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THERESA NUZZO SCHOOL MARSA Half-Yearly Exams 2020-2021
GRADE 6 ENGLISH LISTENING COMPREHENSION
Thursday, 25th February, 2021
Marks
(max. 20 marks)
Name: ___________________________________
Class: _____________________
Register Number: _____________
GRADE 5 ENGLISH LISTENING COMPREHENSION
1. Underline the correct answer from the words in the brackets.
(1 mark each)
a. John asked Sally if she could spare a few (seconds, minutes, hours).
b. Sally has her main meal (just before, exactly at, around) 5:00 p.m.
c. Sally usually uses (a book, the internet, the TV) to find recipes.
d. Last time she used the website, Sally cooked some (meat, soup, pasta).
TASK 1: Satellites
(8 marks)
2. Tick the column T if it's true or the column F if it's false.
(½ mark each)
| | | T |
|---|---|---|
| a | John works for Living Healthy Company. | |
| b | Sally was not very busy when John asked her the questions. | |
| c | Sally’s family have some evening activities. | |
| d | Sally’s husband cooks their meal sometimes. | |
| e | The children never help their mum in cooking. | |
| f | Sally looks for healthy recipes on the internet. | |
| g | The pasta dish that Sally cooked contained tuna and capers. | |
| h | Sally has only one child. | |
Page 1 of 3
English Half-Yearly Exam (Listening Comprehension) 2020-2021 - Grade 6 - Theresa Nuzzo School
2. Tick the column T if it’s true or the column F if it’s false. (1 mark each)
1. Underline the best answer from the words in the brackets.
(½ mark each)
a. The Modern Olympic Games are held every (two, four, eight) years.
b. The Ancient Games started in (Italy, Russia, Greece).
c. The Modern Games started in the (eighteenth, nineteenth, twentieth) century.
d. Zeus was a Greek (god, king, soldier).
e. As a symbol of peace (the flag is raised, the torch is lit, doves are released).
f. (Hundreds, Thousands, Millions) of people watch the event on television.
g. Olympic Games (encourage, discourage, enrage) young athletes.
h. Running, boxing and (fencing, jumping, wrestling) were popular in the Ancient Games.
| | | T |
|---|---|---|
| a | The athletes of the country organising the Olympics come in first into the stadium. | |
| b | Technology is used in today’s Games. | |
| c | Many countries take part in the Modern Olympic Games. | |
PLEASE, TURN OVER THE PAGE
English Half-Yearly Exam (Listening Comprehension) 2020-2021 - Grade 6 - Theresa Nuzzo School
Page 2 of 3
END OF THE LISTENING COMPREHENSION
3. Fill in with ONE word from the passage.
(1 mark each)
a. The first Modern Olympic _____________were held in Athens, Greece.
b. The Greeks thought that it was good to exercise both mind and _____________.
c. The Olympic Games are one of the biggest _____________event in the world.
d. All the athletes enter into the Olympic Stadium in the _____________ ceremony.
Page 3 of 3
English Half-Yearly Exam (Listening Comprehension) 2020-2021 - Grade 6 - Theresa Nuzzo School | 1,639 | 824 | {
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2019 Advanced Academics Summer Assignment
Pre-AP Chemistry Dayton High School
Mrs. Smith email@example.com
Due Date: 08/30/19
Welcome to Pre-AP Chemistry!
The Pre-AP Chemistry course is an honors level course which provides an in depth overview of chemical concepts. This is a fast paced course requiring outside class study time. These assignments will help us with reviewing math skills and gaining a basic understanding of the Periodic Table of Elements and their history.
Chemistry – the study of matter and energy and more importantly, the changes between them. Why study chemistry? When a car starts do you think about chemistry? When a battery in your cell phone dies do you think about chemistry? In fact, the food you eat for lunch provides energy, through chemical reactions, and you are able to read these sentences and comprehend them because of chemical reactions occurring in your brain. Did you know the theory that a huge meteor hit the earth 65 billion years ago, causing the extinction of the dinosaurs, was first recognized as a plausible explanation by chemists, who noticed that rocks from that time period contained amounts of the elements iridium (Ir) and niobium (Nb) that are seen only in meteors. If the Roman's had understood leadpoisoning, their civilization would not have fallen. All of these ideas can be understood with a basic foundation in chemistry. Chemistry is around you all the time; you encounter chemistry every waking moment of your life, whether you recognize it or not. A large part of chemistry is constantly asking "why?" things happen. You will become a better problem solver in all areas of your life and better understand all areas of science.
What supplies will I need?
* Required Materials
* 100 page Composition Notebook
* This is extremely important!! – 100 pages, not 70 or 80
* Scientific Calculator TI-36X Pro is strongly recommended
* Available from Amazon.com for about $20
* The Disappearing Spoon novel
* Available from Amazon.com or Barnes & Nobles for about $10
Assignment (Exam Grade)
Summer Reading: The Disappearing Spoon and Other True Tales of Madness, Love, and the History of the World from the Periodic Table of Elements.
* Must be purchased on your own, but is available from the following online sources:
* Amazon.com or Barnes & Nobles for about $10
About the book…
"The Periodic Table is a crowning scientific achievement, but it's also a treasure trove of adventure, betrayal, and obsession. These fascinating tales follow every element on the table as they play out their parts in human history, and in the lives of the (frequently) mad scientists who discovered them. THE DISAPPEARING SPOON masterfully fuses science with the classic lore of invention, investigation, and discovery--from the Big Bang through the end of time. Though solid at room temperature, gallium is a moldable metal that melts at 84 degrees Fahrenheit. A classic science prank is to mold gallium spoons, serve them with tea, and watch guests recoil as their utensils disappear." – Amazon.com summary
* Reflection Summary Paper
* Element Summaries
* Select any 10 elements from the book
* Write 1 paragraph (3-5 sentences) per element describing it in detail. Suggested topics to discuss are origins, properties, uses, importance, etc.
* This means you will have 10 paragraphs about elements.
* Conclusion
* Write 1 conclusion paragraph (3-5 sentences) about The Disappearing Spoon… including the following information:
* How did reading this book change your ideas about the day-to-day life of scientists and the work they do?
* What was the most surprising fact you learned from reading this book?
* What expectations/concerns do you have for Pre-AP Chemistry this year?
* Formatting
* Paper must be typed single spaced with 12 point Times New Roman font or neatly handwritten in ink on notebook paper.
* Paper must use proper grammar and punctuation.
* Citations
* Use in-text citations showing the author and page number of the information used (Kean, 101).
* If sources other than the book were used, then a reference page must be included and in text citations showing the author and date of publication (Smith, 2019).
Completed paper must be emailed or a hard copy turned in by August 30, 2019.
Be sure to complete all of this work BEFORE school starts. Make sure you read and understand the expectations. If you have any questions, feel free to come see me before school is out. You may also email me over the summer.
I look forward to meeting you in the fall,
Mrs. Bonnie Smith
Pre-AP & AP Chemistry
Science National Honor Society Sponsor | 1,948 | 988 | {
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World Wetlands Day 2013 Celebration
February 2, 2013, saw over 350 students, 80 volunteers, guests and teachers from around 16 schools participate in a host of activities organized by CEE Himalaya in collaboration with NGO partners under the banner of Paryavaran Mitra network and RCE Srinagar to observe 'World Wetlands Day' (WWD) in the Himalayan States of Himachal Pradesh and Uttarakhand. The celebrations, held simultaneously at two locations, brought forth enthusiastic children onto public platforms to share their views and opinions about the WWD 2013 theme "Wetlands Take Care of Water".
The event at Uttarakhand was jointly by CEE Himalaya and local NGO AAGAAS Federation at D.A.V Inter College, Karanpur, Dehradun. Celebrated as exhibition-cum-orientation workshop, the event commenced with local experts explaining the concept of WWD and Ramsar Convention of 1971, citing examples of prominent wetlands of the State, describing the role of wetlands for migratory birds, spring and groundwater recharge, flood control, proliferation of native medicinal plants, livelihood services and tourism in the mountains. As many wetlands of Uttarakhand are home to over 140 species of migratory birds for 5-6 months every year, the audience was called to take immediate action to protect their local wetlands. High altitude wetlands, a unique feature of the mountains, were also discussed in great detail as these are water bodies of religious importance in addition to being water resources for rural livestock as well as unique wild faunal species. More emphasis was laid on the responsible tourism and wetland conservation initiatives as wetlands are said to be the kidneys of the Planet Earth. The children listed with rapt attention as they learnt about wetlands safeguarding their communities and local
biodiversity. Some activities undertaken by them to express their view about wetlands included essay, drawing and slogan writing competitions for which prizes were awarded to the winners. Following these, the children were encouraged to paint their thoughts on large white banners that would serve as impromptu exhibition pieces toward the end of the program. A rally was also taken out by the children with their slogans, painting and pledges for conserving wetlands.
At Himachal Pradesh, the event was organized at Government Girls' High School, Bhangrotu, Mandi by CEE Himalaya and local NGO Ancient Herbal Waves. Students here learnt about natural, seasonal and artificial water resources of India, especially of Himachal Pradesh. They also discussed methods of preserving such resources. The children participated in a debate competition, a quiz and a skit on wetland conservation. At the end of the day, winners of each of the three activities were awarded prizes.
Like every other year, WWD was observed as a day of prime importance by young citizens of the Himalayan States. The events were successful in encouraging children to take up active roles in the protection of their local wetlands with many of them deciding to undertake action projects related to water conservation. | 1,326 | 665 | {
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| 15,000- 10,000 BC | 15,000 BC- 10,000 BC | 6,000 BC | 4,500- 3,000 BC | 4,000- 3,000 BC | 2,750 BC | 3,500 – 3,350 BC |
|---|---|---|---|---|---|---|
| Stone Age dwellers make cave paintings | Stone Age dwellers use animal hide to make tents | The last land bridge is covered by the sea | People begin to make simple pottery | Horses are domesticated and ridden | Woolly mammoths start to become extinct | Evidence of wheeled vehicles |
Skara Brae
Stonehenge
The Stone Age
Skara Brae is a stone Neolithic settlement located in the Orkney islands of the coast of Scotland. It consists of a cluster of 8 houses. It was occupied between 3,000 and 2,500 BC and is one of the best preserved sites in Europe.
The Stone Age began 2.7 million years ago when the first dwellers started using stone tools and it lasted until the Bronze Age began. It is broken up into 3 periods: the Paleolithic Period, Mesolithic Period and Neolithic period.
Fun fact! Humans used animal skins to clothe themselves and to help them to stay warm.
Cave Paintings
Most cave paintings showed animals or hunters. Caves could be full of paintings by many different people. Sometimes hand stencils were used by blowing paint around the hand. The paints were created using red and black pigments.
Fun fact! The dog was the first animal to become domesticated. They were used to help with hunting and to warn of danger.
| food source | What people or animals eat. A food source is needed to survive. | Habitats | Animals’ habitats include food sources. |
|---|---|---|---|
| weapon | Relating to the regions around the North Pole | Vikings | Every civilisation develops its own weapons. |
| evolving | Adaptation over a very long time. | Evolution | We now know more about how living things evolve due to Charles Darwin. |
| tactic | A carefully planned action or strategy. | World Wars | Tactics are planned to win battles and wars. |
| Neanderthal | A species of human that lived in ice-age Europe thousands of years ago. |
|---|---|
| Skara Brae | A Neolithic Age site consisting of ten stone structures. |
| weapon | A thing used for inflicting physical damage. |
| hunter | A person or animal that hunts. |
| gatherer | A person who gathers or collects nuts, berries and fruits. |
| dweller | A person that lives in a specific place. |
| agriculture | The practice of farming and raising animals for products, e.g. food and wool. |
| Neolithic | Relating to the later part of the Stone Age. |
| weaving | The craft of forming fabric by interlacing threads or smaller fabric. |
| tribe | A group of people who are often related through family, culture and language. |
| carving | Using a sharp tool to shape wood or stone |
| food source | What people or animals eat. A food source is needed to survive. |
| weapon | Relating to the regions around the North Pole |
| evolving | Adaptation over a very long time. |
© Vocabulary Ninja Ltd 2021
Stonehenge is a famous stone monument in the south of England. It was built at the end of the Stone Age. It was built in stages and some stones were brought from Wales, over 240 miles away. It is made of a ring of standing stones, each one around 4 metres tall.
Fun fact! During the Stone Age, humans hunted animals and gathered fruits and nuts. They learned how to farm and grew their own crops.
Tools
Stone Age people were very skilled in using flint. At the time, they didn’t know about metal or metal-
working, so they had to learn how to make tools in other ways. They used very
hard stones and created a form of glue using resin and wax to secure
their tools and weapons.
Stone Age Homes
There were different types of Stone Age homes.
* Caves
* Huts and tepees made from wood or mammoth bone and covered with animal skin or tree bark..
* Wattle and daub houses with a thatched roof (at the end of the Stone Age) | 1,713 | 961 | {
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How Ethanol Can Impact Your Engine AUTO NewsUSA
corn and sugar that has many benefits, including reducing greenhouse emissions and lowering the cost of fuel at the pump. However, ethanol-blended fuel can
(NU) - When consumers fill their tanks at the gas station, they will see signs reading "may contain 10 percent Ethanol. However, many don't know what this means or how it can affect their engine performance. Ethanolblended fuel has become standard in the United States, and the Environmental Protection Agency recently mandated an increase in the amount of ethanol added to fuel;, meaning, it is even more important that consumers understand the pros and cons of Ethanol. Ethanol is a biofuel distilled from also have negative side effects on your car, boat and small engines, such as lawnmowers and snowblowers, over time. Some signs that ethanol is affecting your engine's performance include: · Efficiency: Ethanol-blended fuel's
can help protect gas-powered engines. A stabilizer may be especially beneficial for engines that sit for long periods without starting. Stabilizers are designed to absorb the excess water that may be present if ethanol begins to separate from gasoline and protect the insides of the fuel tank and parts.
lower energy efficiency may reduce fuel economy of your engine.
corrosion of fuel tanks and other components, and the risk is even greater with small engines with aluminum parts. • Clogging: Ethanol can loosen debris
* Stalling: Ethanol can cause engine stalling if the water in the ethanol separates from the gasoline and floods the engine. This problem is most likely in engines that sit unused for long periods of time. • Corrosion: Ethanol can contribute to
in the fuel line that leads to clogs. Fortunately, there are several easy things you can do to help protect your engine from ethanol-related side effects. Treatment: Using a non-alcohol based fuel stabilizer and treatment product, such as STA-BIL 360 Performance,
Turn it on: Start up your stored classic car, boat and seasonal equipment, such as lawn mowers or snow blowers a few times during the off-season months to make sure they are running smoothly. Tank it up: Cars, lawn mowers, snow blowers, boats, and other gasolinepowered tools and vehicles should keep their tanks at 95 percent full with fuel, and add a fuel stabilizer if they are tosit unused for a long time. This strategy helps prevent condensation while allowing room for expansion in warmer weather. Trust your source: Buy fuel from a rep- from before the mid-1980's should be inspected. These lines may not be compatible with ethanol-blended fuel, and may need to be replaced. For more information about
utable gas station. A station with a quick turnover of their products helps ensure that the gasoline is fresh. Test the lines: Rubber fuel lines dating protecting your engine, visit www.sta-bil.com. | 1,139 | 597 | {
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Year 7 - Term 1- Clear messaging in digital media
How do we create clear messages using digital media?
| Key assessments- name the assessments | ● We include an assessment rubric, which is introduced in Lesson 4 and used in Lessons 5 and 6. At the end of the unit, learners will self-assess against the rubric. Teachers can also use the rubric to make their own assessment of students’ work. |
|---|---|
| What do children know/ can do now (EDSM) | See below. |
| What amendments are you going to make following evaluation of this module? | |
EDSM
| | Emerging | Developing/Securing |
|---|---|---|
| Planning | Chosen: ● A logo from the selection provided ● A colour ● A font | Chosen: ● A suitable logo that reflects the charity’s theme ● One colour that reflects the charity’s theme ● A font that is clear to read ● A position and size for the logo that is appropriate on one slide |
| Implementation Branding | ● Recolour a logo ● Set the background colours of all slides ● Example text is added to some slide placeholders | ● Recolour a logo using colours that reflect the charity’s theme ● Shades of the colour used on all slides are consistent and colours reflect the theme |
| | ● Font style, size, and colour are all set | ● Example text is added to all slide placeholders ● Text is readable |
|---|---|---|
| Implementation Adding content | ● Text is added to all slides ● An image has been added to the correct slide | ● Chosen text relates to the charity ● Text is positioned in the correct frame and the design styles have been maintained ● Chosen image relates to the charity and is sized to match the placeholder |
| Evaluation | ● A description of what went well | ● The completed digital artefact is reviewed against the plan ● Comments are made about what was learnt from creating the poster that helped when creating the presentation |
| Lesson | Brief overview |
|---|---|
| 1 Get the message across | This lesson builds on the experiences learners will have had in primary school. Learners will need to consider the search terms needed to find specific content on the web. Learners will then search the web to find content they deem good, which they will capture and annotate digitally. This lesson is designed to get learners to move between applications and use a variety of applications and tools. |
| 2 Poster making | In this lesson learners will apply the features of a good poster identified in the last lesson. Learners will plan and create their own poster based on the poster they chose in Lesson 1. |
|---|---|
| 3 Brand | This lesson starts to develop the idea of branding, which learners will concentrate on later in the unit. Students will work across applications to recolour a logo and add it to a slide. Learners will then add text and colour to the slide using the poster they made in the previous lesson for reference. Learners will also use comment tools to provide feedback for a partner. |
| 4 Creating a brand | In this lesson learners will design and make three blank slides for a fictional charity. Learners will focus on branding in this lesson and then create example content in the next lesson. Learners should be independently applying skills that they have learnt in previous lessons in this unit. Learners will consider their work alongside a rubric that is provided and will be used later to self-assess their work. |
| 5 Adding content | In this lesson learners will add text and an image to their slides. Learners will need to search the web for text and a suitable image. After learners have completed their slides, they will review another students' slides and give feedback using a rubric for reference. | | 1,558 | 832 | {
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Trail Mix Sensory Recipe
Hit the road or the trail with this easy, portable snack
Any way you make it, what's not to like about trail mix? It's an easy, healthy snack when you're on the road or on a trail.
With a variety of ingredients, there's something sweet or salty, chewy or crunchy, for everyone in the family. When you do this activity with your child who's visually impaired, mixing the ingredients is fun, sensory play and encourages exploration with hands and feet. And the measuring, scooping, pouring, and stirring are great for developing tactile skills and developing important concepts.
Make this easy recipe to enjoy at home or give as gifts.
Recipe and photo courtesy of Moments with Mandi
Utensils
Large mixing bowl
Measuring cup, scoop, or spoon for each smaller bowl
Large mixing spoon or a ladle
Crunchy Ingredients
Cereal (Cheerios, Kix, Chex, etc.)
Goldfish crackers
Mini pretzels
Teddy grahams
Mini Club crackers or Cheez Its
Oyster crackers
Mini Nilla wafers
Gerber Puffs
Sweet Ingredients
Dried fruit (raisins, cranberries, blueberries, bananas)
Chocolate chips, white chocolate chips, peanut butter chips, or butterscotch chips
Mini marshmallows
Yogurt melts
Yogurt-covered raisins
Recipe
1. Choose two ingredients from each of the "Crunchy" and "Sweet" lists and pour them into four smaller bowls or containers.
2. Keep your child's abilities and interests in mind when choosing your utensils. Spooning requires more dexterity than scooping; filling is harder than dumping.
Suggested Sensory Directions
Smell your ingredients. What smells sweet? Is it the vanilla in the Nilla wafers? The cinnamon on the Teddy grahams? Something might smell fruity, like the raisins or dried blueberries. Something smells like cheese! Is it the Goldfish?
Does food make a sound when you pour it into a bowl? What kind of bowls create more sound? Cheerios in a bowl sound different than a Gerber Puff. Dried fruit is noisier than mini marshmallows because of its dense texture. A shiny, metal bowl makes more sound than a plastic bowl.
It's hard to choose just one ingredient to taste! Remember, these foods are "chokeables," so careful supervision is necessary when your child is snacking on their trail mix ingredients.
Let your child try spooning or scooping the ingredients into smaller bowls. If a few cereal pieces spill on your work surface, allow your child to pick one up with their pincer grasp. This is a more advanced skill so you could start with a larger cracker like a Teddy graham or Cheez It.
As you get set up, talk about what utensils you're going to use. Label them. If your child is hesitant about helping you cook, let them touch the different utensils or bang them on the work surface.
Recipe
3. Spoon or scoop the ingredients from the four smaller bowls into the large bowl. Stir the ingredients together.
4. Measure about a half to a full cup of the trail mix into Ziploc bags, cups, or other containers so you can keep the mix handy for road trips or hikes, to give as gifts, or just to have a handy snack in the house.
5. When your mixing bowl is empty, pick two more ingredients from each ingredient list and make a new combination of trail mix! The flavors are endless!
Suggested Sensory Directions
Is the mixture hard or easy to stir? Try allowing your child to put their hand over yours as you stir. Take turns blending the trail mix.
Talk about how you're scooping or spooning the ingredients from the small bowls into the big bowl. The big bowl is becoming full! Listen as you dump the ingredients into the big bowl. There're less ingredients in the small bowls and more in the big bowl. You're teaching your child some action words and important concepts about measurement and size.
Even trail mix can have visual contrast when you mix white marshmallows with orange Goldfish, or yogurt-covered raisins with regular raisins.
Continue using action words like "measure," "stir," "scoop," "pour," and "mix" to label what you and your child are doing.
As you make a bag for a family member, a friend, or a favorite teacher, talk about the pleasure of giving gifts. Gifts can be given at any time and show a person you care about them.
The bowl is empty. What will you do next? Will you make another batch of trail mix or put everything away for another time? Choice making helps children become more independent. Observe your child's cues. Do they want to continue or end the activity?
If your child isn't eating by mouth, trail mix ingredients are fun for just sensory play with hands or feet. You can even make a sensory bin with cereal, marshmallows, and other textures or smells. | 1,788 | 1,088 | {
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Population
An island nation known for its dense cities, imperial palaces, mountainous national parks, and shrines and temples
SUSTAINABILITY IN JAPAN
FACTSHEET
Economic Status
3rd largest economy globally, with significant contributions from the manufacturing and service sectors
Sustainability Context
Challenges relate to energy efficiency and aging infrastructure, with a cultural emphasis on harmony with nature
"Japan is committed to sustainable development within its borders and on the global stage. The country's leadership in clean technology, energy efficiency, and social safety nets is commendable. Our participation in achieving the UN's Sustainable Development Goals is an indicator of Japan's commitment to a sustainable future."
Hidekazu Hamano, Managing Director, Kadence Japan
Government Policy and Legal Framework
REGULATORY BODIES
KEY LAWS
* Ministry of the Environment
* Ministry of Economy, Trade, and Industry
POLICY CHANGES
* Enhanced focus on renewable energy
* Reducing greenhouse gas emission
* Energy efficiency
of Japanese adults think businesses should contribute significantly to investing in sustainable technologies
40%
VISION & TARGETS
Green Growth Strategy towards 2050 Carbon Neutrality
* Basic Environment Law
* Act on Promoting Global Warming Counter measures
* Energy Conservation Law
International Commitments
Paris Agreement, with a pledge to reduce greenhouse gas emissions by 46% by 2030, compared to 2013 levels, and to achieve carbon neutrality by 2050
Major Areas of Concern
CHALLENGES
* Air and water pollution
* Dependency on fossil fuels
* Waste management
CLIMATE CHANGE IMPACT
* Vulnerability to natural disasters, such as typhoons and tsunamis, exacerbated by climate change
Certification Standards
CASBEE (Comprehensive Assessment System for Built Environment Efficiency) for buildings
JIS (Japanese Industrial Standards) for environmental management and product sustainability promoting a circular economy and sustainable society
Corporate Sustainability Practices
TRENDS
INCENTIVES
Growing adoption of Environmental, Social, and Governance (ESG) criteria among Japanese corporations
Subsidies for energysaving equipment and tax incentives for environmental-friendly investments
SUPPORT MECHANISMS
Government-backed loans for green technology and renewable energy projects
36%
OPPORTUNITIES
Growing domestic market for green technologies, export opportunities for energyefficient products
SECTORS
Energyefficient technologies
Electric vehicles
rank climate change and its impact on the ecosystem as the top environmental issue
Challenges and Risks in Sustainable Practices
Navigating complex regulatory frameworks and energy policies
High competition technological challenges in renewable energy implementation
of adults claim they seldom or never reuse or recycle
35%
Key Resources
Ministry of the Environment
Ministry of Economy, Trade and Industry
Future Outlook
Ensuring genuine sustainability in business operations and reporting
of Japanese adults identify human consumption patterns among the top 3 environmental concerns
12%
strongly agree they will select a product or service based on its environmental credentials
22%
Survey results from Project Earth global study by Kadence International 2023
Renewable Energy Japan
Japan Environmental Management Association for Industry
Japan for Sustainability
Japan is transitioning toward a more sustainable and resilient economy, emphasizing technology and innovation
Increased focus on renewable energy, smart cities, and circular economy initiatives
Cultural Integration: Incorporating traditional Japanese values of harmony with nature into sustainability practices
Smart Energy Japan
28%
strongly agree businesses are responsible for engaging in sustainable practices
kadence.com/office/japan/ | 2,017 | 720 | {
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Synthesising information:
Assessment Objective (A01):
Select and synthesise evidence from different texts.
This question will be found in your Component 2 examination.
Synthesis questions aim to test a reader's ability to:
* show their understanding of key information, themes or ideas
f
* ef ectively collate key details from two texts
* identify common areas/ themes or ideas across two texts.
Before answering:
1. Read the question carefully. It is vital that you understand what you are being asked to synthesise.
2. Think about the focus of the question by stepping back from the texts. Try to get a clear understanding of the texts and task before you start to write.
3. Underline a couple of relevant key words from each text as these will help you to remain focused.
Definition:
Synthesis is the skill of bringing together materials from more than one text to create new material. The skill of summary is useful here as it encourages a brief and focused response.
When synthesising two texts:
consider the following:
* Re-read the question.
* Look at the words or phrases you have highlighted.
* Consider how you will collate the ideas from across both texts (do any of the points link up or are the points all different?) How will you present your response?
* Always refer to both texts in your responses or you will only be awarded a mark in Band 1.
* Check the mark tariff – this question is worth 4 marks and will only need 4 brief points.
Examples of previous synthesis questions:
The following questions all had the following introduction:
To answer the following questions, you must use both texts.
Using information from both texts, explain briefly in your own words what happened when news of the mining accidents became known. [4]
Using information from both texts, explain brief y in your own words what happened as a result of the volcanoes erupting in Anjer and Iceland. [4]
Using information from both texts, explain briefly in your own words, how the spectators reacted to Blondin and Wallenda. [4]
Using information from both texts, explain briefly in your own words how whales were hunted in 1850 and are now hunted in the Faroe Islands. [4]
TOP TIP: things you NEVER do in a synthesis response:
Checklist for improving your answers:
* Never give extra details or reasons, a synthesis does not require you to include these.
* Never try to expand on the details you have been given from the text. This should be a brief and focused answer.
* Quotation is acceptable but you should never copy large, unselective chunks directly from the text.
* Never spend much more than around 5 minutes on this type of question.
A synthesis checks understanding – is your answer clear?
Does your synthesis response reflect the focus of the question?
Have you included sufficient different points to access ALL marks?
While there is no preferred style when completing a synthesis, most candidates perform best when dealing with one text at a time.
Have you made it clear which text you are referring to? | 1,227 | 620 | {
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History Department: Personal Timeline
Week 4: April 13 - 17
Mr. Hevey & Mr. Davis
We worked hard to ensure that the Learning Plan provides accessibility for all learners. We hope that you see that there are options to engage learners at all levels. These activities are not intended to replace the normal school day. There is now an expectation for students to turn these documents in to your specific educators. We want you to take time to enjoy family, be safe, stay healthy and find time within this week to engage in learning opportunities. Feel free to create a schedule that works for you and your family. We strongly encourage each student to participate in approximately two hours a day. We want your brain working and challenging yourself, while staying safe and having fun.
Purpose:
* The activities and resources included here are meant to keep you connected to class and school. We would like you to research, practice chronological ordering, and evaluating events.
Overview:
* Create a timeline of 7 important worldwide events that have occurred during your lifetime, in addition to any personal events that you wish to include.
* Focus on quality over quantity.
* Events can include major social, economic, political, technological, environmental , etc. events.
Tasks:
* Create a timeline in a format of your choice (list, Google Slides, on paper, Prezi, video, audio recording, or any other traditional or non traditional format).
* For each yearly entry, briefly describe each event and identify the impact on one of the following categories: social, environmental, political, economic, military, technological.
* At the end, write or record a response to the following prompt: During your lifetime, evaluate which three events had the greatest impact on the world? Write a claim, provide evidence, and explain your reasoning (remember using the word because, helps).
Model:
* Mr. Gesualdo's Model
* Mr. Hevey's Model
* Mrs. Jardin's Model
Challenges: (just options)
* Create a front-page newspaper headline for your favorite event.
* Create a photographic or visual representation for your favorite event.
Success Checklist
❏ A timeline that includes ALL applicable years.
❏ A thoughtful, complete description of the event.
❏ A thoughtful, complete explanation of how the event impacted TEMPERS, the world, or your life.
❏ A one paragraph response that includes a claim, evidence, and reasoning.
Resources to Help (Cheat Codes):
❏ A simple Google search with the year and “world news” or “world events” or “important events” should guide you in the right direction.
❏ Consider how we have been evaluating sources this school year: How reliable is the source? How might the source be potentially biased? What can the source tell you about accuracy?
❏ Timeline chart below
❏ Major events by year
❏ Free Timeline Creator
Additional Learning Opportunities:
* Build your vocabulary and help others. Every answer you get correct, FreeRice will donate 10 grains of rice to the needy. Simply click on the link and get started. (Just so you know: These do start off easy but get harder.)
* Can fictional characters blend into real life? It seems so! It's called "experiential crossing" and here's a link from the UK Guardian that explains it.
* As always, please engage in some independent reading.
Personal Timeline Template
| Year | Event Description/Picture/Video Link |
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Averages, Means, Medians and Modes
Average is normally taken to be the 'mean', that is, the sum of a list of numbers, divided by the number of numbers in the list
Mean = 𝑇𝑜𝑡𝑎𝑙 𝑆𝑢𝑚 𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑛𝑢𝑚𝑏𝑒𝑟𝑠
If you place the list of numbers in increasing order, the median is the number in the middle. If there are an even number of numbers, and hence two numbers in the 'middle', then the median is the mean (or middle) of those two numbers.
The mode is the number that appears most often in the list.
Example
A survey of the number of occupants in each house on a street produces the following data
1 4 7 2 3 1 2 5
6 4 1 9 3 2 1
(i)
What is the mean number of house occupants?
Therefore the mean, or average, number of house occupants on the street is 3.4
(ii) What is the median?
First we rearrange the list into increasing order 1, 1 ,1, 1, 2, 2, 2, 3, 3, 4, 4, 5, 6, 7, 9
And then we find the 'middle' number. The middle number here is 3 Therefore the median is 3.
(iii) What is the mode?
The mode is the number that appears most often. The mode is 1, as four houses have only 1 occupant.
Author Dr Eleanor Lingham De Montfort University
Moderator Dr Julie Crowley Cork Institute of Technology
Example
Twenty people were asked for their number of siblings.
(i) Calculate the mean number of siblings.
Mean = 𝑇𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑠𝑖𝑏𝑙𝑖𝑛𝑔𝑠 𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑝𝑒𝑜𝑝𝑙𝑒 𝑎𝑠𝑘𝑒𝑑
Therefore the average number of siblings is 1.3
(ii) What is the mode?
The mode is the number of siblings that is most common. It is most common to have 1 sibling (as 10 of the survey respondents reported this value). (Also, we note that the mode is the tallest bar).
(iii) What is the median?
The median is the middle value. There are twenty respondents all together, so we know that the 'middle' value is the mean of the 10 th and 11 th values.
From looking at the bar chart, it is clear that the 10 th value is 1, and that the 11 th value is also 1. Therefore the mean of these values is 1.
Therefore, the median is 1.
Note
If you haven't studied statistics formally, these questions may seem particularly difficult to you. However, the level of questions asked in numerical reasoning tests should be within everyone's general understanding – so just try and have a go.
Remember, a lot of it is just common sense!
Author Dr Eleanor Lingham De Montfort University
Moderator Dr Julie Crowley Cork Institute of Technology | 1,059 | 773 | {
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September 2017
Farming in Glendale: 1800 to the present
Dr Ian Roberts
Dr Roberts emphasised that throughout history agriculture has responded positively to the challenges that social and political changes have faced it with.
Between 1600 and 1800 a number of things happened in England that changed agriculture permanently. Land was enclosed and became more managed, new crop rotations were introduced and animals began to be selectively bred for desirable characteristics such as wool length and carcass size.
A report published in 1770 was very critical of the state of agriculture in Northumberland and it took an influx of forward looking farmers from Durham and Scotland to begin the process of turning things around.
Foremost among these were the Culley brothers who came from County Durham to growing urban population meant that meat and corn came into demand as never before.
to Northumberland.
Fenton in the late 18th century and began making the land more productive by drainage, liming and the use of manure. These practices are accepted today but were revolutionary at that time. Meanwhile war, the industrial revolution and a rapidly At Fenton Matthew Culley and his sons developed the Cheviot and Border Leicester breeds of sheep – breeds that went all over the Globe with the British Empire. On the arable side Sir James Caird started a five-crop rotation system growing oats, turnips and grain with two years of grass to feed and refresh the land – a system unique
Other landowners, seeing how the Culleys - now of Coupland castle – prospered, soon followed. Tankerville, Grey, Northumberland, Delaval and Robson of Belford were all instrumental in adopting new methods and ideas.
The idea of "continuity on the land" became important. Farms were let on longer tenancies than before often passing from father to son and workers' wages and living conditions gradually improved. The legacy of that is the number of rows, squares and steadings seen in the area today.
The advent of the railway to Glendale in the eighteen eighties brought about big changes. For the first time goods and animals could be moved faster than a man on horseback. This brought an end to droving but it did mean that farm produce could be transported further before final usage.
In the twentieth century demand continued to rise and domestic production could not keep pace with demand. This led to mechanisation on the farm and the establishment of a huge trade in live cattle from Ireland which only ceased in 1971 with Britain's accession to the Common Market.
At that significant point Dr Roberts brought his narrative to a halt except to mention that modern agri-business can be a lonely and isolating occupation. Here once again it appears that the industry is looking to itself to rise to new challenges and circumstances. | 1,114 | 563 | {
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Warming Up
Baseball is a game that involves a lot of twisting, jumping, lateral and forward-to-backward movements. If you walk on to the field to perform these tasks without a proper warmup, you run the risk of pulling a muscle. Uncommon to popular belief, the warmup exercises involve more than pulling your arm across the front of your chest and holding for 10 seconds. That type of stretching is called "static." Although it has a time and place, the beginning of a game is not it. The warmup exercises should be "dynamic," which means they are in motion. This will get the body primed for the actual movements that will be seen in a game-specific situation.
Sprints - The first thing that should be done in a warmup is five to 10 short sprints that simulate the action you would see in a game. This will get the body's core temperature warmed up, and it will also increase circulation to the muscles. Start at the first base line. Sprint to second base, walk back and sprint again.
Forward Bends - Stand in a wide stance with your arms out to your sides and parallel to the ground. Bend forward and touch your right hand to your left foot. Come back up and then touch your left hand to your right foot. Alternate back and forth three to six times.
Rotations - Trunk rotations are done with your feet in a wide stance and your hands extended out to your sides and parallel to the ground. Rotate your upper body to the right, then rotate it to the left. Every time you rotate, try to go a little bit further. Go back and forth three to six times.
Knee lifts - Knee lifts loosen up the legs and the hip flexors. To do these, stand with your feet about shoulder width apart. Lift your right foot off the ground and bring you knee up to your chest. Lower it back down and bring your left knee up. Go back and forth three to six times. You can also do these in a walking motion.
Squats - Squats loosen up the glutes, quads and hamstrings. To do these, stand with your feet about shoulder width apart. Bend your knees and lower your body slowly until your thighs are parallel to the ground, then stand back up. Go up in a fast and controlled motion. Do three to six reps.
Walking Lunges - To do walking lunges, take a long step forward with your right foot. Bend down until your front knee is 90 degrees and your back knee is about 2 inches off the ground. Come back up, step forward with your left leg and follow the same procedure three to six times.
Drop Lunges - Drop lunges are done to loosen up the hips. Start with your feet together and place your hands in front of your body like you are boxing. Step back behind your body at an angle with your left foot. Come into a squat, come up and bring your foot back to the starting point. Step back behind your body at an angle with your right foot. Come into a squat and come back to the starting position. Go back and forth three to six times.
Crosses - Arm crosses help to loosen up the chest and rear shoulders. Stand with your feet about shoulder width apart and your arms out to your sides with your palms down. Extend your arms behind you and then cross them in front of your body. Go back and forth three to six times, then turn your palms up and repeat.
Circles - Arm circles are another stretch that loosens up the shoulders. Stand with your feet about shoulder width apart. Extend your arms out straight to your sides and make small circles in both directions. Do three to six small circles, then repeat with medium size circles and large circles. | 1,242 | 767 | {
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Materials:
- letter flashcards Aa-Zz
- long a flashcards
- picture and word cards (rain, train, brain, play, pray, tray, lake, rake, cake, snail, tail, nail)
- individual a/silent e, ai and ay cards (only one for each student)
- page 33
Review: 2-3 minutes
- Mix up the letter flashcards and show them to the students one at a time.
o Hint: You should develop a routine when doing this.
o Hint: For older children you can also set a timer to see how long it takes them to get through all the letters saying the letter name and sound. You can record this time and let the students try and get a better time each day.
- You can also choose to play any of the games that have been taught in previous lessons.
o Around the World
o Flyswatter
o Beanbag Toss
o Relay Race
- Just adapt any of the games to help you review the letter names and sounds of the alphabet.
o Teacher: “Letter?” Students: “A.”
o Teacher: “Sound?” Students: “/a/.”
Preview: 5 minutes
- Show them the 3 different long a flashcards and talk about how each one makes the long a sound.
o Discuss how we can make the long a sound by adding a silent e to the end of the word. We can put the letters ai together to make the long a sound. We can also put the letters ay together to make the long a sound. This usually is done if the long a sound is at the end of the word or syllable.
o Teacher: "A /a/ /a/ /a/ Students: "A /a/ /a/ /a/
- Show them some of the long a picture cards, emphasizing the long a sound in each word.
o Teacher: "/a/ /a/ brain"; students repeat
o Teacher: "/a/ /a/ lake"; students repeat
o Teacher: "/a/ /a/ play"; students repeat
Long a Word Families (page 33)
Modeling: 7-10 minutes
- Give each student one long a card.
o Each student will only have one way to make the long a sound on their card.
- Show a picture card and say the word that goes with the picture. Have the students repeat.
o Now ask the students what letters they think make the long a sound in the word.
o The students should look at the card they have and hold it up if they think they have the correct spelling.
o Now hold up the word that matches the picture card.
o Have the students tell you what letters they see in the word that are making the long a sound.
o The students should check to see if they should or should not be holding up their card and make corrections if necessary.
o Once the students with the correct card are showing it, read the word together.
o Continue with as many picture and word cards as is necessary.
Guided Practice: 5-7 minutes
- Play Three Corners.
o Place the three long a flashcards in different places around the room.
[x] If you want to make this more challenging, add a fourth corner that says not a long a sound. Then make sure to add picture cards that do not have the long a sound.
o Gather the students in the middle of the room.
[x] Show a picture card.
[x] Teacher: "/a/ /a/ train"; students repeat
o Teacher looks around the room to find the correct long a flashcard and moves (walks, hops, crawls, etc.) to that card; students follow.
o Teacher: "/a/ /a/ train"; students repeat and check to make sure they are at the correct long a flashcard.
o All return to the middle of the room and continue the game using different picture cards.
o As the students are more aware of the picture cards and long a, you can call on individual students to come and select a picture card and play the teacher role.
Independent Practice: 5-7 minutes
- Explain how to do page 33.
o Hint: Have an extra copy for you to model each part prior to giving it to the students.
- Pass out page 33 to each student.
Assessment: (during Independent Practice)
- As the students are completing page 33, monitor and give guidance/ support/correction/praise, as needed.
- Use page 33 as a record and be sure to take note of students who may need more practice and/or instruction.
Closure: 1-2 minutes
- Read the words on page 33.
- After the students have listened to the words one time read them again.
- Tell the students to stand up when they hear the word that is different, does not have the long a sound. | 1,613 | 1,022 | {
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Abbots Barton: From Farmland to Desirable Villas
The Worthy's local history group received a talk on the 12 th of March from Christine Grover, a lecturer from the University of Winchester. The area Christine discussed was between Andover Road and the River Itchen, which comprised Hyde Abbey lands. The land became fragmented upon the fall of the Abbey during the dissolution of the monasteries by Henry VIII and Thomas Cromwell. Commissioner Thomas Wriothesley acquired the Abbey lands near Winchester. The water meadows made the land in Abbots Barton desirable for agriculture which was the main use of the area for some time to come.
Christine then described Abbots Barton and the Gentry. Elizabeth Knight inherited the lands along with land in Chawton, she was a strong woman and had 2 husbands, both MP's. Her 2 nd marriage settlement however ensured that her husband, unusually for the time would not inherit her land. Upon the death of Elizabeth Knight Abbot Barton estate is then inherited by Thomas Broadnax. His son, Thomas Knight inherits the land and adopts Edward Austen, brother of Jane Austen. At this time the Abbey lands are held by the 4 th Duke of Bedford who then sells them to Thomas Knight. This unites the Land under one owner for the first time since the dissolution of the monasteries. The area then most described by Christine was the uplands of Abbots Barton.
The lands change hands again when Edward Austen sells the land to William Simonds, the Simonds were a brewing family from St Cross, where William Simonds resides despite owning land at Abbots Barton, presumably hiring other people to farm or manage the land. On the death of William Simonds, his son William Barrow Simonds inherits the lands and begins development on the site, building a house in Hyde. The railway then cuts across the Abbots Barton Uplands in 1835-37. In 1852, Lankhills house is built for Frederick Bowker, a solicitor, the property includes a large amount of land and a smallholding. The two families become related when William Barrow Simonds marries Bowker's daughter.
Things progress well for Barrow Simonds until the agricultural depression in 1855-59. The income from crops drops along with rents and imported barley becomes cheaper for breweries than local produce. In response Barrow Simonds looks instead to develop the land for wealthy members of society looking to move out of the city. The first development was Limekilns near Park Road. The properties were used as schools, mainly prep schools run by individuals involved with Winchester College. However, the large properties often did not survive.
A further development went underway in the Old Hop Garden, property there was inhabited by Charles James Warner, the family name still being present in Winchester today as Warner solicitors. Other properties built included Abbey Hill Lodge, inhabited by Captain Tyson of the Royal Navy, the property also went on to be a hotel. Frederik Bowker's son also commissions a house for himself on the land. Property being developed at this time is inhabited by people of high social status.
By 1895 the land below Park Road, but not above had been developed. However Barrow Simonds fortune turns for the worse during the Edwardian downturn, the wealthy individuals renting houses leaving the area. Barrow Simonds, now elderly, continues to plan more development for the area, till his death in 1912. Alice Bowker is still living in Barrow Simonds property in 1911.
The land is then further developed by Ashton Sawyer, who builds smaller properties. On the death of Frederick Bowker, the North Eastern land is sold to pay for death duties. Most of the original large houses have gone, some due to neglect, and replaced with smaller properties and flats.
Review by Phoebe Nunn | 1,525 | 789 | {
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SESSION 8: objective
USE THIS LESSON TO: explore character objectives.
45 minutes
OBJECTIVES: Students will...
Understand the importance of objectives when writing and performing.
Differentiate between given circumstances and actor/director choice.
Employ creative and improvisational skills to create new material.
Present original, creative content and ideas to peers.
PROVIDED MATERIALS:
Neutral Scene (for Pride B)
Script Excerpt – Scene 4: Scar's Cave (for Prides A and C)
OPENING RITUAL:
5 minutes
* Gather students in a large standing circle.
* Distribute djembe drums to this session's Pride Leaders.
* Focus the class and ask students to facilitate their physical and vocal warm-ups, followed by the drum circle activity using the established call-and-response format.
* •
VIDEO: 10 minutes
* Play video: 8 Objective.
* The video will explore the concept of objective and give examples from The Lion King. The video will also introduce the concept of given circumstances and actor/director choice. Additionally, the video will explore the concept of raising the stakes and how actors make physical and vocal choices to communicate their objectives.
*
Disney's
Experience
The Lion King
ADDITIONAL MATERIALS:
None
PREPARATION:
Copy Script Excerpt – Scene 4: Scar's Cave (one for each student in Prides A and C).
Copy Neutral scenes (one for each student in Pride B).
©Disney
SESSION 8: objective
GROUP ACTIVITY: Gibberish 5 minutes
* Working in pairs, ask your students to determine who will be partner A and who will be partner B.
* Explain that partner A is Scar and partner B is Simba. Explain that Scar wants Simba to go to the Elephant Graveyard.
* Partner A will try to convince partner B to do what he wants. The catch: Both partners may only verbally communicate using gibberish.
* After a few minutes, switch partners and repeat the activity.
* Reflect on the activity with your students. What strategies did they employ to clearly communicate their objectives? What worked? What didn't?
PRIDE WORK:
Performing Objectives
20 minutes
* Divide your students into their Prides and distribute a Challenge Sheet to this session's Pride Leaders.
* Distribute the Script Excerpts to Prides A and C, and the Neutral Scenes to Pride B.
* Prompt the Pride Leaders to read the Challenge Sheet aloud to their Prides.
Raising the Stakes
Pride A will explore objective by understanding given circumstances and the concept of raising the stakes. Students will perform a scene from The Lion King JR.
Actor's Choice
Pride B will explore objective by understanding an actor's choice in a role. Students will perform neutral scenes using characters from The Lion King JR.
SHARE:
5 minutes
* Select two pairs from each Pride to share their scenes.
*
Disney's
Experience
The Lion King
Physicality
Pride C will explore objective by understanding the importance of physical characterization. Students will perform a scene from The Lion King JR. without using any words.
©Disney
SESSION 8: objective
REFLECTION: 5 minutes
Use these prompts to facilitate a discussion with your class:
* What tools did you use to communicate your objective?
* Do you prefer developing objectives based on given circumstances or by inventing your own? Why?
* Which Pride's objectives were clearest? Why?
PRIDE JOURNAL 8:
Invite your students to complete a journal entry using this prompt:
* Write about a time in your life when you had a strong objective. What did you do to achieve that objective?
Disney's
Experience
The Lion King
©Disney | 1,711 | 755 | {
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Biographical Description for The HistoryMakers® Video Oral History with Faye Beverly Bryant
PERSON
Bryant, Faye B.
Alternative Names: Faye Beverly Bryant;
Life Dates: March 15, 1937-
Place of Birth: Houston, Texas, USA
Residence: Houston, TX
Occupations: School Superintendent; Association
Chief Executive
Biographical Note
21st International President of Alpha Kappa Alpha (AKA) Sorority, Inc., Faye Beverly Bryant (19821986) was born on March 15, 1937, in Houston, Texas. Under Bryant's leadership, the theme of the AKA Sorority became P.O.W.E.R. During her tenure, Bryant also created the Alpha Kappa Alpha Connection, completed construction on the Sorority's national headquarters and initiated the African Village Development Program in collaboration with Africare.
Bryant was initiated into the Alpha Chapter of Alpha Kappa Alpha Sorority at Howard University in 1955. After graduating from Howard University with her B.A. degree, Bryant returned to Houston and transferred her affiliation to the Alpha Kappa Omega Chapter of Houston in 1957. She went on to earn her M.A. degree in counseling and guidance from the University of Houston. In Houston, Bryant was instrumental in establishing the Epsilon Lambda Chapter at the University of Houston and worked as a teacher in the Houston Independent School District where the 18th International President of AKA Sorority, Ms. Mattelia B. Grays, served as Deputy Superintendent. After teaching at Booker T. Washington High School and serving as a counselor at Bellaire High School, Bryant worked as the Director of Magnet Schools for the Houston Independent School District. She was later hired as the Deputy Superintendent of Human Resources and the Deputy Superintendent for School Administration. She also served as Interim Superintendent of the Houston Independent School District.
In 1982, Bryant succeeded Barbara K. Phillips as International President of the AKA Sorority and Programs of service, Organizational impact, Women in global issues and Economic development and Renewal (P.O.W.E.R.) became the agenda for the Sorority. Bryant's administration also sought to improve the communication with individual members by approving cluster meetings where AKA Sorority members from various chapters could convene. In addition, Bryant initiated a governmental relations team to represent the Sorority at various government affairs. Bryant added the Alpha Kappa Alpha Connection to the Sorority's list of programs and registered new voters for the 1984 U.S. Presidential election. During her tenure, Bryant met with the Council of Presidents of the eight predominantly black Greek organizations and launched a drive to leverage the collective power of Greek organizations.
In 1998, Bryant became the first African American to serve as Deputy Superintendent for School Administration in the Houston Independent School District. In 2002, Bryant retired from the school board as Executive Deputy Superintendent after forty-two years of service.
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Design Challenge: Gumdrop Structures
In this activity, your child will use gumdrops and toothpicks to build structures that complete various design challenges. Your child will be given free building time as well to explore the materials before beginning the challenge. They will then be asked to build off of what they've already created in order to complete the activity.
What You Need
Gumdrops (or any other soft candy like jelly beans or fruit snacks)
Toothpicks
Book, full water bottle, or other item (to be used as a test weight)
Ruler or tape measure
Pen and paper for brainstorming and note-taking
What You Do
1. Give your child 10 gumdrops and 20 toothpicks to start. Allow them to explore the materials by asking your child to build whatever they would like.
2. After allowing your child to build freely for a while, ask them to take some notes on their creation. Ask your child to write down the height, width, and appearance of their structure. Then, ask your child how much weight they think their structure can hold. Test their idea by placing something heavy such as a book or full water bottle on their design.
3. Now, read the story at the beginning of the activity to your child. Ask your child to brainstorm ways in which they could change their current creation or build something new entirely. For example, ask your child to build a structure that can hold a few books, or a structure that is taller than two feet.
4. After your child has finished brainstorming their design, ask them to choose one of their ideas to build. Make sure to remind your child of the overall goal of their design.
This is an important step of the design thinking process because it teaches your child to prioritize the functionality of their design over personal preferences, and it prevents them from getting too emotionally attached to one design.
5. Now it is time for your child to actually build their design! Give your child room to test and create on their own, but help out if they need assistance.
6. Once your child has finished building, help them to test their creation.
a. If their design completes the challenge, congratulate them on their success.
b. If your child's design does not successfully complete their challenge, ask them what they think went wrong. Have your child go back to the original brainstorming and prototyping stages. Ask your child to redesign their structure and continue brainstorming and prototyping until their design is successful.
7. To finish the activity, ask your child a few final questions.
a. What did they learn during the initial exploration of the materials?
b. What different types of structures worked or did not work in each challenge?
c. What was the most challenging part of the activity? What was the most fun part? | 987 | 569 | {
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St. Paul's epistle to Titus | Titus 2:1–10
Verse 1
- After six verses of condemning false teachers and adversaries to the faith, St. Paul reminds Titus (again) to teach sound ________________.
Verse 2
- This verse deals with the group of “____________ men.”
- They are to possess four characteristics.
1. sober-minded (ESV), temperate (NIV), sober (KJV)
2. dignified (ESV), worthy of respect (NIV), grave (KJV)
3. self-controlled (ESV, NIV), temperate (KJV)
4. _____________.
[x] in ________________
[x] in ________________
[x] in ________________
Verse 3
- This verse deals with the group of “____________ women.”
- Their work in the congregation is also comprised of four characteristics.
1. _____________ in behavior
2. Not _______________
3. Not ____________ to much wine.
4. Teacher of what is _____________.
Verses 4–5
- These verse deals with the group of “____________ women.”
- This verse also speaks of the benefits that flow out of doing those things listed in the _____________ verse.
- Young women are to possess five characteristics, which, interestingly, are to be taught to them by whom? ____________________________
1. Love their _______________ and _______________.
2. Self-controlled (also required of older men in verse 2).
3. __________. *compare to 2 Corinthians 11:2*
4. _______________ at home.
5. _______________ to their own husbands. How is this different than the first characteristic?
- When benefit flows from doing these things? Nobody ____________ the word of God.
Verse 6
St. Paul's epistle to Titus | Titus 2:1–10
- This verse deals with the group of “___________ men.”
- Only a single characteristic is listed. They are to be __________________.
- It’s worth noting that the verb in this verse is ________________.
Verses 7–8
- In these verses, St. Paul goes on a brief excursus about ________ Titus is to teach “what accords with sound doctrine.”
- First, Titus is to be a _________ for good works in all respects.
- Furthermore, Titus’s teaching is to be conducted with the following three characteristics.
1. integrity (ESV, NIV) uncorruptness (KJV)
2. dignity (ESV), seriousness (NIV) gravity (KJV) *same word used in verse 2*
3. sound ________________ that cannot be condemned
- What benefits are to be found in conducting his teaching in the manner described by Paul?
1. That having nothing evil to say about us, the hostile/opponent will be put to ______________.
Verses 9–10
- This verse deals with the group of “____________.”
- They are to behave in the following five ways.
1. ______________ to their own masters. *parallel to verse 5*
2. well-pleasing
3. Not ________________________.
4. Not pilfering
5. showing all good __________.
- A fourth “purpose clause” appears in verse 10. What is the benefit of a slave doing the behavior outlined here by St. Paul?
1. It _____________ the doctrine of God our Savior. | 1,642 | 727 | {
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Ocean Teens
Marine Morphology
Teachers Notes
You can tell a lot about an animal just by looking at its morphology. Things such as where it might live, how it might move and even what it might eat.
Below are a number of tables illustrating the different morphologies of various body parts, and the information we can gain from looking at these.
| Cross-section | Fish | Shape | Locomotion |
|---|---|---|---|
| | Trevally | Fusiform | Fast-Swimming in open water |
| | Emperor Angel Fish | Compressiform | Fast-Swimming in open water |
| | Eagle Ray | Depressiform | Swims like a flying bird. |
| | Conger Eel | Filiform | Slithers through water like a snake. |
Different body shapes can tell us where a fish might live. A clear example of this is that fish with a depressed body shape (depressiform) generally live on the sea floor. For example stingrays, wobbegong sharks and flounder.
Body shapes may also give us information about how an animal might move. For example, fusiform body shapes are very streamlined and you can assume that they are fast swimming animals that live in open water.
Marine Morphology Worksheet
Ocean Teens
Body shape can tell you a lot more about the way animals might move when you look at it in connection with caudal fin morphology.
Caudal fins tell you a lot about the movement of fish. Lunate tails are common on fast moving fish that maintain a great speed over a long distance – such as tunas and sharks. There is very little drag on this shaped tail so can move very easily through the water.
| Lunate | Great | Great | Poor |
|---|---|---|---|
| Forked | Good | Good | Average |
| Square (truncate) | Average | Average | Good |
| Round | Good | Poor | Great |
As you move down the table the surface area gets larger and larger which increases drag. Eventually we end up with a rounded tail which has a lot of drag associated with it, so it is poor for long distances but is very good at maneuverability. The tails built for distance on the other hand, lack the ability to manoeuvre well.
Marine Morphology
Ocean Teens
When you look at fins in association with body shapes you can decipher where an animal might live. For example, a fish with a compressiform body shape and a round tail is likely to be found around a coral reef or some similarly complex habitat. That is because the tail suggests they will not be good at swimming long distances, but will be good at maneuvering in between cracks and crevices. This particular body shape also suggests an ability to squeeze into tight areas so also supports the idea of a coral reef or other complex habitat.
Finally, we can also gain information about where and what a particular fish might be eating by looking at their mouth morphology.
| Mouth Type | Posible Habitat/Feeding Location |
|---|---|
| Superior Mouth | Surface feeder, or “lay-in- wait” predator |
| Terminal Mouth | Mid-water feeders, capable of feeding at other locations |
| Inferior Mouth | Bottom feeders, “lay-in- wait” predators |
| Elongated Mouth | Reefs and complex habitats |
There are 4 basic mouth types – superior (facing upwards), terminal (facing forwards), inferior (facing downwards) and elongated. Fish will generally consume food items that are in the direction that their mouth is pointing – for example, fish with superior mouths will consume food items that are slightly above them. Looking at the mouth orientation in combination with body shape, and caudal fin shape
Marine Morphology Worksheet
Ocean Teens
we can become even more precise with our analysis. For example, fish with a depressiform body shape, round tail and superior mouth may well be bottom dwellers that have adopted the life style of a "sitand-wait" predator. The body shape indicates a bottom dweller, the round tail indicates little movement (except the possibility of rapid short bursts) and the superior mouth suggests grabbing food from above such as small fish that come too close.
These different morphological traits paint a picture of the animal to which they belong- looking at just one trait you get part of the picture, but when you look at them all together you can build an almost complete picture of the animal and its life style. | 1,744 | 949 | {
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representative photo
Primary Religion:
Animistic/Traditional
____________________________________________________________
Disciples (Matt 28:19):
1%
____________________________________________________________
Churches:
Yes
_____________________________________________________________
Scripture Status (Matt 28:20):
Genesis and Luke
____________________________________________________________
Population (date):
194,000
____________________________________________________________
Profile Year: Language Name: ISO Language Code:
2013 Maninkakan, Western mlq
The Western Maninka of Mali
Dust swirls as plows cut through the fertile soil of the northern African plains. Western Maninkakan speakers work hard and eat what their land produces. However, insufficient rainfall and an increased population put strains on crop production.
If the harvest proves insufficient, men trek to a regional goldmine, working with traditional pick axes and bowls, to supplement family incomes. The Western Maninka intermarry with the Fulani, a neighboring people group, and co-exist with their closer ancestral cousins, the Soninke.
A makeshift fence of branches guard a modest village. Western Maninka homes are mud huts with grass roofs. Each morning, many hike to fertile farmlands, though a lack of rain minimizes the harvest of millet, corn, peanuts and beans. Daily family activities include caring for livestock such as cattle, sheep and goats
In this economically challenged area, there is very little education available, and living conditions are difficult. Animistic worship and traditional folk religion influence life. On celebratory nights, they perform ancient rituals. People who do not want to participate stay indoors, protected from the ceremony dangers. Sacrifices of cola nuts and animals are common, along with an observance of a weekly high holy day.
The Western Maninka of Mali
_________________ ___
Have They Heard The Gospel?
Is the Word of God Translated?
The Christian minority is 1 percent of the community. Because they have no heart language Scripture, pastors train in a regional language. They do discover nuggets of truth in God’s Word, but many find explaining Scripture in their Western Maninkakan mother tongue difficult. Because parishioners have no common reference points, it affects their ability to understand the simple Gospel. In spite of these challenges, believers are passionate about Jesus, and their faith is contagious.
Other Forms of Gospel Presentations
Churches and believers eagerly await God’s Word in booklets, MP3 recordings and cassette tapes in their mother tongue, which they can understand. Plans are also underway for Scripture-based songs and radio broadcasts. Local churches plan to begin literacy training and future translation projects. They want a complete New Testament.
The Western Maninka of Mali
________________ ___
Status of Christianity
Responsiveness
Comment on Responsiveness
In addition to praying for a heart language Bible, pastors are discussing the possibilities of opening a Christian school in order to provide a godly worldview education for future generations. Adult literacy classes will allow villagers to read God's Word, which will give Christians a clear understanding of God's gift of Jesus, daily guidance and a future hope. Believers will no longer be swayed by other religions or customs. Instead, God's Word will strengthen their faith so they can share it with family and friends. | 1,794 | 653 | {
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Dear Sponsors and Supporters,
Proverbs 16:16 "How much better it is to get wisdom than gold! And to get understanding is to be chosen above silver." [NASB]
| America | Agges US TZ |
|---|---|
| 1st Grade | 6-7 7-9 |
| 2nd Grade | 7-8 8-10 |
| 3rd Grade | 8-9 9-11 |
| 4th Grade | 9-10 10-12 |
| 5th Grade | 10-11 11-13 |
| 6th Grade (End of Elementary School) | 11-12 12-14 The U.S. tests students every year from 3rd -8th grades, and again in High School. |
| 7th Grade No Child Left Behind Act in the U.S. (2002) U.S. tests students, but does not necessarily keep them from continuing on. | 12-13 13-16 The Tanzanian educational system holds a strict standard to move forward to the next level. |
| 8th Grade (End of Middle School) | 13-14 |
| 9th Grade | 14-15 14-16 |
| 10th Grade | 15-16 15-17 |
| 11th Grade | 16-17 16-18 |
| 12th Grade (End of High School) | 17-19 17-19 |
| Freshman in College | 18-20 18-22 |
| Sophomore in College | 19-21 18-22 |
| Junior in College | 20-21 |
| Senior in College | 21-23 |
September 2019
In Tanzania, the national language is Kiswahili. Kiswahili is taught in Primary school. When students pass Standard 7 and move onto Secondary school, they are taught in English. This can be very confusing and a losing battle for some in the government schools. However, Sluys/Anderson Primary School starts teaching English in Standard 1. There are Vocational schools for students who cannot pass the National Exams after Standard 7, Form 4, and Form 6. Standard 1-7 is required in Tanzania, however, attendance in school is not enforced. If a student fails any of the National Exams, they are not allowed to move on to higher education, only Vocational schools. If a student passes the Exam after Form 6, they are scored according to Divisions.
Division 1-The best score! The government will select this student for a University, and may pay up to 75% of Tuition and Fees. Division 2&3-continues on to University. Division 4-moves on to vocational training elsewhere.
Grading System-5 Point Scale
| TZ Grade | TZ Scale |
|---|---|
| A | 5.00 |
| B | 4.00-4.99 |
| C | 3.00-3.99 |
| D | 2.00-2.99 |
| E | 1.00-1.99(Accepted) |
| S | 0.50-0.99(Satisfactory) |
| F | 0.00 |
We hope this helps to understand the Tanzanian school system better. God Bless! | 1,289 | 731 | {
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New Tech Institute Students work on Dollhouses Designed by Frank Lloyd Wright Disciple and Chief Architect/Chief Engineer, Evansville Native Wes Peters
William Wesley "Wes" Peters was the main apprentice under legendary architect Frank Lloyd Wright, and he created the Taliesin Associated Architects after the death of Wright. Peters was born in Terre Haute, and attended Evansville College (now the University of Evansville) as well as MIT. He joined Wright's Taliesin fellowship in 1932, but had a falling out with Wright during which time he returned to Evansville for two years in the mid-1930s. While back in Evansville,he designed the PetersMargedant house at 1506 East Indiana Street in Evansville. He designed the house in the Usonian style, two years before Wright's first Usonian house emerged in 1937.
During his two years in Evansville with Wright's daughter, Svetlana, Wes and Svetlana designed dollhouses as prototypes. While no known dollhouses are known to exist, plans for the dollhouses have survived. Wes and Svetlana married in 1935, and they reunited with Frank Lloyd Wright at Taliesin in 1935.
In the fall of 2016, Dr. Jim Renne approached New Tech Institute with plans for creating a dollhouse based on Peters' plans. Eric Havener, Engineering Teacher at New Tech, worked with two NTI students to convert the plans to Inventor, the 3D CAD program. From those plans, Havener and the students have created the skeleton of the dollhouse – and with continued work this fall they plan to have a finished product which will bring Wes Peters' mid-1930s dollhouse design to life! The in-progress dollhouse was on display during the April 2017 of the Peters-Margedant House during its dedication, and Brandoch Peters (son of Wes Peters and grandson of Frank Lloyd Wright) had the opportunity to see the house!
Mr. Havener and the New Tech students have used STEM (Science, Technology, Engineering and Math) principles to make this project happen. They have researched the best materials to use to build the dollhouse, used Technology and Engineering to convert the plans from paper to computer, and they have used Math in their calculations.
In fall 2017, Eric Havener will have a Special Projects class at New Tech where students can work on this and other projects related to STEM. Also, New Tech teachers are exploring ways to expand these projects to other curriculum areas such as English/Language Arts, History, Art, and Entrepreneurship.
Media Coverage
https://www.usatoday.com/story/news/local/2017/04/20/tiny-brown-house-work-brilliant-mind/100663104/
http://www.evansvilleliving.com/articles/hidden-history http://www.tristatehomepage.com/news/local-news/buildingb e a u ty-w i th-b r ai n s -w e s-p e ter s-d ol l ho u se-comesto-life/700723627
References
https://www.indianalandmarks.org/about/special-projects/peters-margedant-house/ https://en.wikipedia.org/wiki/William_Wesley_Peters
NTI students Quinton Schaefer (left), and Josh Brown (center), along with NTI Engineering Teacher Eric Havener (right), with their inprogress dollhouse from Wes Peters' designs. The in-progress version was on display at the dedication of the Peters-Margedant House on the campus of the University of Evansville in April 2017.
At the April 2017 dedication of the Peters-Margedant House on the University of Evansville campus (left to right):
New Tech Institute Principal Chris Gibson, student Josh Brown, Engineering Teacher Eric Havener, Brandoch Peters – son of Wes Peters and grandson of Frank Lloyd Wright, and student Quinton Schaefer.
Dignitaries gather before the April 2017 dedication of the PetersMargedant House on the University of Evansville campus. NTI students have a Wes Peters designed dollhouse on display in the house during the dedication. | 1,753 | 854 | {
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Year 11-12 Transition Work
Subject: Computer Science
We're looking forward to welcoming you in September! Please note that this document has been created by staff to help you prepare to start your studies at sixth form. The work you produce from this will form the basis of a discussion in your first lessons with your teachers.
At the end of this document, there is a review grid and coding grid for you to complete every time you engage with some preparatory activities this summer.
List of key topics you will study in Year 12:
1. Procedural programming
2. Theory of Computation
3. Data Representation
4. Computer systems, organisation, and architecture
5. Communication and networking
6. Consequences of uses of computing
Recommended research list:
1. The Secret Rules of Modern Living: Algorithms (https://youtu.be/kiFfp-HAu64)
2. CHM Live – The Great Hack (https://www.youtube.com/watch?v=y26NQdTLtaw)
3. Computerphile channel (https://www.youtube.com/@Computerphile)
4. The Machine: A computer science education podcast
5. https://www.w3schools.com/python/default.asp
6. https://www.geeksforgeeks.org/
7. https://www.khanacademy.org/computing/ap-computer-science-principles
8. https://www.codewars.com/kata/python
Tasks
1. Watch the documentary The Secret Rules of Modern Living: Algorithms and complete a review grid.
2. Watch the documentary CHM Live – The Great Hack and complete a review grid.
3. Watch three videos from the Computerphile channel and complete a review grid for each one.
4. Listen to two episodes of The Machine… podcast and complete a review grid for each one.
5. Complete two challenges (katas) per week on Code Wars and complete a coding grid for each challenge.
6. Independently research an area of the specification that interests you. Write a 500-word summary of what you learned.
REVIEW GRID
Name of podcast/article:
REWORD IT: Use this space to look up any words you don't know on an online dictionary/thesaurus
CRUNCH IT: Identify 6 keywords in this podcast/article/source. Say why you have picked these words.
1.
2.
3.
4.
5.
6.
SUMMARISE IT
Summarise 3 key learning points or arguments in this podcast/article/source:
REVIEW IT:
Would you recommend this resource to another student?
Why/why not?
What was your key takeaway from this article?
What questions do you still have?
CODING GRID
Name of kata / challenge:
Screenshot of kata or challenge instructions. (You can copy and paste the instructions instead)
Screenshot of your program code.
REVIEW IT:
What challenges did you face in solving this challenge?
What did you learn / discover by completing this challenge?
What went well in this challenge?
What would you do differently next time? | 1,329 | 615 | {
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GRAMMAR (5 points)
Pro každou otázku vyberte správnou odpověď.
1. Does Jenny go to the park every day?
6. When do you get up?
a) Yes, Jenny do.
b) Yes, she does.
c) No, she don't.
2. Hi! How are you today?
a) Good morning, you too.
b) See you later!
c) Good. And you?
3. Do you like pizza?
a) Yes, he does.
b) No, they don't.
c) Yes, we do.
4. What time is it?
a) Half past one.
b) Half to twelve.
c) Quarter past seventeen.
5. What is your best friend like?
a) I like fish and chips.
b) She is very nice.
c) Her name is Kate.
a) In 6 o'clock.
b) On 6 o'clock.
c) At 6 o'clock.
7. Where are you going?
a) In the park.
b) To the park.
c) At the park.
8. Do you like watching films?
a) Horrors are my favourite.
b) Not really.
c) Yes, I can.
9. What is your brother's name?
a) I'm Matty.
b) He is my younger brother.
c) Peter.
10. Is it raining outside?
a) My umbrella is here.
b) No, sunny.
c) Yes, it is.
USE OF ENGLISH (5 points)
Na vynechaná místa v textu doplňte právě jedno slovo.
I like sports. My favourite sport … (1) football. I play football … (2) my friends every week. We run and kick the ball. It is a lot of fun. My father likes football, too. We watch football together on TV. My favourite team is Manchester United, but my father doesn’t like the team. … (3) favourite team is Chelsea. When I grow up, I want to be a football player. I want to be … (4) best football player in the world! But I am only ten years … (5) now, so I have to go to school.
1
is
3
His
5
old
2
with
4
the
Počet bodů: _______________________
Opravoval: _______________________
ANGLICKÝ JAZYK
Čas na vypracování testu: 30 minut
Maximální počet bodů: 20
VOCABULARY (5 points)
Přiřaďte slova k definicím nebo obrázkům.
ruler
angry
socks ear
pet
scared
glasses giraffe
armchair cousin
1. You sit on it. - armchair
2. You wear these on your feet. - socks
3. An animal you have at home. - pet
4. Your uncle's son or daughter. - cousin
5. An animal with a very long neck. – giraffe
6. ear
8. scared
READING (5 points)
Přečtěte si text a odpovězte na otázky. Nemusíte odpovídat celými větami.
My name is Emily. I am eleven. I live in London with my parents and my younger sister, Lily. I love reading books, my favourite are mystery novels. My favourite author is Agatha Christie. I also like playing video games with my friends and going to the cinema to watch new films. I want to be a detective when I grow up.
We have got two pets at home. Lily has got a dog called Perry and I have got a small rabbit called Coco. Coco likes fresh leaves and apples. I sometimes take her outside. Today we are going to the park.
My favourite subjects at school are Art and Music. I also like English, but I hate Maths. It is too difficult. My best friend is Lisa and she likes Maths. She is really good at it. She lives in a different town. She takes the bus to school every day.
1. Where does Lily live? in London
2. What is Emily's favourite hobby? reading books
3. What does Emily want to do when she grows up? a detective
4. What pet has Lily got? a dog
5. How does Lisa go to school? by bus / she takes the bus
Jméno a příjmení: ______________________________
Registrační číslo: ______________________________
Gymnázium Židlochovice, příspěvková organizace | 1,615 | 950 | {
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Starting an Academic Essay
Putting words on a blank page often feels insurmountable. Instead of staring at the empty document, waiting for the right word to come to you, try these step-by-step instructions.
But first, why is starting an academic essay such a difficult, daunting first step?
- Perfectionism. A desire to make the most perfect essay is often what holds us back from just starting already! The key to spending less time anxiously staring at a blank page and more time writing is to throw that perfectionism out the window, which takes practice.
- General fatigue. It's hard to do anything when you're feeling tired, hungry, or just generally bored. Work is only possible once you are rested. To build up a genuine interest in your paper (which is a necessary ingredient to completing it), take care of yourself first!
- Essay Avoidance. Many of us recoil at the prospect of writing an academic paper, so we avoid it at all costs. Instead of looking at this paper as an assignment you have to do in a specific way, try coming at it from an angle you're more comfortable with. Find a way to create interest in the content of your essay, perhaps by freewriting a poem, drawing a picture, or talking to a friend. After this, try to transform what interested you into the format of the assignment.
Now, let's make starting your essay easier with this short exercise!
1. Start with the text(s)! Most essay assignments are about using or responding to a given set of texts. If you have no idea what to write about or no idea where to start, go back into the text. If you haven't read it yet, start there. If you have read it, go back to sections that interested you and/or are related to the prompt. Choose one to two quotes that get the gears in your head turning.
2. Free write on the quotes. Take the quotes you chose from the text, type them out, and cite them in a digital document. Start a timer and freewrite about these quotes. What interests you about them? What questions or concerns come up? Are there specific phrases or words that strike you? If you're ready, you can even begin
connecting this to the essay prompt. The key here is to write freely, without thinking too much about style or word choice.
3. Revise your freewrite. Congratulations! The document is no longer blank! Read back what you have written and begin cleaning up. Identify what interested you most about the quotes and focus your writing around that. Break up your main points and analyses into paragraphs. At this point, you should begin to see an argument forming.
4. Write your conclusion. So, what you've just done is write your body paragraphs. You might only have two to five paragraphs at this point, but you've completed the bulk of your textual analysis. Now that you have a sense of what your paper is about, write your conclusion by reviewing the topic and discussing the implications of your argument. For example, think about why you just wrote three paragraphs on Gloria Anzaldúa's use of one particular word or phrase. What could an understanding or misunderstanding of this word result in? Justify why you are identifying this part of the text and why it's important. And, of course, briefly summarize your paper in your concluding paragraph.
5. Craft your thesis statement and introduction. It may seem unorthodox to end with the thesis statement, but this is the ideal way to go if you want to write a semi-polished and strong thesis statement. Thesis statements are difficult to write unless you know what your paper is about, so why start with them? Read over your body paragraphs and conclusion. What are you arguing? Identify what your argument is, how you are making it, and why it's important. Then, fit this into a simple thesis template:
In this paper, I argue that ______ by using _______ in order to demonstrate that _______.
This template covers the what, how, and why of your argument (in that order). For example, you might write:
In this paper, I argue that Anzaldúa's use of the term "borderlands" challenges sociologists' understanding of space by putting it in conversation with Gieryn's spatial theory, in order to demonstrate that space, place, and race are inextricably linked.
I just made this one up, but feel free to experiment with different words, verbs, phrases, etc. After creating your thesis statement, contextualize it (and the paper) with an intro paragraph, and stick all of this at the beginning of your document with your thesis as the last sentence. Now you have a nearly-complete draft! | 1,657 | 962 | {
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Indigenous Education Team
20 Education Court, P.O. Box 2558
Hamilton-Wentworth District School Board
Hamilton, ON L8N 3L1
905.527.5092 ext. 2199
Dear Parents/Guardians,
As September 30 approaches, the Indigenous Education Team at HWDSB invites you to join your children in wearing an Orange Shirt on this day.
Content Warning
This is sensitive subject matter. Please take the necessary steps to protect your heart and mind.
If you have questions or concerns about the material that will be shared with your child(ren), please contact the school directly to discuss any special considerations or questions regarding your child's participation and learning opportunities. The National Indian Residential School Crisis Line is available 24 hours a day at 1-866-925-4419.
Why Wear Orange?
Indian Residential Schools existed in Canada for over 160 years; the last one closed as recently as 1996. Churches and the Canadian government funded and controlled more than 250 sites.
Over 150,000 Indigenous children were taken from their families. The schools' mission was to remove the children from the land, their Indigenous languages, cultures, and ceremonies, many never to return home.
Before the Truth and Reconciliation Commission's Final Report (2015) and 94 Calls to Action, these truths were not widely known, heard, or taught in Canadian schools.
Yet in May 2021, the stories, and truths from Indigenous families and the extensive section on missing children and unmarked burials in the TRC final report were affirmed when hundreds of unmarked graves were located at the St. Joseph's Mission Indian Residential School on the traditional territory of the Tk'emlúps te Secwépemc First Nation.
This number grows as the searches continue, and more locally relevant, the search began in November 2021 at the Mohawk Institute in Brantford, Ontario. For more information, please access Recovery, Reclamation and Revitalization — Survivors' Secretariat (www.survivorssecretariat.ca).
Listening to survivors is key to learning these truths. Phyllis Webstad is a survivor that attended the St. Joseph Mission Residential School in B.C. On her first day of school, staff took away the new orange shirt her grandmother gave her. Wearing the shirt made Phyllis feel loved and cared for.
Indigenous Education Team
Hamilton-Wentworth District School Board 20 Education Court, P.O. Box 2558 Hamilton, ON L8N 3L1 905.527.5092 ext. 2199
On Friday, September 30, 2022, we wear orange to honour the story of Phyllis Webstad, who in the early 1970s had her orange shirt taken away on her first day at the St. Joseph Mission (SJM) Residential School in British Columbia.
As we learned in the May 2022 statement marking the first anniversary of the discovery of 215 unmarked graves at Kamloops Indian Residential School, the orange shirt has become "a symbol for Indigenous peoples of resistance and survival and for Canadians, an act [of] solidarity with Indigenous Peoples."
We encourage you to wear orange on Friday, September 30 to honour the children whose lives were lost as well as survivors, families and communities experiencing intergenerational trauma, and as a personal commitment to engage in education, commemoration, and healing/wellness in the spirit of Truth and ReconciliACTION.
Please explore our Orange Shirt Day resources at www.hwdsb.on.ca/indigenous-education
Nya:wen. Miigwech. Thank you.
The Indigenous Education Team, HWDSB | 1,604 | 757 | {
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Do Prime Numbers Have Primary Importance?
A PRIME NUMBER IS
1) Is 1 a prime number?
2) Are there more composite or prime numbers between 1-10?
3) what about 1- 100? Will your answer be different if the max number gets bigger?
4) Is there a pattern among the prime numbers?
5) Interesting facts about primes?
* Ex: Between a number and its double there is always a prime number!
6) List the methods to find primes. Do you have a favorite method?
7) Search about Goldbach Conjecture. Explain it by giving examples.
Here is a Goldbach Calculator: https://www.goldbach.cloud/#/
8) What are the other famous conjectures and theorems about prime numbers?
9) Visit https://www.mersenne.org to join internet’s biggest Mersenne Prime Search.
10) What is the largest known prime? Who , when and how was it found?
11) Watch the videos of @Standupmaths videos by Matt Parker about prime numbers on YouTube. Write three things that you are surprised!
12) Where do we use prime numbers in our daily life? Why are they so important? Are the Humans the only creatures to know about the primes? Can animals know about the prime numbers?
Postscript:
The Cicadas 17-year Life Cycle
http://www.murderousmaths.co.uk/cicadas.htm
In May 1987 billions and billions of Cicadas bugs swarmed all over North America. During a 5-6 week period they chirped, fed and most importantly bred, then they disappeared underground again.
In May 2004 they're at it again! And 2021 is loading
The amazing thing is that the 17-year gap is no accident. The cicadas are using a prime number to avoid predators.
17 is a prime number. This means it doesn't divide by any numbers apart from 17 or 1.
Suppose you have a predator desperate to catch cicadas when they're out of the ground. Suppose the predator had a life cycle of e.g. 3 years, and the first year depended on eating cicadas. If the cicadas appeared e.g. every 6 years, then every 2nd generation of predators would be able to rely on eating them. Good news for the predators, but bad news for the cicadas.
If the cicadas cycle was another number such as 14 years, then a predator with either a 2 year or 7 year life cycle could come to rely upon them within a reasonable number of generations. Therefore the cicadas rather cleverly decided to pick quite a large prime number of years between appearances.
* If a predator had a 5 year life cycle, it would be 5 x 17 = 85 years before it could come to rely on the cicadas arriving again.
* If a predator had a life cycle of 11 years, it would be 11 x 17 = 187 years before the cicadas would arrive.
Unless a predator adopted a life cycle of 17 years (or a multiple of 17 such as 34 or 51), then it will always be 17 generations before it can expect cicadas arriving.
Not surprisingly predators can't be bothered to wait. Incidentally, there are also some 13-year cycle cicadas.
How do they know when 17 years are up when they are underground in the dark?
Funmathfan.com
*** Apparently they nibble on plant roots, and they can tell by the health of the roots what time of year it is and how many years have passed. | 1,354 | 744 | {
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Ethical guidelines for research on children
Ethical guidelines for research on children
A scientist can perform research on children if
. ١ Gaining more information about health and special care of children are the main goals.
. ٢ The study can not be conducted on adults.
. ٣ The investigation has neither benefits nor detrimental effects on children, but has beneficial effects
for the next generations.
. ٤ Risk evaluation should be done for all those involved with the research including parents or legal guardian, investigators, professionals, the ethics committee, participants in research and even children.
. ٥ To obtain consent from children, they are divided into two groups: under ٧ years and ٧- ٥١ years old.
* Under ٧ year: for this group of children, the consent must be obtained from legal guardian and every effort should be made to satisfy the child.
* ٧- ٥١ year: Both the child and his/her legal guardian must consent. Should their decisions differ, the ethics committee should be involved.
. ٧ If refusal of the legal guardian excludes the child from the study, and benefits cannot be achieved any other way, the ethics committee should decide.
. ٦ Children should be involved in decision making for their health and safety. They have the right to receive useful information as much as they can understand, to express their opinions, and to decide. The methods of giving information and obtaining consent should be appropriate for their age and understanding.
. ٨ In situations in which the parents decision is under debate (such as child abuse) the ethics committee or court should decide.
. ٩ Parents under ٦٢ years can decide on behalf of the child if they are competent.
. ٠١ Although parents or legal guardian decide for children, children should be involved in decision making according to their competency.
. ١١ For publishing data of studies on incompetent children, if necessary, the parents should be informed.
. ٢١ A legal guardian can decline his/her responsibility at any time, so the other legal guardian should be substituted.
. ٣١ No monetary incentive should be paid to children or their legal guardians, but the financial expenses of the study should be compensated by researcher.
. ٤١ The parents must be encouraged to consult with their relatives and health professionals about participating in the study.
. ٥١ Parents should accompany their child during the study period.
. ٦١ The researchers should answer all of the parents' questions in order to improve their apprehension.
. ٧١ When there is no age limitation, older children should be enrolled first.
. ٨١ Research on children in emergency situations without their parents' consent and under the ethics committee approval is accepted.
. ٩١ After completing research in emergency situation, firstly the consent must be obtained from parents.
. ٠٢ Research on debilitated children should be limited to cases which cannot be conducted on adults or healthy children. | 1,196 | 602 | {
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Water Cycle Glossary of Terms
The water supply of Earth is a required element for life to exist and thrive. The water cycle is a continuous cycle that keeps water moving on and around Earth in different forms. The different stages of the water cycle include evaporation, condensation, precipitation, and collection. Each stage of the cycle leads to the next stage, and each stage is an important part of a process that helps to water plants, fill cisterns, dry up puddles, and remove floodwaters.
Aquifer: An aquifer is an underground layer that contains groundwater.
Atmosphere: A unit of atmosphere measures the air pressure at sea level, which is about 14.7 pounds per square inch.
Climate: The climate of a location includes all of the weather conditions for this location over an extended period of time.
Cloud: A cloud is a visible mass of small water droplets or tiny ice crystals that are suspended in the atmosphere.
Cloud Condensation Nuclei: Water vapor surrounds tiny particles, condensing in clouds to become raindrops.
Condensation: Condensation is the process by which water vapor changes into liquid.
Current: Currents are predictable and steady flows of fluid in a larger body of fluid.
Density: Density describes the amount of things in a specific space.
Dew Point: Dew point is the temperature at which water in the air condenses to become water droplets near the ground.
Ecosystem: An ecosystem is a community of living and nonliving things in an area.
Erosion: Erosion happens when soil is worn away, usually by wind, water, or ice.
Evaporation: Evaporation is the process of water changing into water vapor.
Evapotranspiration: When moisture from the soil evaporates into the atmosphere or when transpiration from plants occurs, this is called evapotranspiration.
Fog: Clouds near the ground are known as fog.
Freshwater: A lake, river, or spring is a source of freshwater, which animals can drink.
Glacier: A glacier is a mass of ice that moves slowly across a land mass.
Great Lakes: The Great Lakes are the biggest freshwater bodies of water in the world, located in the United States.
Greenhouse Gas: Gases in the atmosphere that absorb solar heat reflected by Earth's surface, contributing to warming of the atmosphere, are greenhouse gases.
Groundwater: Groundwater is water found in an aquifer.
Humidity: The amount of water vapor in the air is the humidity.
Ice: Ice is water in solid form.
Ice Cap: An ice cap is an area of less than 19,000 square miles covered by ice.
Ice Sheet: Ice sheets are glacial ice areas that cover a large expanse.
Lake: A lake is a body of water that is surrounded by land.
Microscopic: Microscopic describes something very small.
Pollutant: A pollutant is a substance that harms a natural resource.
Precipitation: Precipitation includes all types of water that fall to Earth.
River: A river is a big stream of fresh water that flows.
Runoff: When fluid overflows from a farm or factory, it's known as runoff.
Snowmelt: Melted water from snow is snowmelt.
Temperature: The level of heat or cold, measured by a thermometer, is temperature.
Transpiration: Water that evaporates from plants is transpiration.
Vapor: Vapor is liquid that is suspended in air.
Water Cycle: Water moves between the land, bodies of water, and atmosphere in a process known as the water cycle.
Weather: Weather describes the state of the atmosphere, and it includes atmospheric pressure, temperature, humidity, cloudiness, precipitation, and wind.
Wind: Wind is air that moves from areas of high pressure to low-pressure zones.
Learn More About Water!
* What Is the Water Cycle? The water cycle is the path water takes as it moves around on Earth.
* Learn About the Water Cycle: The sun helps to power the water cycle by causing evaporation.
* The Water Cycle: Water never stops moving between land, bodies of water, and the air.
* Overview of the Water Cycle: The water cycle has no beginning and no end.
* The Fundamentals of the Water Cycle: The water on Earth is always moving from one place and form to another.
* The Water Cycle: Earth only has a specific amount of water, and the water cycles continuously through stages such as evaporation, precipitation, and collection.
* The Water Cycle: As the sun shines, it turns water into a vapor that rises and eventually gathers as clouds.
* The Water Cycle: Watch this video to learn how energy from the sun makes water move and change form in the water cycle.
* Water Cycle Information: Without the water cycle occurring all the time, there couldn't be life on Earth.
* Water Cycle: An Easy Explanation for Kids: The water cycle provides fresh water to plants and animals in a repeating process.
* 100 Ways to Conserve Water: Learn all the ways you can help to conserve water! | 1,889 | 1,029 | {
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GERUND AND INFINITIVE PRACTICE / CHOICES
Use the correct forms of the words in parentheses to complete the letters to the editor of a school newspaper.
To the Editor,
Yesterday, my roommate Andre(persuade / I / have) persuaded me to
have lunch with him in the dining hall. I wondered about(Andre / want / go)
_________________________ there because last year he(stop / use)
_________________________ the dining hall completely. But when we went in,
I understood. Instead of(find) ___________________ greasy fries and mystery
meat, I was delighted(see) _______________ the colorful Taco Bell sombrero.
In my opinion,(switch) _________________ to fast foods is the way(go)
____________________. The administration made a great choice. . I support
(they / offer) _________________ fast food, and I appreciate(my friend /
persuade / I / give) __________________________________ campus food
another try.
To the Editor,
I’m writing this letter (express) _____________________my anger and disappointment at (have) ________________________ fast-food chains in the dining halls. When a classmate and I wert to eat yesterday, I (expect / we / find) _______________________ the usual healthy choices of vegetables and salads. I (not count on / see) _______________________________ a fast-food court. In my opinion, it was outrageous (bring) ____________________fast food into the college dining hall. As a commuter, I (need / have) _____________________________ a healthy meal every evening before class, so I (attempt / stay away) ________________________________from fast food. I (urge / the administration / set up) _________________________________ a salad bar so that students like me can (keep on / buy) _____________________________ meals on campus.
GERUND AND INFINITIVE PRACTICE / EDITING
Read these posts to an international online discussion group. There are fifteen mistakes in the use of the gerund and infinitive. The first mistake is already corrected. Find and correct fourteen more.
Re: love those tacos
I love eat [eating or to eat] tacos for my lunch. I think they are delicious, convenient, nutritious, and inexpensive. I don't even mind to have the same thing every day! What do you think?
Re: vegetarian travel
I'm a vegetarian. I stopped to eat meat two years ago. I feel a little nervous about traveling to other countries. I'm going to Ghana in September. Is it easy finding meatless dishes there?
Re: takoyaki
Hi! I am Paulo and I come from Brazil. I enjoy trying different foods. I really want try takoyaki (fish balls made with octopus) when I go to Japan. Is there a takoyaki shop you can recommend my going to? I look forward to hear from you.
Re: recipe exchange
My name is Natasha. I'm interested in exchange recipes with people from other countries. If you want to know about Russian food, I'd be glad sending you some information.
Re: calamari
Hi! I was in Italy last month. I don't usually like eating seafood, so I was not eager trying calamari (squid). I was surprised finding that I liked it! I expected it being tough, but it's actually quite tender if prepared well.
Re: cheap and delicious in Taiwan
Are you going to Taiwan? If so, I suggest you to try the little restaurants around the National University in Taipei. Eat there is cheap and it's easy finding the neighborhood. The dumpling shops are great --- once you eat one dumpling there, you won't want stopping. | 1,685 | 765 | {
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Harry Carse (1857 – 1930) illiam and Rebecca Carse, née McIntosh, were of Scottish descent, and their son Harry was born in the small town of Leek, in Staffordshire, England. After receiving most of his education at Musselburgh near Edinburgh, Harry worked in the Macclesfield bank, where his father was manager. He came to New Zealand on the steamship Kaikoura in 1885, and in Auckland, at the age of 28, married Margaret Philip with whom he had a family of five – three daughters and two sons. W
He bought land at Kaiaka near Kaitaia and continued his botanical projects, working closely with Matthews. Four years later he was appointed teacher at the nearby Fairburn School – close enough not to interfere with milking! After Richard Henry Mathews died in 1912, his son Blen became Carse's closest friend and botanical companion. Carse wrote the last of over a hundred letters to Cheeseman from Kaiaka. In 1921 he and his wife retired to Auckland, first at New Lyn and then at Onehunga, where the young botanists Lucy Moore and Lucy Cranwell, who often visited, noted that his herbarium seemed to occupy half of his small home. He kept collecting as long as he could, and died on 25 November 1930.
167
During his first years in New Zealand Carse took whatever work was available. However, when he became better known he was offered teaching positions in the Auckland area, and in 1893 was appointed to the Kaitaia School where he met Richard Henry Matthews, a foundation member of the school committee. They had a mutual interest in native plants, became friends – and pursued their botanical interests in earnest! In 1896 Matthews wrote the first of many letters to Thomas Frederick Cheeseman with reports of their finds, observations and specimens for identification. Carse, from his next teaching posts at Maungatapere, west of Whangarei, and Mauku in South Auckland, corresponded with Cheeseman, and also Donald Petrie, while keeping in contact with Matthews and spending summer holidays collecting with him. Then, in 1902, he gave up teaching to go dairy farming.
Harry Carse was described as a gentleman with a kindly and genial nature and a readiness to help others. Largely self-taught, his main work was with ferns and sedges, his most important publication, On the Flora of the Mangonui County (1911). Another major contribution to New Zealand botany was his encouragement to Amy Hodgson to pursue the study of liverworts, in which she became the New Zealand authority. Among the seven or so plants named in his honour, was the orchid Corysanthes carsei (now Corybas carsei) that he and Harry Blencowe Matthews relocated in 1912, two years after Blen's original discovery.
Coryybas carsei
PHOTO: Eric Scanlen
Corybas carsei (known recently as Anzybas carsei), with others in its group, has been returned to the Corybas genus from which it was split. The swamp helmet orchid Corybas carsei, New Zealand's rarest endemic orchid, is currently known only from one spot in an Empodisma bog in the lower Waikato, where it flowers in September. It has a single small green heart-shaped leaf, and a comparatively large reddish-purple flower; the lateral sepals and petals are shorter than the labellum, and the tip of the dorsal sepal is deeply cleft. The species has long gone from where it was first found – draining of Lake Tangonge and subsequent drying out of the bog, plus over-zealous collecting, gave it little chance of survival. The very similar Australian Corybas fordhamii is also very uncommon. | 1,443 | 811 | {
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Eileen Alice Willa (1905 – 1999)
A love of nature had always been in the family. Rosa Harrison collected seashells and made frequent trips to Ringaringa Beach with her young children; Eileen later collected for her, but after botanising with Dolly Leask at Mason Bay, plants became her main interest. In 1924 she accompanied the Dawson family to Herekopare Island to look after the children while their parents caught, cleaned and packed muttonbirds. This was her introduction to both the muttonbird islands and her future husband, Percy (Buddie) Willa, who also went with them. After their marriage in 1928 they went to Kaikoura, Buddie's birthplace, where his father had left him a house, but the following year they, with their baby daughter, were back in Rakiura. Buddie returned to fishing from Halfmoon Bay and Port Pegasus, and while he fished, Eileen took opportunities to explore new areas, collect plants, and assist visiting naturalists.
Her work for Lindauer, Pocock, Papenfuss, Conway, Norris and others, led to her publication in The World Who's Who of Women (1982) and the presentation to her of a plaque. Three species of seaweed are named after her: Ptilonia willana, which she found at Port Pegasus in 1945; the large brown kelp, Durvillaea willana (Broad Bay, 1946) and Crouania willae (Ringaringa, 1960). The Dominion Museum's publication in 1974 of the booklet The Marine Algae of Stewart Island, which she co-authored, is another indication of her knowledge and the esteem in which she was held.
She began collecting seaweeds early in 1943 after a request from Victor Lindauer, a teacher and wellknown algologist, and sent him 60 different species from Ringaringa. After receiving back a named and mounted specimen of each kind, she collected, dried and mounted everything she sent – 6000 during ensuing years, many of them forwarded to American and European universities. Lindauer's three-week visit in 1946 to work the tides heralded shorter visits by several overseas specialists, and later she also collected with Nancy Adams.
She helped in the Rakiura Museum from its establishment in 1960, recording collections of native flora. In 1963 she became curator and with Buddie's assistance worked there for 22 years. Their daughter Ellen died in 1975, and after Buddie's death at their Leask Bay home in 1985, "Gran", as she was then affectionately known, presented her herbarium of Stewart Island algae to the National Museum, Wellington. Reluctantly, she left the island to live in Invercargill, where she died in 1999.
Durvillaea willana
Durvillaea willana is a massive seaweed, up to 5 metres high with a solid cylindrical stipe bearing short stalked blades along its length. The blades are flattened and split into strap-like segments; lacking internal honeycomb tissue, they are very heavy and not buoyant. The holdfast is a domed, circular disc. The plant is dark brown in colour, with the stipes often a paler greenish yellow; the texture is leathery and pliable. Durvillaea willana grows on rock at and just below the extreme low tide mark in exposed situations, and where the two species grow together, below the Durvillaea antarctica (bull kelp) zone. Its distribution in New Zealand is the southern North Island (but not the Cook Strait shore), South and Stewart Islands.
ileen Willa, née Harrison, was born, educated and spent most of her long life on Stewart Island/Rakiura. Her maternal grandfather Tom Leask of Orkney, Scotland, arrived in 1862 as a ship's carpenter, did building work on the island and married Dinah Walschläger whose family had settled at Loneckers Bay. Together they raised ten children. Their daughter Rosa married John Harrison, the eldest son of Joss and Jane Harrison from Lancashire, who had built a fish-shed and smokehouse on the island; John worked there for 53 years, becoming manager at an early age. Eileen was the oldest of Rosa and John Harrison's family of five. E
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Writing to Argue – Riots
Riots are forms of violence that are carried out by large crowds, often in protest at an idea, an event or a political system.
Have you seen the news recently regarding the behaviour that followed the death of George Floyd in America? If not – find out what has happened? What are your opinions on all of this?
I would like you to write an article for a newspaper or magazine in which you express your opinions about whether rioting can ever be justified?
Try to include the following techniques in your writing:
Counter argument – showing awareness of others' ideas / points of view.
Emotive language – showing passion and emotion.
Statistics – use numbers and figures to back up your argument (you can make these up!)
Examples – provide evidence through individual cases or effects.
Rhetorical questions – questions with no expected answer.
Short sentences – to the point sentences that make a strong impact.
Repetition – repeating words for emphasis and making a point.
I have included an example of an article which also discusses the London riots of 2011 as a helpful example for you. See how many of the above techniques you can spot in the article. How are they effective?
Good luck! I look forward to reading your articles and hearing your arguments for and against rioting.
Stay safe,
Mrs Brindle x
Task: "Rioting is never a justified form of protest."
Write a magazine article to argue your point of view on this topic.
Rioting divides public opinion, but it gets the public talking. That is what makes it such a powerful form of protest.
Critics of rioting will claim that it does nothing but create further violence, that it often ends in mindless destruction and looting that harms innocent business owners. However, riots do not happen without some forethought or planning involved. Take the example of the infamous Tottenham riots of 2011. These four days of conflict between young Londoners, the police and other members of local communities all originated from the killing of Mark Duggan, a 29-year-old man and father of six. There is no doubt that the way the police handled Duggan's arrest, death and the aftermath of these angered many people from Duggan's own family, from his local community and from people across the city and country that empathized with them.
For weeks Duggan's death dominated the newspapers, the news channels, social media and therefore the public consciousness. Ordinary people across the country and the world were talking about what happened, but also why so many British people got involved in the subsequent riots. They created a narrative about poverty and disenfranchisement across the nation and for the first time in a long time these issues were brought to the forefront of British politics. Nine years after these riots took place, it can be said there have been some improvements, but 50% of London's wealth is owned by the top 10%. The bottom 50% own only 5% of London's wealth, and 27% of Londoners live below the poverty line. When you take these statistics into account, you can start to see why some people turned to rioting to highlight their anger and frustration.
However, in this example some critics would point to the looting that took place not only in London but in other major cities, and in the recent riots across the United States that began because of the killing of George Floyd, much of the media attention has been on looting. But the actions of a few cynical opportunists should not take away from the deeper meaning that comes from why riots begin in the first place. When people feel they have no voice and no way to enact change, they will find some way of getting their voice heard and their messages listened to. Whilst riots can hurt innocent people, they only occur when the most desperate people in society can longer tolerate what they see as injustice anymore.
For that reason alone, rioting can be argued as being a legitimate form of protest, although only as a last resort when all other avenues have failed. Why else would normal people, people just like you and me, turn to such violence? | 1,586 | 846 | {
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One-digit number divide three-digit number(1)
Prepare for division:
1×1=1
one one is one
－
1×2=2
one two is two
1×3=3
one three is three
1×4=4
one four is four
1×5=5
one five is five
1×6=6
one six is six
1×7=7
one seven is seven
1×8=8
one eight is eight
1×9=9
one nine is nine
2×2=4
two two is four
2×3=6
two three is six
2×4=8
two four is eight
2×5=10
two five is ten
2×6=12
two six is twelve
2×7=14
two seven fourteen
2×8=16
two eight sixteen
2×9=18
two nine eighteen
13
3×3=9
three three is nine
3×4=12
8= 5
4×4=16
three four is twelve
3×5=15
three five fifteen
3×6=18
three six eighteen
3×7=21
three seven twenty-one
3×8=24
three eight twenty-four
3×9=27
three nine twenty-seven
four four sixteen
4×5=20
four five twenty
4×6=24
four six twenty-four
4×7=28
four seven twenty-eight
4×8=32
four eight thirty-two
4×9=36
four nine thirty-six
34
－ 34
－2
× 4
÷ 34 7=
5×5=25
five five twenty-five
5×6=30
five six thirty
5×7=35
five seven thirty-five
5×8=40
five eight forty
5×9=45
five nine forty-five
8= 6
6 7=
4r6
6×6=36
six six thirty-six
6×7=42
six seven forty-two
6×8=48
six eight forty-eight
6×9=54
six nine fifty-four
52－
－ 52
45
× 5
÷ 52
7×7=49
seven seven forty-nine
7×8=56
seven eight fifty-six
7×9=63
seven nine sixty-three
9=
= 7
7 9=
5r7
8×8=64
eight eight sixty-four
8×9=72
eight nine seventy-two
9×9=81
nine nine eighty-one
Strengthen and develop:
use the long column form to calculate.
Think:
Can you make some rules for one-digit number dividing two-digit number?
The rules for one-digit number dividing two-digit number:
①divide the tens place of the dividend firstly, and then divide the ones place.
②write down the quotient in the place which you are dividing.
③specially, if the number in first place was less than the divisor, it should be combined with the next number; if the number in ones place was less than the divisor, a zero should be written in the place of quotient.
Think:
Are those rules useful for one-digit number dividing three-digit number?
(1)Divide by simple picture and think how to write the long column form.
435 2
(2)Imagine or divide by simple picture and think how to write the long column form.
(3) Imagine or divide by simple picture and think how to write the long column form.
Find:
How many digits will the quotient be within one-digit number dividing three-digit number?
Works: use the long column form to calculate.
three
The rules for one-digit number dividing two-digit number:
hundreds
①divide the tens place of the dividend firstly, and then divide the ones place.
②write down the quotient in the place which you are dividing.
③specially, if the number in first place was less than the divisor, it should be combined with the next number; if the number in ones place was less than the divisor, a zero should be written in the place of quotient. | 1,535 | 899 | {
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Dear students,
Many thanks again to those of you who submitted a response to the most recent 'Wider Thinking Challenge' of the year which I set as a homework task on Frog before the Christmas break. The question / scenario that you were asked to consider was:
You've probably all come across the question: "If a tree falls in a forest, does it make a noise if there is no-one there to hear it?" This used to puzzle me when I was young. I think there are different answers to this question and no real agreement on which is right. Scientists and philosophers would probably respond very differently.
I have a similar question for you. Initially, I think you'll think that it's straight-forward but I'm not so sure that it is. Give it some thought before you put pen to paper:
Is a "wrong" act okay if nobody ever knows about it?
The usual rules apply: produce a short written response to the above question. Responses should be no more than 250 words. They can be handed in to the main office in Quarry before the end of school on Friday 6 th January and should have 'For the attention of Mr Ratcliffe' at the top of the page or on the envelope. Don't submit it via Frog – I won't be able to pick them up I'm afraid! As always, a prize will be available for the most interesting or perceptive response.
There were fewer responses on this occasion and I'm guessing that this may be because you all felt that the answer to this one was pretty straightforward, i.e. 'yes, it's wrong regardless of whether anyone else knows of it.' This perhaps proves what a moral lot you are because the verdict was clear in this sense. There is no right 'wrong act'. As always, some of my favourite extracts taken from some of your responses are listed below:
"The law is invisible but it's always there in a person's head. Something is wrong because my mind concludes that it's wrong as a result of my experience and knowledge."
"If you do something bad and then admit to it then it doesn't reverse the action."
"Even if the person you did it to (a wrong act) isn't affected, our conscience knows what it right or wrong … If everyone did something wrong and it was kept a secret, society would be chaotic and unsafe."
"Everyone has to do something bad to be human."
One of the most interesting takes on this (to me) randomly involved polar bears:
"If someone was to go to the North Pole and hunt polar bears and kill about twelve bears but nobody witnesses it or knows of it, that still has an impact that people don't realise."
Once again, I had to select the response that impressed me the most. On this occasion, David Chacon's (Year 7) response seemed to be the most thoughtful and interesting. Well done David!
I'll set another 'Wider Thinking Question' soon so feel free to respond again, or if you didn't submit a response this time, have a go.
Keep thinking!
L Ratcliffe Acting Headteacher
Keep thinking!
L Ratcliffe Acting Headteacher | 1,093 | 636 | {
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School Libraries in Action
RIBIT Reading Guide
This document is part of IASL School Libraries in Action series.
You may use any part of it and adapt it for your school.
Please observe the original copyright in the footer (if stated).
If you adapt it for your own use, you should add adapted by [your name] in the footer information and include some identifying information or library graphic at the top of the page. This tells anyone who uses the document where it has come from in the school (the library) and who is responsible for its creation (you).
This document was adapted by B. Combes, Edith Cowan University, Western Australia. Original author/s unknown.
1
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Name of School/Library
RIB-IT READING GUIDE
(Year)
Student name:
Teacher:
1. In your folder you will find an list of books you may like to read this year. The books are grouped together in literary genre (themes) such as Australian, survival, Science Fiction, Fantasy, adventure, humour, animals, supernatural, relationships, family, other times.
2. You have to read at least ONE (1) book from each genre list.
3. All of these titles are available in the School Library. You may also find them in your local Public Library.
4. For each genre (theme) there is also an activity sheet with a project for you to complete. These projects are part of your English assessment and will be displayed in the classroom and the library to tell others about the titles you have read. You must complete ONE (1) activity for each genre (theme), even if you read every title listed for the genre.
5. Apart from the titles recommended in the Reading Guide, every book you read this year counts for RIB-IT. Other titles you read can be listed on the Extra Reading page.
To show which books you have read and what you thought of them, colour over their titles. It's an easy way to see:
- how many books you have read.
- To rate these titles, colour GREAT in RED, OK in BLUE and YUK! in BROWN. Use these colours every time you finish a book. There will be coloured pencils available in the Library.
- To keep track of your reading, write down the date you start a title and the date you finish it.
- You will have a RIB-IT period each week, when you can be in the Library Resource Centre/Library. The opening times for the Library Resource Centre/Library are:
- (Place opening times here)
Happy RIT-ITing | 1,067 | 594 | {
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STD-VIII (HOME WORK)
English l – Story Writing;- Write a story in which a farmer, a horse and a bag of gold coins play an important part . ]
Letter – Imagine that you are staying in a boarding school and have just been informed by your parents that the marriage of your sister has been arranged . Write a letter to the principal of your school asking for leave for a week to enable you to help at and attend your sister's marriage .
Essay – Games should be compulsory for every school student .Give your views on this statement .
English ll – Read chapter 1 st and 2 nd from New Aster Book . Learn the word meanings, underline hard words and make sentences also .
Drama- Revise The Merchant of Venice (whatever done in class Vl )
Hindi- "
आ बैल मुझे मार" उक्ति के आधार ऩर एक मौललक कहानी ललखे
Literature - Read first chapter and learn word meanings .
Physics - Chapter 4 - Energy in Workbook.
Chemistry - Read Chapter 1 ( Matter ) .Learn and write all definitions of Ch – 1 in a rough copy .
Biology - Read Chapter 1 and Chapter 3 and do objective type questions in a rough copy .
Geography – Read the Ch – 1 and 2 . Complete the W/B Ques / Ans of Ch – 1 and 2 .
History/ Civics – Read the chapter 1 and 2, do the Short Ques / Ans in rough copy , frame one word Ques / Ans from within the chapters , hard words, learn the spelling and meaning.
Computer - L – 1 and 2. Learn these 2 chapters and write the question / answer in your rough copy .
Vedic Maths – Solve 5 questions of Cube Root and 10 questions of Multiplication by digital root in your rough copy .
Mathematics - Ch - 1 Rational No.
Ch - 14 Linear equation in one variable
Do these in rough copy
Sanskrit - Learn and write in rough copy "अस्" धािु एवं "कृ" धािु के रूऩ l सभी लकारों में शब्द रूऩ ऩुललंग शब्द "लशऺक" , स्त्रीललंग शब्द "लिा" l Lesson बक : च नकुल: च (संबाद:) एवं गुरो: महत्तत्तव l Learn शब्दार्थ and one word answer and write in the rough copy. Learn and write शोल्क in rough copy from the lessons. | 912 | 555 | {
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DCBEAGLE Challenges
BEYOND THE TEXTBOOK = April 2019
Douglas Buchanan
www.dcbeagle.com email@example.com
@dcbeagle1
The reluctant student 5 Ways to Engage Reluctant Students
Of course, this is universal for all subjects in a school and other areas of education but probably more prominent in our maths teaching. Dani Sorensen' s article covers the following procedures:
* Find Things They're Interested In
* Ask Them to Help You With Something (Anything!)
* Move Them to the Heart of the Class
* Pull Them Aside and Offer to Give a Second Chance
* Send a Positive Note to Their Parents
There are two points in the list which stick out for me – ask them to help and informing parents about progress. If one gives a pupil ownership to a task, a creation, a chore (a pleasant one!) it lifts their spirits. For those who know my Domino Jigsaws all the networks have been created by pupils. Giving parents snippets of good news does not go amiss.
The article can be found here. An ideal starting point looking at the welfare of the reluctant pupil.
April Fool!
April Fool Math – a great equation resulting in a topical answer.
The weirdest maths lesson – very clever technology and imagination
Puzzle of the month
A fruity dilemma
A farmer arranged young trees in rows so as to form a square and it was found that 146 trees were not planted. To enlarge the square by one extra row each way he had to buy 31 additional trees. How many trees were there in the orchard when it was finished?
Teaching activities using counters
No, these are not just for Early Years and KS1. Do not pack up the "toys" too early in a pupil's maths education:
* Eight counter activities and free resources – click here.
* NCETM echo my thoughts about abandoning "practical" maths lessons too early – click here.
* Ten frames and counters to teach number sense - click here.
Booklet of the month – Making Math More Fun
Sixty-one practical activities with a great deal of puzzling. KS 1 and 2. What an ideal publication for holiday work this Spring! Click here
DCBEAGLE Challenges
This Spring term has been hectic but rewarding for me and in the end I hosted 30 challenges around the country. Visiting new locations is always a pleasure and it is uplifting that most venues are at or near capacity. The one downfall is that schools are now withdrawing at the last minute which is a shame when there was a waiting list. At a location I had nine schools on the waiting list but four empty desks at the challenge!
Puzzle solution – a fruity dilemma
7921
And finally …
The early bird gets the worm, but the second mouse gets the cheese. | 1,112 | 585 | {
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Learn to Guess and Check
Example
In a car park, there were 60 2-wheeled motorcycles, 4-wheeled cars and 6-wheeled trucks.
Given that there were 15 trucks and a total of 250 wheels altogether, how many motorcycles were there in the car park?
Create a guess and check table.
Data given: 60 2-wheeled motorcycles, 4-wheeled cars, 6-wheeled trucks.
Make at least 3 guesses to find the answer.
| Motorcycles | Wheels | Cars | Wheels | Trucks | Wheels | Total |
|---|---|---|---|---|---|---|
| 20 | 40 | 25 | 100 | 15 | 90 | 230 |
| 15 | 30 | 30 | 120 | 15 | 90 | 240 |
| 10 | 20 | 35 | 140 | 15 | 90 | 250 |
There were 10 motorcycles in the car park.
1 There were 50 questions in a quiz.
If Peter answered all the questions in the quiz and scored 98 marks, how many questions did he answer correctly?
5 marks were awarded for every correct answer and 3 marks were deducted for every wrong answer.
2 Alan has 13 pieces of $2, $5 and $10 notes in his wallet. If the amount of money he has is $67, how many pieces of each type of notes does Alan have in his wallet?
| | $67 | $40 | 4 | $15 | 3 | $12 |
|---|---|---|---|---|---|---|
| | $64 | $40 | 4 | $10 | 2 | $14 |
| | $62 | $30 | 3 | $20 | 4 | $12 |
| Check | Total Value | Value | $10 | Value | $5 | Value |
| | 98 | 57 | 19 | 155 |
|---|---|---|---|---|
| | 90 | 60 | 20 | 150 |
| | 50 | 75 | 25 | 125 |
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Volume 39 | Issue 6
Children's Book and Media Review
Article 1
2018
A Little Princess Story: I Want a Friend!
Loretta Farnsworth
Follow this and additional works at: https://scholarsarchive.byu.edu/cbmr
BYU ScholarsArchive Citation
Farnsworth, Loretta (2018) "A Little Princess Story: I Want a Friend!," Children's Book and Media Review: Vol. 39 : Iss. 6 , Article 1. Available at: https://scholarsarchive.byu.edu/cbmr/vol39/iss6/1
This Book Review is brought to you for free and open access by the All Journals at BYU ScholarsArchive. It has been accepted for inclusion in Children's Book and Media Review by an authorized editor of BYU ScholarsArchive. For more information, please contact email@example.com, firstname.lastname@example.org.
Author
Tony Ross
Illustrator
Tony Ross
Reviewer
Loretta Farnsworth
Rating
Dependable
Level
Preschool, Primary
Pages
Year
32
2017
Publisher
Andersen Press USA
ISBN
9781512405552
Published by BYU ScholarsArchive, 2018
Book Review A Little Princess Story: I Want a Friend!
The Little Princess is upset that her brother won't play with her. Her mother reminds her that she will have the chance to make friends at school, which starts tomorrow. The next day, the Little Princess hangs up her coat and crown and attempts to make friends on the play ground, but no one wants to play with her. The Little Princess finds other children who have no one to play with and brings them together. At the end of the day, as the new group of friends is getting ready to leave, the princess puts her crown back on. The children are surprised to find out that she is a princess. The Little Princess invites everyone back to the castle for tea—even the children who wouldn't play with her.
The pictures in this book are rough and childlike—crooked smiles and stringy hair that is filled out with color. The princess in the sto ry doesn't wear a fancy dress like traditional princess, but that may extend the appeal of a "princess story" to children who don't care for dressing up. This book does a good job delivering its message on mak ing friends by noticing others who may be lonely. The lesson will most strongly appeal to children who are nervous to start preschool, kinder garten, or a new school. The twist where the children are startled to find out the main character is a princess is fun, but it also introduces a weakness that may confuse children. In real life, there may never be a moment when those unkind want to befriend you, and the book doesn't address the complexity of those who only want to be friends with someone because of what they are rather than who they are.
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It's Ice Dam Season Again Here's What You Can Do
(NC) Most roofs in Canada develop at least some ice each winter, but if it gets more than a couple of inches thick around the eaves, it can cause leaks.
A build-up of ice like this is called an ice dam, and can be problematic because the water that pools behind the dam can work its way under shingles and cause leaking into the home.
as it hits the cold eave area. The longer the weather stays cold enough to freeze water, yet warm enough that snow melts on the main part of the roof, the bigger the ice dams get. Varying weather patterns mean that ice dams get much larger during some winters than others.
So why do some roofs develop large and damaging ice dams around the eves, while others don't?
It comes down to the temperature of the roof surface. Lack of insulation or insuficient attic ventilation can cause the main part of your roof to become warm enough to melt snow. As this water runs down the roof, it eventually comes to the edge that overhangs the walls, which is always as cold as the surrounding air because there's no attic space underneath to heat it. The melted water re-freezes
There are two ways to stop the ice dam problem. The best option involves boosting attic insulation and ventilation so the roof surface becomes colder. If snow doesn't melt on the main part of the roof, ice dams can't form. A professional insulation contractor can provide you with advice on how to ix the dam, and the best way to do the job. You need a pro for this work – having the correct attic ventilation is important and mistakes can lead to major structure problems over time.
Some home designs make it impractical to increase insulation and ventilation enough to prevent a warm roof surface and result- ing ice dams. In cases like these, electric roof heating cables are an effective ix. They provide a heated drainage path that allows melted roof water to make its way off the roof. A little ice may still
build up on the eaves with roof heating in place, but it won't get thick enough to cause trouble. A professional roof contractor can install this type of system for you. If you're looking for a contractor, the Canadian Home Builder's Association offers free unbiased information on how to hire a contractor the smart and safe way. Find more information at www.getitinwriting.ca.
Plan The Ultimate Kitchen Island
(NC) Whether you use your kitchen island as an entertainment centre, a homework spot or a pastry prep area, getting the most out of this hardworking hub takes planning.
Design expert Kimberley Seldon partnered with the Electrical Safety Authority to share her top three ideas for designing the ultimate kitchen island.
Plan for entertaining. Adding a wine fridge tucked into the side of the island looks great and comes in handy when serving guests. Consider freeing precious counter space by moving microwaves and other small appliances into built-in lower sections as well. Or add a set of freezer drawers facing the sink to store extra food when the whole family stops by.
Remember, all major appliances in a kitchen, including microwaves, require a dedicated outlet. Consult your licensed electrical contractor about the requirements for these appliances, especially if you plan to have more than one fridge or freezer.
Chef-approved design. With additional space for food prep and room for a built-in cooktop, an island is a gourmet's dream. One of the top requested cooking surfaces is an induction cooktop, which is cool to the touch as soon as it is turned off. Before you start measuring for installation, check the power requirements. An induction cooktop can draw a signiicant electrical load and will need to be on a dedicated circuit.
Take a seat. If there is room, consider including multi-use seating. A breakfast bar is a great spot for the family to gather for a quick bite before running off to work, but it can also become a homework station. Integrate outlets into the side or base of the island to power laptops and other devices.
Tamper Resistant (TR) outlets are required and help prevent children from receiving a burn or shock by keeping little ingers and objects out of electrical sockets. Adding USBonly outlets will create a charging station for all your devices. While USB outlets can be hidden inside a drawer, a standard outlet cannot be as this would create a ire hazard. Find more design and electrical tips online at poweryourreno.ca.
life illuminated.
Introducing Lumina at Emerald City. A beacon of elegance in the Fairview Mall Community.
CONDOMINIUMS FROM THE HIGH $300s
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Exclusive Listing: Baker Real Estate Incorporated Brokerage. BROKERS PROTECTED. | 1,814 | 965 | {
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Value the family's knowledge of effective ways to support their child's learning and wellbeing
A suggestion for implementing the strategy 'Partner with whānau ' from the Guide:
Parents, whānau, and communities
Includes:
Build on strategies from home
Value parent knowledge of their child
Utilise parent's expertise
What to ask whānau
Identify student strengths
Useful resources
Inclusive Education
From
Guide: Partnering with parents, whānau, and communities
Strategy: Partner with whānau
Suggestion: Value the family's knowledge of effective ways to support their child's learning and well-being
Date
06 November 2024
Link
inclusive.tki.org.nz/guides/partnering-with-parents-whanau-and-communities/value-the-familys- knowledge-of-effective-ways-to-support-their-childs-learning-and-well-being
Build on strategies from home
A family shares its strategies for communicating and interacting with their Deaf son.
Closed Captions
Source: National Deaf Children's Society (UK) https://www.youtube.com/watch? v=F2PLvuSJYUo&feature=youtu.be
Value parent knowledge of their child
Source:
CORE Education https://core-ed.org/
View full image (4.2 MB)
Utilise parent's expertise
Engagement works well when schools tap into parents' skills, talents, and expertise. It is important that teachers trust them as parents for the knowledge they have about their child. Having teachers who believe in their child's potential is critical to successful and sustainable learning partnerships.
What to ask whānau
Connect with the family to understand the student's strengths and needs.
Find out about:
people in the student's life:
parent, family, and whānau hopes and priorities for them
the important people in the student's life
the best methods and times to communicate with parents and whānau
the professionals working with the family and whānau
the questions they have and the support they would like from the school.
practical elements:
the language/s spoken at home
students' medications and allergies
the equipment used at home
what they do at home to support learning.
student's likes and dislikes:
their likes, interests, what they're good at, need help with, and can do independently
their dislikes, what can upset them, how they express this, and their calming skills
their favourite hobbies, books, songs, sports, TV programmes.
Bring this information together in a profile that is shared with the student, parents, and whānau.
Identify student strengths
A parent of a child with dyslexia tells the school about her son's interests and achievements outside school.
My son is not great at decoding. Actually he is terrible, but he loves to read using his kindle. He loves to learn and finds ways to learn all the time with his iPad.
Recently he got his first paying job – teaching some adults how to use a website and Facebook and he got paid $25 an hour. They said he was able to explain how to learn in a non-threatening and understandable way. Could this be because he has had to struggle and knows what helped him to learn
Useful resources
Partners in learning: Good practice (September 2008) – Successful engagement: good practice
This evaluation report from ERO identifies key factors that contribute to the success of engagement with parents, whānau, and the wider community.
Publisher: Education Review Office | Te Tari Arotake Matauranga
Visit website
This information was downloaded/printed from the Ministry of Education's website "Inclusive Education". Except where otherwise noted it is Crown Copyright 2018.
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Understanding Structured Literacy
A suggestion for implementing the strategy 'Understanding dyslexia and literacy
acquisition' from the Guide:
Dyslexia and
learning
Includes:
Components of structured literacy
Key features of structured literacy
Plan a systematic approach
Provide explicit instruction
Hands-on, engaging, and multi-modal
Useful resources
Components of structured literacy
Source:
Cowen for International Dyslexia Association https://dyslexiaida.org/what-is-structured-literacy/
View full image (647 KB)
Key features of structured literacy
A structured literacy approach is recommended for students with dyslexia and those who are having difficulty with decoding because it directly addresses phonological skills, decoding, and spelling.
A structured literacy approach provides:
explicit, systematic, and sequential teaching of literacy at multiple levels – phonemes, letter–sound relationships, syllable patterns, morphemes, vocabulary, sentence structure, paragraph structure, and text structure
cumulative practice and ongoing review
a high level of student–teacher interaction
the use of carefully chosen examples and non-examples
decodable texts
prompt, corrective feedback.
Plan a systematic approach
The goal of systematic teaching is the automatic and fluent application of language knowledge to read for meaning.
Plan systematic and cumulative sequences of instruction, which progress from prerequisite skills onto more advanced skills.
Give learners ample opportunities to apply their skills in reading texts they are capable of decoding and comprehending.
Use student responses to adjust pacing, presentation, and amount of practice.
Monitor progress closely through informal (observation) and formal (standardised) measures.
Provide explicit instruction
Explain each concept clearly. Provide guided practice. Students are not expected to discover or intuit language concepts simply from exposure to language or reading.
Video hosted on Youtube http://youtu.be/i-qNpFtcynI
No captions or transcript
Source:
https://www.youtube.com/channel/UCCyEWT55xVRHZWb9IX9HlaQ
Center for Dyslexia MTSU (US)
Hands-on, engaging, and multi-modal
Pair listening, speaking, reading, and writing with one another to foster multi-modal language learning.
Include hands-on learning such as:
moving tiles into sound boxes as words are analysed
using hand gestures to support memory for associations
building words with letter tiles
assembling sentences with words on cards
colour coding sentences in paragraphs.
Useful resources
Structured literacy: An introductory guide
Read time: 5 min
A comprehensive and easy-to-read explanation of this research-based instructional approach.
Publisher: International Dyslexia Association
Visit website
Structured literacy: Effective instruction for students with dyslexia and related reading difficulties
A short explanation of structured literacy.
Publisher: International Dyslexia Association
Visit website
Explicit instruction: What you need to know
Read time: 10 min
An explanation of how explicit instruction teaches skills or concepts using direct, structured instruction, modelling how to start and succeed on a task and giving ample time to practise – includes practical advice.
Publisher: Understood
Visit website
This information was downloaded/printed from the Ministry of Education's website "Inclusive Education". Except where otherwise noted it is Crown Copyright 2018.
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Y5 – red
Mastery Curriculum for English - Year 4, 5 and 6 2024 - 25
Reports and journalistic
*To perform poems or atmosphere to engage
| Autumn 1 | Autumn 2 | | Spring 1 | Spring 2 | Summer 1 |
|---|---|---|---|---|---|
| Write to Entertain Stories with flashbacks Mystery Stories | Write to Inform Instructions and Explanations | | Write to Entertain Fiction – classic novels and diaries | Write to Persuade Arguments and debates | Write to Entertain Historical stories Spooky stories Performance poetry |
| * To talk confidently and fluently in a range of situations, using formal and Standard English as appropriate. | *To take part in performances, making deliberate choices about how to engage the audience. *To careful choices about how they convey ideas about characters and situations by adapting expression and tone. | | *To sustain and argue a point of view in a debate, using formal language of persuasion. *To take part in balloon debates, using persuasive language and techniques. | * To perform own compositions, using appropriate intonation and volume and expression so that literal and implied meaning is made clear. | *To participate in discussions, structuring logical argument using formal language. |
| Pronoun Parenthesis Brackets Colons Semi-colons | | Possessive pronoun Dashes Ambiguity Hyphen Subject Object | Determiner Adverbial Modal verb Relative pronoun Relative clause Passive Active Antonym Synonym | Bullet points Ellipsis | |
Sentence and Grammar Features
Y4 in black Unit 1 Unit 2
*Consolidate/recap knowledge of nouns/adjectives/ adverbs and verbs. *Consolidate 4 different sentence types and how to punctuate them correctly.
*Use noun phrases expanded by the addition of modifying adjectives, nouns and prepositional phrases (e.g. the teacher, expanded to : The strict maths teacher with curly hair)
*What is a clause? – Explicitly teaching pupils that clauses can be main or subordinate.
*Consolidate the use of expanded noun phrases - teaching children to use them to convey complicated information concisely.
*Use of prepositions - to be used to describe locations or directions.
*Use expanded noun phrases to convey complicated information concisely.
*Experiment with moving clauses for effect e.g. position subordinate clause to create effect and impact
*Use co-ordinating conjunctions to join clauses.
*What is a determiner? Use of a determiner in writing.
*What is a subordinate clause? - use subordinate.
*Introduce modal verbs Use imperative and modal verbs to convey urgency.
*What is a relative pronoun?
*Use relative clauses with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun.
*What is a synonym? Why is a knowledge of synonyms important for a writer?
*Use fronted adverbials (e.g. Later that day, I heard the bad news.)
*Extend sentences using more than one clause by using a wider range of conjunctions.
*Use passive voice to remain formal and detached.
*Use ambitious conjunctions, adjectives and noun phrases securely to open sentences – consider the purpose of the writing and the intended effect on the reader.
*Use modal verbs or adverbs to indicate degrees of possibility.
*Consolidate using passive verbs to affect the presentation of
*Begin to use rhetorical questions to engage the reader.
*Use noun phrases to add detail and description.
*Consolidate work on pronouns
*Use more than one subordinate clause within a sentence to convey information more economically
*Use a range of range of sentence types e.g. simple, compound and complex to create and impact and effect.
*Use the perfect forms of verbs to mark the relationships between time and cause.
*Using conjunctions, adverbs and prepositions to express time and cause in writing.
*Secure consistent and judicious use of complex sentences.
*Place the subordinate clause within a sentence to create effect And impact.
*Use short sentences to create dramatic impact and suspense
or
*Consolidate the use of brackets, dashes or commas to provide parenthesis.
*Consolidate accurate use of a wide range of punctuation including . , ? ! … ; : ' ".." | 1,882 | 904 | {
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Spanish Five Year Learning Journey
Study
Revisit and enhance understanding
Study
Work
Technology
Using para + infintives
School Subjects
Learning about a famous Spanish
speaking person
Weather
TENER – to have
HACER – to make/to do
Asking and answering
Year
9
Year
10
Year
11
Year
8
Autumn
Spring
Summer
Autumn
Spring
Summer
Autumn
Autumn
Autumn
Spring
Spring
Summer
Summer
Spring
Year
7
Revision
Post-16 Ready
Use phonics to build confidence in speaking,
listening and reading
Acquire basic conversational
skills
Learning to learn a language
questions
Learning about different
Spanish accents
Learn about masculine
and feminine nouns
SER Vs ESTAR – to be
Learning how to
conjugate regular
present tense verbs
Using adjectives
Future Tense
IR + infinitive
IR – to go
HAY – there is/there
are
Plurals
PODER and DEBER –
to be able/to have to
Regular
Preterit tense
Idiomatic use of verb
tener
Reflexive Verbs
Giving Opinions
Comparatives
HACER and IR in the
preterit
Talking about
Spanish traditions
Working on
challenging texts
TENER QUE + infinitive
Direct Object
Pronouns
and use of key grammatical concepts
and language structures
Provide
justifications
Using the imperfect
tense
Using a variety of
negatives
Giving opinions in
the past
Using the present
continuous
Using suelo +
infinitive
Using se puede/se
pueden
Using the future
tense
Using reflexive verbs in the
preterit
Extending spoken answers
Using se debería +
infinitive
Dealing with more
challenging texts
Learning to learn a
language
Building in more
challenging language
Encountering more
challenging texts
Identity
Holidays and
Travel
Customs
and Culture
Future
Aspirations
GCSE Mock
Exams Y11
School
Home and
Local Area
International and
Global Dimension
Family
Technology
Media
Learning about a
South American
Country
School
Environment
Food and Culture
Health
Mexican Tradition
Giving and Wanting
Sports
How we spend our
money
Holidays
skills
Spoken Language
Practice
Travel
strong/complex opinions and detailed
Global issues
Jobs
Family Celebrations
Using the superlative
Sport and exercise
Parties and
Celebrations
Travel | 1,194 | 562 | {
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Mathematics
* Use negative numbers in context and calculate intervals across zero.
* Compare and order numbers up to 10,000,000.
* Identify common factors, common multiples and prime numbers.
* Round any whole number to a required degree of accuracy.
* Identify the value of each digit to 3 decimal places.
* Use knowledge of order of operations to carry out calculations involving four operations.
* Multiply: o
4-digit by 2-digit
* Divide:
o 4-digit by 2-digit
* Add and subtract fractions with different denominators and mixed numbers.
* Multiply simple pairs of proper fractions, writing the answer in the simplest form.
* Divide proper fractions by whole numbers.
* Calculate % of whole number.
Social and Emotional
* Start to form stronger, more complex friendships and peer relationships.
* Can experience more peer pressure and being more aware of the actions and opinions of peers.
* Become more aware of their body as puberty approaches.
* Need clear boundaries for the use of social media.
* Ready to transition to KS3.
End of Year Expectations for Year 6
This booklet provides information for parents and carers on the end of year expectations for children in our school. We have identified these expectations as a guide for you.
Your child will be supported throughout the year to help them achieve their very best. Any extra support you can provide is greatly valued.
As always, if you have any questions or worries, please don't hesitate to pop in and speak to the class teacher,
Reading
* Refer to text to support opinions and predictions.
* Give a view about choice of vocabulary, structure, etc.
* Distinguish between fact and opinion.
* Appreciate how a set of sentences has been arranged to create maximum effect.
* Recognise:
o complex sentences with more than one subordinate clause
o phrases which add detail to sentences
* Explain how a writer has used sentences to create particular effects.
* Skim and scan to aide note-taking.
Religious Journey
* Understand their mission as children of God and how this impacts their actions.
* Can independently lead acts of worship.
* Know a range of prayers and say them at appropriate times.
* Understand the liturgical cycle of the church and the traditions of each season and take an active role in leading them.
* Through sacramental preparation, understand their role in making Christ known today.
Writing
* Use subordinate clauses to write complex sentences.
* Use passive voice where appropriate.
* Use expanded noun phrases to convey complicated information concisely (e.g. The fact that it was raining meant the end of sports day).
* Use a sentence structure and layout matched to requirements of text type.
* Use semi-colon, colon or dash to mark the boundary between independent clauses.
* Use colon to introduce a list and semi colon within a list.
* Use correct punctuation of bullet points.
* Use hyphens to avoid ambiguity.
* Use full range of punctuation matched to requirements of text type.
* Use wide range of devices to build cohesion within and across paragraphs.
* Use paragraphs to signal change in time, scene, action, mood or person.
* Write legibly, fluently and with increasing speed. | 1,397 | 644 | {
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Name of the Student: ___________________________________
Question No. 1 Encircle the correct option.
(20)
1. Water flows through a non-uniform pipe. The pressure will be low where (a) Speed is low (b) Speed is high (c)
Speed is Zero (d) None of these
2. The maximum drag force on a sphere falling with uniform velocity is 9.8, its weight is
(a) 1 N
(b) 9.8 N
(c) 19.8 N
(d) zero
3 Generally the blood pressure of a person
(a) remains constant
(b) increases with age (c) decreases with age (d) none of these
4
Human blood pressure is measured in torr and 1 torr =
(a) 133.6 Nm
-2
(b) 133.5 Nm
-2
(c) 133.4 Nm
-2
(d) 133.3 Nm
-2
5 Venturi meter is used to measure
(a) speed
(b) pressure (c) viscosity
(d) P.E
6 Equation of continuity is another form of law of conservation of
(a) mass
(b) energy
(c) momentum
(d) All of these
7
The terminal velocity of fog droplet is very small due to its
(a) Small mass
(b) temperature (c) viscosity
(d) none of these
8
For an ideal fluid in flow, the streamlines are
(a) parallel
(b) perpendicular (c) anti-parallel (d) intersect each other
9
In case of flying aeroplane, the pressure of the air above the wings is --------- bottom of the wing
(a) equal to
(b) greater than
(c) less than
(d) none of these
10 The high value of the human blood pressure is called
(a) Systolic pressure
(b) Diastolic pressure (c) Normal pressure (d)
None of these
11 Swing in the cricket ball is produced due to
(a) Difference of air pressure (b) Spin of the ball (c) Deflecting force
(d) All of these
12 The equation F = 6 π η r υ is called
(a) Newton's Law (b) Stoke's Law
(c) Ohm's Law
(d) Faraday’s Law
13 The smooth or steady flow of a fluid is called
(a) turbulent flow
(b) laminar flow (c) simple flow (d) fast flow
14 If speed of body in a fluid increases then drag force on it
(a) increases
(b) decreases (c) remains same (d) becomes zero
15 Sphygmomanometer is used to measure
(a) Speed
(b) Pressure
(c) Viscosity
(d) P.E.
16 Law of conservation of energy is used to derive
(a) Bernoulli’s equation
(b)Venture relation (c) Torricelli's equation (d) Equation of Continuity
17 When temperature increases, the viscosity of the fluid
(a) decreases
(b) increases
(c) remains constant (d) becomes zero
18 The S.I. units of flow rate are
(a) m
2 s
-1
(b) m
3 s
-2
(c) m
3 s
-1
(d) m
2 s
-2
19 The terminal velocity in case of spherical droplet is proportional to
(a) square of radius
(b) radius
(c) cube of radius
(d) square root of radius
20 The dimensions of co-efficient of viscosity are
(a) MLT
-1
(b) MLT
-2
(c) ML -1 T -1
(d) ML
2
T
-1
Question No. 2 Write short answers.
2x6= 12
i. Explain what do you understand by the term viscosity?
ii. What is the drag force? What are the factors upon which it depends?
iii. Explain how swing is produced in the cricket ball.
iv. A person is standing near a fast moving train. Is there any danger that he will fall towards it?
v. Explain difference between laminar and turbulent flow.
vi. In an orbiting space station would the blood pressure in major arteries in the leg even be greater than blood pressure in major arteries in the neck?
Question No. 3
(a) State and prove Bernoulli’s Theorem.
(5)
(b) An airplane wing is designed so that when the speed of the air across the top of the wing is 450m/s the speed of air below the wing is 410 m/s. What is the pressure difference between the top and bottom of the wing? Density of the air is 1.29 kg/m 3 . (3) | 1,973 | 1,027 | {
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How can I help during an emergency?
Medical and non-medical volunteers will be needed to support health department staff at a POD. If you are interested in volunteering register at the Michigan Volunteer Registry website or consider volunteering at the Red Cross. You are encouraged that you register or volunteer prior to an event or crisis.
Get Involved
Michigan Volunteer Registry www.mivolunterregistry.org
American Red Cross Genesee—Lapeer Chapter www.genese ela peer-redcross.org (810) 232-1401 ext. 724
Learn More
Genesee County Health Department
www.gchd.us
FEMA
www.ready.gov
Centers for Disease Control and Prevention
www.emergency.cdc.gov
To learn more about public health emergency preparedness in Genesee County, contact:
Genesee County Health Department April Swartout Emergency Preparedness Coordinator (810) 424-4441 email@example.com
Getting Medicine/ Vaccination During a Public Health Emergency
Points of Dispensing (POD)
Where to go
What to bring
How to get involved
Genesee County Health Department Emergency Preparedness Program (810) 257-3612 www.gchd.us
What is a Point of Dispensing
A Point of Dispensing (POD) is a place where you can get medicine or vaccines that will help keep you from getting sick in a public health emergency.
The goal of the POD is to make sure that anyone that needs medicine can get it.
Why would a POD be opened?
A POD would be opened if there was a need to distribute medicine quickly to many people due to:
- An outbreak of a disease that is easily spread from person to person such as Hepatitis A or influenza or
How will I know where my POD is located?
A POD location is usually:
- Chosen by the health department before an emergency, but the locations may not be announced until an emergency actually happens
- In a large public building like a local school or community center
To find out more about the locations and hours of the POD closest to you, check:
- Local radio
- Local television
- Newspapers
- City, town, & health department web sites
- Local public health or city/ town officials
What do I need to bring to the POD?
Bring the following for you and anyone else you're picking up medicine for:
- List of medicines being taken
- List of allergies to medicines
What do I need to know about getting medicine or a vaccine at a POD?
During a public health emergency:
- You will not be asked about your immigration status
- A specific medicine or vaccine will be free to everyone
- If bottles of pills are needed, only one person needs to go to the POD to pick up the medicine for the entire household
- If vaccines are needed, everyone will need to go to the POD to get their vaccine
Will I have to wait in line to get my medicine?
Lines may be long so you should:
- Bring water and snacks for waiting in line
- An uncommon event like an anthrax attack
- List of health conditions
- List of the ages and approximate weights of any children
- Be sure to wear comfortable, weather-appropriate clothing
- Stay calm
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ENERGY
Giant kites on the horizon as energy researchers look skywards
04 December 2014
by Joe Turner
The engineering research and development organisation Sequoia Automation of Turin in Italy is testing a prototype under its KiteGen brand which could produce the same amount of energy as a wind farm with four turbines. Image courtesy of Kite Gen Research.
Giant kites as big as two family homes are being built to harvest energy from high-speed winds up to a kilometre above the earth's surface.
At ground level, wind does not blow at a consistent speed, but at a height of 1 000 metres or more winds blow at a speed of 10-12 metres per second almost everywhere, all of the time.
'In principle all electricity generation could come from high-altitude wind,' said Professor Moritz Diehl, who leads the European Research Council-funded HIGHWIND project. 'I believe that high-altitude wind power has good potential in Europe.'
At present, one of best options is to use kites – the strong winds pull the kites, which are attached to the ground by long, strong, high-resistance cables. Each kite has two lines which are fed in and out with winches and are attached to alternators to produce electricity.
'Even if they are only used for 600 hours a year they will still be
1
Prof. Diehl and his team are developing computer simulations and mathematical models to determine which kite technologies would work best – soft wings, rigid wings, or fixed kite wings with wind turbines on them.
cheaper than other renewable energy sources.'
Further insight into the potential of kite technology is also coming from the engineering research and development organisation Sequoia Automation of Turin in Italy, which is testing a prototype kite generator under its KiteGen brand. This generator
Marcello Corongiu, Coordinator, KITVES
could produce the same amount of energy as a wind farm with four turbines.
The technology, which includes a more than 100 metres squared wing and a computerised control system, was developed specifically to help power ships as part of the EU-funded KitVes project, which finished in 2013. The researchers are now building on this knowledge to develop kites that can generate energy from a fixed point on land.
Wing sensors
The control system uses sensors on the kite's wings which continually take measurements so that the computers can chart the best course through the sky to take advantage of prevailing winds. These sensors are so far off the ground that they needed their own small wind generators to be designed to power them.
The engineers at Sequoia Automation believe that they could have a commercial product ready in the next few years, and that kites could become an important source of cheap energy. The challenge will be to identify enough sites where the kites can fly without affecting aircraft, although there are already no-fly routes, such as over nuclear power stations.
'We expect the electricity generation costs of the kites to reduce to EUR 10 per megawatt hour,' said Marcello Corongiu, the coordinator of KITVES. 'Even if they are only used for 600 hours a year they will still be cheaper than other renewable energy sources.'
More info
KiteGen demonstration of energy-producing kites (video)
Next generation wind turbines (video)
KITVES
HIGHWIND
2 | 1,399 | 688 | {
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Painting (332)
| L.No | Title of the Lesson | Skill |
|---|---|---|
| 12 | Pioneers of Contemporary Art Movements in India | Appreciation ability, Creative thinking, Critical thinking, Problem Solving |
Meaning
After the negligence of Indian art by the later Mughals, newer artists emerged in India. The greatest contribution of the Bengal school was restoring the pride of educated people in their rich cultural heritage and weaning them away from thoughtless imitation of western art and cultural influences. The painters who started their career the guidance of the masters of Bengal school were soon exposed to the art of the Impressionists and the Expressionists of Europe. The age old themes derided from epics and classical literature, so popular among the among the Bengal school artists, did not remain relevant to the needs of the changing society.
| Art Works | Appreciation of the Painting |
|---|---|
| Ravana and Jatayu Title – Ravana and Jatayu Artist – Raja Ravi Varma Medium – Oil Style – European | The artist Raja Ravi Varma was the most outstanding painter in the Western Academic style. The steadiness of his art is much clearer to us than it was to his contemporaries. His painting was reproduced in oleographs, this painting is the finest example of the same. |
Painting (332)
Radhika
Title – Radhika Artist – AbanindraNathTagora Medium – Water colour Style – Bengal School Size – 14x21 cm
Sri Chaitanya under GarudStambha
Title – Sri Chaitanya under GarudStambha Artist – Nandlal Bose Medium – Wash and Tempera Style – Bengal School Size – 22.8 x 40 cm
- The artist combined the Indian tempera techniques with Japanese water colour evolving a new style.
- The painting Radhika is an excellent example of wash technique.
- The figure is very natural, smoothing and delicate.
- The Artist carefully making studies and drawing of the murals which are reflected in his works.
- Longish figures are with are with feminine delicacy shows the mastery of the artist.
- This painting is an excellent example of mixed medium of wash and tempera.
- The artist developed his own style is based on Bengal Folk art form.
- This painting shows a remarkable economy of lines, simplicity of drawing and solidity in composition.
- This is one of the finest examples of tempera technique shows the event of the Crucifixion of Christ.
Painting (332)
Artist – Jamini Roy
| Let us Know | Let’s Do | Maximize Your Marks |
|---|---|---|
| Bengal School was known as 'Indian style of painting' in its early days and eventually it led to the development of the modern Indian painting. Bengal School was associated with Indian nationalism (Swadeshi). It but was also supported by British arts administrators like E. B. Havell, the principal of the Government College of Art and Craft, Kolkata from 1896; | • Visit the library and collect some references about Bengal School painting and wash technique. • Collect some photographs and information about the Bengal School art and renowned artists from the library. • Visit Museum to observe the water colour painting illustrated by Bengal. | • Read the general description of the different types of Bengal school art already given in your textbook carefully. • Try to write an appreciation note of the aesthetic beauty of the enlisted paintings in your own language. • Read and write in detail about the Bengal School painting such as medium, date, finding a site title, name of artists, period etc. carefully. |
| Evaluate Yourself | | |
| Write the pioneer of Contemporary Art movements. Why it is said Contemporary | | |
Painting (332)
art movements?
- Who considered Raja Ravi Varma most outstanding painter in the western academic style and why? | 1,712 | 850 | {
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GOSFORTH GROUP
RELATIONSHIP AND SEX EDUCATION POLICY
Relationship and Sex Education (RSE) is an integral part of our work at Jesmond Park Academy to help students to be physically, socially, and emotionally healthy and to develop into responsible and informed members of society.
Effective RSE is important if young people are to make responsible and well inform decisions about their lives. It should be firmly rooted in the framework for PSHE education and the National Curriculum.
National guidance (PSHE Association et al. 2014) highlights that:
"Sex and relationships education is learning about the emotional, social and physical aspects of growing up, relationships, sex, human sexuality and sexual health. Some aspects are taught in science, and others are taught as part of personal, social, health and economic education (PSHE). A comprehensive programme of RSE provides accurate information about the body, reproduction, sex, and sexual health. It also gives children and young people essential skills for building positive, enjoyable, respectful and non-exploitative relationships and staying safe both on and offline."
RSE is delivered in all years through the National Curriculum science curriculum and as part of the PD and Citizenship programme in Key Stage 3 and 4 by a dedicated team of teachers The RSE programme reflects current national guidance (DFE-then DFEE-2000 and PSHE Association et al.2014) and responds to current local strategies in Newcastle.
The programme may also be complemented by contributions by external agencies. These contributions will always work to the learning outcomes in our programme and be evaluated by the PD and Citizenship education subject lead.
Research shows that children and young people want to receive their initial sex and relationship education from their parents and families, with school and health professionals building on this later (DFEE 2000). We wish to work in partnership with parents to deliver RSE. While it is recognised that parents have the right to withdraw their child from RSE (excluding that delivered through National Curriculum science), it is hoped that the sensitivity of the approach and our willingness to examine concerns will make this rarely necessary. If any parent is considering withdrawing their child we would encourage them to contact the PD and Citizenship education subject lead.
Access to help and advice around issues that may result from RSE is available to all students at Jesmond Park Academy via the School Nurse and their confidential drop in service. Any potential safeguarding issue that arises from RSE will be treated in accordance with our safeguarding policy.
For further information on our RSE programme and resources, please contact the PSHE education subject lead. For information regarding the School Nurse input to our RSE programme and the health drop in please contact the School Nurse.
For both, contact: Telephone: 01912818486
Email: firstname.lastname@example.org
Date approved: ……………………………………………………………………………………...
Signed: ……………………………………………………………………………………………………
Date to be reviewed: …………………………………………………………………………..
September 2021
September 2022 | 1,366 | 617 | {
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Be Respectful
Be Responsible
Follow the BMS Cell Phone Policy
Be a Learner
Be Honest
In all settings
Arriving &
Classroom/
Halls/ Stairs
Cafeteria
Restrooms
Assemblies
Afterschool
Departing
Gymnasium
Sports and coaches, tutors,
Encourage others
Respect others'
Report directly to your designation
Communicate the correct pick up
time to your ride
Make your mode of transportation
coach/supervising
Actively engage in tutoring, sports,
and club activities
Be honest about transportation
Be honest about after school or
your destination
| • Keep hands/ feet to yourself • Use appropriate language • Follow directions from all adults • Treat others as you want to be treated. • Appropriate voice level @-__. | • Talk quietly to your neighbor in all settings • Enter and leave the school in a single-file line | • No food or drink outside of the cafeteria • Follow established classroom procedures • Honor the social contract • Celebrate Culture | • Walk in a single-file line o n the right • Keep hands and feet to yourself. • Move without disturbing learning • Appropriate Voice level- @ 1 • Respect hallway displays | • Be polite and quiet • Ask permission to leave your seat • Appropriate Voice level- @ 2. | • Respect school property • Respect people’s privacy | • Enter and dismiss in a single-file line. • Voice Level @1 • Respect the presenter • Be engaged |
|---|---|---|---|---|---|---|
| • Follow ABSS Code of Conduct • Keep planners visible, intact, and clean • Use Self-Control • Accept the outcomes of your decisions • Follow dress code • Keep your school clean | • Walk to directly to your designated area • Stay in your designated area • Remain outside the building upon exiting • Be on time | • Come to class with all required materials everyday • Complete your assignments to the best of your ability • Speak at appropriate times and levels • Be on time • Use technology and other materials appropriately | • Move promptly to your destination • Consider your own and others’ safety • Appropriate Voice Level @1 | • Always push in chairs • Clean up after yourself • Get all food items before sitting down • Remain seated until dismissed • Discard trash only when entire class is dismissed | • Dispose of trash properly • Report any problems to the nearest adult • Conserve water, soap, and paper products | • Sit with your designated class and/or assigned area • Keep up with your belongings |
| • Work hard! • Use your planner as a learning tool • Collaborate, Communicate and cooperate with your teachers and classmates | • Leave for class promptly • Follow designated transition routes in a timely manner | • Collaborate, communicate, and cooperate • Ask good questions and be curious • Accept and embrace new ideas • Accept responsibility for your own learning. | • Use the correct routes to and from your destination. • Use hallway displays as learning tools. | • Be open to healthy food choices. • Use lunchroom manners. | • Practice good hygiene | • Be an engaged listener • Participate appropriately |
| • Always tell the truth • Do your own work • Cheating is not tolerated • Use your own planners • Practice digital citizenship | • Provide accurate transportation information | • Do your own work • Handle your own property | • Be only in the locations you are supposed to • Go from destination to destination using the appropriate routes. | • Pay for everything you receive | • Use the restroom during appropriate times | • Report any problems to an adult immediately | | 1,677 | 745 | {
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Class – VIII SCIENCE REACHING THE AGE OF ADOLESCENCE
ADOLESCENCE : The transitional period of physical and mental development which occurs between childhood and adulthood is called adolescence.
ADOLESCENT: A person who is in the process of growing from a child to an adult is called an adolescent.
PUBERTY:The period during which adolescent boys and girls reach sexual maturity and become capable of reproduction is called puberty.
THE VARIOUS CHANGES WHICH OCCUR IN BOYS DURING PUBERTY:
1.Hair grow on the face of boys and on chest
2.Voice deepens in boys.It becomes low pitched voice.
3.Testes start to make sperms.
4.Testes and penis become larger.
5.Chest and shoulders of boys broaden.
6.Rapid increase in height occurs.
THE VARIOUS CHANGES WHICH OCCUR IN GIRLS DURING PUBERTY :
1.Breast develop and enlarge in girls.
2.Ovaries start to release eggs.
3.Menstruation monthly periods begin.
4.Ovaries ,oviducts, uterus, and vagina enlarge.
5.Hips of girls broaden.
6.Rapid increase in height occurs.
TWO TYPES OF SEXUAL CHARACTERISTICS: Primary sexual characteristics and secondary sexual characteristics.
PRIMARY SEXUAL CHARACTERISTICS:
The sexual characteristics which are present at birth are called primary sexual characteristics.
SECONDARY SEXUAL CHARACTERISTICS
The sexual characteristics controlled by hormones which distinguish between sexually mature males and females but are not directly involved in reproduction are called secondary sexual characteristics.
The main secondary sexual characteristics in males:
1.Hair grow on face in boys.
2.Shoulders and chest broaden.
3.A deeper voice in boys.
The main secondary sexual characteristics in females:
1.Development of breasts in girls.
2.Hips broaden and become more curved and prominent in girls.
3.A shrill voice in girls.
HORMONES
Hormones are the chemical substances which coordinate the activities of living organisms and also their growth.
Hormones are made and secreted by specialised tissues in the body called endocrine glands.
Sex hormones : The hormones involved in the development and control of the reproductive organs and secondary sexual characteristics are called sex hormones.
Eg. Testosterone and estrogen.
Glands: A gland is a structure which secretes a specific substance in the body.
Two types of glands:
1.Exocrine glands:A gland which secretes its product into a duct is called an exocrine gland. Eg salivary gland, sweat gland, and sebaceous glands.
2.Endocrine glands: A gland which doesnot have a duct and secretes its product directly into the blood stream is called an endocrine gland.
Eg. Pituitary gland, thyroid gland and adrenal gland.
The role of sex hormones (testosterone hormone) :
1.Testosterone hormone produces make secondary sexual characteristics in boys at puberty.
2.This hormone causes the growth and development of male sex organs at puberty.
3.This hormone causes growth spurt in boys at puberty.
The role of sex hormones(estrogen hormone)
1.Estrogen hormone produces female secondary sexual characteristics in girls at puberty
2.This hormone causes the growth and development of female sex organs at puberty.
3. This hormone brings about the monthly preparation of uterus for pregnancy.
Menstrual Cycle:The process of ovulation and menstruation in women is called menstrual cycle. The menstrual cycle is a period of about 28 to 30 days during which an egg cell matures, the mature egg cell is released by the ovary, thickening of uterus lining takes place and finally the uterus lining breaks down causing bleeding in women if the egg cell has not been fertilised. This cycle is controlled by hormones.
Hormones other than sex hormones
1.Growth hormones :It controls the growth of the human body like the growth of bones and muscles.
2.Thyroxine hormone:Thyroxine hormone controls the rate of body's metabolism.
3.Insulin hormone:Its function is to lower the blood sugar level.
4.Adrenaline hormone:It prepares our body to function at maximum efficiency during emergency situations. | 1,974 | 836 | {
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Year 2 Curriculum Newsletter
Spring Term 2024
Welcome back
We hope you all had a great Christmas and wish you a happy and peaceful New Year. We are looking forward to another busy term of learning. We will continue to encourage the children to view mistakes as proof that they're trying and will be focussing on developing the children's independence to challenge themselves and plan their own next steps. They have really embraced Year 2 so far and have developed an even deeper love of learning. I am sure this will evolve further as they continue to progress through the Year 2 curriculum.
Ways to help:
* Read with your child daily. This is a school expectation along with spelling practice. All the children should be reading aloud to a grown up (or teenager) everyday. This is crucial in ensuring correct punctuation of their sentences in writing as well as supporting their progress in reading and comprehension.
* Practise using coins and money notes to make a fixed amount, giving change and solving simple problems. This is a real challenge for children who now do not use cash as often as we did when the curriculum was written in 2014.
* Have conversations with your child about shapes, including 2D and 3D shapes. The children enjoy finding different shapes in everyday things so please do encourage this. Discuss with your child what 2D shapes they can spot in the faces of different 3D shapes, for example, a triangular prism has got triangles and rectangles on the faces.
* Give your child simple maths problems to solve and see if they can identify the 'number sentence' that would be needed to answer your question. For example, "if I went to the shop with £59 and I spent £22 on clothes, how much money would I have left? Counting change is another great way for children to practise this – both in whole pounds and in pence.
Topics:
We will be covering the following topics in our foundation subjects this term:
* Different materials and their properties (e.g. what if shoes were made out of paper?)
* Great Fire of London in history
* Experimenting with the strength of different materials
* Building fire engines using an axel mechanism
* Places of worship (with a focus on Christianity)
Reminders:
* Please remember that nuts and nut containing food items are not permitted at school. This includes 'nutella' snack products or fruit bars containing nuts.
* Please remember to ensure your child's snack is named. I know it's tricky to remember a snack for those children having hot lunch but we are not able to give snacks to children who have forgotten.
* Long hair should be tied back every day – PE days and non-PE days.
Writing
Maths:
Our priorities for writing are:
* Using verbs, including imperative and irregular verbs
* Persuasive techniques
* Writing in the past tense
* Letters formed and proportioned like this:
(We have started to learn how to do joined writing, but we have not looked at all the rules and techniques just yet so this will progress throughout this term.)
Our focusses in maths are:
* Multiplication and division
* Working with money as outlined above.
* Length and height including how to use and read a ruler.
* Mass, capacity and temperature including measuring in grams, kilograms, millilitres and litres.
PE:
This term we will be doing bat and ball, and hockey in our PE lessons. This may change depending on weather and room availability.
Wednesday and Thursdays remain the PE days. | 1,354 | 716 | {
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Karyn Parsons' Nonprofit Sweet Blackberry Uses Film To Teach Children Black History
Author : Bob Coleman
Tagged as : film that teaches black children, Karyn Parsons, Sweet Blackberry
Date : July 23, 2014
Black history isn't just for Black Americans. It's American history; the history of this country and all of its people. Sadly, it's a history that is often overlooked and risks being lost if not for the active efforts of colleges, universities, the public education system and individuals. - See more at: Karen Parsons' Sweet Blackberry Uses Film to Teach Black Children
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Hilary Banks from "The Fresh Prince Of Bel-Air" may not have been known as a fierce advocate for education. But the actress who played her sure is.
Last year, Karyn Parsons -- actress, mother, author and amateur historian -- founded Sweet Blackberry, a nonprofit devoted to teaching kids about some of the lesser-known figures of black history. The organization publishes books and videos on people like Henry "Box" Brown and Garrett Morgan, and facilitates school visits and children's workshops centered around promoting "creativity, literacy skills and social responsibility."
Sweet Blackberry recently launched a Kickstarter for its latest project, a short film that will tell the story of Janet Collins, the first African-American prima ballerina in the Metropolitan Ballet. Collins, who died in 2003 at age 86, rose to fame despite being shut out of dance theaters that refused to let her perform unless it was in whiteface.
The first DVD in the series is about Henry "Box" Brown, a slave who mailed himself to freedom. Henry was shipped, by wagon, boat and train, from Virginia to Philadelphia. When the box was opened, he became a free man. Using the captivating voices of Alfre Woodard and illustrations by Mark Page, this is a great tool for sharing 'underground' stories with our youth.
The second DVD narrated by Queen Latifah and illustrated by R. Gregory Christie, tells of daydreamer Garrett Morgan, who was always trying to come up with great new inventions, but it wasn't until he witnessed an accident in the big city that he decided to create a traffic light. By following Garrett on his journey to find his calling, children see that some paths to success are more indirect than others.
To learn more about Sweet Blackberry and how to support this project, click here.
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Revising & Editing Guide
1. Check format.
Do you have an introductory paragraph?
Do you have body paragraphs?
Do you have a concluding paragraph?
2. Indent the first line of every paragraph.
3. No paragraph should be longer than 2/3 of a page.
4. Hi-light thesis statement green.
Located at the end of the introduction, this sentence tells what the entire paper is about.
5. Hi-light topic sentence blue.
The first sentence of each body paragraph tells what each paragraph is about.
This sentence contains your own thoughts or opinions.
6. Hi-light elaboration sentences pink.
These sentences elaborate on the topic sentence or support sentences.
These sentences are your own explanation of the topic sentence and support sentences.
7. Hi-light support sentences yellow.
These sentences contain facts, statistics, or direct quotes from your source(s).
They should support or validate your paragraph's topic sentence.
8. Underline transitions.
These words, phrases, and sentences help transition or move logically from one idea to another.
Are they used appropriately?
9. Check for logical progression of ideas for the paper overall.
Does the order in which you present ideas make sense and build on one another?
When you read the conclusion, can you say, "Yes, my entire paper has clearly led the reader to this conclusion"?
If you have written a good outline and followed it when writing your paper, you shouldn't have any issues with this.
10. Check your quotations.
Is ending punctuation in the right place? Periods (.) are ALWAYS inside the quotation marks (" ") except when using parenthetical citations.
Have you included parenthetical citations (first word or two of citation)?
Is there a source citation for each quote on your Works Cited page?
Do the words in your parenthetical match the first word or two of the source citation?
Are quotes longer than 3 lines in block format?
11. Check works cited page.
Are sources listed in alphabetical order?
Are sources in MLA format?
Are sources indented correctly? Use reverse paragraph format.
12. Check for complete sentences.
Do you have a subject?
Do you have a verb?
Do you have a complete thought?
Do you have a run-on or a fragment?
13. Eliminate run-ons and fragments.
Read each sentence one at a time starting at the end of your paper. You are not looking for continuity of thought here – just checking for run-ons and fragments.
Run-ons go on & on and usually have two or more thoughts that are not joined
properly.
Fragments are usually either
* missing a subject or a verb OR
* begin with a conjunction like because, when, since.
14. Check sentence variety in each paragraph.
Are the sentences in the paragraph all short or all long?
Are there any sentences you can combine?
15. Circle conjunctions.
And, or, but, for, nor, so, yet
What are you joining with the conjunction? Words, phrases, or sentences?
16. Check commonly confused words.
Its/it's
There/their/they're
Your/you're
Affect/Effect
For more, check out the resources in your classroom – ask your teacher.
17. Avoid 1 st /2 nd person pronouns like I, we, us, our, you.
18. Check for subject-verb agreement.
Subject and verb "match." Ex: I run everyday. She runs everyday.
19. Check for pronoun-antecedent.
Can you tell who is "he," "she" or "they"?
Can you tell what is "it," "that" or "this"?
The pronoun should refer to the last noun (antecedent) you used before the pronoun.
20. Check for dead words.
Avoid simple or overused words like got, is, was, things, stuff.
Use your thesaurus to find a better word.
Check for misspelled words.
Circle them.
Look them up in dictionary & correct.
22. Check for punctuation.
Use a comma (,)
* Between two sentences before "and" or "but" or other conjunctions (see item 15 on this list)
* Between words in a series of 3 or more items.
Use a period (.), question mark (?), or exclamation point (!) at the end of a sentence.
* After an introductory phrase.
23. Check for capitalization.
First letter of a sentence
Proper names
Titles (book, magazine, newspaper, movie)
..
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JOHN EDMONDSON HIGH SCHOOL
Assessment Notification
Faculty: Science Course: Science Year: 8
Assessment Task: Task 1 - Depth Study
Assessment Weighting: 25%
Task Type: Hand in Task In Class Task Practical Task
Due Dates:
2. Final report: -Term 1 Week 8 Wednesday 20/3/24 on CANVAS before roll call.
1. Draft booklet - Term 1 Week 6 in class (during science lesson) for teacher feedback
Outcomes assessed (NESA)
SC5-4WS develops questions or hypotheses to be investigated scientifically
SC5-5WS produces a plan to investigate identified questions, hypotheses or problems, individually and collaboratively
SC5-6WS undertakes first- hand investigations to collect valid and reliable data and information, individually and collaboratively
SC5-7WS processes, analyses and evaluates data from first-hand investigations and secondary sources to develop evidence-based arguments and conclusions
SC5-8WS applies scientific understanding and critical thinking skills to suggest possible solutions to identified problems
SC5-9WS presents science ideas and evidence for a particular purpose and to a specific audience, using appropriate scientific language, conventions and representations
SC4-17CW explains how scientific understanding of, and discoveries about the properties of elements, compounds and mixtures relate to their uses in everyday life
Task Description/Overview
Assessment Task: Depth Study – Acids and Bases in the Home
You are required to complete a depth study report on acids and bases in the home.
What is a depth study?
Students may investigate a particular aspect of science through an investigation/activity or a series of investigations/activities, which are undertaken individually or collaboratively. Depth studies allow students a pathway to pursue their interests in science and engage more fully with scientific investigations. Depth studies may involve: a practical investigation; fieldwork; a secondary-sourced investigation; designing and creating a product; or data analysis.
What will this depth study involve?
You will receive depth study booklet that is scaffolded to guide your planning process, conducting the experiment (in class), and writing of a scientific report (in class and at home).
Your Draft booklet will be due for checking and feedback by your teacher in class during a Science lesson in Week 6 – this may vary from class to class based on timetables.
Your Final report is then to be completed on the provided report template (found on CANVAS) and submitted on CANVAS by the due date and time.
Important to note:
Class time in Weeks 5 to 8 will be allocated to assist you in completing this assessment
You must bring your draft booklet to class everyday.
If the Final report is not typed and submitted on CANVAS, it will not be accepted.
Late submissions - If you are sick on the day of submission, you must submit a Request for Consideration Form to the Head Teacher on date of your return to school.
Work that is plagiarised will receive a mark of zero and will need to be resubmitted.
Computer / printer malfunctions are not considered a valid excuse for submitting an assessment late.
| Grade | Description |
|---|---|
| Outstanding (O) | The student has an extensive knowledge and understanding of the content and can readily apply this knowledge. In addition, the student has achieved a very high level of competence in the processes and skills and can apply these skills to new situations. |
| High (H) | The student has a thorough knowledge and understanding of the content and a high level of competence in the processes and skills. In addition, the student is able to apply this knowledge and these skills to most situations. |
| Sound (S) | The student has a sound knowledge and understanding of the content and has achieved a good level of competence in the processes and skills. |
| Basic (B) | The student has a basic knowledge and understanding of the content and has achieved a basic level of competence in the processes and skills. |
Satisfactory completion of courses
* Followed the course developed/endorsed by the NSW Educational Standards Authority (NESA)
A course has been satisfactorily completed, when the student has:
* Applied himself/herself with diligence and sustained effort to the set tasks and experiences provided in the course.
* Achieved some or all of the course outcomes | 1,962 | 890 | {
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ArtStarts Explores: Our Province at Play http://artstarts.com/explores-online
Let's get set-up!
This month, we're going to explore string. If you think about it, you probably have a piece of string on you right now! From clothing and sewing, to jewelry, to binding and organizing, string has so many uses, and is available in so many varieties. Whether it's a thin thread, or a multi-strand piece of cord, string is a multi-purpose material and tool that offers us so many different avenues to explore!
For this activity, we'll need:
Watch Kay as they explore String on YouTube
* A piece of string (some yarn, some cotton string, a thread, some rope, an old shoe lace or even some floss).
https://www.youtube.com/user/artstarts/videos
Join us for a Live Making Workshops on Saturdays
* A Mirror
https://facebook.com/artstarts
For this activity, we're going to do a "continuous line" activity. Because string is basically a line that you can move and manipulate or change, a lot of drawing activities can be repurposed or used in string activities too. Have you ever done a continuous line drawing?
A continuous line drawing is when you draw a picture without ever taking your pencil off the page. It can be really challenging and tempting to do with a pencil, but with a single piece of string, it's much easier!
Using a mirror (or you could use a picture or a mobile camera), look at your face. Take a moment or two to notice one or two really great things about your unique face! Once you're done, take your piece of string and try to draw your face. You could start by making a circle on the outside and then moving in and creating with your ears, or your nose, and move out from
your eyes, nose and ears. You could also start there.
What do you notice as you move the string around for each object on your face? If you need to look up at your mirror or photo reference, keep your string still while you look and then continue your drawing!
What happens when you:
- Start drawing your mouth first?
- Wet your string?
- Use your non-dominant hand to draw with the string?
- Change your surface (on a table, on the floor, on a carpet, on the grass...etc).
Vocabulary. What do you notice?
Words about string.
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PUTNAM VALLEY CENTRAL SCHOOL DISTRICT STUDENT PRESENTATION: MS4PY7 SWMP
1. LIMITED FRESH WATER SUPPLY
* Ninety-seven percent of all water on earth is saltwater which is not suitable for drinking.
* Only three (3) percent of all water is fresh water, and only one (1) percent is available for drinking water.
* We depend on a reliable, clean supply of drinking water to sustain our health. We also need water for agriculture, energy production, navigation, recreation, and manufacturing.
* Pressure on water resources are likely to be exacerbated by climate change.
2. WHAT YOU CAN DO INDOORS TO SAVE WATER
* Faucets: Install aerators on faucets and turn off the faucet while shaving, brushing teeth and washing dishes.
* Dripping and Leaking Faucets and Toilets: Replace dripping and leaking faucets and toilet fixtures. A slow drip can waste 15 to 20 gallons a day. Fix it and you will almost save 6,000 gallons a year.
* Shower and Baths: Install a low-flow shower head. They are inexpensive and can pay for themselves in water, sewer and energy savings in less than a year. For a five (5) minute shower, you can reduce water usage from about 40 gallons to about 12 to 15 gallons.
* Replace Old Dishwashers and Clothes Washers: Replace old appliances with more efficient water saving and energy star rated appliances. Do only full loads. Avoid extra cycles whenever possible.
3. WHAT YOU CAN DO OUTDOORS TO SAVE WATER
* Watering Lawns and Gardens every other day: If your community allows watering, water lawns and gardens on alternate mornings instead of every day.
* Water Early in The Morning: Early morning watering minimizes evaporation. Watering late in the day promotes fungus and other lawn diseases.
* Cutting Lawns: Do not mow lawns too short. Keep the grass height to 2 inches. Taller grass requires less water. Mowing fewer times will also save time and money.
* Mulching around Shrubs and Garden Plants: Use mulch around shrubs and garden plants to limit evaporation. Apply mulch to a minimum depth of four (4) inches. Mulch will help keep plant roots cool, prevent soil crusting, minimize soil erosion, and reduce weed growth. In addition to reducing watering during dry seasons, the mulch in around shrubs will also promote the growth of microorganisms which are needed for healthy plant root growth.
* Car Washing: Wash cars less frequently. If you wash your car at home, utilize phosphorus free detergents. Wash the car away from a storm drain or on a grass path where water can infiltrate into the grass. Rinse the car once, wash from a bucket and rinse quickly again. Be sure to use a shut-off nozzle on your hose, and shut the nozzle off, when soaping the car. If your car needs to be washed especially in the winter, take the car to a car wash, which treats and recycles the water.
4. STORMWATER POLLUTANTS
Water, our most precious commodity, is brought to us in the form of rainfall, snow and ice melt. To maintain the sustainability of this precious commodity, we must take positive steps to reduce stormwater pollution from nonpoint sources of pollution
* Reduction of Excessive Application of Salt and De-Icing Chemicals: After the snow has melted, and before the first rainfall,
parking lot and street sweeping should be considered. Utilize a covered storage facility to store sand, salt and de-icing chemicals
* Reduction of Pesticides and Lawn Fertilizers: Use pesticides and lawn fertilizers sparingly as they promote algae growth and contaminate our drinking water supplies
* Maintenance of Septic Systems: Have your septic systems inspected and cleaned at least every three years to reduce pathological contamination of our drinking water supplies
* Management of Construction Sites: Any construction performed on your site must be properly inspected and managed to reduce the release of sediment and chemicals from construction site into the adjacent waterway
* Maintenance of Automobiles: Have your automobile serviced and maintained to prevent leakage of oils, greases and other chemicals into the stormwater runoff
5. UTILIZING GREEN STORMWATER PRACTICES
Green stormwater practices are not only attractive water-friendly alternatives to conventional or traditional stormwater management practices, but can also be a cost-effective means to protect our water resources. These green stormwater practices include:
* Bio-Retention Structures
* Rain Gardens
* Green Roofs
* Infiltration Basins and Trenches
* Vegetated Bioswales
* Porous pavements
* Rain Barrels and Cisterns
* Natural Vegetative Landscaping
* Tree Planting
* Container Gardening | 2,030 | 997 | {
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PUTNAM VALLEY CENTRAL SCHOOL DISTRICT POLLUTANTS OF CONCERN FACT SHEET #1
THE POLLUTANTS OF CONCERN
The Putnam Valley High School and Middle schools are located in the Town of Putnam Valley within the Peekskill Hollow Brook Watershed. Flowing from Putnam Valley south into Westchester County, the Brook empties into Annsville Creek and the Hudson River. The pollutants of concern in the Hudson River Basin are:
* Nutrients
* Pathogens
* Silt and Sediment
* Oils and Grease
* Debris and Litter
* Metals
Of particular concern are pathogens, phosphorus, sit and sediment. The new regulations require an ongoing public education and outreach program designed to reduce the impacts of the above Pollutants of Concern (POCs) from stormwater and non-stormwater discharges to the Hudson River Watershed to the maximum extent practicable (MEP).
SOURCES OF POLLUTANTS
Potential pollution sources at the District are:
* Recreational and Athletic Fields – nutrients such as phosphorus and nitrogen are derived from plants and animal material, fertilizers, as well as geese droppings and pet waste
* Silt and Sediments – from construction activity and from sand left over from de-icing winter operations
* Pathogens - derived from overflowing septic systems, geese and pet waste
* Oils and grease - derived from parking lots from automobile oil/grease leaks
* Trash Containment Areas – debris and litter from uncovered trash containers
* Debris and litter – are derived from debris may be found in school yards
IMPACTS ON NEARBY WATERS
Nutrients such as phosphorus and nitrogen cause an excessive growth of algae, especially during the summer months. Excessive algal blooms cause a depletion of sunlight, decreased water clarity, large swings in dissolved oxygen, disagreeable odors, aquatic habitat loss and fish kills.
Large amounts of silt and sediments can disrupt ecosystems by blocking sunlight, stifle benthic organisms, reduce stream capacity, and can carry significant amounts of petrochemicals, fertilizers and pesticides.
Pathogens, which cause drinking water to be unfit for human consumption, are the leading causes of cholera and other water borne diseases, and may also lead to frequent beach closings due to high bacterial counts.
Floatables such as tires, plastics and metal containers contribute to storm drainage flow interruption, piping blockages and flooding and overflowing waterways. In recent studies, it has been reported that ingested plastics and other debris are becoming a serious threat to the well being, and in many cases, the cause of death to birds, marine mammals and fish. | 1,215 | 553 | {
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Control of brontispa beetle (Brontispa longissima) on coconut by inundative release of asecodes wasp (Asecodes hispinarium)
Introduction
Brontispa longissima (Coleoptera: Chrysomelidae) or commonly known as brontispa beetle is a serious pest of coconut and other palms in the South East Asian region and the Pacific. It is native to Indonesia and Papua New Guinea. This pest has made its way into many other countries in the South East Asian region and the Pacific, since 2000. In Malaysia, it could have entered the country via various palm planting materials, around 2001 – 2002. Being an introduced pest, it is difficult to control.
Both adult and larva inhabit the developing unopened spears of the palms, where they feed on the leaf tissue from the leaflets and thus destroying the growing points of the palms. This pest attacks palms of all ages, although it is most damaging to young palms in nurseries and during the first four or five years after planting out in the field. This pest is often mistaken with another pest, Plesispa rechei. These beetles could be recognised by the shape of their head.
Larvae of brontispa beetles
Damaged leaflets
Brontispa affected farm
Biological control project
We embarked on the biological control project using the biocontrol agent, asecodes wasps (Asecodes hispinarium), from Thailand in 2009. The wasp is a gregarious larval endoparasitoid that attacks the third and fourth instars of the brontispa beetle. The techniques employed by the Department of Agriculture in Bangkok, Thailand for the mass rearing of the brontispa beetles and asecodes wasps and field release of the wasps were adopted and adapted to suit our local condition. 50 pieces of the asecodes mummies were obtained from the Department of Agriculture in Kuala Lumpur on 1 st November 2009.
A state-wide detection survey to determine the distribution and severity of the pest infestation was carried out in August – October 2009. All the major coconut growing areas were affected and the pest was found in most farms. The seriously affected farms were in Kuching, Lundu, Asajaya and Bintulu districts. The infestation levels varied from farm to farm. However, they tend to be higher in newly established farms of Matag and Pandan coconut.
Rearing of brontispa beetles and asecodes wasps
The rearing of both brontispa beetles and asecodes wasps was carried out under laboratory conditions. The adult beetles were reared on young coconut leaves in plastic containers for egg laying. The details for the rearing are as shown in Figure 1. Decomposing leaf materials, faeces and frass were removed every two days to prevent build-up of moisture and pathogens.
Asecodes wasps parasitising on brontispa larvae
Field release of asecodes wasps
Releases of the asecodes wasps were made in the affected coconut areas since December 2009. One week old mummies were placed in small plastic tubes, at a rate of 10 mummies per hectare plot. These tubes were hung on the fronds. Six rounds of release were made at bi-weekly intervals.
18 farms in Asajaya, Samarahan, Kuching and Lundu districts were selected for the assessment of the wasps' effect on the pest population. This assessment was based on the reduction of the pest infestation level. A mean reduction of 83 percent in the infestation level was obtained, nine months after the wasps' first batch of release. The new spears and young leaves around the crown area of the affected palms were greener.
Benefits
This method has effectively reduced the pest infestation and subsequently, reduced the use of insecticides in the farms. The newly established farms of Matag, Pandan and Local tall coconut have benefited from this biological control programme. These wasps could spread within an area of 10 km radius. Thus over time, the wasps are expected to spread to the other coconut farms. | 1,623 | 877 | {
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Dividing Fractions
Name: _________________________
Hour:__________
Date: __________
Have you ever been with a group of your friends and shared a pizza or cookies or some other kind of food? Perhaps you looked for a way to share the food so that all portions were equal. For a similar type of situation, suppose a large supply of new math books were delivered to your school. The assistant principal hires you and a friend to assemble groups of 30 books to be delivered to each classroom. He asks you to figure out how many classroom sets you can make with the supply you have.
Mathematics can be used in such situations to help determine what an equal share is and how many rooms can receive a set of 30 books. In each of these situations, you can use the operation of division to help find an answer. As you explore the problem in this investigation, you will learn to decide when division is useful, and you will learn to make sense of division of fractions.
Fractions in Fund Raising
Sometimes problems involving fractions can be solved by using the operation of division. Reviewing the meaning of division in problems involving only whole numbers will help to develop ideas about when and how to divide fractions.
Sometimes the amounts given in a situation are not whole numbers but fractions. To deal with those problems, you need to understand what division of fractions means and how to calculate the quotients when a fraction appears as the divisor or the dividend or both. The following problems challenge you to use your understanding of division with whole numbers to make sense of situations involving fractions.
THINK ABOUT THIS!
Student groups at Grandville Middle School take a special trip each spring. But they must raise funds to support the trip. Write number sentences showing the calculations required to solve some of the problems that occurred in last year's plan for fund-raising. Then explain how you recognized what operations to use in each case.
The 24 members of the school swim team planned to raise money by getting pledges for miles in a swim marathon. If the team goal is to swim 120 miles, how many miles should each swimmer swim?
Members of the school band plan to sell 600 tubs of cookie dough in the fundraising project. There are 25 members in the band that sell. How many boxes should each member sell to reach the goal if all members sell the same number of boxes?
There will be 390 students going on the field trip, and each school bus carries 30 students. How many buses will be needed?
Fifteen students in one homeroom earned money for the trip by helping their teacher pick apples in her orchard. She gave them one bushel of apples to split equally. The students counted 125 apples in their bushel. How many apples should each student get?
Compare your number sentences and reasoning about these problems with the ideas of others. If there are different ideas for solving the problems, decide which are correct and why.
Problem of the day:
In preparing food for sale at a school fund-raising event, several students faced questions that involved fractions. Answer the questions and give written explanations or diagrams that show your reasoning. Write a number sentence that shows all calculations that you performed to find your solution.
A. Sophia plans to make small cheese pizzas to sell at the fund-raiser. She has 9 packages of mozzarella cheese. How many pizzas can she make if each uses:
1. 1/3 package of cheese?
2. 1/6 package of cheese?
3. ¼ package of cheese?
4. ¾ package of cheese?
B. A local coffee house donated twelve pounds of fresh-roasted gourmet coffee. The students running the fund-raiser decided to sell the coffee in small bags. How many bags can be made if each contains 1. 1/5 pound? 2. 3/5 pound?
3. 1/8 pound?
4. 5/8 pound?
Take it further:
1. Use ideas from your work on the questions about cheese pizzas and coffee bags to complete the following calculations:
a.
b.
c.
d.
e.
f.
g. Explain in words why and . How are these two calculations related? Why is the answer to 8 exactly half of the answer to 8 ?
2. Describe a procedure that seems to make sense for dividing any whole number by any fraction. Give examples to support your procedure.
3. Write a story problem that can be solved by the division of 12 , and explain why the calculation matches the story. | 1,778 | 956 | {
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As in the past, students will be required to read two books from the appropriate list. Please read the following carefully:
- For one of the books you read, you will be required to answer a question to show that you read and understood your book. In an extended homeroom on Friday, September 6, 2019, you will be given five questions from which you will choose one to answer. It will be hand-written, one page response and completed in the extended homeroom. Homeroom teachers plus one other Norwich Tech teacher will grade this written component.
- For the other book, you will be given a list of creative options (see below); choose one of the options to complete over the summer. It will be turned into your homeroom teacher on Friday, September 6, during the extended homeroom. Your homeroom teacher will also grade this component.
Choose one of the following due September 6:
1. Cartoon Squares – Create a series of 6 drawing in 6 squares that shows a significant event in the novel. Write a few lines to explain your drawings.
2. Awards – Create an award for at least 4 characters based on their actions in the novel. Write a few lines to explain why the person received the award.
3. Music – Divide your book into sections. Select a piece of music that you feel captures the feel or the tone for each section. Write down the name of the song, the singer, and print the words or music. Write a few lines explaining your choices.
4. File a Complaint – Adapt the persona of one of the characters that you feel was portrayed in a sexist or racist manner. Write up a one-page complaint about how the character was portrayed and what actions you would like the author to take to rectify this bias.
5. Point of View Column – Write a letter to the editor of a newspaper. Choose a theme or topic from your book. For example, you could write about the importance of education or family.
6. Voice Mail Message – Select 4-5 characters from your book and write a voice mail message. It should be based on the character's actions, tone, relationships and overall personality. Be as creative as possible.
7. Name Analysis – Select 3-5 characters from your book and look up their names to see what they mean. Write them down and explain how the name suits the character.
8. Current Events – Select 2-3 current events that the main character in your book might be interested in. Explain why he/she would be interested and what kind of reaction he/she might have.
9. Community Resources for Characters – Look on the internet and make a list of community resources that might help at least 2 characters in your book cope with an issue. Explain why you chose certain resources.
10. Choose two related topics from your book to research. Present your findings with a half-page write-up for each topic.
11. Create a timeline for events in the book. (20 events minimum)
12. Choose your favorite passage from the book. Copy it down and write a page relating it to a theme in the book.
13. Design a travel brochure to illustrate and advertise the "world" in your book.
14. Create a book jacket with an attractive picture, information on the author, and information on other books the author has written. Write an original summary on the back.
15. Design a poster (on poster paper) about your book. Be creative and try to persuade others to read your book.
16. Create a test with essay, multiple choice, and matching (at least 25 questions) with an answer key.
17. Write a eulogy for the main character. Use examples from the book to create a memory for the person.
18. Make a collage on poster paper to illustrate one of the themes of your book. Write the theme somewhere on the collage.
- Both assignments are graded (P=100, F=50 turned in but of poor quality, 0=not turned in)
- Summer Reading grades for 9 th and 10 th will be part of their LA Lab grade.
- Summer Reading grades for 11 th and 12 th will be part of their English grade.
- Also, there is an "Academic Honesty" component. Students and parents should sign the sheet below agreeing that the student read two books for summer reading and the project created is his/her original work. It will also be due September 6.
ACADEMIC HONESTY – NORWICH TECH SUMMER READING 2017
By signing below, I agree that I have read two of the required books for summer reading and the project created is my original work.
Student Name (Print)/ Grade: ________________________________________________________
Student Signature __________________________________________________________________
Parent Signature ___________________________________________________________________ | 1,993 | 1,007 | {
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INSPIRED To Make Healthy Choices
We are continually inundated with new information and research.
Here are some of the latest facts and interesting findings to assist you in making healthier choices.
Most arthritis patients report about a 50% reduction in pain within several months of strength training. Tai chi has also been found to ease knee osteoarthritis pain by boosting strength, joint stability, and confidence; it also reduces inflammation.
Driving while angry, sad or agitated increased the risk of a crash almost ten times.
Dialing a cell phone while driving posed a crash risk 12 times higher than normal.
The brain consumes 20% of our energy, despite taking up only 2-3% of our weight.
It is recommended that we have at least three cutting boards: one for raw meat, one to chop vegetables and one for cooked meat. Cutting boards with deep scratches should be replaced because bacteria can hide in the grooves, even after washing.
Analgesics (pain relievers) like aspirin, acetaminophen (Tylenol) and ibuprofen (Advil), when mixed with alcohol, increase possible irritation and bleeding in the stomach and intestines.
Life expectancies worldwide are increasing by one year every five years, and will reach an average of 77 years by 2050, up from 48 in 1950.
rmor einf o The culprit behind most colds is one of the many rhino viruses in the environment. They can last up to 3 hours on your skin or on objects such as door handles. Frequent hand washing is one of the best ways to prevent colds. Avoid touching your nose and eyes to reduce the chance of transferring any virus you might have on your hands.
mation:g Daily flossing along with tooth-brushing can stimulate gum tissue and reduce or eliminate gingivitis. Gingivitis is a mild gum disease that can cause redness, swelling, and irritation, and lead to more severe gum problems.
w . Hearing loss is strongly linked to a higher rate of cognitive decline and a greater risk of developing dementia over time.
Small acts of random kindness can lift our spirits.
Drinks and food we eat for snacks account for an average of 580 calories a day.
Exercise and maintaining a rich social network contribute greatly to our longevity.
We tend to lose 10% of our muscle mass every decade after age 40. Doing strength training two days a week will make the muscle loss smaller. Strong muscles take pressure off the joints and improve stability.
An average entrée at a restaurant has between 900-1,300 calories, not counting a drink, appetizer or dessert. Splitting meals with someone or taking part of dinner home is a great way to reduce your calorie intake when eating out.
Being aware of these findings allow us to prevent possible risks while enjoying the positive results of certain behaviors.
Increasing your knowledge and being proactive can improve your quality of life.
Volunteering helps brighten your mood | 1,175 | 643 | {
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SOAS Language Centre
Tamil Beginners 1
Overview of course contents
Synopsis
- Learning Tamil - History
- Tamil Letter Formation- Soul Letters
- Listening to a song
- Tamil Greetings Sounds, words, and meanings
- Some simple objects
- Tamil letter formation- Body letters
- Learning Tamil- Contemporary
- Tamil sounds and intonation ( listening)
- Transliteration and script
- More objects
- Soul- Body letters
- Words formation
- Some Simple Phrases
- Parts of the body
- More General Phrases
- Letter formation ( writing)
-
Pronouns ( personal, possessive)
- Days of the weeks
- My Self and Family
- Demonstrative pronouns
- Listening to BBC Tamil News
- Numbers 1-100
- Picture Charts; letter cards
- Listening to a conversation
- Making up words
- Verbs introduction
- Map and Restaurants
- Colours
- Listening to an ancient poem
- Places World
- Question words
- Writing my family members names
- Listening to a contemporary poem
- Questions and Answer formation
- Countries and languages
- Listening to a story
This course puts the emphasis on establishing a good foundation in the language in the four key skills: speaking, listening, reading and writing. Letters are gradually introduced at the beginning of the course in order to get students to develop this crucial skill when leaning Tamil. In the first four weeks, students learn how to greet, introduces themselves, ask and answer simple questions regarding name, nationality, occupation, place of residence.
Along with acquiring knowledge on Tamil grammatical structure, students also gain knowledge on how to form sentences and use polite particles according to a different degree of politeness which is an important aspect of Tamil culture. Even though transliteration is employed as a tool to facilitate access to Tamil, Tamil consonants and vowels (Soul and Body letters) are gradually introduced in order to get the learner to read and write. By doing so, students acquire skills in producing accurate sounds and tones according to the Tamil Language.
There is a midway revision and practice test, where students have an opportunity to polish their language skills and to practice what they have learned. By being able to produce the language through dialogues with a teacher and with classmates, students become more confident in the language.
In the second half of the course, phrases and expressions for travel, restaurant transactions and shopping, fruits and vegetables are introduced, along with basic vocabulary necessary to daily life. By the end of the course, students are able to read and write short sentences in Tamil. | 1,169 | 530 | {
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Burwell Village College Primary School
Our School Ethos is Learning, Loving, Laughing.
"Everything you need to succeed in life"
Year 6 pupil
We are a school where the staff, parents, governors and the wider community work in partnership to provide our children with:
- High quality Learning – developing a wide range of academic skills through purposeful lessons which allow our children to achieve their potential.
- Loving – equipping our children with the social and emotional skills to meet the challenges of education, work and life.
- Laughing – all this in a happy, caring and stimulating learning environment which has regard for the happiness and mental health of our children.
The following highlights our core values we constantly share with our pupils:
S:\Home Folders\NSmith.ccf\2015-16\Values & aims 2016.docx
Burwell Village College Primary School
SCHOOL AIMS
Burwell Village College Primary School seeks to develop each child to reach and exceed their individual potential in partnership with parents and the wider community.
Why?
Achievements in learning
Equal access to the curriculum helps children reach their true potential. Raised standards develop ambition in children, parents and staff.
Children develop pride in themselves.
Attitude
Children have a heightened sense of responsibility to others and themselves.
Children and adults respect each other's views and beliefs.
Positive social habits are developed.
Community
There is a sense of community and a confident outlook. Children and adults respect each other's views and beliefs. Positive social habits are developed.
Who?
Children
Children show co-operation and tolerance in and beyond the classroom.
Children feel happy and are keen to learn.
Children are at ease with each other and adults, building lasting friendships.
Staff and Governors
Good relationships exist, with support, co-operation and a sense of humour.
Partnership with parents is welcomed and encouraged.
Appropriate support is provided creating enthusiasm and motivation.
Community
Its users appreciate the school.
Relationships with groups and within the community are strong. Close working between the community and school staff is developed.
How?
Attitude
Ensuring equal opportunity exists for all. Promoting a clearly articulated 'work ethic'. Encouraging children's motivation to learn.
Environment
Providing a safe, secure and environmentally friendly school.
Placing the school at the heart of the learning environment.
Placing the school at the heart of its community.
Resources
Providing excellence in facilities and resources.
Developing the school through appropriate capital investment.
Achieving value for money by winning increased project funding.
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Elaine Mehdizadeh, the principal of Robbinsdale Spanish Immersion School, has served in education for 31 years with 8 of those years as an administrator. She has also been principal of an arts and technology magnet school, where she worked with a team of staff and parents to create that program.
Grades: K-5 Remodeled: 2000 Enrollment: 750 School Hours: 9:20 a.m.-3:40 p.m. Spanish Immersion Educational Path: RSIS
Plymouth Middle School Armstrong High School or Cooper High School
Adventure Club
offers before and after school care for children in kindergarten through fifth grade.
Hours: 6:30 a.m.-6 p.m.
Phone: 763-504-5320
www.ced.rdale.org
ROBBINSDALE
Area Schools
Individual focus. Infinite potential.
The mission of Robbinsdale Area Schools is to inspire and educate all learners to develop their unique potential and positively contribute to their community.
Robbinsdale Spanish Immersion School
8808 Medicine Lake Road, New Hope, MN 55427 763-504-4400
The Robbinsdale Spanish Immersion Experience
"Yo hablo español" means "I speak Spanish." It is a privilege to have your child at our school. We realize and appreciate how precious your child is, and we are committed to helping your child develop. We work together to assure your child's safety and to help guide your child to academic success, social development, and intellectual fulfillment.
In order to best meet the learning needs of all students, we have implemented the Total School Cluster Grouping model. This model takes into account the achievement levels of all students in a classroom in order to reduce the range of achievement levels in each classroom. Cluster Grouping helps teachers to better differentiate curriculum and instruction and thus increase achievement for all students.
Our teachers meet regularly to review data and analyze the needs and strengths of each student in order to plan accordingly to increase student achievement for all students. Our school incorporates the Responsive Classroom Model into our daily routines in order to ensure a sense of belonging for all students.
RSIS benefits from a partnership between staff members, parents, students and the community, all working together.
Whole School Spanish Instruction
All students at RSIS Elementary receive instruction in both the Spanish language and culture beginning in kindergarten. Instruction in language and culture helps broaden young minds in learning the value of global relationships.
www.rsi.rdale.org
Outstanding Curriculum
Through implementation of PBIS, RSIS has a learning environment that is more engaging, responsive and preventive, addressing classroom management and disciplinary issues intentionally and timely, and promotes and celebrates a positive school climate.
Robbinsdale Spanish Immersion School (RSIS), like all Robbinsdale Area Schools, has implemented the framework of Positive Behavior Interventions and Supports (PBIS). PBIS is a whole school approach that includes all students and staff in all school settings.
We embrace the fact that no two students are identical. RSIS has integrated a Response to Intervention (RtI) block of time every day. During this time, students receive small group instruction to address their specific learning needs, based on careful and ongoing formative assessments, whether it is extra time to master concepts or enrichment time to go deeper with concepts already mastered.
* Whole-class literacy block includes fluency, phonics, phonemic awareness, comprehension, vocabulary, spelling and writing, supplemented with small group reading instruction at a child's instructional level.
Robbinsdale Spanish Immersion School offers:
* Math instruction, which teaches students to use physical objects, pictorial representation and abstract thinking to solve math problems.
* Hands-on science activities that teach the history and nature of science, earth and space science, physical science, and life science.
* Social studies curriculum that focuses on history, humanities and the social sciences to develop social understanding and to prepare students to become responsible citizens.
* Art instruction K-5, based on state and national standards. Our arts education continues to be a model for school systems across the country.
* Music education at each grade level; string orchestra begins in grade four, and band is introduced in grade five. | 1,988 | 860 | {
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Year 1 Long-term Plan 2016-17
How words can combine to make sentences
Suffixes that can be added to verbs where no
How the prefix un– changes the meaning of
Separation of words with spaces change is needed in the spelling of root words (e.g.
verbs and adjectives [negation, for example,
Working Scientifically (Ongoing)
Unit 1a What does it mean to belong?
About ways in which they belong How belonging is expressed and made explicit About the concept of belonging to their families That there are a number of religions in the world That religious people feel they belong to a faith That religious people have different ways of showing that they belong to their faith What happens to a child when they are initiated into a religion What is involved for a child to belong in a religion About the importance of initiation ceremonies How people show they belong to a religion What is special about belonging About the idea of specialness
Unit 1c Why do Christians give gifts at Christmas? What is meant by the idea of something 'precious' That some gifts cost nothing, but can be precious About the story of the birth of Jesus That the concepts of giving and receiving are important in Christianity That religious ideas and personal feelings can be expressed in a variety of ways That Christians believe that Jesus is God's gift to the world About the qualities that Christians believe Jesus gives
Unit 1d Beliefs and practises
That most faith communities have special days and places for worship That holy days are special days for worship How the holy day is celebrated at home and in the place of worship That religious artefacts often symbolise key beliefs Which artefacts are significant to the religion being studied How artefacts are used That religious festivals are celebrations of symbolic significance for believers To make connections between their own feelings and experiences of celebrations, and those of others The main belief or teaching represented by the festival That religious leaders in history influenced believers because of their relationship with God
Unit 1b What does it
mean to belong in Christianity? About ways in which they belong About how belonging is expressed and shown The concept of belonging to their families That religious people have ways of showing how they belong together To understand that there are a number of religions in the world To understand that religious people feel they belong to a faith About examples of how Christians belong to Christianity To illustrate a sign of belonging That some Christians baptise babies About the symbolism of the cross and the candle used in baptism That baptism is a sign of welcoming into the Church To reflect on the way their families welcome babies The story of Jesus' baptism Why the story is important to Christians To understand the link between this story and the baptism they have seen
Unit 1e How do Jewish people express their beliefs in practise? That Jews have a distinctive pattern to the week, which is reflected in their lifestyle That the Jewish symbol of the mezuzah contains a key belief The key features of the story of the festival of Hanukkah That Jews believe that God has performed miracles in Jewish history That light is seen as representing the presence of God The key features of the story of the festival of Passover How Passover is celebrated Why Jewish people want to remember this event in their history About the qualities of leadership and obedience in the life of Moses The story of Moses and the burning bush About the feelings and emotions in the story To reflect on their own feelings and experiences To evaluate and present what they have learnt about Jewish beliefs and practices
Religion Focus: Judaism Key celebrations: Shavout
*How people in our families
Local History – Robin celebrated in the recent
*About toys and games from the past
*What circuses were like in the past
Hood and Nottingham
*About transport in the past
Design purposeful,
*How to design and make
our own puppets
Design purposeful, | 1,533 | 776 | {
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Standards Based Grading Parent FAQ
What scores are considered passing?
With standards based grading, you no longer think in terms of passing or failing a subject. A score of a 3 or 3D means your child met or exceeded the learning target and can independently do the grade level work. A score lower than a 3 means your child has not yet met the learning target. Keep in mind, many skills take practice to be able to demonstrate independent, grade level mastery.
Why does Brighten use standards based grading?
As a member school of EL Education, we believe that standards based grading clarifies expectations for students, families, and teachers. Standards based grading also separates academic outcomes from habits of scholarship/work habits which provides a better understanding of what the student knows and is able to do. Standards based grading also helps students better pinpoint their strengths and weaknesses which helps them to become leaders of their own learning.
What are the Habits of Scholarship?
Habits of Scholarship are performance character skills that are needed to obtain a standard of excellence in school and life (commitment, craftsmanship, collaboration). These habits of scholarship are intentionally taught and assessed for all students. Habits of Scholarship goals are viewed as just as important as reading, math, science and social studies goals.
Can my child receive extra credit?
No. Students are required to demonstrate understanding by completing the prescribed activities. Students are required to redo any assignment with a score of a 2.5 or lower to be regraded. We believe that redoing work until it is correct is essential to academic success.
Is a 3 an A, a 2.5 a B, etc?
No. A score of 3 means they met the goal. A score below a 3 means the student has not yet met the goal.
What if my child is not mastering the standards?
We have multiple structures in place to help make sure all students "make it up the mountain" of achievement. Students are required to redo work and are provided multiple opportunities to demonstrate understanding. We also offer several intervention programs to meet the needs of our students. Be sure to schedule a conference with your child's teacher if you feel your child needs additional help.
What does my child need to do to earn a 3D?
A 3D means that your child has exceeded the learning target and is doing work that is above grade level without explicit teaching. Tests, projects, and writing assessments will provide opportunities for students to demonstrate understanding at a 3D level.
Can a student perform at a level 3 one grading period then move to a level 1 the next?
Yes. The expectations and learning targets change from one grading period to the next as students move toward the end of grade-level expectations. This means: a student may be progressing toward grade-level expectations during the first marking period, but as expectations increase, the student many not demonstrate the same level of understanding during the next marking period. | 1,217 | 610 | {
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Year 1 Newsletter Wednesday 4 th May
Term 2 Important Dates
We have a busy and exciting term ahead and 1B welcomes back Mrs Clarke on Monday and Tuesdays. Please take note of the important dates and events in the calendar and any changes made to your child's specialist timetable.
6 th May- Mother's Day stall
23
rd
May- Education Week & STOMP begins
25 th May- Open night 5:30-6:30pm
13 th June- Queens Birthday
14
th
June- Pupil free day
21
st
& 22
nd
June- Parent/teacher interviews
24
th
June- end of term 2:30pm dismissal
Specialist timetable
Performing Arts: 1G Thurs, 1L Wed, 1B Tues
Visual Art: 1G & 1B Wed, 1L Tues
PE: 1G Thurs, 1L & 1B Wed
Digital Technologies: 1G Wed, 1L Thurs, 1B Mon.
English
C.A.F.E Reading - We have jumped right into practising all the accuracy and comprehension reading strategies we learned the last term.
Throughout the term, we will be building on our comprehension skills such as questioning owl and jabber the re-teller to better understand the books we read.
VOICES Writing - This term we are learning to write recounts, personal responses, information reports and procedures. We will be focussing on what vocabulary to use for what genre while working hard to improve our punctuation, sentence structure and spelling.
Geography and History- Places and our connection.
This term the Year 1's are exploring the features of places in our community and how people are connected differently at a local scale. We will identify and recognise that people have different roles in the community and what our local community of Seaford has. There will be an opportunity to take part in a community walk and compare the current features to the past and some of the changes that have occurred over time.
Home Reading Program
Students are doing a fantastic job reading at home and remembering their personal reading goals. It is important to engage in reading at home to build your child's stamina and confidence. Please continue to encourage your child to look after their home reading books and place them in their bag to return to school each day.
Inquiry
Continuing on from Term 1 the students will be focusing on the wellbeing program; Resilience, Rights and Respectful Relationships. This term we build on emotions, belonging, resolving conflict, and feeling safe and learn more about problem solving, stress management and seeking help from others.
Maths
This term we are moving forward in our number knowledge and will build skills in addition, subtraction, money, and time. We will be using hands-on activities to help solve equations, partition and practise counting forwards and backwards from different starting points. We encourage you to participate in counting and number games with your children at home to better support their number awareness.
Here Year 1's are using number bonds to help them work out all the different ways to make numbers! | 1,209 | 642 | {
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Tree Profile: European Oak - Quercus robur
General Information: Quercus is a genus of about 600 species of deciduous, semievergreen and evergreen trees and shrubs. Nearly all are slow-growing and longlived species, some reaching heights of up to 40metres. The genus is native to the Northern Hemisphere, extending from cool temperate to tropical latitudes in Asia and the Americas.
Lighting &Temperature: Full sun and good air circulation to discourage mildew problems. Protect from hard frost below -5°C. Shaded branches on Oak bonsai have a tendency to die-back.
Watering: Give plenty of water when fruiting. Do not mist, as this encourages mildew.
Feeding: Once every two weeks at half strength after first growth has hardened off in Spring.
Pruning and wiring: Pruning mid to late Spring, trim new shoots and pinch out apical buds unless extension is required.
Wiring should/can be done from spring through the end of autumn.
Defoliation: Complete defoliation can result in larger leaves and on weaker trees, dieback of lower branches. Infrequent repotting helps reduce leaf-size, as does removal of apical/terminal buds before they extend in Spring.
The tips of most Oak branches will produce a swirl of 4, 5 or more leaves, remove all but the smallest to prompt creation of a new flush of smaller leaves.
Propagation: From seeds, sow seed outside as soon as ripe. Air-layering in late spring, but can be with difficulty. From root cuttings, many also sucker up from the roots, and the suckers may be separated from the roots in autumn or in the following Spring from their formation.
Collecting in Spring or Autumn with the maximum amount of root ball retained when planting the tree in a pot or box to recover.
Do use the method of submerging the potted tree into water after collection for 2 to 3 weeks. The abundance of water enables new roots to easily take in water and stops the leaves from becoming limp and falling.
Repotting: Oak should be repotted yearly as buds start to move in Spring until the tree is 10 years or older, then every 2-3 years. However, it is possible that repotting after the first leaves have opened or in early Autumn, which is better for Quercus robur.
Pests and Diseases: Very susceptible to mildew problems unless good air circulation is provided, also oak wilt, aphids and gall wasps.
Styles: Upright and slanting styles, multi-trunk styles, group planting in medium to large sizes. Suitable for subtle deadwood features.
Pots: Glazed in light and or textured, earthy colours.
Ask Mr. Miyagi……
Q. Hello Mr Miyagi, when is it safe to re-pot my tree?
A. Different types of tree need to be re-potted at different times of the year.
* Deciduous trees should be done now (late winter or early spring), just as the buds have swelled and just before they open.
* Azaleas should be done after they have finished flowering.
* Pines should be done in either spring once the temperature rises or in autumn.
* Junipers can be re-potted anytime, but to reduce the amount of aftercare and any chance of root rot, its better left until mid-spring.
* Figs can be potted from late spring through summer, just as long as the overnight temperature is above 16 o C. It is important that all the wiring has been completed prior to the re-potting as additional movement of the tree after re-potting can damage the fine roots. Re-potted trees should be given a good drink of a fish emulsion after potting and placed into a shaded and wind protected area to recover for 3-4 weeks before slowly reintroducing them back to their normal position.
* Natives can be potted throughout summer, just as the buds have swelled and just before they open.
Members may submit questions to Mr. Miyagi c/o the YVBS web forum or per the club email: firstname.lastname@example.org | 1,523 | 866 | {
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Woodworkers of Central New York, Inc.
Turning Rattles
Demonstration by Robert Love & Ed Siegel – April 12, 2022
attles are one of the earliest toys to which children are exposed. Rattles can be the kind with just rings on a piece of wood or they can be balls with some sort of material captive inside the balls that makes noise. Robert Love demonstrated the later type and since we had time, Ed showed how he makes rattles with captive rings. R
Key Information:
[x] SIZE – Toys like rattles for babies should not be smaller than 1¼" in diameter and 2¼" in length. If it fits through the hole in paper towel roll, it is too small!
[x] FINISH – Use a very natural finish like mineral oil, natural oils, bees wax or even keep plain. Do not use a film finish that can come off while being chewed on!
[x] WOOD – Babies will chew on the rattles so avoid spalted woods, oily woods (many exotics), and generally use hard woods, not soft pine. Walnut can be an irritant for some people so you may want to avoid using it also.
Challenges:
1. Where is the hole (don't make outside smaller than the inside!)
2. Mounting the blank off center and #1 could happen. Mark the center section to ensure the holes are centered
3. Not a lot of meat left at the top and bottom corners of the holes to the outside if you try to turn a thin wall. Go for wall that is between 3/16" and ¼".
Red Area is the Danger Zone!
Process:
Using ¾ thick wood, just because it easy to find.
1. Cut pieces ~2.25" wide (which is 3 X ¾") and 7-8" long. Length depends if you are using a chuck or doing everything between centers.
2. Center piece needs to be marked for the two holes that will be drilled (use a marking template for ease). And also marked the end for mounting between centers. Must be accurate!!
3. Drill the holes.
4. Glue on one side and let the glue dry (thick and fast is nice!)
5. Add beads/bells – about enough to fill in one layer – Don't overfill!
6. Glue on the other side.
7. Mount between centers
8. Turn the blank round
9. Move to Chuck if desired
10. Shape Rattle (using parting cuts to define the hole, or a template)
"Rattlers" – What's Inside?!
[x] Can opt for natural items like rice, dry corn, popping corn, etc.
[x] Wooden beads, turn your own from scraps.
[x] Steal them from a beader's collection.
[x] Buck shot makes a nice sound.
[x] Jingle bells (drill some holes in the rattle for better sound).
[x] Stay away from lead-based stuff! | 1,025 | 619 | {
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Giant Cuttlefish
Sepia apama
Map courtesy of Mapping Unit, Customer and Commerical Services. Map is not intended to indicate spatial distribution of the species, only the bioregions in which the species is found.
The Giant Cuttlefish is a cephalopod which is the same group name as for squid and octopus. Males can grow up to 60 cm long and weigh up to five kg. They have 10 tentacles; this includes eight regular ones and a pair of specialised hunting tentacles. The light, white cuttle-bone often found washed up on beaches is an internal structure used by cuttlefish to control buoyancy. They also have the ability to move backwards using jet propulsion. Giant cuttlefish live for one to two years and are usually solitary when they are not spawning.
Diet
Giant cuttlefish mainly eat small fish and crustaceans. When hunting, special tentacles shoot out from sockets near the eyes and pull prey into their mouths. They use their strong beaks to crush mollusc and crustacean shells.
Breeding
Giant Cuttlefish have the ability to alter their skin colour and texture for camouflage and, as a mating display. Spawning males are very cunning, using stealth, brilliant colour and light displays and deception to attract a mate. Small males sometimes disguise themselves as females to avoid competition with larger males, then sneak in and mate with the female closest to them!
The spawning of Giant Cuttlefish has become a significant eco-tourism attraction in South Australia. They gather at Black Point near Whyalla every winter to mate in great numbers. It is the largest gathering of cuttlefish known in the world and people travel a long way to see the spectacle.
Habitat
Habitat requirements of the Giant Cuttlefish include hard, rocky surfaces with crevices onto which females attach their eggs.
Threats
The last few years their numbers have dramatically dropped for reasons that are still unclear. A Government (across agencies) Cuttlefish Working Group is meeting regularly to determine research and management priorities.
Giant Cuttlefish are threatened by increased salinity levels which decrease the success of eggs hatching.
Disturbance by human activities is another potential threat. They are sometimes victims of bycatch from fishing and are vulnerable to pollution and general habitat degradation.
Bioregion resources
Giant Cuttlefish squirt a jet of black ink when threatened to confuse predators while they escape.
Conservation
The government has now placed a seasonal ban on cephalopod catches in the Black Point area.
You can help the Giant Cuttlefish by:
* not polluting. Anything washed down a stormwater drain goes straight out to sea
* organising a day at the beach picking up litter with your friends and family
* visiting and appreciating Giant Cuttlefish in the wild with your family
* Reporting any sightings of these cuttlefish on Redmap (http://www.redmap.org.au/).
For further information
Public enquiries
For more local information on any of the species in this resource please contact your nearest Natural Resource Centre office on:
Eastwood: (08) 8273 9100
Gawler: (08) 8523 7700
Lobethal: (08) 8389 5900
Willunga: (08) 8550 3400
Education enquiries
For teachers wanting more information about environmental education resources and opportunities please contact the relevant NRM Education sub regional team on:
Northern Adelaide: (08) 8406 8289
Barossa: (08) 8563 8436
Central Adelaide: (08) 8234 7255
Southern Adelaide: (08) 8384 0176
Southern Fleurieu: (08) 8551 0524
Photo by Vicki Billings
Giant Cuttlefish
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Self Advocacy and Self Determination in the IEP
Self determination is the expectation that adults can make decisions and direct their own lives. Self advocacy is the ability to advocate for what we need from other people. All of us take many years to develop self determination and self advocacy skills through lots of trials and errors. In order to direct our own lives we need a vision of what we want to be and where we want to live, as well as the necessary skills.
The type of skills we need include:
Goal setting and attainment
Making decisions and choices
Problem-solving
Self-regulation
Self-advocacy
Self awareness
Students with disabilities have far less opportunities to develop and use these skills. It must be discouraging to have little say in your life and to always be discussed in terms of the disability or behaviour and told what to do. Parents and professionals can become so focussed on the special needs that youth are seen as perpetual children, instead of people who are developing into young adults.
Students with physical disabilities have many challenges to overcome as they face barriers in communication, movement and mobility. It is critically important that they are supported to develop the skills they will need as an adult to be able to decide about and direct their own lives.
One of the tools that can be used to help students develop self advocacy and self determination skills is the Individual Education Plan (IEP). The IEP can include an Alternative Program that focuses on the ability to self advocate. As the
IEP is reviewed regularly skill development can be broken into small steps, appropriate to the student, with a goal to improve and use the skills.
For example, a student may need to learn to communication their needs and choices using Augmentative and Alternative Communication (AAC). It may be as limited as yes and no options, or selecting from a number of choices. For another student it may be communicating to a teacher the accommodations they require to participate in class. For both the IEP can be used to identify the learning expectation and how achievement of the goal will be measured.
Another approach is to actively involve the student in development and review of the IEP. This can begin informally with the parent and/or teacher asking the student about their personal goals, or what is helpful. Gradually the student can become more involved with the IEP until they are a team member working on the development of annual goals and identification of strategies that help them to learn.
This summer the Office of the Provincial Advocate released a report: We have something to say, Young people and their families speak out about special needs and change. Check out the we-have-something-to-say-report-en to find out what youth with special needs think are the challenges they face and some ideas for solutions.
For ideas on measurable Individual Education Plan learning expectations related to self advocacy and self determination check out the A Day in Your Shoes website. | 1,175 | 580 | {
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What happens after that?
5. Take out your initial tacking stitches – the quilt should now hold together.
6. You can now start to bind your quilt. First take in the two side edges of the backing fabric, folding once over towards the quilt edge and then over again so the backing looks like a neat binding around the sides of the quilt. Pin in place. Sew on the machine (straight stitch) or by hand (catching the edges of the binding to the quilt top) up the length of the side. Repeat on the other side.
7. Now repeat step 5 for the top and bottom edge of the quilt. Where the binding meets the sides and crosses you will need to tuck the edge in and fold over to make a neat corner, just like wrapping a present.
8. If you plan to hang your quilt you will need to think about how you might like to do this. The easiest way is to make a quilt sleeve for the back of the quilt. It's a pocket that runs the width of the quilt, through which you can run a wooden baton with hooks or eyelets on the ends. If you don't want to make a sleeve, simply pin to a
display board (if light enough) or perhaps display on a table for people to touch.
Group Quilt Competitions
You can enter your group quilt into a competition such as the Festival of Quilts which has school and adult group quilt categories, or The Quilters' Guild AGM. These competitions always have a theme. Check out the details at www.youngquilters.org.uk or www.festivalofquilts.co.uk.
Young Quilters
The Quilters' Guild of the British Isles St Anthony's Hall Peasholme Green , York YO1 7PW
Phone: 01904 613242
E-mail: firstname.lastname@example.org
www.youngquilters.org.uk
Tips for Finishing a Group Quilt
Group quilts are a great way to be creative, sociable and learn new skills from each other.
Use this easy step-by-step guide to help you put your group quilt together.
www.youngquilters.org.uk
What do I need to finish the quilt?
* Your finished (sewn together) quilt top. This may be a series of patchwork blocks arranged in a chosen formation, usually a rectangular shape.
* Wadding for the middle of your quilt Cotton or cotton/polyester mix is easier to quilt with but if you can only get polyester, get a reasonable quality one, around 4oz heavy. You may not be able to get wadding in the complete quilt size but can always sew pieces together to fit your quilt top.
* Backing fabric – a sheet is always good if you can't find enough fabric. Make sure the backing fabric is at least an inch larger than the quilt top and wadding all the way around.
* Pins for the tacking and binding stages
* Spray-on adhesive (e.g. 505 spray) or brightly coloured thread and a needle for tacking
* A sewing machine for quilting or wool/ thick embroidery thread and a good embroidery needle for knot-quilting (quilting with a machine will make your quilt stronger but knot quilting is easy and students can help with this).
How do I prepare?
1. Layer your quilt like a sandwich. Start by placing the backing fabric, face down on the floor or a large table. Now add the wadding and finally the quilt top, facing up. If you have a spray adhesive like '505' spray, spray each layer before adding the next one. If not, you will need to put a few lines of large tacking stitches (a large running stitch) along the whole length of the quilt in both vertical and horizontal lines. Try not to tack where the seams between blocks are - this makes machine quilting difficult later.
2. Remember, your backing fabric is larger because later this will be folded-in to make a neat, bound edge to your quilt. If your wadding is too big, trim it to the same size as your quilt top without damaging the backing.
3. Thread your machine if you will be machine quilting and keep a few spare bobbins to hand.
What next?
4. Quilt the three layers! You can either:
a). Quilt by hand or machine - Create lines of stitches on the quilt top. (i.e.vertical and horizontal lines). If you're new to quilting, try to follow the style of the design on the quilt top. b). Try Knot-quilting –
Use a large embroidery needle and some thick thread or thin wool. Find a point where four blocks meet and take your needle down through the point, all the way to the back of the quilt, and then come back up. Leave around 8cm of your 'thread end' free and make two small stitches on top of the one you've just made. Then cut the other end of the thread to around 8cm and tie in a tight knot. You could even thread a bead or button on before finishing your knot. Trim the thread ends if they're too long. | 1,717 | 1,062 | {
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Questions to ask in preparation for working with a school
How to get started?
* To get started, initially approach a school you would like to work with using the Letter to Head Teacher template included in the YQ Schools Pack. Most schools are eager to hear from interested volunteers and are keen to promote opportunities for their students to learn a new skill such as quilting which they would not normally have a chance to learn.
* With the Head Teacher's support you are on the path to having a successful YQ club in the school. The school will promote the club to the school and community and this will also raise awareness about Young Quilters and The Quilters' Guild.
* Organise a meeting or phone call with the staff member who is coordinating the YQ club in the school.
* Make decisions with the school staff about how frequently and when the YQ club will run. This will differ depending on the individual school and volunteers involved. You will need to come to an agreement on times that are the best fit for all involved.
* Recruit helpers if needed, either other Guild members or staff from the school. Ideally you should have a ratio of at least 1 adult for every 8 children.
Project Planning
Refer to the YQ Volunteer Handbook for tips and ideas for running workshops with young people (pages 11-15). This contains valuable information from experienced YQ Volunteers on questions like what the ideal workshop length is, what activities are appropriate for which ages and what materials you may need.
Before you begin working with a school, you will need to make some decisions. Work with the school to decide:
Are you doing a short term or 'one off' project?
For example, making a mural to be hung in the school or a textile project as part of a specific unit of study?
Are you planning a longer term project?
For example, will you run a regular quilting club over a term or the whole school year? Longer term projects provide more opportunities for skill development and may start with simple projects working up to more complicated projects.
What resources can the school provide?
Can the school provide sewing machines or will you rely on hand sewing? If you are bringing in your own sewing machine, does it need to be PAT tested by the school? Does the school have a budget for materials? Or will some resources or budget be provided by your Guild region?
What will you make?
This will depend on the length of project and what resources you have available. Popular projects for shorter workshop sessions with a sewing machine are bags and cushions. Volunteers usually find it is better for children to finish a project during the workshop time. The Schools Pack includes instructions for making a Log Cabin Block and a Pin Wheel Quilt which can be adapted for use in schools. The YQ website (www.youngquilters.org.uk) is full of tried and tested projects for young people which appeal to boys and girls, including many seasonal festive projects.
How will you evaluate your work with the school?
Ask the children you are working with what they enjoy about an activity and what else they would like to make. You can also have children complete an YQ Event Evaluation Form to get more ideas. Keep a record of your work with the school using the Events Record and report it to the Guild using the Annual Activity Summary. Evaluating activities helps you to reflect on what went well and learn what you would like to do differently next time. Recording and reporting your work with schools to The Guild helps the Guild to share the best practice you have been using with other volunteers and gives The Guild evidence that it is fulfilling its remit as an educational charity.
Photography
Document your work with the school through taking photographs of the finished pieces. If the children will be photographed as well, use the Photo Permission Form included in the Schools Pack. Please send your photos to the Young Quilter Project Leader so we can feature them in the YQ Newsletter and on the YQ website.
The Quilters' Guild of the British Isles
Telephone: 01904 613242
Registered Office: St Anthony's Hall, Peasholme Green, YORK YO1 7PW
A Registered Charity no 1067361.
Company Limited by guarantee registration no. 3447631 England and Wales | 1,709 | 861 | {
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PUPPY BITING
Some tips to help with biting puppies!
Biting is normal for puppies
Redirect their mouth
Puppies explore the world with their teeth! Dogs mouths are designed to rip and chew stuff. So we shouldn't be surprised when they use their mouth to interact with us or their environment.
Ignoring biting seldom works and it is very difficult to ignore a puppy when they hurt you with those needle sharp teeth.
But there are a few things you can do to help you through this stage of normal puppy development.
How long until your puppy stops biting? Depends on the puppy, depends on how consistent everyone in the house is with enforcing the protocols. But you should see improvement as the weeks go on.
Control their environment
Many puppy problems can be avoided or minimised through good management of their environment and biting is one of them.
Ensuring puppy has enough rest time can help, Just like an over-tired toddler, puppies can become frustrated little demons.
Crate training and/or a play pen for down time can help a puppy get valuable rest time but also teach them it's ok to spend time alone. Which is an important skill for a dog to learn.
Having a routine for puppies of rest, toilet, play is invaluable to teaching them to settle on their own. Give them enrichment toys like KONGs with their daily intake of food in their confinement area to help them settle....just like you might give a toddler a bottle...it helps settle and soothe them.
This also gives you time without a over-stimulated puppy jumping and biting at your every move,
This is vital when you have kids in the house!
Always assume your puppy will bite when your hands go near them, so be prepared!
Be ready to redirect their mouth to a chew toy, a tug toy or anything else they like to play with. Have an armoury of acceptable toys around that you can grab quickly.
If your puppy continues to bite...walk away don't play. No need to yell "No" (which can excite some pups more).
Your puppy will learn playing with you by biting only makes you leave!
Punishment won't help
.Punishing a puppy verbally or physically for biting rarely works to prevent or reduce the behaviour. Yelping like another puppy might work for some puppies but it also excites some puppies more...so they bite more.
While we humans think they should learn right from wrong (and they should) how we do it is important. Punishment just scares them, it doesn't teach them what they SHOULD do and how to play appropriately.
The one thing our pups want from us most is our attention so when they bite walk away, don't play. Be consistent and they will learn biting makes you stop the interaction.
Avoid rough play
While playing roughly with a puppy IS fun. It only teaches your puppy to play in a very excited, highly aroused state.... which means your puppy will bark, BITE and jump up.
Your puppy learns this is how we play with humans. Then as your puppy grows you decide this is not so fun anymore. Instead, play with tug toys and the biting is then directed to the toy, not you! Stop the play as soon as teeth touch skin and walk away with the toy.
Need help? Checkout our online puppy class and other free info at www.goldcoastpetbutler.com.au | 1,160 | 686 | {
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Student Directions for the Mathematics Test
Look at your computer screen. Check to be sure that it has your name. If it does not, please raise your hand now.
Today you will be taking a test called Measures of Academic Progress, also called a MAP test, which is designed to show your mathematics knowledge. Give this test your best effort.
This test has 52 questions. (A Survey test will only have 20 questions.) Use all of your knowledge and best test-taking skills to complete the test.
You will have enough time to read and answer all the questions. Some questions will be easy; others will be more difficult. Be sure to read the directions to each item first, then the problem, and finally, read ALL of the answer choices. If you really do not know the answer to a question, use your best test-taking skills to eliminate some answer choices. Then choose the best answer of the choices that remain. You cannot skip questions.
There are different ways to choose your answer for each question. The best option for most students is to use the mouse to click anywhere on the answer. If this is difficult for you to do, raise your hand and an adult will show you another way to select your answers.
There are two ways to move on to the next question. The best option
for most students is to use the mouse to click on the Go On button. The other option is to press the Enter key on the
keyboard.
You may click on as many answers to a question as you like, but once you click Go On or press the Enter key, you are finished with that question. Your answer is locked into the system, and you cannot change it. You also cannot go back to a previous question.
Since you will be taking the mathematics test today, I want to tell you about some tools that will assist you. Next to your computer are paper and a pencil. You can use them to solve problems. For some questions, a calculator will appear on the screen. You may use the calculator, but you are not required to do so. If you need to move the calculator, raise your hand and an adult will show you how. If you want to remove it from the screen, click the Hide Calculator button at the bottom of the screen. The calculator will not always be there. It will not be there if you're not allowed to use it.
If you are unsure about a word in a mathematics question, raise your hand and an adult will pronounce the word for you. We cannot tell you what the word means, and we cannot explain any symbols.
This probably will not ever happen, but should you come across a question that appears to be missing answers, questions, or instructions, raise your hand so we can help you.
The test will take about one hour to complete; however, it is not timed, and you will be given time to finish.
When you come to the end of the test, your score will be displayed on the screen. It is very important that you do not press Enter or click any buttons. Please cover your screen by flipping down the paper on the top of your computer and read your book silently. An adult will come over and set your station for the next student to use while others are finishing.
If you have any concerns once the test has started, raise your hand and an adult will come to you. We are not allowed to provide you with any additional information during the test other than pronouncing a word in a question for you.
I can now reread any part of the instructions if you have questions. Are there any questions?
You may begin by clicking the Start Test button.
Please note: Ifyou have students using the Mathematics with Spanish Audio test, give the students the special instruction sheet at this point. | 1,262 | 763 | {
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Key Points Peas
} An excellent source of vitamins C and K and a good source of vitamin A and folate. Contain carotenoids that may be good for health and peas are a good source of fiber in the diet.
} Choose firm, bright green, medium-sized pods with no signs of decay or wilting.
} Wash hands with warm water and soap for at least 20 seconds before and after handling fresh fruits and vegetables.
} Refrigerate peas in a perforated plastic bag for up to seven days. Shell peas immediately before using.
} Brighten up soups, stews, and casseroles with colorful peas.
Layered Lettuce Salad
Number of servings: 12
Ingredients:
1 head romaine lettuce, torn in bitesize pieces
1 cucumber, sliced and quartered
1 onion, chopped
1 pound peas, shelled and blanched
6 ounces low-fat plain yogurt
Directions:
} Layer lettuce across the bottom of a serving bowl. Place cucumbers evenly over the lettuce, then add the onions, followed by the peas.
} Spread yogurt on top of peas in a thin layer. Sprinkle grated cheese over all.
} Cover and refrigerate overnight to allow flavors to blend. Serve cold.
4 ounces low-fat cheddar cheese, shredded
} Variations: Add chopped tomatoes, celery, or other fresh vegetables as layers. Use any light salad dressing instead of yogurt.
Per serving: 72 calories; 1 g fat (trace saturated fat); 6 g protein; 10 g carbohydrate; 3 g dietary fiber; 3 mg cholesterol; 76 mg sodium.
Italian Peas
Number of servings: 6
Ingredients:
1 tablespoon canola oil
1 onion, chopped
2 cloves garlic, minced
1 pound fresh green peas, shelled and blanched
1 tablespoon chicken stock
Directions:
} Heat canola oil in a nonstick skillet over medium heat.
} Stir in onion and garlic, cook about 5 minutes.
} Add peas and stir in chicken stock. Season with pepper to taste.
} Cover and cook until the peas are tender, about 10 minutes.
Ground black pepper to taste
Per serving: 90 calories; 3 g fat (trace saturated fat); 4 g protein; 13 g carbohydrate; 4 g dietary fiber; 0 mg cholesterol; 27 mg sodium.
www.eatsmart.ext.vt.edu
VT/0121/HNFE-320-7NP
} Ask children to help you shell peas from fresh pea pods. They will be more likely to try them — and to like them too.
} Wash thoroughly with running water before peeling, cutting, or eating. Do not wash produce until ready to eat.
} Stir peas into cooked rice or barley. Season with herbs.
This institution is an equal opportunity provider. In accordance with Federal law and U.S. Department of Agriculture (USDA) civil rights regulations and policies, this institution is prohibited from discriminating on the basis of race, color, national origin, sex, age, disability, and reprisal or retaliation for prior civil rights activity. (Not all prohibited bases apply to all programs.) This material was partially funded by USDA's Supplemental Nutrition Assistance Program – SNAP – and the Expanded Food and Nutrition Education Program (EFNEP). SNAP is funded by the U.S. Department of Agriculture Food and Nutrition Service and the Expanded Food and Nutrition Education Program (EFNEP) is funded by the U.S. Department of Agriculture, National Institute of Food and Agriculture (USDA/NIFA).
Virginia Cooperative Extension programs and employment are open to all, regardless of age, color, disability, gender, gender identity, gender expression, national origin, political affiliation, race, religion, sexual orientation, genetic information, veteran status, or any other basis protected by law. An equal opportunity/affirmative action employer. Issued in furtherance of Cooperative Extension work, Virginia Polytechnic Institute and State University, Virginia State University, and the U.S. Department of Agriculture cooperating. Edwin J. Jones, Director, Virginia Cooperative Extension, Virginia Tech, Blacksburg; M. Ray McKinnie, Administrator, 1890 Extension Program, Virginia State University, Petersburg. | 1,856 | 865 | {
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THE ROUTE
To walk the entire trail will take approximately 2 hours. This should give you plenty of time to read the information on each board as you go round.
The map suggests an order to walk the route, but you may prefer to do bits at a time, divide it over a couple of excursions, or mix it up completely!
Use your smart phone to scan the QR code below and go directly to the Heritage Trail web page to find lots more information, pictures, and the answers to the quiz questions on the other side of this leaflet.
aghs.jimdo.com/heritage-trail/
DID YOU KNOW?
Acocks Green was a rural backwater until 1852, when the railway came.
Over a period of 25 years after that, many rich people came to live here.
By 1885 Acocks Green was said to be as sophisticated as Edgbaston.
After the Edwardian surge in house-building, Acocks Green was even more successful, with new shopping areas developing outside the centre.
Between the Wars, almost all the fields that still remained were covered with new municipal housing.
Today’s centre is not the original location of Acocks Green, and the Green got its current layout as a tram terminus, a few short rows of shops, a library and a rebuilt inn, all from around 1932.
Arden Road, or Quality Lane, with old cottages, taken before 1900. The tree is still standing: now in the middle of the road!
Acocks Green’s own Five Ways, with the railway station beyond, taken around 1907.
An early 1920s view of Acocks Green from near Dudley Park Road
This trail includes eight heritage information boards and pages on the Acocks Green History Society website.
Discover your Acocks Green heritage!
1. Hazelwood Road is an attractive alternative route to walk down. Do you know what the link is between this road and John F. Kennedy?
2. Why is Greenwood Avenue so wide?
3. Why are the small Arts and Crafts style houses on Shirley Road there?
4. Much of the Green used to flood after heavy rain. This photograph from the 1970s shows what it looked like.
5. Millennium Green is an initiative by local people to provide an oasis of green space on former allotments.
6. What reason might there be for Baskerville House on the Avenue having such a name?
7. What is unusual about the railway bridge at Roberts Road?
8. The canal bridge at Woodcock Lane is the only original one remaining in Birmingham on the Grand Union Canal, and is now statutorily listed.
Answers to these questions and loads more information can be found at aghs.jimdo.com/heritage-trail/
Why not drop into one of Acocks Green’s many cafes and eateries along your route?
There are loads more hidden historical gems to be found in Acocks Green. Why not email us your stories at firstname.lastname@example.org? | 1,136 | 622 | {
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Mark your calendars!
December 9th—4th & 5th Grade Fine Arts Night
December 9th & 10th—Visiting Artist, Jamin Carter
December 11th—4th & 5th John Deere Financial Performance
December 20th-January 4th—Winter Break
10 Tips for a Healthy Holiday
1. Use soap when washing your hands.
2. Spend 20 seconds washing your hands, wrists, under your fingernails.
3. Cover your mouth and nose when coughing or sneezing.
4. Avoid touching your nose, eyes and mouth.
5. Use disposable tissues.
6. Avoid close contact with people who are sick.
7. Avoid sharing food or eating utensils with others.
8. Eat healthy foods, such as fruits and vegetables.
9. Drink plenty of water.
10. If you are sick, stay home and get lots of rest.
Stay safe and healthy this Holiday Season!
1st Grade Tableaus
Students in Ms Nelson’s first grade classroom plan and create a tableau during reading comprehension. (Pictured: A.J. Ortega, Ana Marie Martinez, Ella Marshall, Chris Lessmann, David Borilla)
FREE COLLEGE SAVINGS ACCOUNT
If you haven’t signed up your child for their FREE College Savings Account from Des Moines “I Have a Dream”, please email or call Heather Isaacson to do so. You will need a parent email address and your child’s social security or tax ID number. A one-hour parent orientation earns $30 into your child’s account! We will hold more orientations second semester, so please watch your email and the newsletter for more information! Heather's contact information: 515-971-3705 or firstname.lastname@example.org
Kickin’ it at the Curb Hot Cocoa Event
Thanks to the Findley staff who met parents at the curb with hot chocolate to warm them up. It sure was cold out but staff had a great time meeting and greeting the families and friends of our Findley students.
Harding Mentors
Written by Maya Quintanilla, 5th grade
Harding Mentors have made a huge impact on Findley scholars. The Harding students have visited Findley fifth graders three times this year. We play educational, yet fun activities and learn about how school works at Harding. My mentor told me she joined a group called Wolfpack. It is a group for students who are the leaders of the school. Wolfpack is similar to the K.O.O.L Kids at Findley. Harding Mentors help students develop a positive feeling about going to middle school. Harding Mentors help Findley Scholars!
2nd Grade Weather Celebration
2nd graders showed off their learning on November 25th by having a celebration all about what they’ve learned during their weather unit. Students made fact and opinion books as well as art pieces depicting the different weather events.
Winter Weather
Outdoor recess is an important and valuable part of our school day. Some days, however, it is just too cold to go outside during the noon hour. But how cold is cold? In the Fairbanks Alaska North Star School District, outdoor recess is only cancelled when the temperature reaches 20 degrees below zero. In Des Moines, we are more cautious about cold weather. We will go outside for recess when the outdoor temperature is 15 degrees or above. Please send your child in a warm coat, hat, and mittens.
Read books, earn bucks!
All Findley students were encouraged to read 500 minutes at home during the month of November. It’s not too late for students to return parent-signed book logs to classroom teachers. Help your child to earn $30 in his or her college savings account!
HiSET Classes
Findley parents/guardians who want to complete their high school diploma can sign up for a FREE HiSET class (the new GED program) at Findley. Please call Heather Isaacson for information: 515-971-3705 or email email@example.com. You must be able to attend a three-hour orientation on Thursday, January 8 from 5 - 8 PM in the Findley computer lab. | 1,594 | 859 | {
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Humanity and earth’s ecosystems face an environmental emergency. But that phrase doesn’t capture the scope of what we face.
Let’s imagine we are circling our planet by satellite—and then can zoom down to the earth’s surface to see the situation on the ground.
The island nations of Indonesia and Malaysia contain amazing tropical rainforests. But there are huge swaths of land where the forests have been wiped out—with only some stumps remaining. In other forests, there are vast miles of palm tree plantations where forests once were.
In the forested region of Borneo, the world is alive with amazing plants and animals—beautiful orchids and other flowering plants, birds of many kinds. There are apes, tigers, antelopes, rhinos and even elephants. But all this rich life is rapidly being exterminated as the forests are being destroyed. Three-quarters of Indonesia’s once immense forests are already gone. If things are not stopped quickly, this vast rich ecosystem will be no more—all these animals and plants gone—with consequences for all of us.
Many of Earth’s ecosystems—it’s complex webs of life—are being undermined, compromised and even destroyed. By ecosystem we mean the way in which all the living organisms in any area—the plants, animals, and micro-organisms like bacteria—interact with one another, and with the topographical area (the features of the land—rivers, mountains, desert, etc.)—in a complex web of life. There is a delicate relation between these organisms—they are all interdependent.
Species in ecosystems have been compared to rivets in an airplane wing. Take out one and it’s not necessarily much of a problem (unless it’s some type of central or controlling bolt), but remove a few more and the wing weakens and goes out of whack. A few more, and the entire structure collapses.
Some very important ecosystems—including rainforests and coral reefs that contain the richest life on earth, but also others—are being outright devastated and in some cases, already collapsing or being eliminated altogether. Others, such as the Arctic, are being severely affected. Ecosystems blend into, interact with and can tremendously impact each other, affecting the entire global ecosystem. Humans depend on functioning living ecosystems for our own survival.
New Orleans, the 9th Ward neighborhood. Most of the people who live here are either poor, Black, or both. Five years after being destroyed by the massive Hurricane Katrina, the houses here are mostly in ruins. The neighborhood has been destroyed by the government and an economic system that does not provide for people’s needs. Hurricane Katrina meant people dying, abandoned and trapped in their homes. Police and soldiers came at people with guns, when they needed help. Katrina was a monster—fueled by warmer waters in the Gulf of Mexico. And Katrina is a sign of things to come—the type of more powerful hurricanes and storms that are likely already occurring and will become more common as warming of the planet proceeds.
This is the North Pole. From the air, you can see amazing ice sheets, which seem to stretch endlessly. But compared to 30 years ago, during the late summer they are smaller by about the size of California and Texas combined. They are melting away as the planet warms. The sea ice is melting earlier now, making it harder for polar bears that hunt from the ice to find food at critical times. Bears are powerful swimmers, but now some are drowning, because they have to swim greater distances between floating ice to hunt. And it’s not just the bears—the entire Arctic ecosystem is threatened by global warming. What’s more, the melt of the Arctic will cause dangerous feedbacks, warming the planet even more.
We have to confront this reality. Taking out individual species and groups of species can unravel ecosystems, and ecosystem collapses can cascade like dominoes. Now many factors, with climate change being the leading edge, are coming together to confront us with the threat of not only massive extinction of species, but collapse of some ecosystems and the threat of a cascading impact on the earth’s global ecosystem and the transformation to a different kind of planet that potentially could even threaten human existence. We can’t predict all of the pathways and outcomes, but this is the trajectory we are already on and it must be stopped. | 1,630 | 870 | {
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FIGHTING THE COVID-19
Japan and the rest of the world continue to fight against COVID-19. Do you know what “COVID-19” means? CO means “Corona,” VI means “virus,” and D means “disease.” The number 19 comes from 2019. The virus is spreading all over Japan so we must remain diligent in protecting ourselves and the people around us. We all have a duty to wear a mask, wash our hands, and practice social-distancing. Stay safe!
Virus Prevention by Hand Washing
WHAT'S IN THE NEWS
Welcome to the summer-less summer. With the Coronavirus spreading, many people are staying home this year. According to a poll, over 40 percent have not made any plans. Most people are canceling their travel plans. Summer vacation from school is shorter because of the canceled classes. Adults and children are looking for new ways to spend their summer holidays while they protect themselves from the Coronavirus. How are you spending your holidays? Protect yourself and have a safe and healthy summer!
ENGLISH CHALLENGE
Test Dates for GTEC, Eiken, and TOEIC
GTEC
December 5: 1st, 2nd Grade (all students)
The GTEC tests scheduled for June, July, and August have been canceled. If you are a third grade student and you are interested in taking the GTEC test, please ask Mr. Board!
英検
July 25: Reading/Listening Test / August 23: Interview Test
October 3: Reading/Listening / November 8: Interview Test
January 24: Reading/Listening / February 21: Interview Test
ETS TOEIC
All TOEIC Listening/Reading tests for June, July and August have been canceled. The tests will start again in September. The first test date is September 13th!
The Sign-up for the 2nd Eiken Test begins on August 17th!
SYNONYM SEARCH
Match the words with the same meaning!
1. banned
2. native
3. popping in
4. nuisance
5. barrier
6. wandering
7. cautious
8. bit
9. frequent
10. imagine
a. careful
b. pest
c. picture
d. walking
e. indigenous
f. little
g. barred
h. regular
i. visiting
j. fence
The answers are on the bottom of the page!
CINEMA CORNER
"Have you ever watched Star Wars? It is one of the most famous and popular movies of all time. The first movie came out in 1977. Since then, there have been eleven more Star War movies. The story is about a group of rebels who fight an evil galactic empire to save their friends. “May the Force be with you” is a famous phrase from the movie. The movie franchise is also very profitable. It made over 10 billion dollars at the box office. It is an uplifting story about love, friendship, and courage! Check it out!"
VOCABULARY REVIEW
rebel...反逆者
evil...悪
galactic...銀河系の
empire...帝国
“May the Force be with You.”...“フォースと共にあらんことを。”
famous phrase...有名なセリフ
profitable...有益な
10 billion dollars...1兆590億円
box office...切符売り場
uplifting...精神を高める
courage...勇気
app...アプリ
ENGLISH EXPRESSIONS
“What a cool idea!”
George: It’s so hard to keep my homework organized!
Tom: There’s an app that makes a schedule!
George: Really? What a cool idea!
Synonym Search Answers: 1. g 2. e 3. i 4. b 5. j 6. d 7. a 8. f 9. h 10. c | 1,469 | 828 | {
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What's YOUR Anti-Drug?
WHAT makes a message "stick" with students?
Make it personal!
What used to be generic posters on the wall, become inspirational posters of the students themselves.
Most American kids have something special in their lives - something important enough to stand between them and drugs.
THIS is their "Anti-Drug"
For More Information Contact Kelly | 612.961.7960 or email@example.com
KIXPHOTO.COM | FACEBOOK.COM/KIXPHOTO
Most American kids have something special in their lives - something important enough to stand between them and drugs.
**THIS is their "Anti-Drug"**
With SO many important messages being relayed each day to our students, what makes some "stick", while others do not? We've seen many messages over our lifetime, whether in a handout, pictures in a book or posters on the wall. With this campaign, what used to be generic posters on the wall become inspirational posters of the students themselves.
This project is about delivering a positive message and inspiring others to make healthy choices and find their "anti-drug". Who delivers the message? The students! Students we see everyday in class, on the football field, the basketball court, in school plays, writing music, performing in the band, competing in science fairs, etc.
The project becomes an "original" to each district and it's students. The project concept, photo sessions and school collage are talked about, shared via social media and hung on the walls at school. The message is delivered and shared over and over again.
**What's Included?**
- On Location Photo Session with School Specified Number of Students / Faculty / Staff
- Professionally Edited 12"x12" Individual Photo Squares of Each Participant to be used in collage
- Custom Designed Photo Collage for School Wall (made up of 12x12 Individual Photo Squares)
- Custom Designed (24"x30") 'What's YOUR Anti-Drug' Poster
- Installation of Collage on Designated Wall at School (no drilling / temporary collage)
- 10"x10" Individual Photo Square to Provide Participants at 'Unveiling' of School Collage (optional)
- Standard Photo Release Form for Minor Children (must be signed by parent/guardian)
**Project Pricing**
- $75 Per Participant
20 Participants = $1,500 | 25 Participants = $1,875 | 50 Participants = $3,750 | 100 Participants = $7,500
**Breakdown of Costs**
- $40 Per 12"x12" Photo Square (professionally edited, lustre coating and 2mm matteboard)
- $25 Per Participant to Photograph ($200 per hour / 10 participants per hour)
- $10 Per 10"x10" Participant Photo Square (replica of 12x12, no matteboard)
For more information contact Kelly | 612.961.7960 or firstname.lastname@example.org
KIXPHOTO.COM | FACEBOOK.COM/KIXPHOTO | 1,318 | 625 | {
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**Types of Firepits**
- **Campfire Ring**: A metal ring used to contain your fire that is built directly on the ground.
- **Built-In Fire Pit**: A permanent fixture in your backyard often constructed of stone or brick.
- **Fire Bowl**: A bowl-like metal structure that is available in various sizes and self-contains a campfire.
- **Fire Tub**: Similar to a fire pit/bowl, however the tub is deeper, has a larger capacity and can be square, instead of round.
**Fire Pit Safety**
Keep your fire pit experience safe and fun with the following safety tips:
1. Place the fire pit in an open area on a solid surface, but never on a wooden deck, grass, or any other flammable surface.
2. Never place a fire pit in an enclosed area or indoors.
3. Always keep a fire extinguisher, a garden hose or large bucket of sand nearby to smother the fire if necessary. Your fire extinguisher should be handy, in good working condition, and not close to its expiration date.
4. Use common sense and exercise courtesy as well as caution. Don’t build a fire on a windy day. You don’t want smoke blowing into neighbor’s homes and backyards.
5. Start your fire small. Use recommended fire starters. Never use an accelerant or gasoline to start a fire. Suggested burning materials include wood, fire logs, and charcoal.
6. Never leave the fire unattended. Fire pits are HOT when in use and should be adult-supervised at all times. Extreme caution should be exercised when children are nearby.
7. As a precaution, the fire should be no larger than 3 feet in diameter and 2 feet high. Don’t pile wood too high.
8. Use the wire mesh cover when the fire is lit to control flying sparks.
9. The screen handle is HOT when in use.
10. Use a heatproof barbecue mitt or poker tool to grasp the handle.
11. It is best to extinguish the fire completely once you have finished using it. Use a fire extinguisher, or enough water to douse the fire.
**Local Ordinances**
Local government regulates the use of fire pits so it is important to check with your local office to see which ordinances are in place. A few regulations commonly in order are:
1. the size of the fire;
2. the distance from the fire to structures;
3. the use of fires outdoors during periods of drought or extreme heat; and,
4. whether proper extinguishing is available.
Check with your local government office to see which rules are in effect for your area. Safety is the key element to making sure your fire pit experience is a fun and enjoyable one.
**Types of Wood to Use**
- **Ash Wood**: Ash burns very hot.
- **Maple**: The hard-to-light maple produces little smoke and odor.
- **Fir**: Favorably smelling and easy to burn, fir is a smoky and sparkly wood.
- **Pine**: Plentiful in nature, pine burns easy and has an enjoyable smell.
- **Oak**: Although harder to get burning, oak burns hot and produces little smoke.
- **Spruce**: Smoky and sparkly, spruce is not a high-heat producer.
When finding and using your own wood it is important to remain cognizant of woods overgrown with poison ivy, poison oak, and poison sumac. If you come in contact with this wood when gathering it, you will develop a very itchy and unpleasant rash. Burning these woods will cause the irritants to enter your lungs through inhaling the smoke. Generally this is followed with a painful respiratory infection.
**Throwing a Fire Pit Party**
On cool autumn and winter nights, take the party outdoors and invite friends to gather around your fire pit. Fresh air and the company of others are excellent reasons to spend time outside, even when temperatures are dipping.
1. Make s’mores kits and give them to guests to have some old-fashioned campfire fun.
2. Offer guests blankets so they can wrap up and get cozy.
3. A boiling pot of water or cider is a great way to serve guests beverages. Keep hot cocoa mix on hand.
4. Benches and chairs that can be moved about allow for added comfort. Some guests may like sitting closer to the fire than others. | 1,577 | 889 | {
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Effect of Fire History on Sunflower Seedling Growth
By Luis-Julian Martinez, Neon Webb, and Saverio Giovannelli
Department of Science and Technology, Sonoma State University, Rohnert Park, CA 94928
Introduction
Our research investigates the effects of fire exposure on soil with regard to plants and determining whether it affects their growth. We looked into POM, Particulate Organic Matter, which is soil organic matter between 0.053mm and 2 mm. POM is readily decomposable and serves many soil functions. It is a source of food or energy for soil organisms and nutrients for plants, it enhances soil structure leading to increased water filtration, aeration and resistance to erosion. This experiment could prove to be of importance to the Pepperwood community because it will help determine how long it takes for burnt soil to be fertile enough to support life. Low intensity wildfires often help clear out dense forest stands allowing the growth of new vegetation. Intensive burns can cause damage to soil properties, since soil consists of sand, silt, and clay particles, causing the loss of soil structure.
Materials & Methods
• Collected 3 soil samples at 3 different burn severity levels at Pepperwood Preserve. Dr. Kozanitas helped us find three locations at Pepperwood with the correct levels of burnt soil.
• We planted a fast-growing sunflower species (Asteraceae) in the different fire affected soils. We grew the plants in the on-campus greenhouse.
• We checked on the plants growth every other day and recorded any changes observed. We checked on the nitrate levels as well as the pH levels with every visit.
• We planted 3 pots in each treatment level; Low, Moderate, and High fire intensity.
• Each pot has 3-4 seeds, separate by 6 inches wide and 2 inches deep
• The materials and resources we used to conduct this research included a soil nitrate kit, a pH soil meter, a gardening shovel, and the green house provided by the Sonoma State University Campus
• We calculated means and standard errors using JMP statistical software and a model that included soil type and individual plant pot. Graphs were generated in Excel.
Results
Figure 1: Shows the different levels of post fire soil. The low and moderate soil types were able to grow and provide nutrients for the plants. The high intensive post fire soil did not grow at all.
Figure 2: This graph shows the average height in centimeters in three different types of fire affected soil. The low burned soil had the best nutrients to support plant growth and the moderate burned soil had some of the seedlings sprout but not all. The highly affected soil had an absence of nutrients which, as a result, had no growth.
Discussion
Through our research we were able to find that none of the seeds germinated in the highly burned soil, some of them germinated in the moderately burned soil, and all the seeds germinated in the low burned soil and the nutrient levels in each type of soil differed with the highly burned soil having the lowest levels. Even though a whole year has passed since the fire, the highly burned soil still isn't fertile enough to support plant growth yet. Through having these results community partners such as Pepperwood Preserve who have been affected by fires or are at risk of fires in the future can use our research in restoration of burned areas. By knowing the soil environment (levels of nutrients contained in the soil like nitrate and phosphorus) in which vegetation such as sunflower shoots strive, in fire affected soil, they can know when it is the right time to start the restoration process. In some instances, you will have to wait a year or longer.
References
González-Pérez, J. A., González-Vila, F. J., Almendros, G., & Knicker, H. (2004). The effect of fire on soil organic matter—a review. Environment international, 30(6), 855-870. | 1,600 | 815 | {
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| Conversation Starters |
|----------------------------------------------------------|
| Parents, share “little boy”/“little girl” story. |
| What is your favorite family tradition? |
| If you could do one thing everyday, for the rest of your life, what would it be? |
| What made you feel proud today? |
| If you could paint the world what color would you use? |
| What makes you most excited about tomorrow. |
| Share a favorite summer memory. |
| Show your funniest face. |
| What would you teach the class if you were the teacher? |
| Tell me something you know today that you didn’t know yesterday. |
| Let’s make up a new family tradition. |
| Tell us about a time when you were really embarrassed. |
| Conduct the marshmallow experiment. Or something similar. |
| What is your favorite thing about yourself? |
| If you could design a zoo, what animal would you have the most of? |
| Would you rather watch a movie with no sound or listen to a radio program with no image? |
| What would you do to improve the world? |
| If you could trade places with anyone for one day, who would it |
Tip: Cut these out and put them in a jar. Pick one out and keep the conversation going.
www.bettefetter.com
Conversation Starters
1. Parents, share “little boy”/“little girl” story.
2. Tell me something you know today that you didn’t know yesterday.
3. What is your favorite family tradition?
4. Let’s make up a new family tradition.
5. If you could do one thing everyday, for the rest of your life, what would it be?
6. Tell us about a time when you were really embarrassed.
7. What made you feel proud today?
8. Conduct the marshmallow experiment. Or something similar.
9. If you could paint the world what color would you use?
10. What is your favorite thing about yourself?
11. What makes you most excited about tomorrow?
12. If you could design a zoo, what animal would you have the most of?
13. Share a favorite summer memory.
14. Would you rather watch a movie with no sound or listen to a radio program with no image?
15. Show your funniest face.
16. What would you do to improve the world?
17. What would you teach the class if you were the teacher?
18. If you could trade places with anyone for one day, who would it be?
Tip: Cut these out and put them in a jar. Pick one out and keep the conversation going.
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The Importance of Calcium
There is more calcium in the body than any other mineral and it has several important functions.
These include:
Helping build strong bones and teeth.
Regulating muscle contractions, including heartbeat.
Ensuring blood clots normally
Luckily there are lots of calcium rich foods, which can be consumed by most people irrespective of their diet limitations. Milk, cheese, yoghurt and ice-cream are all tasty and well known sources of calcium but keep in mind that Swiss cheese contains the highest volume of calcium in cheeses. Vegetarians can also find their healthy dose of calcium in broccoli, kale, cabbage, spinach, asparagus, carrots and mushrooms. Garlic, onions, green beans as well as potatoes and tomatoes, are all great sources of calcium rich foods. A variety of fruits also contain calcium such as apples, oranges, grapes, pineapples, strawberries and cherries. Eggs, chickpeas, gingerroot, beef, ham, chicken and even sesame seeds also contain calcium, the list is practically endless.
Vitamin D plays a major role in the absorption of calcium and phosphorus into the stomach, and in their proper utilization in the body. This helps to keep our bones and teeth strong, and stops calcium depositing where it shouldn’t for example in the blood vessels and kidneys which could lead to kidney stones. There are many benefits to having proper levels of Vitamin D in the body.
www.calciumdeficiency.co.uk
Below is a list of some of the foods that contain calcium, the recommended daily dose for adults is 700mg per day.
Whole Milk (250ml) – 295mg
Semi Skimmed milk (250ml) -306mg
Skimmed Milk (250ml) – 307mg
Cheddar Cheese (30g)– 216mg
Cottage Cheese (112g small pot) - 82mg
Ice-cream (1 x 60g scoop) – 78mg
Yoghurt (125g pot) – 187mg
Fromage Frais (100g pot) – 86mg
Fortified Soya Milk (250ml) – 347mg
Soya Milk (250ml) – 32mg
Cooked Spinach (3bsp) – 144mg
Cabbage (3 tbsp) -32mg
Sardines (1 Sardine with bones) – 108mg
Cooked Prawns ( 10 prawns) – 33mg
Tinned Salmon (100g small tin) -93mg
Red Kidney Beans (2 tbsp) – 50mg
Baked Beans (200g small tin) – 106mg
Sesame Seeds (1 tbsp) 80mg
Brazil Nuts (small handful) – 34mg
Peanuts (small handful) – 18mg
2 x Dried Apricots – 58mg
Orange Juice (250ml) – 25mg
1 x Avocado - 19mg
Anything made with fortified flour and grains such as breads and cereals
We would like to thank the Dairy Council for allowing us to use this recipe, please check out their website for more ideas. www.milk.co.uk
We would like to thank the lovely people at Onken who kindly allowed us to feature their recipes.
**Yoghurt Meringue Mess (serves 4)**
**Ingredients**
- 12-15 strawberries, hulled
- 2 tsp sugar
- 2 tbsp port or apricot or cherry wine (optional)
- 100ml double cream, whipped
- 410g Onken Cherry Yoghurt
- 4 small meringues, broken up
Mash the strawberries a little with the sugar and the port or wine, if using. Mix the whipped cream with the yoghurt. Fold in the meringues and the strawberries and serve.
**Jelly Berry Mousse**
**Ingredients**
- 200g Onken Raspberry Yoghurt
- 1 packet raspberry jelly
- 125g fresh raspberries
- Required to set jelly; mini jelly moulds or ½ litre jelly mould
- To serve: A lovely dollop of Onken Raspberry Yoghurt along with the remaining raspberries.
- 200g cherries, pitted
Dissolve the jelly in 200ml of boiling water. Leave to cool for 20 minutes. Combine the setting jelly with the Onken Raspberry Yoghurt and 50g of the raspberries, whisk and then allow the mixture to stand for 15 minutes and then whisk again. Pour the yoghurt jelly mixture into a ½ litre mould or mini moulds to set. To turn out dip the mould in hot water for 10 – 20 seconds and tip out onto a serving plate's. Serve with extra Onken Raspberry Yoghurt and the remaining raspberries.
firstname.lastname@example.org Tel: 01206 744552 Fax: 01206 744492 | 1,872 | 1,030 | {
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The dry season 2014 was a really dry one. The young orange and mandarin trees are particularly affected. To irrigate them is a big challenge, because bringing water from the creek to the plants is an enormous effort. For this reason, water reservoirs are going to be built all over Finca Bayano.
Another project, that must be completed before the rainy season begins, is the construction of terraces. As soon as the rain is coming back, the terraces are going to be cultivated.
To be more independent from precipitations, we are going to dig water reservoirs.
The reservoirs can be dug everywhere due to the slight inclination of the land. It takes one strong shower to refill. This will give us the ability to irrigate as long as necessary.
After the hole has been dug, a special plastic foil is put inside. Due to their narrowness, the reservoirs may be covered easily with natural materials. That helps against evaporation and avoids insect breeding. The water reservoirs will be laid out in such a way that the distances to the plants are as small as possible.
There will be inlet and outlet pipes, with valves, to keep the reservoirs closed.
The next newsletter will be about water reservoirs.
As soon as the rainy season starts, we are going to cut the grass.
The sky was very cloudy on this day, however, we will have to wait a few days more until the rainy season will start.
Cashews are the most important trees at Finca Bayano.
This tree has been planted two years ago.
It will bear fruits this year for the first time.
These evergreen providers of shade are even growing quickly in poor soil. They are called marañon in Spanish.
Neither cashew-apples nor cashew-nuts can be found in the markets in Panama.
Once the fruit is ripe, the cashew-apple is very soft, which makes transport and storage almost impossible.
Unlike in other countries, the cashew-nuts are hardly eaten in Panama. This is possibly due to the abundance of food in this country.
There are about 400 cashews growing at Finca Bayano already.
With the beginning of the rainy season we are going to plant another 1,000 trees.
This is how they are being planted:
Two thirds underneath the soil.
Free running horses come for the ripe fruits, as soon as they have fallen down, or they even pick them from the trees as high as they reach.
The animals pick up the whole fruit to suck out the juice, however, half of the liquid runs out of their mouth. Eventually, they spit out the nut, which is destroyed by their teeth and cannot be used as a seed anymore. In the dry season, horses have no other sources to quench their thirst.
Once cashews are ripe the juice may be squeezed out by hand since the cashew apple is extremely soft.
The starfruit, or carambola, is one more fruit that ripens during the dry season.
I have ordered 1,000 seedlings.
Once fallen from the tree, the fruits are kept in a bucket to post ripen a few days.
Eventually, three or four seeds may be taken out of one fruit.
Furthermore, we are going to plant 1,000 coconut palm-trees. That number sounds very high, but spread over 75 acres of Finca Bayano, it’s only 15 trees per acre. And some of them might not survive.
This part of Finca Bayano is in need of some 'repair'. Fortunately, the substance is still good enough to stop the erosion in this area.
The rocks are being used to build the walls and the red soil will be used to fill the lower layers.
Once the rainy season starts the terraces will be cultivated.
To find out what works better, the upper layers of the terraces are going to be filled with various soils.
This photo shows how we get highly fertile soil from a dry river bed.
We don't have to worry about this part of Finca Bayano. It has recovered extremely well.
No more traces of seven decades cattlebreeding can be seen here.
The king grass, one of our most important fertilizers, grows up to 12 feet.
Papayas are growing very well where the soil is loose and where there is enough water.
This is one of the parts of Finca Bayano which stays green even in the dry season. It’s very close to the creek.
This is our biggest mango-tree. It’s about eight feet high and we hope it will bear the first fruits next year.
And this is how the pineapples grow in 2014. Almost every plant is bearing a fruit.
This is how we started two years ago.
Eventually, they have to be eaten.
‘Marlon’s Mix’ is made of pineapples and bananas and it’s only available at:
Finca Bayano | 1,611 | 998 | {
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Encourage 'Thinkering' in Problem Solving
NATS/NATM 2019
Rob Nickerson
email@example.com
Grade 3-Watching Wheels-3.01
If there are 50 wheels on vehicles parked in our school, how many vehicles could there be?
Think
• If all the wheels are on motorcycles, how many motorcycles are there?
• Could all 50 wheels be on cars only? How do you know?
• How will you record the different combinations of vehicles for 50 wheels?
Grade 4-Making a Million-4.01
Suppose we could place one million dollar bills end to end. What would the total distance be?
Think
• Will you need one million dollar bills in order to answer this question?
• If we placed the first dollar bill at the entrance of our school, how far do you think one million dollars would reach?
• In order to measure the length of a million dollar bills, what do you need to find out?
• How might you organize your work?
Grade 5-State Populations-5.01
What do you think our state’s population will be in 10 years?
Think
• How many people live in our state now?
• Is knowing the current population of our state enough information for you to predict the population in 10 years?
• What other information do you need to predict the population in 10 years?
• How will you arrange the data to help you make your prediction?
Warm Up
A new tunnel will be exactly one kilometer long. The machine bores 1/3 meter every 6 hours. If they work 24 hours a day, how many days will it take to bore the tunnel?
ORIGO Stepping Stones
A Question or a Problem
“What do I know?”
“What am I trying to figure out?”
Encouraging Reflection and Justification
“Hmmm… I notice…”
“I wonder if…”
Gathering Information
“Now that I’ve seen a pattern, let me keep trying…”
Problem Thinking
“Let me try…”
“I think I know where I can start…”
Tinkering
“I don’t get it!”
“Do I understand the question?” “Argh! I want to give up!”
Stumped!
“Can I do this mentally?”
“Do I need to draw it out or use a model?”
“Do I need some other tool to show my thinking?”
Making the Mathematics Visible
Adapted from: C. Charney and J. Maxfield
How do we create a good problem-solving environment?
• Be a model problem solver
• Allow for risk taking and mistake making
• Ask good questions
• Require students to justify their thinking
• Understand that it is not a straight path to the solution | 1,035 | 581 | {
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Martin Luther King Jr is well-known for his leadership during the African American Civil Rights Movement. He was born in 1929 and later became famous for his “I have a dream” speech in 1963, when he helped organize the March on Washington. He played a vital role in ending segregation in the South, which brought about the construction of the Civil Rights Act of 1964 and the Voting Rights Act of 1965. Among prominent civil right leaders are many others that have gone unnoticed around the world, one of which is Kathryn Harrison, a tribal member of the Confederated Tribes of Grand Ronde.
Kathryn was born in 1924, the same year that the Indian Citizenship Act became law. Although she led a tough life, she persevered and later became known for her resiliency and fight for restoration for the Confederated Tribes of Grand Ronde. In 1954 President Eisenhower signed the Western Oregon Termination Act, which deprived Western Oregon tribes of recognition and terminated them. Termination meant that the tribes lost all of their treaty rights and land, as well as the small amount of services they were receiving from the government. The next thirty years were hard for the people of Grand Ronde. Many moved away because they could not afford to buy their land from the government and many could not find work in the area to support themselves and their families. Many relationships and family bonds were broken when families had to disperse to find work.
Efforts for restoration began in the 1970’s by other tribal members, such as Margaret Provost, Marvin Kimsey, and Merle Holmes. Kathryn Harrison joined in on the journey in 1982 to fight for federal recognition. Government officials such as Oregon Senator Mark O. Hatfield, Representative Les AuCoin, and Governor Victor Atiyeh helped support Grand Ronde in its efforts towards restoration. Tribal members gathered in a small building on the only piece of land that was left after termination, the cemetery. They were left to write letters by hand, because they had no money to purchase typewriters.
Their challenges were threefold. First, the Grand Rondes had to overcome opposition by the neighboring communities, who were threatened by rumors of impending tribal land acquisition. Second, they had to garner the support of other tribes, who were fearful that the federal government might reduce their own meager benefits if another tribal entity lobbied for its share. Third, they had to convince Congress that this bill was not a Pandora’s box, opening the way for a myriad of illegitimate claims. (Olson, 2005, p. 109).
With no money, the tribe had to do everything they could to raise money to fund their efforts towards restoration. This included selling baked goods, raffles, bazaars, movie showings, applying for grants and reaching out to various communities in the surrounding area for support. Kathryn states, “How many of each other’s cakes and cookies we bought, [when they could have knocked on any door and been invited in to share a treat for free” (Olson, 2005, p.112).
After several trips to Washington D.C. the Grand Ronde Restoration Bill was presented on September 14, 1983. A month later Kathryn Harrison stood before the House Interior and Insular Affairs Committee and presented her speech in hopes of convincing them to pass the Restoration Bill. In November, Kathryn returned to Washington D.C. for the floor votes. On November 11, 1983 “the Grand Ronde Restoration Act passed the Senate without amendment by the voice vote” (Olson, 2005, p.121). The next day the act was presented to President Reagan, where he signed it eight days later making the act Public Law 98-165 on November 22, 1983. “That very day, health-care benefits were extended to the nearly three thousand enrolled Grand Ronde members…other benefits quickly followed” (Olson, 2005, p.121).
Today, the Confederated Tribes of Grand Ronde hold a special celebration on November 22nd every year in remembrance of the day the tribe once again became federally recognized and restored. | 1,593 | 854 | {
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This week we will be inventing, planning and writing our own scene based on ‘Taking Flight’.
Watch the film again to refresh your memory!
Imagine you are writing the film – you are going to create another adventure for the boy and his Grandad. Have a think about where you would like your scene to be set and who the enemy will be. You can use one of our suggestions (you’ll find these on the next couple of slides) or you can come up with your own.
Setting suggestions
- Desert
- Under the sea
- Antarctic
- Cave
- Mountains
- Lake
Enemy suggestions
Scorpion
Shark
Yeti
Bats
Giant birds
Piranh
Draw a picture of your setting and enemy in your workbooks – if you think of any descriptive words or phrases whilst drawing jot these down to use later in the week!
Remind yourself of the idea that you came up with yesterday. Where is your scene set and who are the boy and his Grandad going to meet?
Create a story board for your scene from start to finish.
Consider:
- How did they arrive at your setting?
- What are they travelling in? Remember that the wagon can change into different objects.
- How do they meet the enemy and what happens when they do?
- How do they escape?
Here is an example of a story board. It should include a picture of each stage of the scene and a short caption beneath explaining what is happening.
Here is a WAGOLL of an opening of a scene. Read it and pick out all of the features that you think makes it effective.
Gliding through the water, the red submarine made it’s way towards the vibrant coral reef. Fish swirled gracefully past the small round windows as the boy peered out in wonder. “Quick! We’ve got company!” shouted the boy’s grandad. The boy rushed to the front of the submarine to see what the commotion was about. An ominous, black shadow was approaching the submarine. A shark! As it swam closer the boy’s heart began to pound in his chest. Rows of teeth as sharp as razors gleamed out from it’s menacing smile. On the side of it’s head, small beady eyes glared at the boy.
Gliding through the water, the red submarine made its way towards the vibrant coral reef. Fish swirled gracefully past the small round windows as the boy peered out in wonder. “Quick! We’ve got company!” shouted the boy’s grandad. The boy rushed to the front of the submarine to see what the commotion was about. An ominous, black shadow was approaching the submarine. A shark! As it swam closer the boy’s heart began to pound in his chest. Rows of teeth as sharp as razors gleamed out from its menacing
Which parts did you like the best and why? Can you use these as inspiration to create your own phrases that you can use in your scene story. You do not need to write a whole paragraph – just some words/phrases that you can use when we begin writing.
The time has come to write your own scene!
To create a fantastic story you should:
• Use your story board to help with the order
• Use LOTS of description to interest the reader – paint a picture in their mind’s eye.
• Take your time, you have today and tomorrow to complete this so don’t rush. Use the time to make it as good as you possibly can.
• Try to use a range of features such as similes and fronted adverbials.
• Start your sentences in a different way each time.
Finish your story if you didn’t finish it yesterday.
Once you have finished, with a different coloured pen/pencil go back and edit your writing. Check your punctuation and improve any sentences that you can.
Extra task: Can you turn your story into a book using materials you have in your house? You can then read your story with other members of your household. | 1,344 | 815 | {
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Hundreds of women from New Jersey served as nurses in hospitals in New Jersey, Washington or closer to the front. Many went on their own, while others were nuns or members of other religious orders or relief societies. Their services were voluntary and unpaid, except for rations or a food allowance from the army.
The most famous nurse from New Jersey was Cornelia Hancock, a Quaker woman from Hancock’s Bridge in Salem County. On July 5, 1863 she left for Pennsylvania with her brother-in-law, who was a doctor, to help care for the casualties at Gettysburg. She served the rest of the war at the front, helping to organize field hospitals and tending the wounded.
Georgiana Willets left her home in Jersey City to serve the army as a nurse in the spring of 1864. She worked at the hospitals of the Second Army Corps at Fredericksburg in May and then moved to City Point, near Richmond, in June. In September she fell ill herself, and had to return home to recover. She intended to return to work in the spring of 1865, but the war ended before she could do so.
Two of the most famous women nurses of the war also had connections with New Jersey. Clara Barton served as a nurse in the field from 1862-1865, and later founded the American Red Cross in 1881. She taught school in New Jersey from 1851-1852 in East Windsor, Mercer County, and in 1852-1854 in Bordentown. Dorothea Dix supervised all the army's nurses from 1861-1865. After the war Dix returned to New Jersey and spent her final years as a guest of the Trenton Psychiatric Hospital, which she had founded in 1845. She died there in 1887.
Not all of New Jersey's nurses were female. Walt Whitman, the noted poet, went to Virginia when his brother George was wounded at the battle of Fredericksburg in late 1862, and stayed on as a nurse in Washington. In 1873, he moved to Camden where he wrote and published *Memoranda During the War* (1875) describing his wartime service. He died in Camden in 1892.
Clara Barton (1821-1912). Born in Massachusetts, Barton spearheaded a campaign in Bordentown to establish a free public school supported by the town. She served as a nurse from 1862-1865. Following the war she lectured about her wartime experiences and became a popular speaker. She is best remembered, however, as the founder of the American Red Cross in 1881. (Miller, *The Photographic History of the Civil War*, after a wartime photograph by Matthew Brady) | 1,028 | 569 | {
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Detective Bear has a new helper...
MEET MISS KITTY WATSON!
Hello, Everyone! Would you like to learn about community cats and how you can help them?
Awesome, let's get started!
Bear’s Angels
BearsAngels.com
TortorellaFoundation.org
Just like you live in a community with neighbors, some cats live in a community too.
When cats and kittens live outdoors together, they are called community or feral cats.
Since community cats have never shared a home with humans, they can be afraid of them.
Like pet cats, community cats need food, water and a safe place to live.
Kind people, called caretakers, help feral cats. They put out food and water. They also build shelters to protect them from hot and cold weather.
Can you find the highlighted words in the puzzle?
Great job! Now you can share what you’ve learned about community cats.
Start helping by collecting cat food. You can also build shelters with your classmates or family. Look online for examples of cat houses.
Contact your local animal shelter to find out more ways that you can help!
Just like you live in a community with neighbors, some cats live in a community too.
When cats and kittens live outdoors together, they are called community or feral cats.
Since community cats have never shared a home with humans, they can be afraid of them.
Like pet cats, community cats need food, water and a safe place to live.
Kind people, called caretakers, help feral cats. They put out food and water. They also build shelters to protect them from hot and cold weather.
Can you find the highlighted words in the puzzle?
Great job! Now you can share what you’ve learned about community cats.
Start helping by collecting cat food. You can also build shelters with your classmates or family. Look online for examples of cat houses.
Contact your local animal shelter to find out more ways that you can help!
Just like you live in a community with neighbors, some cats live in a community too.
When cats and kittens live outdoors together, they are called community or feral cats.
Since community cats have never shared a home with humans, they can be afraid of them.
Like pet cats, community cats need food, water and a safe place to live.
Kind people, called caretakers, help feral cats. They put out food and water. They also build shelters to protect them from hot and cold weather.
Can you find the highlighted words in the puzzle?
Great job! Now you can share what you’ve learned about community cats.
Start helping by collecting cat food. You can also build shelters with your classmates or family. Look online for examples of cat houses.
Contact your local animal shelter to find out more ways that you can help!
Just like you live in a community with neighbors, some cats live in a community too.
When cats and kittens live outdoors together, they are called community or feral cats.
Since community cats have never shared a home with humans, they can be afraid of them.
Like pet cats, community cats need food, water and a safe place to live.
Kind people, called caretakers, help feral cats. They put out food and water. They also build shelters to protect them from hot and cold weather.
Can you find the highlighted words in the puzzle?
Great job! Now you can share what you’ve learned about community cats.
Start helping by collecting cat food. You can also build shelters with your classmates or family. Look online for examples of cat houses.
Contact your local animal shelter to find out more ways that you can help! | 1,216 | 733 | {
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INTRODUCTION
In this experiment, *Callosobruchus maculatus* and black eye beans are utilized. *C. maculatus* has a short generation time and it is easy to manipulate with limited resources. They lay eggs on the beans so the larva can develop and emerges from this seed which creates the holes. These holes are an indicator of how used a bean is, and for this experiment we defined beans with 1-2 holes as “used” and beans with 3-4 holes as “very used”.
HYPOTHESIS:
We assume that between virgin and used beans, the beetles will always choose virgin beans to lay their eggs. Furthermore we assume that beetles will choose the least used beans when presented with both used and very used beans.
METHOD
“virgin vs. used”
![Diagram showing virgin beans and used beans in different compartments of the petri dish and a pair of beetles are placed separately.]
**Figure 1:** Experiment 1 tested beetles’ preference between virgin beans and used beans. Virgin beans and used beans are separated in different compartments of the petri dish and a pair of beetles are placed separately.
“used vs. very used”
![Diagram showing used beans and very used beans in different compartments of the petri dish and a pair of beetles are placed separately.]
**Figure 2:** The second experiment tested beetles’ preference between different degrees of used beans. Used beans and very used beans are separated in different compartments of the petri dish and a pair of beetles are placed separately.
RESULTS
**Figure 3:** The number of new eggs in experiment 1. Control group on the left, labeled control, shows an even distribution on where the beetles chose to lay their eggs (P = 0.9543), whereas experiment 1, labeled mixed, on the right side shows a significant preference (P < 0.0001) towards virgin beans.
**Figure 4:** The number of new eggs in experiment 2. Control group on the left, labeled control, shows an even distribution on where the beetles chose to lay their eggs (P = 0.7023), whereas experiment 2, labeled mixed, on the right side shows a preference towards used beans (P < 0.0001).
EXPERIMENTAL QUESTION
Experiment 1: “virgin vs. used”
Do they prefer **virgin** beans rather than **used** beans for oviposition?
Experiment 2: “used vs. very used”
Do they prefer **used** beans rather than **very used** beans for oviposition?
**Figure 5:** The number of new eggs in virgin beans are significantly **larger** than those in used beans in experiment 1: “virgin vs. used”
DISCUSSION
**Virgin vs. used:** Female bean beetles prefer to oviposition on **virgin beans** when given the choice between virgin beans and used beans. This confirms our hypothesis.
**Used vs. very used:** Surprisingly the bean beetles oviposition more on more **used beans** when given the choice between more used beans (3-4 holes) and less used beans (1-2 holes). This is the opposite of our hypothesis, reasons for this might be:
- The **size** of more used beans are larger than less used beans
- The more used beans was in general **better quality** and this explains why they were more used in the first place, before our experiment.
- The used beans overall might have been **rotten** inside, and this made the beetles prefer some beans over others.
However, it is a big variation in the number of eggs laid on less used beans.
TAKE HOME MESSAGE
Bean beetles prefer to lay their eggs on virgin beans when given the choice between virgin beans and used beans. When they are given the choice between less used beans and more used beans the result is much more indefinite. In further research it would be interesting to look deeper into if the bean beetles prefer less used or more used beans for oviposition. | 1,643 | 841 | {
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WASTE COLLECTION AND RECYCLING
Your waste may contain both hazardous and valuable substances. Sorting your waste appropriately means that it can be disposed of in a safe manner. Most waste can be recycled. In this way, you help protect people and the environment. By reusing materials again and again, you also help saving on energy and natural resources.
Do you have large heavy items that you would like to get rid of? Perhaps worn out furniture or a television that does not work? Many apartment buildings have a dedicated area for bulky waste like that. If your apartment building does not have such an area, speak to your landlord who may be able to arrange for your bulky waste to be collected. Bulky waste should otherwise be taken to a recycling centre.
To find out more about waste collection and recycling in the municipality of Östersund, visit ostersund.se/sopor
**Plastic packaging**
Examples of plastic packaging are plastic bags, carrier bags, clingfilm, plastic cans, plastic bottles, polystyrene and disposable mugs and plates of plastic - with or without prints or patterns. Large pieces of polystyrene from, for example, the packaging of your new TV, can also be sorted as plastic packaging waste.
**Paper packaging**
Examples of paper packaging include pasta boxes, flour bags, milk and juice cartons, paper bags, wrapping paper, small-sized cardboard boxes and disposable mugs and plates of paper. Larger cardboard boxes can also be sorted as paper packaging.
**Metal packaging**
Examples of metal packaging include food tins, tubes, empty spray cans, bottle caps, aluminium foil and moulds and emptied paint tins.
**Glass packaging**
Only bottles and jars of glass. Sort your glass waste as transparent glass and coloured glass. Drinking glasses, mirrors, porcelain and similar items should not be sorted as glass packaging - these are 'residual landfill waste'. Despite light bulbs and energy-saving lights being made of glass, they are still considered to be 'Hazardous waste'.
**Newspapers and writing materials**
Examples of newspapers and other writing materials are daily and weekly newspapers, magazines, flyers and advertisement, catalogues, brochures, writing and drawing paper.
Sort newspapers and writing materials according to what they are. Wipe off any items that might be a bit sticky or smelly and take to your local recycling collection point. If you live in an apartment building then you might find a special container for newspapers and writing materials in the shared recycling and waste bin area. All packaging and newspapers should be placed loose (not bagged or bundled) in the container.
**Take all packaging and newspaper waste to your local recycling collection point.**
---
**Recycling Centres, opening times:**
**Odenskog:**
- Monday, Wednesday 7 a.m. – 7 p.m.
- Tuesday, Thursday, Friday 7 a.m. – 4 p.m.
- Saturday 9 a.m. – 1 p.m.
You can always find up to date opening times at www.ostersund.se/sopor
**Lit:**
- Monday, Wednesday 4 p.m. – 7 p.m.
- Saturday; odd numbered weeks 9 a.m. – 1 p.m.
**Brunflo:**
- Tuesday, Thursday 4 p.m. – 7 p.m.
- Saturday; even numbered weeks 9 a.m. – 1 p.m. | 1,352 | 695 | {
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Simple Exercises
1. Point your foot up and down.
2. Make circles with your foot. Change direction.
3. Place your foot on the floor. Rock your foot from side to side, lifting the inner and then outer border of your foot.
4. Sit with your leg straight out in front of you. Put a towel round your foot and pull it up towards you. Feel a stretch in the back of your calf.
Please Note: These exercises should not increase your pain. Perform each exercise gently and slowly, only moving as far as feels comfortable. Practice each exercise up to 10 times, 2-3 times a day.
For the appointments please contact
Premier Head Office
The BusWorks, 39-41, North Road, London N7 9DP
Tel.: (+44) 020 7687 7600
www.premierphysicalhealthcare.co.uk
> FREE 15 MINUTE CONSULTATION
> ONLINE PAYMENTS AVAILABLE
Telephone: (+44) 020 7687 7600
E-mail: email@example.com
www.premierphysicalhealthcare.co.uk
This leaflet provides general information about ankle pain and simple exercises that may help.
What is ankle sprain?
An ankle sprain is one of the most common types of soft tissue injury.
- It occurs when the foot is moved through a greater range of movement than normal. This stretches and weakens the soft tissues and ligaments that support the ankle.
What are the symptoms?
- Pain
- Swelling
- Bruising
- Difficulty moving the ankle normally
How long will it take to recover?
- The initial pain usually settles after a few days and during this time it is important to follow the simple treatment advice in this leaflet to ensure a good recovery.
- The soft tissues (muscles and ligaments) normally take around six weeks to heal, this timeframe may vary as everyone recovers from injuries at different rates.
- You are more likely to sprain your ankle if you have sprained it before. Be careful on uneven surfaces, going up and down stairs, and walking in shoes that are not supportive.
What treatment can I use?
Painkillers
- If your GP has prescribed pain killers, then these should be taken at the recommended dose.
Cold Packs
- A cold pack (ice pack or frozen peas wrapped in a damp towel) can also provide short-term pain relief. Apply to the sore area for up to 15 minutes, every few hours. Monitor your skin regularly to make sure it doesn’t burn.
Rest
- Try to rest the foot for the first 24-72 hours. However, it is important to maintain flexibility in the ankle so you can gently move it without causing too much pain. This will ensure your ankle does not become too stiff and it will help the healing process.
Elevation
- Raise your ankle above the level of your hips to reduce swelling. You can use pillows to keep the foot up.
Early movement and exercises
- Early weight bearing (putting weight through your injured foot) has been shown to help your ankle heal more quickly. For this reason most people with an ankle sprain will not be given crutches.
- Try to walk as normally as possible as this will help your recovery.
What should I avoid?
In the first 48 hours after injury avoid the following as they might make your symptoms worse:
- Hot baths or showers
- Heat packs or heat rubs
- Drinking alcohol
- Massage
When should I seek help?
- The length of time it takes for your ankle to recover depends on the severity of the original injury. It can take a few months to regain full function.
- If the pain and swelling has not shown improvement within 2 weeks or you are unable to weight-bear then please seek further medical advice.
General Advice
- Keep your ankle moving, as pain allows.
- The sooner you commence early exercise, the better your recovery.
- Once you have recovered, continue to keep your body healthy with exercise.
- Strengthen your ankles to prevent future injuries.
- If your symptoms get worse, or do not improve please seek further medical advice.
Physiotherapy
If your ankle pain is persisting, ask your GP about referral to a physiotherapist. Premier has physiotherapists in your area. Premier physiotherapists can provide a variety of treatments, help you understand your problem, get you back to your normal activities and give advice on how you can strengthen your ankles to prevent future injuries. | 1,736 | 932 | {
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New tiger reserve sparks a debate
ENVIRONMENTAL activists and filmmakers here have locked horns in a heated debate over how best to protect wildlife, specifically tigers. They form two distinct groups — those who believe that tribal people kill tigers so they should be allowed nowhere near the animal and those who hail adivasis as the natural protectors of wildlife.
The latest debate has been sparked off by the news that Tamil Nadu government is planning to make Sathyamangalam forest a tiger reserve. The forest on the Nilgiri foothills that lies contiguous with the Biligirirangaswamy Temple Wildlife Sanctuary in Chamarajanagar district of Karnataka which is an elephant corridor, besides being a tiger habitat, It has provided a rich field of research for many wildlife scientists. It was also part of the territory of poacher and sandalwood smuggler Veerappan.
Across the border in Karnataka, at the tiger reserves of Bandipur, Nagarhole and elsewhere too, the debate has been hot. The ‘pro-tiger’ activists argue that the only way to make the jungles safe for tigers — and other animals — is to drive away forest-dwellers and resettle them in faraway hamlets. The ‘pro-people’ lobby views this argument as a lot of cattle excreta, saying that adivasis know best — how to protect the forests, live safely and to keep tigers from poachers.
There is little empirical evidence available in India to prove either case. Many tribals have been caught killing tigers that devour their cattle. And there are cases of adivasis being driven out of land earmarked for tigers and paper tigers — only to find poachers, smugglers and tourists having a field day. Usually the displaced tribal people slip into poverty without access to forest resources. Common sense and logic would place human rights over the rights of the animals, however rare they may be. Current national laws actually place people over animals in forests. Forest dwellers have a legal right over the resources of the jungle. Diehard conservationists are not very happy with such a law. Foresters often find it a bit hard not being able to book a tribal for felling a tree to build a hut. According to social workers, in Karnataka forests now they are being booked under the Indian Penal Code on charges of threat, assault, theft and so on.
International experience also suggests that driving people away from forests often serves only the interests of conservationists, not necessarily the people being driven out, or animals in whose name this circus goes on. Scientists give two compelling arguments in this regard. Firstly, since virtually all ecosystems include an element of human use and intervention, artificially excluding this aspect runs the risk of reducing biodiversity rather than preserving it.
Second, the technical and logistical costs of excluding human activity from protected areas are very high and such efforts almost certainly fail. Such moves will alienate the local people from conservation objectives and in turn would require an ever increasing and, eventually unsustainable levels of spending — on surveillance and policing.
Still, a lot of people are displaced from their forests. Conservation is a major cause for development-induced displacement in India that involves millions of people. | 1,281 | 646 | {
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Chapter 9 Review – The Industrial Revolution, 1700 - 1900
Section Four – Reforming the Industrial World
DIRECTIONS: Read the section in the book and answer the following questions.
Review Questions
1. What did business owners and reformers argue about in relation to government operations?
2. Define laissez faire.
3. Why did the enlightenment thinkers believe that traditional government policy hurt the economy?
4. What book did Adam Smith write?
5. What were Adam Smith’s three natural laws of economics?
a.
b.
c.
6. What other two economists supported Adam Smith’s ideas?
a.
b.
7. What does it mean if a country has a capitalist economic system?
8. What did Thomas Malthus think would happen to society in *An Essay on the Principle of Population*?
9. Explain Ricardo’s ideas of population and wealth.
10. Why were Smith, Ricardo, and Malthus against government efforts to regulate the economy?
11. Define utilitarianism.
12. Who came up with the idea?
13. Who led the utilitarian movement in the 1800s?
14. What did Mill want for industrial workers?
15. Who was Robert Owen?
16. What was New Lanark?
17. What was Owen trying to achieve in New Harmony?
18. How is socialism different from capitalism?
19. Who wrote *The Communist Manifesto*?
20. What did they call people who owned the means of production in their time?
21. What term did they use to describe the people who did the laboring?
22. What did Marx believe would happen to capitalist societies?
23. Before true communism was achieved what would workers go through?
24. In true communism what would the economy look like?
25. When was *The Communist Manifesto* produced?
26. Which three 20th century leaders were inspired by this philosophy?
a.
b.
c.
27. What prevented the revolution from taking place in the industrial societies?
28. What does a union try to achieve?
29. Why would unions representing skilled workers have better success than unions representing unskilled workers?
30. What British law initially prohibited labor unions?
31. How many people belonged to unions in England by 1875?
32. What is the name of the American labor union formed in 1886 (which still exists)?
33. What did the factory act do?
34. What did 1842’s Mines Act do?
35. Why was the Ten Hours Act of 1847 considered a success for labor?
36. Which leading British politician led the fight to end slavery in the British empire?
37. When did England outlaw slavery?
38. What two reasons did people give for being anti-slavery?
a.
b.
39. How many years after England abolished slavery did the US finally do away with it?
40. Where was slavery prohibited in 1873?
41. What ruling empire ended slavery in Cuba?
42. When was Brazil finally rescued from slavery?
43. How was the industrial revolution good for women?
44. How was the industrial revolution unfair to women?
45. What American woman ran a settlement house in Chicago to serve the poor?
46. What did Horace Mann want to see happen in society? | 1,417 | 682 | {
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