitrogen to the soil. Attracts birds, bumblebees and small mammals.
SUGGESTED CARE: This plant should do very well in most southern Wisconsin gardens with moderate moisture and moderate light. It may be subject to powdery mildew.
COMPANION PLANTS: Maidenhair fern, hog peanut, wood anemone, spikenard, Jack-‐in-‐the-‐pulpit, wild strawberry | 748 | 1,283 | {
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Halloween Crossword by Jeffrey Hill
Across
1 Children eat a lot of these at Halloween! (6)
4 Halloween is very popular here (3)
9 Orange fruit used to make lanterns (7)
10 Halloween is celebrated on the last day of this month (7)
11 What is a witch's favorite class? Spell-ing. (4)
12 American English for 1 across (5)
14 Flying mammal (3)
16 I can't decide what ____ to wear (7)
6 A cemetery late at night is a very ____ place (6)
17 Frightening (5)
18 Let's throw a ____ to celebrate Halloween (5)
19 Trick or _____ (5)
20 See 18 Down
Down
2 Halloween is an abbreviation for All Hallow's ____ (3)
3 Vampires and werewolves are ____ beings (12)
5 Eight-legged creepy crawly (6)
7 The soul of a dead person (5)
8 She wears a black cloak and a pointed hat (5)
13 I'm going to ____ as a zombie for Halloween (5,2)
14 ____ cats are bad luck (5)
15 Children love to play with these (4)
16 Cut a face into 9 across (5)
18/20 We ____ the Halloween decorations today (3,2)
| | 1 S | W | E | 2 E | T | 3 S | | | | 4 U | 5 S | A |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| | | | | V | | U | | | 6 S | | P | |
| 7 G | | 8 W | | E | | 9 P | U | M | P | K | I | N |
| H | | I | | | | E | | | O | | D | |
| 10 O | C | T | O | B | E | R | | 11 J | O | K | E | |
| S | | C | | | | N | | | K | | R | |
| T | | H | | | 12 C | A | N | 13 D | Y | | | |
| | | | | | | T | | R | | 14 B | A | 15 T |
| | | 16 C | O | S | T | U | M | E | | L | | O |
| | | A | | | | R | | 17 S | C | A | R | Y |
| 18 P | A | R | T | Y | | A | | S | | C | | S |
| U | | V | | | | L | | U | | K | | | | 1,187 | 665 | {
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Teacher's Curriculum for Songs of the American Spirit
The AJW's mission is to perform for and with public school students in order to encourage their participation in band, orchestra, and choir programs; to uphold and promote the American jazz tradition; and to enhance quality of life for all ages through live performances employing area musicians and collaborations with nonprofit organizations and student ensembles in central Texas.
This year's season is devoted to Depression-era popular song, with a female vocalist. Songs like Pennies from Heaven, Bye Bye Blackbird, I've Got the World on a String, and others will be presented.
Workshop Logistics:
You will be contacted by your workshop clinician about two weeks prior to your scheduled assembly. Ideally, workshops should take place during the assembly week. They are aimed at grade levels three and higher, with a budget of three class periods per campus. Classes may be combined, but a maximum of fifty students in the room at one time is preferred. Workshops are designed to take place in the music classroom. They are intended as an opportunity for some of your students to get acquainted with jazz concepts and history before the full group performs on your campus, but the workshop is not required for students to enjoy the assembly performance.
Necessary Equipment:
Our clinician will need a CD player and a laptop or desktop with PowerPoint viewing capability from flash drive that we provide. Optional, but recommended: TV with Internet access for YouTube clips.
Assembly Performance Logistics:
The AJW will set up on the floor this year, if possible. The group is a quintet consisting of vocalist, sax/flute, keyboard, bass, and drums. The band will need four chairs and electric piano if available. Otherwise, we can bring our own electric piano. Also, we will use the projector/screen in your cafetorium and a laptop to project lyrics for a singalong to Bye Bye Blackbird.
The following is intended to help you prepare your students for the Austin Jazz Workshop experience on your campus. It is divided into three parts: Classroom Prep (done by you before the clinician's visit), Workshop Experience (done by the AJW clinician in your classroom), and Performance Experience (done by the full group during the assembly).
Classroom Prep for Bye Bye Blackbird: Sheet music and practice recordings for both tunes are available by emailed request to firstname.lastname@example.org. Students can sing and/or play recorders on these numbers.
Workshop Experience for Bye Bye Blackbird: The clinician will lead your classes in singing this song, and play along with them as they play recorder, if they are ready. Performance Experience for Bye Bye Blackbird: Recorder students who are ready will be brought up to perform with the band. The audience will be led in song with lyrics projected.
Other workshop components:
Terms for this year: Swing, Improvisation, Standards, Bridge. The clinician will demonstrate the concepts of swing and improvisation for students, and talk about what constitutes a 'standard' composition, and the importance of the bridge and song form in Bye Bye Blackbird.
Question/Answer: The clinician will leave some time for questions at the end of the presentation. Generally during this portion, the clinician will encourage students to become involved in band, orchestra, and choir programs in middle school.
Video Selection: If time permits, the clinician will direct the class to relevant YouTube clips of some of the songs to be presented. TV and Internet access will be necessary for this to occur.
Participation in AJW Jazz Jubilee or AJW @ Texas Community Music Festival. Austin ISD teachers who are interested in having students from your school participate in either of these two annual events are welcome to download the AISD Jazz Jubilee 2018 Letter of Intent to register or gain more information.
Questions? Contact Michael Melinger at 512-829-7255 or email@example.com. | 1,672 | 797 | {
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EFNEP Newsletter
www.facebook.com/adoptinghealthyhabits
For more information about this and other Cornell Cooperative Extension of Steuben County programs, call 607-664-2300
Produced by Cornell Cooperative Extension February 2018
Create Your Grocery Game Plan
Here are some steps you can take to help save money when grocery shopping:
1. Check grocery stores fliers from the paper or online to see what sales are available in your favorite stores.
3. Check your cupboards, refrigerator and freezer to see what you have on hand. Use what you have available so you spend less at at the store.
2. Before grocery shopping, make a list of the meals and snacks you need for the week using foods that are on sale.
4. Think about your schedule. Choose meals that are quick and easy for days when your schedule is full and choose recipes that take longer to prepare for days when you have the time to spend in the kitchen.
5. Use your list of meals to make your list of what you need to buy. Don't forget to include things like fruits, vegetables and beverages that might not be part of a recipe but are foods you need for the week.
vantage of while shopping.
6. Write your list on paper or use a mobile app to create your list. The best way to create a list is to create it using whatever method works best for you. If you use apps, check the app for the store where you are shopping to see if there are any additional coupons or deals you can take ad-
7. Keep an ongoing grocery list in a central location in your home so that you and your family can add to it as you run out of things during the week (think paper towels, plastic wrap).
8. Eat before you shop, look at top and bottom shelves for savings and check out store brands.
Information from www.choosemyplate.gov
In Season
This month look for oranges, grapefruit, pears, bananas, kale, mushrooms, onions, potatoes, sweet potatoes, turnips and winter squash.
The EFNEP program provides nutrition education to low income families and children in counties throughout New York State.
A series of 8 classes is offered to adults in a variety of settings.
Workshop series include:
Eating Smart Being Active Finding A Balance—
Healthy Children, Healthy Families
Diabetes
Healthy Cents
Breastfeeding
A series of 6 classes is offered to youth aged 8-12 in school and at after school locations.
Workshop series include:
Choose Health: Food, Fun and Fitness Cooking Up Fun! Vary Your Veggies
If you or your organization are interested in scheduling classes, please call your local nutrition educator:
3 E. Pulteney Square Bath, New York 14810 607-664-2300
PutKnowledgeToWork.org
607-664-2300
This material was funded by the USDA's
Expanded Food and Nutrition
Looking for something to do with your elementary aged children over Winter Break? Borrow Explore Winter! : 25 Great Ways to Learn about Winter by Maxine Anderson and Alexis FrederickFrost (Illustrator) from your local public library. This book is jam packed with experiments and projects to help your children learn more about winter and includes indoor and outdoor activities.
Blueberry Pancakes
Ingredients:
Serves: 6 Serving size: 2 pancakes
1 teaspoon baking powder
1 cup whole wheat flour 1 tablespoon sugar
1/4 teaspoon baking soda 1 egg
1 cup fresh or frozen blueberries (if using frozen berries, thaw and drain of the juice. Stir in with 2 teaspoons of whole wheat flour.)
1 cup nonfat milk
Directions:
2. Beat egg and milk together in a small bowl.
1. Mix flour, sugar, baking powder, and baking soda together with a fork in a medium bowl.
3. Add the egg and milk (wet) mixture to the (dry) flour mixture. Stir just until combined.
5. Spray a skillet with cooking spray and heat over medium low heat.
4. Gently fold in blueberries.
6. Pour pancake batter into the skillet using a 1/4 cup measuring cup. Cook until the pancakes have bubbles on top and the edges are slightly dry, about 4 minutes. Flip pancakes and cook for about 3 minutes more.
Iowa State University Extension and Outreach.
7. Top with warmed canned fruit. Source: Healthy and Homemade 2018 Nutrition and Fitness Calendar—
Nutrition Facts: Serving Size: 2 pancakes, 120 calories, 1.5 total fat, 0g saturated fat, 30mg cholesterol, 160mg sodium, 22g total carbohydrate, 3g dietary fiber, 7g total sugars, 5g protein, 1mcg vitamin D, 108mg calcium, 1mg iron, 167mg potassium | 1,952 | 998 | {
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Test 5 Study Guide
Name: ____________________________________________
Vocabulary—Know your vocab! ***This test is on Quarter 4 NOT Quarter 3
Percentile
Z-Score
Percentages
Ranks
Normal
Empirical Rule
68-95-99.8
Area
Table A
Type 1
Type 2
Work Problems—answer each question fully.
Z-SCORES
1. The change in scales makes it hard to compare scores on the 1994 math SAT (mean 480, standard deviation 100) and the 1996 math SAT (mean 510, standard deviation 120). Jane took the SAT in 1994 and scored 500. Her sister Colleen took the SAT in 1996 and scored 520. Who did better on the exam?
2. The change in scales makes it hard to compare scores on the 1994 math SAT (mean 480, standard deviation 120) and the 1996 math SAT (mean 510, standard deviation 110). Tim took the SAT in 1994 and scored 520. What is an equivalent score on the 1996 SAT?
The weight of the wrestlers on the wrestling team is normally distributed with a mean of 154 and a standard deviation of 3. Find the z-scores for each of the following.
3. 164 lbs.
4. 136 lbs.
The following set of data represents the shoe size of randomly selected male students. {13, 11.5, 9, 10.5, 13, 11, 10.5, 12.5, 13, 9, 9, 8, 10}. Find the z-scores for the following.
5. Size 10.5
6. Size 12
The z-scores of four students on an algebra test are given. If the mean of the test was 89 and the standard deviation was 5.5, find each students test grade.
7. Samantha's z-score is −1.25
8. Kendall's z-score is 2.15
PERCENTILES
Below is a list of test grades for a class of 24 GMC students.
Determine the percentile of the following students.
9. If Ben scored an 95 on the test.
10. If Jacob scored a 80 on the test
11. If Spencer scored an 65 on the test.
12. Jessica scored an 90 on the test.
90
EMPIRICAL RULE
The mean weight of adult American men is 195 pounds with standard deviation of 17 pounds. Use the Empirical Rule to answer the following.
13. What percent of adult men are less than 195 lbs.?
14. What percent of adult men are between 178 and 229?
15. What percent of adult men are greater than 161 lbs?
16. The middle 95% of the data is between what two weights?
17. 178 is how many standard devations away from the mean? And in which direction?
AREA UNDER THE CURVE
Use Table A to find the area under the curve. Shade the area and answer to the question.
18. Between 𝑧= −2.11 and 0.81
19. Less than𝑧= −2.75
20. Greater than𝑧=1.29
CALCULATIONS WITH NORMAL CURVES—TYPE 1 or TYPE 2
Adult woman in America have pregnancies lengths that are roughly Normal with a mean of 265 days and a standard deviation of 10 days.
21. If the length of a women's pregnancy is in the 13 th percentile, how many days was she pregnant?
22. Determine the percent of women whose pregnancies are between 240 and 260 days.
23. Determine the percent of women whose pregnancies are greater than 286 days.
24. What would the length of a women's pregnancy have to be to be considered in the top 10% of pregnancy lengths?
25. Determine the percent of women whose pregnancies are less than 256 days. | 1,539 | 843 | {
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Carlton Gardens Primary School HOME LEARNING POLICY
Authorisation May 2015
Review: 2018
Purpose
School related experiences undertaken at home benefit the students by making connections and complimenting classroom learning, fostering good study habits and providing an opportunity for students to be responsible for their own learning. Home learning provides opportunities for parents to collaborate in their child's education. Learning at home should be enjoyable, challenging and strengthen students' interest in learning. It should assist the student to develop a love of learning throughout their life. This policy ensures that the CGPS home learning expectations are in line with the Department of Education and Early Childhood Development guidelines (http://www.education.vic.gov.au/school/principals/spag/curriculum/pages/homework.aspx).
Aim
1. To provide opportunities for students to revise, consolidate, extend and apply their learning.
2. To encourage parents/carers to share learning experiences with their child, to help them develop a sense of wonder.
3. To assist in the development of organisational and time management skills.
4. To provide students with opportunities to develop a sense of responsibility towards their own learning.
Implementation
* Teachers will develop tasks that are
o appropriate to the student's skill level and age,
o purposeful, meaningful and relevant to the curriculum,
o assessed by teachers with feedback and will offer support, and
o interesting, challenging and when appropriate open ended,
o balanced with a range of recreational, family and cultural activities.
* Home learning may take various forms such as:
o practise exercises – apply new knowledge or to review, rewrite and reinforce newly acquired skills,
o preparatory tasks – access background information in preparation for future lessons,
o extension activities – individual exploration and expansion,
o tasks that will primarily be digitally based from Grade Three - Six.
o tasks that may require the use of computers for students in Prep - Grade Two, and
*NB: parents to inform teachers if they do not have access to a computer or the Internet.
* Class teachers will coordinate the home learning allocation however it must be within the following recommended times;
Ø Prep – 15 minutes per day
Ø Grade 1/2 - 20 minutes per day
Ø Grade 3/4 - 30 minutes per day
Ø Grade 5/6 - 45 minutes per day
* Tasks will not be set on weekends or during holidays.
* If students attend an extended family holiday, they are expected to continue reading daily and to keep a journal. Due to the large number of students who travel within our school, and the ever-changing curriculum, teachers will not provide extra tasks for students on extended holidays.
* Reading will be a daily component of home learning at all year levels and may include reading material provided by the school or interest material available at home.
* Teachers will ensure that students are aware and informed of requirements and methods related to set tasks.
* Teachers will provide feedback to the students on set tasks.
* Teachers will contact parents if concerned about a child's home learning.
* Parents will be advised of home learning expectations at the beginning of the school year and will be provided with a copy of the school's home learning policy.
* Parents will be encouraged to support their children with their home learning tasks and help them to balance their time with a range of recreational, family and cultural activities.
* Diaries provide a means of communication between parents and the school and will, be used by Grades 3 – 6; these will be provided as part of the school's book pack.
* Parents are encouraged to contact class teachers to discuss any concerns they may have regarding home learning.
The Role of the Teacher
* to explain home learning tasks and how to go about them,
* to facilitate engaged conversations with parents,
* to provide parents at the beginning of the year, with an overall outline of the home learning experiences that are considered appropriate , and
* teachers are to outline the coming focuses at the beginning of each term, including central idea, lines of inquiry, literacy and numeracy. This will be sent home to parents/guardians.
The Role of the Student
* to read at home,
* to engage in learning experiences and activities at home,
* to share ideas for home learning with their parents, and
* to clarify with their teachers if they are unsure of the home learning tasks.
The Role of the Parents/Guardians
* to listen to and discuss with their child their books, and
* to enquire about the learning that has taken place that day and discuss any follow up needed for Units of Inquiry.
Evaluation
This policy will be reviewed as part of the school's three-year review cycle. | 2,009 | 945 | {
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The International Malcolm X
Worksheet
Instructions:
Fill out the questions below. Notice that some questions have multiple parts, so make sure to answer each part. The section of the reading is always given, so that you know where to look for the answer. However, information for the answer is spread throughout the entire section: so make sure to keep adding to your answer as you read the section.
Questions:
Marcus Garvey and the United Negro Improvement Association
1. Thinking About Movement and Migration: Why did the Afro-Caribbeans who migrated to Harlem become some of the most radical members of Harlem’s black community?
2. Thinking About Strategy: How did Marcus Garvey think that people of African ancestry could gain freedom from white domination? Why did he believe that people of African and Asian ancestry should unite?
3. Thinking About the National Context: What was going on in the United States during Marcus Garvey’s time that led many African Americans to believe that freedom would only come when blacks totally separated from whites?
A Beautiful and Tragic Family
4. Imagine You Were There: Imagine you were present at a United Negro Improvement Association meeting with Malcolm’s father and mother, Earl Little and Louise Langdon. You are all discussing the possible difficulties with carrying through Marcus Garvey’s plans. What difficulties would you mention, and how would you suggest overcoming them?
5. Thinking About Strategy: Why did Malcolm’s parents teach their children to grow their own food and to learn about the healing powers of different plants? What did this have to do with black liberation?
The Nation of Islam
6. Thinking About Similarity and Difference: In what ways were the ideas of Marcus Garvey and the Nation of Islam similar? In what ways were they different?
7. Thinking About Changing Perspectives: How did Malcolm first react to the Nation of Islam’s belief that white people were “devils,” and why did his thoughts change?
The Afro-Asian Conference
8. Thinking About Global Connections: Why was Malcolm X inspired by the Afro- Asian Conference? Why did he feel that this event on the other side of the world was relevant to African Americans?
The First Journey Abroad, and the First Doubts
9. Thinking About Changing Perspectives: How and why did Malcolm X’s views begin to change after his first journey to the Middle East?
10. Thinking About Public Presentation: How did Malcolm portray himself in the first chapters of his Autobiography, and why? What can this teach us about the challenges of using sources in history?
The Hajj
11. Thinking About Changing Perspectives: How, and why, did Malcolm’s views on whites change when he took the Hajj?
Among The Expatriates in Ghana
12. Thinking About Multiple Perspectives: Describe the different perspectives on capitalism held by Marcus Garvey on the one hand, and the anti-capitalist revolutionaries in Ghana who Malcolm X came to agree with.
13. Thinking About Changing Perspectives: How, and why, did Malcolm’s views on race continue to change while in Ghana?
14. Thinking About Changing Perspectives: How, and why, did Malcolm’s views on women change while in Ghana?
The Organization of Afro-American Unity
15. Thinking About Public Presentation: When Malcolm returned from Ghana, how did he portray himself to the American public, and why? Why did he choose to downplay certain parts of his thinking, while highlighting others?
16. Thinking About Strategy: Describe the strategy of Malcolm X’s Organization of Afro-American Unity.
17. Thinking About Strategy: Why did many civil rights leaders agree with Malcolm X that it was time for African Americans to turn to the United Nations for help?
Malcolm's Five Months Abroad
18. Thinking About Strategy: Why did Malcolm X think it was important to build ties to Islamic leaders in the Middle East, on the one hand; and African leaders, on the other?
19. Thinking About Repercussions: How did Malcolm X’s activities abroad place him in danger, and why?
In England
20. Thinking About Public Presentation: Why was Malcolm X struggling to portray himself to the American public, and why did he thinking that debating at the Oxford Union would help?
21. Thinking About Strategy: Why did Malcolm X think it was important to build relationships with colonized people living within countries like England and France? | 1,836 | 873 | {
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Across
31. The weeping prophet
3. Mother of Ishmael, called God "The One Who Sees"
26. An unwilling prophet who was swallowed up by a great fish
7. Jewish queen of the Persian king Ahasuerus
6. A judge of Israel from the tribe of Manasseh who set out a fleece before God to confirm His instruction
8. First woman
11. A prophet and judge; Hannah's son
13. His father made him a coat of many colors
15. A prophet of God who picked up Elijah's mantle
16. A prophet who lived in the 8th century Kingdom of Judah and who prophesied the birth of Christ
19. First man
21. Wife of Isaac, mother of Jacob and Esau
24. One of the twelve spies sent into Cannan; one of the two spies who returned confident in God
27. A good man whom God allowed to be tested
28. He survived a den of lions
29. Son of Adam and Eve who killed his brother
31. Saul's son and David's friend
33. The Moabite who married Boaz
36. The son of Sarah and Abraham; the child of promise
37. Rachel and Israel's youngest child
38. His wife turned into a pillar of salt
39. God used him to lead the Israelites out of Egypt
Down
1. A man after God's own heart; the second king of Israel
2. The wisest man who lived; the son of David and Bathsheba
4. He was commanded by God not to cut his hair
5. Son of Adam and Eve who was killed by his brother
9. He walked with God and was not for God took him.
10. The leader of the Israelites after Moses who led the people into the promised land
12. A prophet of God who was carried to heaven in a chariot of fire
14. Jacob's twin who sold his birthright
17. Cup bearer of the King of Persia, he rebuilt the wall of Jerusalem
18. Jacob's first wife and Rachel's older sister
20. He tricked Isaac into giving him the blessing instead of his oldest son
22. Moses' brother and spokesman
23. Father of the Israel nation
25. Wife of Abraham and mother of Isaac
30. God had him build an ark to save his family from the flood
32. The son of Hagar and Abraham
33. Jacob worked fourteen years for Laban to marry her
34. Moses and Aaron's sister
35. The first king of Israel
People in the Old Testament | 882 | 565 | {
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Subject Name: English
Curriculum Intent Statement
Our intent is to deliver the reading and phonetic specific content of the English programmes set out in the National Curriculum so that our pupils become confident, critical readers and thinkers who engage deeply with a wide range of texts and have a lifelong love of reading. We seek to produce and encourage engagement with the mastery of English Language and Literature to create highly articulate, committed and influential members of society. All pupils should become literate critical thinkers in society with literacy skills to allow them success in higher education.
Autumn Term 1
Ourselves
- Writing our names
- Reading books and listening to stories.
- Learning letters and sounds of the alphabet –Phonics
- Writing lists and labels
- Rhymes and action songs
- Creating cards
- Write simple menus
Autumn Term 2
Winter
- Winter stories
- High frequency words.
- Simple non-fiction texts.
- Initial sounds in simple words.
- letter sounds, Phase 2
- CVC words e.g. sit, bit and how we sound them out.
- Blending sounds in words
- Rhyming words.
- Reading for enjoyment
- Writing CVC words
- Writing independently and in response to different stimuli.
- Forming letters correctly.
- Differentiated writing tasks for challenging/supporting children's learning dependant on ability.
- Writing captions, sentences
Spring Term 1
Homes
- Traditional stories, rhymes and poems
- High frequency words
- Simple non-fiction texts
- Initial sounds in simple words
- Rhyming words.
- CVC words e.g. sit, bit and how we sound them out
- Recognising and writing captions
- Writing independently and in response to different stimuli.
- Forming letters correctly
- Differentiated writing tasks for challenging/supporting children's learning dependant on ability.
- Writing recounts of trad. Tales
- Tape recorder- Listening to trad tales and rhymes
Spring Term 2
People Who Help Us
- Simple non-fiction texts on People who help us
- Initial sounds in simple words.
- High frequency words.
- CVC words e.g. sit, bit and how we sound them out.
- Blending sounds in words
- Consolidating letter sounds
- Writing CVC words
- Writing independently and in response to different stimuli.
- Forming letters correctly.
- Differentiated writing tasks for challenging/supporting children's learning dependant on ability.
- Writing sentences, lists, captions
- Guided Reading -to explore and experiment with sounds, words and texts
Summer Term 1
Growing
- Learning stories relating to growth
- Identifying the initial, middle and final sounds in simple words.
- Learning High Frequency words.
- Learning CVC words e.g. sit, bit and how to sound them out.
- Blending and segmenting sounds in words
- Learning the letter sounds of Phase 2, 3 and 4
- Reading for enjoyment and guided reading
- Writing sentences using coordinating conjunctions and more than one syllable words.
- Writing independently and in response to different stimuli- writing stories, diary, observing growth of beans, caterpillars, story,
- Guided Reading -to explore and experiment with sounds, words and texts
Year 7
Summer Term 2
Animals
- Simple non-fiction texts on animals,
- CVC words e.g. sit, bit and how we sound them out and CVCC words
- High frequency words.
- Blending sounds in words and segmenting for reading
- Story sequencing
- Writing independently and in response to different stimuli.
- Writing sentences, lists, captions
- Recounts, labelling, story writing
- Guided Reading -to explore and experiment with sounds, words and texts
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THE HSA EASTER CHALLENGE
A challenge awaits you…
During the time that school is closed over Easter and beyond we are setting you a selection of random challenges to try and complete. Some will be easier than others and some will need you to be extra creative.
For each challenge, you can write a quick note explaining what you did and/or take pictures evidencing that you have completed it.
There will be 3 levels of award you can achieve:
Bronze (completing 10/30) Silver (completing 20/30) Gold (completing ALL challenges) Rules and regulations:
- You MUST provide some sort of evidence to prove you have completed each task.
- Before completing each task, you will need to get permission from a parent/carer.
- You can work together with people at home to help you complete the challenge but YOU must be involved in each task.
- For each task, you will need to demonstrate a Take Care approach ensuring you are respectful towards other people.
- This challenge is solely based on having FUN over Easter and beyond!
COMPLETE THE TABLE EACH TIME YOU HAVE COMPLETED A CHALLENGE
TOP TIPS
[x] Plan out when you are going to complete each task
[x] Think about what resources you could use before you start a task
[x] Talk to your friends/family for advice/ideas
THE HSA CHALLENGE
ARE YOU UP TO THE CHALLENGE?
Below are the 30 tasks which form the HSA CHALLENGE!
| | | Task | Notes/Evidence |
|---|---|---|---|
| 1 | Read a book in the most unusual place you can think of | | |
| 2 | Write your own rap/song | | |
| 3 | Build the highest tower you can out of household items | | |
| 4 | Create an obstacle course inside or in your garden | | |
| 5 | Build a den that can fit at least two people in | | |
| 6 | Dress somebody up in the craziest outfit you can think of | | |
| 7 | Create a video message which can be shared with family/friends/teachers | | |
| 8 | Have an indoor treasure hunt | | |
| 9 | Learn or choreograph a dance routine | | |
| 10 | Make an indoor restaurant and serve your family | | |
THE HSA CHALLENGE
ARE YOU UP TO THE CHALLENGE?
Below are the 30 tasks which form the HSA EASTER CHALLENGE!
| | | Task | Notes/Evidence |
|---|---|---|---|
| 11 | Make a card for everyone at home | | |
| 12 | Arrange your food into an animal | | |
| 13 | Tidy your bedroom without being asked to by a parent (parents signatures required to confirm!) | | |
| 14 | Make a fitness routine and put your family through their paces | | |
| 15 | Give five compliments to people throughout the day | | |
| 16 | Have an upside-down meals day (breakfast for lunch etc) | | |
| 17 | Order your books alphabetically | | |
| 18 | Host a birthday party for a teddy or toy | | |
| 19 | Have a game of noughts and crosses | | |
| 20 | Spend the whole day in your pyjamas | | |
THE HSA CHALLENGE
ARE YOU UP TO THE CHALLENGE?
Below are the 30 tasks which form the HSA EASTER CHALLENGE!
| | | Task | Notes/Evidence |
|---|---|---|---|
| 21 | Sketch something in your house/garden | | |
| 22 | Tell a joke to make people laugh | | |
| 23 | Help your parent with a job/chore | | |
| 24 | Design your own indoor sports game | | |
| 25 | Set up your own indoor bowling alley | | |
| 26 | Use the resources in your house to make a musical instrument | | |
| 27 | Host a talent show with the people at home | | |
| 28 | Create your own science experiment using the things you have at home | | |
| 29 | Complete 50 star jumps in one day | | | | 1,839 | 991 | {
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St. Bede's Catholic Infant School
Internet Safety - A guide for parents
November 2020
The internet provides a space for children and young people to communicate, explore, laugh and learn.
There are lots of ways parents and carers can support their children in doing these things safely.
During 2020 many families have spent longer on devices than usual so we would like to support you by providing information and resources for you to use at home.
1. Begin with a conversation
Talking about the positives of going online, keeping the conversations broad and valuing your child's opinion shows that you are interested in all aspects of their online world. Remain open-minded, and remember children use the internet differently to adults. Encourage your child to discuss what they enjoy about going online.
Here are some questions to ask:
How do you find games that you like online?
What makes you happy when you use technology?
What would you do if…? (eg, you watched a worrying video, you were sent a mean message?)
What can we do as a family to keep each other safe online?
2. Work together
Get your family together to discuss how you use technology and what you use it for. Come to a joint agreement on using it safely and responsibly, and work together to set clear expectations and boundaries. Let your child know what they can do if anything happens online that is worrying, upsetting or confusing, and remind them they can always talk to you about anything. Use the Childnet Family Agreement to guide discussions around your family's internet use. Download a copy at childnet.com/familyagreement.
3. Tackling difficult conversations
Often, difficult topics of conversation can be planned for, but with online content being so accessible, occasionally they can be needed earlier than anticipated. You may wish to take a direct approach and explain the concerns that have lead you to start this conversation.
Alternatively, you might feel an indirect approach is more suitable – carefully to any confusion or concerns. Reassure them you are always there discussing young people in general to avoid additional pressure. Listen to help and even if you don't know the answers, you can find these out together. You can find helpful links to advice on difficult topics at childnet.com/have-aconversation .
4. What if something goes wrong?
If your child comes to you with a concern, try to remain calm and curious, rather than furious. Avoid blame or criticism, as this may close down the conversation if your child feels they have done something wrong or they are in trouble. Instead, remain non-judgmental, acknowledge the challenges they have overcome, and thank them for telling you. It's okay if you are unsure what to do next, the important thing is to let your child know you are there for them. There is a lot of further support out there to help you decide on your next steps. You can find helpline numbers, further advice and information on reporting at childnet.com/ parents-help.
5. What if something goes wrong?
If your child comes to you with a concern, try to remain calm and curious,
rather than furious. Avoid blame or criticism, as this may close down the
conversation if your child feels they have done something wrong or
they are in trouble. Instead, remain non-judgmental, acknowledge the
challenges they have overcome, and thank them for telling you.
It's okay if you are unsure what to do next, the important thing is to let your child know you are there for them. There is a lot of further support out there
to help you decide on your next steps. You can find helpline numbers,
further advice and information on reporting at
childnet.com/
parents-help.
Links (please click)
For children
For parents
* Think U Know
* CEOP
* BBC Bitesize
* BBC Newsround
* Child Net (Smartie the Penguin)
* Child Net (Digi-Duck Story)
* Internet Matters
* Parent Zone
* Think U Know
* Parent Info
* CEOP (National Crime Agency)
* UK Safer Internet Centre
* Childnet | 1,520 | 840 | {
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Slog's Dad After Reading
1. Davie doesn't believe that the man sitting on a bench outside the butcher shop is Slog's father. What does he look like? What kind of person is he? Compare the two men.
Joe Mickley
The man ("The bloke")
2. Slog's dad promised him to return in the spring. He said he would follow the smells to the lovely earth. What does the earth smell like? What does it taste like? What does it feel, sound and look like? What does the story say? What do you think?
3. Which of the following adjectives, in your opinion, best describe the language of the story?
| What the story says | It smells like … | It tastes like … | It feels like … | It looks like … |
|---|---|---|---|---|
| What you think | | | | |
a. complicated
b. simple
c. direct
d. clear
e. descriptive
f. conversational
4. The story is written in English, but some words may puzzle readers because they are either in dialect or just ungrammatical. Find and underline all the examples of non-standard English. Think of the standard English equivalents for these phrases.
5. Why do you think the author makes his characters – Slog, his father and the bloke – speak like this?
a. to give a hint as to where they live
more authentic, more true-to-life
b. to show they are badly educated
d. to contrast their speech with Davie's more educated speech
g. to make the language more colourful
c. to show they are badly-behaved
e. to make the story sound unrealistic
f. to make the language of the story
h. to puzzle the readers
6. Describe the community which the characters of the story belonged to.
1) Is the town described in the story big or small?
3) How do the citizens learn about their neighbours' lives?
2) What kind of houses do people live in?
4) What are the butcher's, the doctor's , the priest's, the undertaker's names? Do people living in big cities always know their butcher's, postman's, policeman's names?
5) Slog's Dad was skinny. There is another minor character in the story who is described as skinny. Find who it is. Do the people of this community seem to be wealthy?
7. Look back at the text and find out how the characters socialize. Choose the right adjective(s) for each pair and complete the table. Explain your choice. sympathetic, intolerant, supportive, indifferent, cold, affectionate, understanding, caring, aggressive, kind, loving , tolerant, helpful, tender, cruel
Slog and Davie
Slog and his parents
Mr and Mrs Mickley
The butcher and his customers
Slog's Dad and passers-by
8. The plot of the story is built around one peculiar event – Slog's father coming back to his son from Heaven. How do the following characters react to this? Describe their attitudes providing evidence from the text.
9. Whose belief in the event may be called complete and whose would you describe as sceptical? Do any of the characters change their attitude to the event through the story? Why/Why not? Whose feelings do you think the author sympathizes with?
10. What would you do if you were David? The butcher? The Bloke? What would you say to Slog and why?
11. Discuss the following questions with a partner.
2) What words does the author use to make Slog's father such an attractive personality?
Slog
____________________________________________________________________________
David
____________________________________________________________________________
Billy the butcher
____________________________________________________________________________
the bloke himself
____________________________________________________________________________
1) What makes Slog special – his faith, his trustfulness, his love?
3) Why does Slog's father remain calm, despite the forthcoming death? What helps him?
12. Watching Mr and Mrs Mickley, Davie's mother says "That's love. True love" Why does she think so? (Support your answer with evidence from the text.)What is true love in your opinion? Have you read anything about true love? Name some books/stories.
13. You have just read a story - 'Slog's Dad'. Choose one of the project tasks or think of your own.
1) Imagine that you are an illustrator. Design the front and the back covers of the book.
3) Dramatize the story.
2) Imagine you are a film director. Draw a storyboard or write a scene-by-scene description to create the film.
4) Design a poster or produce a collage for the film "Slog's Dad".
5) Write the list of the main episodes of the story. Find pieces of music to illustrate them. | 1,992 | 1,021 | {
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Last name
First name
LARSON—MATH 750–SAGE WORKSHEET 04 Graph Posets
1. Create a Sage/Cocalc account.
(a) Start the Chrome browser.
(b) Go to http://cocalc.com
(c) Login. You should see an existing Project for our class. Click on that.
(d) Click "New", then "Worksheets", then call it s04.
We will attempt to generate the poset of all connected subgraphs of the cycle on 5 vertices.
2. Create our graph. Evaluate: c5 = graphs.CycleGraph(5). Run: c5.show() to see the labelings, etc.
3. Get the set of edges of c5 and call them E. Run: E=c5.edges(). Then evaluate E.
4. Note the mysterious none in each edge tuple. These are spots for labels (weights or names, etc). Let's get rid of these. Run: E=c5.edges(labels=False). Then evaluate E.
5. Each connected subgraph will consist of a subset of these edges. Unfortunately the built-in subgraph constructor will take a set of edges and generate the subgraph with all the vertices together with the edges we want. Let's grab the vertices out of any set of edges:
6. Let's test it. We'll generate all the subsets of edges, print those and the corresponding vertex list.
7. Now we can generate all subgraphs with a given edge set.
8. Now let's generate all edge lists that define connected subgraphs of c5 and put them in a list.
9. To see the output for c5 you can give the output list a name and then show all of the graphs that are in that list:
10. Unfortunately the Poset constructor requires immutable objects as inputs. We could make our graphs immutable, but since we will always be dealing with subgraphs of a particular graph—defined by edge lists—it may be better to define our graph posets using the edge lists directly: we can simply define the poset relation in terms of edge set inclusion.
```
def vertices(edge_set): S = Set([]) for e in edge_set: if e[0] not in S: S = S.union(Set([e[0]])) if e[1] not in S: S = S.union(Set([e[1]])) return S
```
```
for S in Subsets(E): print S print "vertices are {}".format(vertices(S))
```
```
for S in Subsets(E): print S c5.subgraph(vertices(S),S).show()
```
```
def edges_connected_subgraphs(g): connected = [] E = g.edges(labels=False) for S in Subsets(E): V = vertices(E) H = g.subgraph(V,edges=S) if H.is_connected(): connected.append(S) return connected
```
```
connected = edges_connected_subgraphs(c5) for S in connected: h = g.subgraph(vertices(S), S) h.show()
```
Run:
```
CyclePo=Poset((edges connected subgraphs(c5), lambda x,y:x.issubset(y))) Then view it. Run: view(CyclePo).
```
11. Now let's return to what we figured out last week: can you find a maximum antichain, maximum chain, the height and width of this poset, etc.
12. What could you do to generate the posets of connected subgraphs of c5 with no more than 3 edges? (When we talk about larger graphs we may only be able to usefully generate "small" subgraphs).
13. To create the (built-in) Petersen graph is Sage and call it "pete", evaluate (run): pete=graphs.PetersenGraph(), and then to see what the graph looks like evaluate pete.show()
14. Can you construct the poset of connected subgraphs of the Petersen graph? | 1,478 | 833 | {
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High-Scope Curriculum Introduction
How We Teach
In a HighScope preschool program, teachers ignite children's interest in learning by creating an environment that encourages them to explore learning materials and interact with adults and peers. We focus on supporting early learners as they make decisions, build academic skills, develop socially and emotionally, and become part of a classroom community. Active learning is at the center of the HighScope Curriculum. It's the foundation of young children gaining knowledge through their natural play and interactions with the environment, events, and other people.
Adult-Child Interaction
Teachers act as partners, working alongside children and communicating with them both verbally and nonverbally to encourage learning. Key strategies for adult-child interactions are sharing control with children, communicating as a partner with children, scaffolding children's play, using encouragement instead of praise, and taking a problem-solving approach to supporting children in resolving conflicts.
Learning Environment
To create a predictable and active learning environment, teachers arrange and equip the classroom with diverse, open-ended materials that reflect children's home, culture, and language. The room is organized and labeled to promote independence and encourage children to carry out their intentions.
Daily Routine
A consistent framework for the day provides a balanced variety of experiences and learning opportunities. Children engage in both individual and social play, participate in small- and large-group activities, assist with cleanup, socialize during meals, develop self-care skills, and exercise their small and large muscles. The most important segment of the daily routine is the plan-do-review sequence, in which children make decisions about what they will do, carry out their ideas, and reflect upon their activities with adults and other children. These higher-level thinking skills are linked to the development of executive functions, which are needed to be successful in school and life.
Assessment
Ongoing child assessment is also an underlying component of the HighScope Curriculum. Objective anecdotal observations of children collected throughout children's natural play allow teachers to assess child progress and plan meaningful learning experiences.
What We Teach
Our framework for understanding and supporting children's learning is based on 58 key developmental indicators (KDIs), which are aligned with national and state early learning standards, Common Core State Standards, and the Head Start Early Learning Outcomes Framework. Learning in these eight areas is guided by 58 key developmental indicators (KDIs). Each KDI identifies an important learning goal for young children. We recognize that the normal pace of children's development and learning varies widely across content areas and the KDIs reflect that continuum of widely held expectations. Our curriculum is designed to help teachers appropriately scaffold learning for every child across all areas.
In the HighScope Preschool Curriculum, learning is focused on the following eight content areas:
* Approaches to Learning
* Social and Emotional Development
* Physical Development and Health
* Language, Literacy, and Communication
* Mathematics
* Creative Arts
* Science and Technology
* Social Studies
The HighScope key developmental indicators
* Provide a child development "filter" for observing and choosing appropriate interactions and activities
* Help teachers interpret what young children say and do along a developmental continuum
* Enable teachers to maintain reasonable expectations for young children
* Reinforce children's play as the primary mechanism for learning
* Allow teachers to be more knowledgeable and intentional in daily planning for individual children and the class | 1,625 | 667 | {
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EATING VEGGIES & FRUITS WEBSITE RESOURCES
If you need medical information on heart health, please use the librarian researched sites below. If you need more information, please speak with a librarian. All five of our adult services librarians have qualified as Health Information Specialists through the Medical Library Association. Come by the Help Desk, email firstname.lastname@example.org, or call 405-372-3633 x8106.
Free app
- 5-A-Day Google Play - iPhone https://itunes.apple.com/us/app/5-aday/id783613065?mt=8 Keep track of how many servings of fruits and vegetables you eat each day.
Sources for fruits and vegetables in Stillwater
- Farmer's market web page http://www.stillwaterfarmersmarket.com/
- http://oklahomafood.coop/ Order fresh food from Oklahoma vendors and it delivered to a site in Stillwater once per month
Easy to Read
- American Academy of Pediatrics - https://www.healthychildren.org/English/healthyliving/nutrition/Pages/How-to-Get-Your-Child-to-Eat-More-Fruits-and-Veggies.aspx Tips to get kids to eat more fruit and veggies. Includes recipes and tie ins to books. Article can be listened to instead of reading and is available in Spanish
- Choose My Plate - https://www.choosemyplate.gov/ten-tips-smart-shopping
Where and when to get fruits and vegetables
- National Institute of Health https://healthreach.nlm.nih.gov/document/97/HealthyNumbers-for-Kids-and-Families-Eat-Five-or-More-Fruits-and-Vegetables-Every-Day Links to fruits and vegetable audio or printable information in 7 languages
Video
- http://www.fruitsandveggiesmorematters.org/easy-ways-to-add-fruits-veggies-to-yourday Links for kids activities and also has video recipes and tips
- https://www.choosemyplate.gov/videos Videos covering success stories, healthy eating and healthy recipes
Consumer Health Sites
- https://newsinhealth.nih.gov/issue/apr2016/feature1 NIH site discussing advantages of plants in diet
- https://medlineplus.gov/nutrition.html#summary Nutrition page on medline plus links to many fruit and vegetable sites in related issues and specifics area of the page
- http://www.cdc.gov/healthyweight/healthy_eating/meals.html CDC page for healthy eating with links to a healthy eating tracker
Handouts
- https://www.choosemyplate.gov/MyPlate-Daily-Checklist Government website to help with nutrition. This is a printable daily checklist. Available for all ages and calorie targets.
- http://www.cancer.org/healthy/eathealthygetactive/eathealthy/add-fruits-and-veggiesto-your-diet Cancer website with quick tips to increase fruits and vegetables in your diet. Can be printed to hand out and has text size options as well.
Clinical trials
- https://clinicaltrials.gov/ct2/show/NCT02779491?term=fruits+and+vegetables&recr= Open&rank=1 App for fruit and vegetable intake. Not yet recruiting.
Links to in depth studies
- https://www.hsph.harvard.edu/nutritionsource/what-should-you-eat/vegetables-andfruits/ Harvard school of public health lists studies and benefits of fruits and veggies in diet. | 1,597 | 719 | {
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Learning Targets:
"I Can..." • Define and identify themes in a novel • • Read and discuss events in a large and small group
Cite direct evidence from a text properly • Summarize main events in a text
Monday November 11 & Tuesday November 12, 2019 100 Things Posters Due!
CHEG Chapters 3 & 4 (p. 26-47)
Chapter 3- Whole class reading
Chapter 4- Read Independently and gather direct evidence
Add to quote catcher- don't forget to add context
CHEG 6-Frame Comic Chapter 4
YOUR TASK- You will create a Summary of events in a chapter by creating a graphic comic. The comic must have 6 frames, main events from the chapter, and characterization.
STEPS TO CREATE COMIC-
1. Fold 1 sheet of paper in half longest side
2. Now fold into 3 equal parts
3. Outline each of the 6 frames
4. Identify 6 main events from the chapter
5. Illustrate each of the main events in the frames in correct order; include dialogue in speech bubbles or narration and color
*LEARNING TARGETS:
"I Can..."
Define and identify themes in a novel •Cite direct evidence from a text properly •Read and discuss events in a large and small group •Draft a thematicstatement
Wednesday November 13 & Thursday November 14, 2019
Chapter 4 6-Frame Comic Due!
CHEG Chapters 5 & 6 (p.48-82) READING CHECK #1need 1 piece of direct evidence for each theme
Chapter 5- Whole class reading
Chapter 6- Read Independently and gather direct evidence
Add to quote catcher- don't forget to add context
Thematic Statement: Hashtag the Theme
STUDENT SAMPLE
YOUR TASK- Continue to practice theme analysis by creating a hashtag for one of the themes that they have gathered direct evidence for up to this point. Write your hashtag on the blank sheet of paper using the format example on right.
Hashtags (#) are used on social media to categorize information.
Student's Name(No Spaces) @MrsMann
(statement of theme from novel here)
#Fatevs.Freewill
This means that the # should have something to do with what the student writes (theme topic). It also should have no spaces.
Learning Targets: "I Can..."
*Cite direct evidence from a text properly
*Define and identify themes in a novel
*Read and discuss events in a large and small group
Friday November 15 & Monday November 18, 2019
Chapter 7- Whole class reading
Chapter 8- Read Independently and gather direct evidence
Add to quote catcher- don't forget to add context
TED Talk: Resilience
* 3,2,1 Notes- as you watch the TED Talk you will jot down
* 3- things you learned
* 2- things you still want to know
* 1- question | 1,272 | 626 | {
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Waterlogs MAY 2017
Today, the Bay of Quinte is a healthy and vibrant ecosystem. Now, we must focus on keeping it that way. The RAP is developing long-term monitoring and management strategies to ensure the Bay remains healthy in the future.
TECHNOLOGY HELPS AREA OSPREYS
The Bay of Quinte Remedial Action Plan is looking for volunteer citizen scientists to help locate and monitor Osprey's nests around the Bay of Quinte. The goal is to establish a long-term monitoring program to ensure the Osprey population remains healthy and abundant.
This pilot project utilizes 21st Century Social Media and Geo-Location technologies to help preserve our cherished habitat. Citizen scientists are being challenged to use their smart phones to capture details about Ospreys that include: nest locations, whether the nest is active or not, the number of fledglings and departure dates for the fall migration. It's a simple process. First ensure that "location settings" are activated on the smart phone, then using Twitter, and the hashtags #bqrap and #osprey post your photos or comments. Make sure that you complete your post from the nest site, otherwise the post will not be accurately located. Now, you are a citizen scientist!
Why monitor ospreys? Because Ospreys eat fish almost exclusively, they are considered a sentinel species, serving as indicators of water quality health. Changes in the number of nesting pairs and number of chicks produced and fledged can reflect changes in aquatic ecosystem health.
Once, the widespread use of DDT brought these great raptors to the brink of extinction. But with a ban, in the 1970s, on this toxic pesticide and the efforts of federal and provincial governments, conservation authorities and groups, and individuals the Ospreys have made a dramatic comeback.
The Bay of Quinte Remedial Action Plan is in the process of changing the status of several of the fish and wildlife environmental challenges identified for the Bay to unimpaired. One way the public can help maintain healthy and diverse fish and wildlife populations and habitats is by participating as citizen scientists.
The return of this top predator to the Bay of Quinte and their successful nesting is a sign of a healthy ecosystem. By collecting data on how the Ospreys are doing, we can ensure the Bay doesn't return to the conditions that required a Remedial Action Plan in the first place.
Visit the nest sites throughout the season and post comments and photos of the birds for everyone to enjoy. Visit the Bay of Quinte Remedial Action Plan web site for details www.bqrap.ca
Sarah Midlane-Jones, Bay of Quinte Remedial Action Plan, 613-394-3915 ext. 214, firstname.lastname@example.org Mary Gunning, Quinte Conservation, 613-968-3434 ext. 106, email@example.com
In partnership locally with Lower Trent Conservation and Quinte Conservation
THANK YOU FOR PARTICIPATING
The comments period for
* Degradation of benthos (Underwater bugs)
* Degradation of fish and wildlife populations
* Loss of fish and wildlife habitat
has closed.
The comments will be reviewed by Restoration Council and included in the reports sent to our Federal and Provincial partners.
Thanks to everyone who submitted comments.
Everyone has a role to play in maintaining the Bay's water quality. Whether it's becoming an advocate for water quality issues, volunteering as a citizen scientist, or talking to your local politicians and municipalities about actions to keep the Bay a healthy and vibrant ecosystem. Maintaining water quality is everyone's responsibility.
STEWARDSHIP PROGRAMS
STAY CONNECTED | 1,569 | 751 | {
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