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Answer ALL Questions
Part – A (10 x 2 = 20 mark)
1. Differentiate data and information with example.
2. List the drawback of file system.
3. List the fundamental operations of the relational algebra.
4. List the reasons for using null values.
5. List the functions of Data Manipulation Language in SQL.
6. Give an example trigger using SQL statements.
7. What is shadowing with respect to database recovery?
8. List the reasons for variable length records.
9. What is property and event in VB?
10. Give an example for XML that describes a table.
Part – B (5 x 16 = 80 mark)
11. Discuss different types of database failures and its recovery methods
Explain about Spatial Data BASE
12. a). i. Discuss the various hardware and software requirements for DBMS
ii. What is a normalization? Explain 2nd Normal Form with example
(OR)
b). i. Classify the Database Management Systems
ii. Explain the roles of administrator, designer and end user of database System.
13. a.i Explain how the Codd's rules will help to design RDBMS
.ii Discuss about the set operations in SQL
(OR)
b.i Notown Records has decided to store information about musicians who perform on its albums (as well as other company data) in a database.
a. Each musician who records at Notown has a SSN, a name, an address and a phone number. Poorly paid musicians often share the same address. No address has more than one phone.
b. Each instrument that is used in songs recorded at Notown has a name (eg. Guitar, flute, etc.) and musical key (eg. C, B-flat, E-flat).
c. Each album that is recorded on the Notown label has a title, a copy right, a format (eg. CD or DVD), and an album identifier.
d. Each song recorded at Notown has a title and an author.
e. Each musician may play several instruments and a given instrument may be played by several musicians.
f. Each album has a number of songs on it, but no song may appear on more than one album.
g. Each song is performed by one or more musicians and a musician may perform a number of songs.
h. Each album has exactly one musician who acts as its producer. A musician may produce several albums.
Design a conceptual schema for Notown and draw an ER diagram for the schema. Indicate all key and cardinality constraints and any assumption that you make. Identify any constraints that you are unable to capture in ER diagram and briefly explain why you could not express them.
14. a.i Discuss the use of "with clause" and "sequence" in SQL
.ii Discuss about the database security
.iii How embedded SQL will help in DBMS
(OR)
b).i Explain complex queries in SQL with examples
.ii Discuss about the triggers and its use with examples
.iii Define Functional dependency and state its use
15. a.i Explain Dot Net Frame work
.ii Discuss the various phases of database design process.
(OR)
b).i Describe the ADO.net providers
.ii Explain ARIES recovery algorithm | 1,477 | 689 | {
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The Roanoke Canal Museum and Trail is built on the remains of the original 1824 Roanoke Navigation Canal. For forty years the canal provided safe transportation around the river's rapids for boats laden with goods destined for the Albemarle Sound and beyond. When the river was replaced by railroads as the leading means of transporting goods, the canal was converted for power generation to support the growing industrial centers at Roanoke Rapids and Weldon. Today the dry bed and tow path of the Navigation Canal are a scenic greenway, and one of the historic hydro-electric powerhouses is home to the Roanoke Canal Museum.
7.2 Mile Canal Trail from Roanoke Rapids To Weldon
State-of-the-Art Canal Museum
Birding Trail
Guided Educational Tours
Interactive Exhibits
Motor Coach Parking
Large Picnic Areas
Fully Accessible Trail and Buildings
Historic Architecture
The Roanoke Canal Museum and Trail
Museum Tour of the Middle Locks and Powerhouse
This is a general museum tour where visitors learn about the history and many uses of the Roanoke Navigation Canal from 1810 to 1940. The tour includes an outside lecture describing many of the canal's features, a short video inside, and time for visitors to explore the museum's exhibits. The tour takes 1 hour.
Nature Hike
Historic interpreters lead guests along the trail from the museum to the Power Canal overlook and back. Along the way, several stops are made to talk about various natural aspects according to the time of year. Deer, cardinals, and eagles are only a few animals that are commonly observed from the trail. The hike is one mile long and requires one hour.
Walking Tour of Weldon and the Aqueduct
The Roanoke Navigation Canal's east terminus was located at Weldon and was the reason why a town originated there. Soon afterward, Weldon became a major hub of commerce for both river and rail traffic. The tour is a 1.25 mile hike from River Falls Park in Weldon to the aqueduct, the latter being one of the most dominant and interesting architectural features on the canal. The tour lasts one hour and fifteen minutes.
Hours of Operation
Roanoke Canal Trail
Dawn to Dusk, 365 Days a Year
Roanoke Canal Museum
Tuesday, Thursday and Saturday
10:00 AM to 4:00 PM
For more information call
252-537-2769
or visit our website at www.roanokecanal.com
Directions: Leave I-95 at Exit 173 and proceed west on HWY 158. Turn right onto Old Farm Road and proceed 2.5 miles to Roanoke Avenue; Old Farm Road will automatically turn into 7th Street. Turn right onto Roanoke Avenue, proceed 0.5 miles and cross over the railroad tracks, then make a left turn onto Jackson Street. The Roanoke Canal Museum is immediately on the right. | 1,184 | 614 | {
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Write the vocabulary word that matches or completes each clue.
1. When a material is ________________, it enters easily into a chemical reaction.
2. able to be dissolved ________________
3. cannot be reversed ________________
4. to catch on fire ________________
5. end material in a chemical reaction ________________
6. qualities that determine how a substance reacts with other substances ________________
7. This chemical reaction produces a flame. ________________
8. This generates heat by rubbing. ________________
9. a mixture that is a liquid ________________
10. The temperature at which liquid changes into a gas is a substance’s ________________
11. Substances in a ________________ can be separated.
12. not very reactive ________________
13. The temperature at which liquid changes into a solid is a substance’s ________________
14. starting material in a chemical reaction ________________
15. Rusting metal is a sign of this. ________________
Write the vocabulary word that matches or completes each clue.
1. the energy of motion ______________________
2. liquid changing into gas ______________________
3. the flow of thermal energy ______________________
4. Microwave ovens use ______________________ to cook food.
5. the distance between two peaks ______________________
6. moving about or flowing ______________________
7. something that slows the flow of heat ______________________
8. For heat transfer to occur by ______________________, objects must be in physical contact.
9. the measure of the kinetic energy of a substance’s molecules ______________________
10. an artificial object orbiting Earth ______________________
11. typical or ordinary ______________________
12. a type of radiation that is absorbed by water ______________________
13. This is the heat that is released when raindrops form. ______________________
14. Hurricanes transfer heat by ______________________.
15. the absence of air ______________________
Write the word from the box that matches or completes each clue.
1. Earth has an ________________ orbit around the sun.
2. a force of attraction between two bodies ______________________
3. shaped like a ball ______________________
4. to come together or unite ______________________
5. Planets became larger through the process of ______________________
6. measured in pounds ______________________
7. A feeling of weightlessness happens in a state of ______________________
8. When the sun and moon are aligned, they produce ______________________
9. This property keeps objects moving in a straight line. ______________________
10. The difference between high and low tide is called the ______________________
11. a force created by Earth’s rotation ______________________
12. the amount of matter in an object ______________________
13. When the sun and moon are at right angles, they produce ______________________
14. the path of an object in space ______________________
15. Low tides may make it difficult for ships to ______________________ | 1,833 | 600 | {
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POWERFUL PREDATORS
Theropods were dinosaurs that preyed on other dinosaurs. They ran fast on their hind legs, had long tails, super-sharp claws, and powerful jaws full of sharp teeth. Large theropods, like Tyrannosaurus rex, were huge with large heads. Others like Velociraptor or Troodon, were smaller in comparison but just as deadly. Some of the largest and fiercest theropods lived during the Cretaceous period.
- **Tyrannosaurus rex** tie-RAN-oh-sore-us
- **Gallimimus** gal-lee-MEEM-us
- **Velociraptor** vel-OSS-ee-rap-tor
- **Troodon** TROH-oh-don
- **Spinosaurus** SPINE-oh-SORE-us
- **Carnotaurus** kar-noh-TORE-us
**How did Theropods Hunt for Prey?**
**What did Theropods Eat?**
**Did Theropods Have Feathers?**
**What was the biggest Theropod?**
**Which was the fastest Theropod?**
POWERFUL PREDATORS
Theropods were dinosaurs that preyed on other dinosaurs. They ran fast on their hind legs, had long tails, super-sharp claws, and powerful jaws full of sharp teeth. Large theropods, like Tyrannosaurus rex, were huge with large heads. Others like Velociraptor or Troodon, were smaller in comparison but just as deadly. Some of the largest and fiercest theropods lived during the Cretaceous period.
**Tyrannosaurus Rex**
tie-RAN-oh-sore-us
**Gallimimus**
gal-lee-MEEM-us
**Velociraptor**
vel-OSS-ee-rap-tor
**Troodon**
TROH-oh-don
**Spinosaurus**
SPINE-oh-SORE-us
**Carnotaurus**
kar-noh-TORE-us
Scientists believe theropods, like Velociraptor developed COLOURFUL feathers. These feathers acted as insulation to keep them warm, or were used for display, like a peacock.
**How did theropods?**
Theropods, like T. rex or Velociraptor preyed on other DINOSAURS. Spinosaurus mostly hunted FISH, like crocodiles.
**What was the biggest theropod?**
Gallimimus was one of the fastest theropods and may have reached speeds of 80km/h (50 mph). Other theropods, like Velociraptor and Troodon were also fast runners.
TRICERATOPS
An enormous plant eater, Triceratops is one of the most well-known dinosaurs. Its name means ‘three-horned face’. It lived at the end of the Cretaceous period right up until dinosaurs became extinct.
Triceratops was enormous, the size of a bus or an African elephant. How many TRICERATOPS can you seek and find in the picture?
Triceratops and other plant eaters grazed on plants like ferns, palms, and cycads. How many FERNS and CYCADS can you seek and find?
Triceratops had a huge head, with a bony neck frill and three spiky horns on its face. How many HORNS can you seek and find?
The large head frill and horns were used for fighting other Triceratops or for attracting a mate. Can you seek and find the ANGRY Triceratops?
Predators like T. rex preyed on Triceratops, who used their horns to defend themselves when in danger. Can you seek and find the T. REX in the picture?
Triceratops had a beak-like mouth and 800 teeth to chew the tough plants that grew in the Cretaceous. Can you seek and find the FEEDING Triceratops?
TRICERATOPS WAS 9 METRES LONG AND NEARLY 3 METRES HIGH. IT WEIGHED BETWEEN 5 TONNES TO OVER 11 TONNES! | 1,502 | 877 | {
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**Definition**
- A continuum or menu of strategies that uses instructional responses to respond to classroom behaviour errors.
**Rationale**
- PBIS promotes an educative approach to addressing behaviour errors and recommends that teachers respond to behaviour errors in the same way they would respond to academic errors, through specific corrective feedback.
- Specific corrective feedback is a necessary component of the learning process as students need to know when they have made an error and be redirected to the expected behaviour.
**Guidelines**
- A teacher’s toolkit of practices organised by intensity, for responding to behaviour errors.
- A teaching opportunity to clarify and re-teach expectations.
- Be consistent and respond to behaviour errors each time they occur.
- Be specific and brief in what you want student to do instead—refer to your posted classroom rules and procedures.
- Use the least intensive/intrusive approach.
- Increase active supervision.
- Trust is maintained, and corrective feedback is more effective when delivered privately.
- All responses should be:
- Consistent, calm, immediate
- Private, quiet and respectful
**Planning for Practice**
**Develop a Behaviour Error Response Continuum**
**Indirect:** Unobtrusive and carried out quickly to minimise disruption to instruction
- Proximity
- Signal Nonverbal Cue
- Ignore/Attend/Praise
If these do not change behaviour utilise:
**Direct:** Instructional approaches
- **Re-direct:** (Specific Corrective Feedback) A brief, clear, private verbal reminder of the expected behaviour. Use classroom/school matrix language.
- **Re-teach:** Builds on the re-direct by specifically instructing exactly what should be done.
- **Provide choice:** statement of two alternatives.
- **Student conference:** private re-teaching or problem solving.
| Strategy: | Explanation: | Example: |
|-----------|--------------|----------|
| **Indirect** | **Proximity:** Strategic movement by the teacher towards student. | **Signal Nonverbal Cue:** Sustained eye contact, hand gestures, a handclap, finger snap, etc. | **Ignore/Attend/Praise:** Provide specific positive feedback to a nearby student. |
| **Re-direct** | Verbal reminder of the expected behaviour from the classroom rules. (Specific Corrective Feedback) | “Please follow the directions and put your book away.” then later, provide specific positive feedback. |
| **Re-teach** | Specifically instruct the student on exactly what should be done to follow the classroom rule. | Model “on task” behaviour (have only book, pencil and paper out, start reading or writing right away and raise hand if you need help). Have students’ practice. |
| **Provide Choice** | Stating two alternatives, the desired behaviour and a less preferred choice. | “You can be respectful and work quietly at your seat or you can move to the private student area. Which do you prefer?” Later, praise student for working quietly. |
| **Student Conference** | An individual re-teaching or problem-solving opportunity. | Reteach the classroom rule(s). Tell why following the rule is better. Have student practise. Provide feedback. Develop a plan to use the rule in the future. |
**Trauma Lens**
- The continuum of response helps students to regulate, connect (relate) with the adult, and to access their problem-solving skills. | 1,573 | 679 | {
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Quarters
One quarter is 25 cents.
The word “quarter” means one-fourth. A quarter coin is one-fourth part of a dollar.
One dollar is 100 cents, and is written $1.
4 quarters = 100¢
1 dollar = $1
Two quarters = 50¢
Three quarters = 75¢
Count the quarters first since they have the biggest cent-value.
1. Quarters and dimes. Write the total amount in cents.
| | | |
|---|---|---|
| a. | b. | c. |
| d. | e. | f. |
| g. | h. | i. |
2. Quarters and nickels. Write the total amount in cents.
| | |
|---|---|
| a. | b. | c. |
3. How much money? Write down the amount in cents.
| | |
|---|---|
| a. | b. |
| c. | d. |
| e. | f. |
| g. | h. |
| i. | j. |
| k. | l. |
4. How much is the total if you have:
a. two dimes and a quarter
b. two dimes, four nickels
c. a dime, a nickel, six pennies
d. two quarters, three dimes, seven pennies
5. Cross out the coins you need to buy the item. Write how many cents you have left.
| | Item | Price | Coins | Left |
|---|-------|-------|-------|------|
| a.| | 39¢ | | |
| b.| | 88¢ | | |
| c.| | 54¢ | | |
| d.| | 61¢ | | |
| e.| | 97¢ | | |
| f.| | 81¢ | | |
| g.| | 73¢ | | |
| h.| | 45¢ | | |
| i.| | 26¢ | | |
Practicing with Money
- **One quarter** = ________ cents.
Use ONE quarter when the money amount is between 25 and 50 cents.
*Example: To make 31 cents, take one quarter, one nickel, and one penny.*
- **Two quarters** = ________ cents.
Use TWO quarters when the money amount is between 50 and 75 cents.
*Example: To make 62 cents, take two quarters, one dime, and two pennies.*
- **Three quarters** = ________ cents.
Use THREE quarters when the money amount is between 75 and 100 cents.
*Example: To make 87 cents, use three quarters, one dime, and two pennies.*
- **Four quarters** = 100 cents or one dollar.
1. Draw the coins you would use to pay for an item that costs:
You have: (quarter, dime, nickel, penny)
| a. 29¢ | b. 46¢ | c. 62¢ |
|--------|--------|--------|
| | | |
| d. 48¢ | e. 86¢ | f. 91¢ |
|--------|--------|--------|
| | | |
In the following exercises, either use real money, or draw to illustrate:
- orange circles with “1” for pennies.
- gray circles with “5” for nickels
- gray circles with “10” for dimes
- a little bigger gray circles with “25” for quarters
2. Illustrate these amounts of money. Use one quarter in each problem.
| | | |
|---|---|---|
| a. 30¢ | b. 32¢ | c. 35¢ |
| d. 45¢ | e. 41¢ | f. 48¢ |
3. Illustrate these amounts of money. Use two quarters in each problem.
| | | |
|---|---|---|
| a. 50¢ | b. 53¢ | c. 58¢ |
| d. 60¢ | e. 66¢ | f. 72¢ | | 1,812 | 931 | {
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Twelfth Sunday of the Year
Do not be afraid
INTRODUCTION
Imagine how you would feel if your parents wanted to send you to Africa to tell the children there all about Jesus. How would you feel traveling to a strange country all alone? Jesus wanted his disciples to share the Good News with everyone, and they were afraid, too.
SIGN OF THE CROSS
LIGHT THE CANDLES
As you light the candles, say together Candle Prayer 2.
SORRY
Today we will hear Jesus telling his disciples that they must never feel afraid. We are not afraid to come before Jesus to ask for his forgiveness if we have done wrong. In a moment of silence let us ask God’s forgiveness for anything we have done to hurt him or other people by our thoughts and actions.
GLORIA
Gospel Acclamation
To welcome today’s Gospel sing Acclamation 4.
Gospel (Matthew 10:26–33)
Before Jesus sent the apostles out to bring the Good News to the people, he gathered them together and said: “Do not be afraid to stand before the crowds and speak, even though there will be many who wish you harm and will not listen.
“My heavenly father knows when even one little sparrow falls dead from the sky, and you mean more to him than all the birds in the world. He will watch over you and see how brave you are. If you lose your life for my sake, your reward will be great in heaven and you will share in my father’s glory and have life everlasting.”
DISCUSSION
Why did the apostles need great courage to go and share the gospel with other people? They had to leave their friends and families and travel to countries where they were strangers. When they got there, they had to live as Jesus had taught them and share his message with the crowds.
Have you ever had to stand up in front of a crowd of people and read to them, or say lines in a school play? Did you feel nervous? Imagine how frightening it was for the apostles!
Can you remember who came at Pentecost to share his courage and strength with the apostles? The apostles were transformed by the Holy Spirit. They changed from being frightened men, to being brave enough to stand up before non-believers and tell them that Jesus had risen from the dead.
Do you think they found it easy to convince people that Jesus had done all the wonderful things they spoke of, including coming back to life? Many did not believe them and treated them as liars, chasing them away from their towns.
How do we share the Gospel message today? We can tell people about Jesus, but we must also try to live in the way that Jesus taught us. We must share what we believe, and the Holy Spirit will give us the same strength and courage that he gave the disciples.
ACTIVITY
Cut out two large hand shapes and a silhouette of a person for each child to complete.
CREED
CLOSING PRAYER
Lord Jesus, help us to share
the good news of the Gospel.
Through the power of your Holy Spirit,
give us the strength and courage
of the apostles,
to stand up and be witnesses
to what we believe.
Do not be afraid: Put yourself in God's hands | 1,091 | 665 | {
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March 2, 2020
Dear SEEC Families:
As you may have heard, the Coronavirus (COVID-19) has now been found in the United States. Currently there are no confirmed cases of COVID-19 in Maryland.
However, SEEC is starting to take precautions and prepare for COVID-19. It is important that we protect our employees, the people we support and our business. We have a plan in place, and if need be, we are prepared to put it into action.
While much is unknown about how quickly this virus spreads, the CDC recommends that everyday preventive actions will help prevent the spread of the virus including:
- Washing hands with soap and water for at least 20 seconds
- Avoid touching your eyes, nose and mouth with unwashed hands
- Avoid close contact with people who are sick
- Cover your cough or sneeze with a tissue and then throw away the tissue in the trash and wash your hands
- Clean and disinfect frequently touched objects and surfaces
- Cough into your arm and not your hands
Please wash your hands regularly and encourage your sons and daughters to do the same. If COVID-19 starts spreading in our community, anyone with a persistent cough or low grade fever needs to stay at home. Please do not send your sons or daughters to work or into the community if they are ill. If you or your family member is ill or you think you may have been exposed to COVID-19, please contact your primary staff member to let them know.
Keep yourself healthy by getting enough sleep, eating well and exercising.
For up-to-date information and resources, including the latest on COVID-19 in Maryland, please visit health.maryland.gov/coronavirus.
We will provide any additional information as it becomes available.
Thank you,
Karen Lee, Executive Director, SEEC
WHY YOU SHOULD WASH YOUR HANDS: THE FACTS
Data from:
World Health Organization
CDC Centers for Disease Control and Prevention
CDC 2017: Saving Lives, Protecting People®
FREE downloadable resources included
IF EVERYONE WASHED THEIR HANDS
THIS WOULD HAPPEN
1 MILLION LIVES COULD BE SAVED*
50% REDUCTION OF DIARRHEAL DISEASE
16% REDUCTION OF RESPIRATORY INFECTION
BUT ONLY 68% OF WOMEN AND 38% OF MEN SAY THEY WASH THEIR HANDS REGULARLY.
* http://www.who.int/mediacentre/factsheets/fs210/en/
WHEN TO WASH YOUR HANDS
BEFORE, DURING, AND AFTER PREPARING FOOD
BEFORE EATING FOOD
BEFORE AND AFTER CARING FOR SOMEONE WHO IS SICK
BEFORE AND AFTER TREATING A CUT OR WOUND
AFTER USING THE TOILET
AFTER CHANGING DIAPERS OR CLEANING UP A CHILD WHO HAS USED THE TOILET
AFTER BLOWING YOUR NOSE, COUGHING, OR SNEEZING
AFTER TOUCHING AN ANIMAL, ANIMAL FEED, OR ANIMAL WASTE
HOW TO WASH YOUR HANDS
1) Wet your hands with clean, running water (warm or cold), turn off the tap, and apply soap.
2) Lather your hands by rubbing them together with the soap. Be sure to lather the backs of your hands, between your fingers, under your nails and up your wrists.
3) Rub your hands for at least 20 seconds. Need a timer? Hum the "Happy Birthday" song from beginning to end twice.
4) Rinse your hands well under clean, running water.
5) Dry your hands using a clean towel or air dry them.
3 COMMON MISTAKES
1) Washing your hands in water that has previously been used. Use clean running water.
2) Not using soap to wash your hands.
3) Not drying your hands after washing.
2) NOT USING SOAP.
Soap helps to remove germs better than water alone.
3) NOT WASHING THE BACK OF HANDS AND NAILS.
A high concentration of germs are found under the nails.
FREE Posters to prompt people to wash their hands
301.576.9000 | www.seeconline.org | 1,931 | 878 | {
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1. Tools and Terminology
- 22 gauge, 24 gauge wire—the larger the gauge, the thinner the wire
- Findings—manufactured components used to make a collection of beads for jewelry pieces. Includes clasps, jump rings, headpins, crimp beads. These are usually metal.
- Beads—design elements
- Round nose pliers—used for making loops
- Flush cutter/side cutter—used for cutting wire
- Chain nose pliers or bent chain nose pliers—for grasping, holding and bending wire
- Beadboard—multi-strand or straight. Used to hold beads and chains. Helps in measuring a jewelry project
- Bead dangle—piece that hangs free with one or more beads held in place by jewelry wire with loop at one end.
- Jump ring—used to connect jewelry parts. Simple wire loop.
- Crimp Beads—small metal beads that you squeeze onto a wire, usually used with
- Tigertail (a flexible wire) to make beads stay in place
- Clasp—used to finish a piece so that you can take it on and off
- Head pins—look like thin nails. Put beads on head pin, bend a loop at top, and you have a bead dangle!
Basic skills covered in class:
- Understanding tools and materials and how to use them.
- How to straighten your wire. This makes it easier to work with your wire once it comes off the spool.
- How to make a loop. Remember to use your round nose pliers to get as nicely shaped loop!
- How to open and close loops. Do not pull apart, but twist!
- How to make a wrap loop. Make a loop and wrap wire at base.
- How to make a bead dangle. Usually done with a headpin. This is an important component in making earrings and necklaces.
- How to use jump rings and crimp beads. Again, do not pull jump ring apart but twist apart like you would for a loop. Jump rings are used to connect jewelry parts.
- Crimp beads will hold a bead to the wire (if placed on either side of bead) these are also used to hold a wire in place near a clasp or jump ring.
- How to make a connector and how to connect components. Use this technique as another way to connect one bead to another bead.
Questions???
Instructor: Chris Lynn (309) 314-3553 or email: firstname.lastname@example.org
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Pupils will learn to compare and group everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets. They will use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating.
**Key Learning**
- Pupils will build on their previous learning to compare and group everyday materials.
- They will learn that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution.
- They will give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic.
- Pupils will demonstrate that dissolving, mixing and changes of state are reversible changes and explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible.
**Key vocabulary**
| Solution | Filtering |
|----------|----------|
| Soluble | Burning |
| Insoluble| Rusting |
| Substance| Sieve |
| Evaporate| Separate |
| Dissolve | Conductivity |
| Filtration | Insulator |
**What comes next?**
KS3 Chemistry: The particulate nature of matter, the properties of the different states of matter in terms of the particle model, including gas pressure, changes of state in terms of the particle model.
| Term | Definition |
|------------|---------------------------------------------------------------------------|
| Solution | A mixture that contains two or more unlike substances combined evenly. |
| Soluble | Can be dissolved in liquid. |
| Insoluble | Cannot be dissolved in liquid. |
| Substance | That of which something is made. |
| Evaporate | To turn from liquid into gas; pass away in the form of vapour. |
| Dissolve | To mix completely with liquid / to melt into liquid. |
| Filtration | To pass through or subject to a filter. |
| Filtering | To separate out by the use of a filter. |
| Burning | To be overheated or in flames. |
| Rusting | An orange or reddish-brown coating that forms on metal that has been exposed to air and water. |
| Sieve | A tool used to separate solid from liquid or to separate smaller pieces of something from larger pieces. |
| Separate | To divide into parts or break the connection between. |
| Conductivity | The capacity for or property of conducting or transmitting heat, electricity, or sound. |
| Insulator | A material or device that does not conduct electricity, such as an object of glass or porcelain, that is used to insulate and support electric wires. |
| Solution | Soluble | Insoluble | Substance | Evaporate |
|----------|---------|-----------|-----------|-----------|
| Dissolve | Filtration | Filtering | Burning | Rusting |
| Sieve | Separate | Conductivity | Insulator | | 1,755 | 633 | {
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Topic 9: Beat the Heat
Introduction: In order to work safely and effectively during long, hot summer workdays, certain precautions must be taken. Over-exposure to high temperature and humidity levels during prolonged physical exertion may result in heat disorders such as Heat Cramps, Heat Exhaustion, or Heat Stroke. Hyperthermia is the medical term used to describe the over-heating of the human body’s core temperature to dangerous levels. Common sense and thoughtful scheduling is the best way to prevent heat related illnesses but sometimes the situation calls for first aid to get a person cooled-down before serious injury or illness occurs.
Operations involving very hot environments or poorly ventilated work-spaces should be avoided during the peak heat hours of the day. Fluids and salts (electrolytes) lost through heavy sweating must be continuously replaced. Commercially available sports drinks such as Gatorade contain the extra salts. Drinking plenty of these kinds of fluids and doing everything needed to keep your core body temperature within manageable levels is imperative.
Let’s take a look at the progressions of the three primary categories of Hyperthermia.
- **HEAT CRAMPS “Phase I”** (also includes heat syncope)
This condition results from over-exertion and heavy sweating. Heat Cramps are severe muscle spasms that often begin suddenly in the hands, calves, or feet; they are painful and disabling. This is caused from salt depletion as sweat losses are replaced by water alone. The muscles become hard, tense, and difficult to relax.
- **HEAT EXHAUSTION “Phase II”** (also called heat prostration)
This condition results from prolonged exposure to extreme heat for many hours. This causes excessive fluid loss from heavy sweating, leading to increased fatigue, weakness, anxiety, drenching sweats, low blood pressure, faintness, and sometimes collapse. The over-heating is due to the electrolytic fluid loss that reduces blood volume, which lowers blood pressure and the pulse.
- **HEAT STROKE “Phase III”** (sometimes called sunstroke)
**DANGER — MEDICAL EMERGENCY** — This life threatening condition is caused by over-exertion and over-exposure in extreme heat environments. Heat Stroke is imminent when the core body temperature approaches 106F (41C); any higher may result in coma, or even death. The symptoms are dizziness, weakness, emotional instability, nausea/vomiting, confusion, delirium, blurred vision, convulsions, collapse, and unconsciousness. The skin is flushed, hot to the touch, and at first may be covered with sweat that soon dries. Be aware of these warning signals.
When it is determined a person is suffering from Hyperthermia, it is vitally important to reduce the victim’s core body temperature immediately and then control the secondary effects. This must be done before permanent injury to the internal organs occurs. Hyperthermia is an emergency situation, with death being a possibility! Contact Emergency Medical Services immediately and get the person out of the heat. Place cool damp towels over the head, on the neck, between the thighs, and under the armpits.
Conclusion: Although electrolyte loss is the root cause, it is not recommended that salt tablets be made generally available without supervision. Avoid directing workers into extreme heat environments. Proper conditioning, appropriate clothing such as a head covering, wet bandana around the neck, continuous re-wetting of clothing, and frequent water breaks are simple, but effective methods to prevent Hyperthermia.
Work Site Review
Work-Site Hazards and Safety Suggestions:
Personnel Safety Violations:
Material Safety Data Sheets Reviewed: ___________________________ (Name of Chemical)
Employee Signatures:
(My signature attests and verifies my understanding of and agreement to comply with, all company safety policies and regulations, and that I have not suffered, experienced, or sustained any recent job-related injury or illness.)
Foreman/Supervisor’s Signature:
The first aid information provided is intended to be general in nature and is based upon the “best available” guidelines. No results either general or specific are represented or guaranteed. These guidelines do not supersede local, state, or federal regulations and must not be construed as a substitute for, or legal interpretation of, any OSHA regulations. | 1,893 | 871 | {
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On the anatomy of the breast - Plate V: Mammary glands of the hare
Sir Astley Paston Cooper, Bart.
Follow this and additional works at: https://jdc.jefferson.edu/cooper
Part of the History of Science, Technology, and Medicine Commons
Let us know how access to this document benefits you
Recommended Citation
Cooper, Sir Astley Paston, Bart., "On the anatomy of the breast - Plate V: Mammary glands of the hare" (1840). On the anatomy of the breast, by Sir Astley Paston Cooper, 1840. Paper 55. https://jdc.jefferson.edu/cooper/55
This Article is brought to you for free and open access by the Jefferson Digital Commons. The Jefferson Digital Commons is a service of Thomas Jefferson University's Center for Teaching and Learning (CTL). The Commons is a showcase for Jefferson books and journals, peer-reviewed scholarly publications, unique historical collections from the University archives, and teaching tools. The Jefferson Digital Commons allows researchers and interested readers anywhere in the world to learn about and keep up to date with Jefferson scholarship. This article has been accepted for inclusion in On the anatomy of the breast, by Sir Astley Paston Cooper, 1840 by an authorized administrator of the Jefferson Digital Commons. For more information, please contact: firstname.lastname@example.org.
PL. V
1. A cross-section of a plant, showing its internal structure.
2. A close-up view of the plant's surface, highlighting its texture and details.
3. Another cross-section, possibly of a different part of the plant, with intricate patterns.
4. A detailed drawing of a small section, possibly a leaf or a bud, with fine lines and dots.
5. A larger, more complex drawing, possibly representing a whole plant or a cluster of plants, with a variety of shapes and textures.
PLATE V.
Mammary Glands of the Hare.
Fig. 1. Shows the general form and disposition of the glands. They reach from the pubes to the cervical extremity of the sternum, and are placed on each side of the linea alba.
There were six nipples to the glands of this hare, three on each side, and a gland to each nipple.
The ducts of one gland do not communicate with another, and the glands are only connected by a fibrous tissue.
Fig. 2. Three ducts injected with wax. A reservoir appears at the basis of the nipple. The various milk tubes and glandules are very perceptible.
Fig. 3. The duct injected with wax. The duct at the nipple is seen tied. The reservoir is large and distinct. The branches of the milk tubes are shown with numerous glandules on their extreme branches.
Fig. 4. Ducts injected with mercury, and around the beginning of the duct from the nipple the milk cells are filled with the injection, but it requires the aid of a lens to observe them distinctly.
Fig. 5. A duct and its milk cellules injected with mercury, and magnified twice, by which the cellules are rendered conspicuous.
Fig. 6. The milk cellules magnified twenty times. | 1,245 | 659 | {
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Before WISE there was no discussion on the food served, they just served and ate. WISE taught [teachers] things and activities to do with the food.
WISE increased classroom fidelity to the Fresh Fruit and Vegetable Program (FFVP) because it helps them deliver nutrition education with the program.
The children LOVED Windy—students would try the food for Windy even if they did not try it for the teacher.
With the WISE program teachers reported better participation from children in trying the fresh fruit and vegetables and increased positive comments from parents.
Children were willing to try foods across the school year and comments from them included “I didn’t know I like this!”
Most teachers reported that WISE lesson were easy and painless to do and that they were useful to meet science, social studies, geography, math and literacy objectives.
Teachers like having choices of activities and that they learned too!
Presented By:
WISE
University of Arkansas for Medical Sciences
Department of Family & Preventive Medicine
521 Jack Stephens Drive
Little Rock, Arkansas 72205
Phone: 501-686-6590
E-mail: email@example.com
Kid-Friendly Fruit & Veggie Habits for K1 Educators
Use Kid-Friendly Fruit & Veggie Habits
More play, less teacher fuss helps kids try healthy foods.
1. **Do as I do.** You are a valuable role model. Sit with kids and eat the same foods they eat for snacks. Don’t eat junk food around children.
2. **Slow down, please.** Some children eat slower than others or need more time to get used to new foods. Never rush children through meals using threats, like no recess, or promises of reward, like earlier recess. Build enough time into daily schedules to make eating relaxed.
3. **Allow kids to decide if and how much to eat.** An adult’s job is to serve a variety of healthy foods. The child’s job is to decide if and how much to eat. Asking children to “clean their plates” or to “make happy plates” teaches them to eat when they are not hungry.
4. **Play with your food.** Children have less anxiety over trying new food when they can touch it with their hands. Smelling and licking are also natural behaviors for young children as they experiment. Avoid calling out children for using “poor manners.” It may not be how you were raised, but encourage kids to play with their food!
5. **Focus on food experiences at least once per week.** Prepare and taste fruits and veggies with your class. These experiences can double as lessons in language, math, and science concepts. It may take up to 15 exposures to the same food for children to be ready to try. Emphasize “trying” new foods without pressuring kids to “like” new foods.
6. **Get up close and personal.** Increase hands-on experiences and decrease behavior problems by introducing new foods in small groups. One option is to offer food experiences during zone times. When small groups are not possible, ensure that each table has supplies. Children’s interactions with new foods should be intimate.
7. **Sneak food talk into daily routines.** Teach kids to identify healthy foods throughout the day. Discuss the lunch menu and incorporate healthy foods into daily activities and language. For example, math problems, books, and writing activities can be linked to healthy foods.
8. **Reward in creative ways.** Food is an essential need, not a special treat. Remove candy from your reward box. Avoid pizza and popcorn parties for the class. Instead, have a splash day or a scooter party in gym!
9. **Create a physical environment that supports healthy habits.** Develop and display nutrition policies that encourage parents to choose healthy foods for class celebrations. Display up-to-date and attractive nutrition messages. Provide health-promoting foods, books, and props in work and play areas.
10. **Encourage families to take an active role.** Facilitate healthy family eating habits. For example, invite parents to help with classroom food experiences and discuss food activities during parent conferences and in newsletters. | 1,637 | 845 | {
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Coyote Track Identification and Interpretation
Photos and Text Prepared by: Sage Raymond, University of Alberta, Edmonton (AB)
Coyote Feet Characteristics
Basics:
- Four toes with claws
- Overall oval-shaped
- You can draw an ‘X’ in the negative space without cutting off toes or pads, often with a raised mound in the centre (A)
- Claws are short and sharp; often ‘pinpricks’
- Hinds are smaller than fronts (A)
- Metacarpal/ tarsal pad has ONE anterior lobe and TWO posterior lobes (B)
Complex Features:
- Tracks are ‘tight’; toes don’t splay much
- Weight is in front end of body; toes of tracks are deeper than pads
- Palm pad is triangle-shaped
- Claws on Outer toes register close to inner toes (C)
- Front two toe nails, if extended, would cross (D)
Literature dimensions (excluding claws; Moskowitz 2010):
- 5.4-7.68 cm long x 4.2-6.3 cm wide (fronts)
- 4.4-7.5 cm long x 3.5-5.4 cm wide (hinds)
Coyote Travel Characteristics
Efficiency:
- Efficient travel patterns that follow straight lines and paths of least resistance
- Frequently double register (i.e., hind tracks land on top of front tracks to conserve energy)
Gait Patterns:
- Employ a diversity of gaits compared to most species
- Baseline travel is trotting. Trots can be direct register (E) or side trot (F) but sometimes use a straddle trot (G)
- Walking is also common. Walking can be direct register (like E, but shorter stride) or overstep (R)
- In deep snow (or when pursuing prey), they bound
- Extended gallop (H) when freakin’ out
Coyote Scat Characteristics
Morphology:
- Generally tubular (I)
- Sometimes twisted/ ropey
- Generally one (or more) pointed ends
- Often contains some hair (regardless of main content)
- Typically deposited (1) in the middle of roads/trails/linear features or (2) at junctions (J)
Content:
- Variable diet → variable content
- Coyotes are omnivores, and plant matter is often present in scats
Literature Values (Moskowitz 2010):
- 1.3–3.0 cm diameter
- 9.5–33.0 cm length
Scent-Marking:
- Animals often advertise presence with urine and/or scat
- Double marking by mating pairs (usually one low pee from the female and one high pee from the male) is territorial behaviour
- Urine containing blood generally signifies estrus
Compared to Domestic Dogs (DD)
Feet:
- DD have blunter, often longer claws (K)
- Pads and toes are less muscular, leading to a ‘looser’ track (K)
- Negative space tends to be H-Shaped (L)
- Toes splay a lot; extended claws would not meet/cross; claws of outer toes splay away from inner toes (M)
- Size difference between fronts and hinds is less pronounced in DD
- DD carry more weight in their bums, so their tracks are often equally deep throughout
Gait Patterns:
- DD don’t need to be efficient; tracks often go all over the place
- Direct Registers are uncommon
- Gait is more variable, switching between walks, trots and runs
Scat:
- ‘Mealy’ texture (think of ground-up kibbles)
- Blunt ends
(also note long, blunt claws)
Compared to Felines
Feet:
- Claws rarely register
- Tracks are often wider than they are long
- Pads have TWO anterior lobes and THREE posterior lobes (O)
Gait Patterns:
- Felines walk (direct register, overstep walk or under-step walk; P)
- Felines often avoid main trails/roads etc.
Scat:
- Felines often leave scats near the base of trees with overhanging branches, or off to the side at junctions
- Scats are dense and segmented (not ropey or twisted) with blunt ends (Q)
- Felines are strictly carnivorous (no plant matter in scats)
Reference: Moskowitz D. 2010. Wildlife of the Pacific Northwest. 1st ed. Tracking and Identifying Mammals, Birds, Reptiles, Amphibians and Invertebrates. Timber Press, Inc. Portland (OR). 364 pp.
All photos taken by Sage | 1,908 | 981 | {
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Welcome delegates to the Guanahani Conference
Over the past few centuries this island, named Big Island by its Indigenous People (the Guanahani Nation), has been settled by Non-Indigenous Peoples from away who have divided up their own communities into various districts. This conference has been called in the hopes of uniting the island under one government to become a new country. Here are the objectives of the conference that each delegation will have to discuss before reaching a consensus with the other regions being represented:
- The location of a capital city that represents the entire island
- The preservation of the Treaty Relationship established between the early settlers and the Guanahani Nation. The critical parts of the relationship are:
- The Treaty Relationship was established between the Guanahani Nation and the Crown of the settler nation of origin.
- The Settler and Guanahani Nations are equal – one does not control the other
- Guanahani Sovereignty must not be compromised
- The Guanahani Nation does not recognize borders created by settler governments
*Figure 1.* A drawing depicting the Guanahani-Crown Relationship. The Crown (left) and Guanahani (right) are depicted as equals on the land.
First created in 2008
• The preservation of your region’s settler language and culture
• A national language
• Which district will get the new Walmart?
• A name of your country
Each delegation will come together to discuss which points are negotiable, and which ones must be met in order for your district to enter into a federation.
Figure 2. Settler map of Guanahani Island
Figure 3. A map of Big Island used by the Guanahani Nation
First created in 2008
Capital City
The settler Districts of Plymouth (Plymouth), Prince William (Bryan’s Fall), Taco (Antaya, York) and Guanahani (Gunga Din) all have established cities. Wales and Genesis could build brand-new cities anywhere in their districts.
National Language
All non-Indigenous folks of each district speak the same language (English) except for Wales who speaks Welsh – the people of Wales are very protective of their language ever since the Great Migration to Wales in 1791. There are some Welsh speakers (10% of their population) in the District of Taco.
Walmart Location
Walmart International wants to open a location in your country. Whichever district is chosen will receive a huge injection of money, as well as a constant source of tax revenue.
Name of your country
This can be any name of your choosing. The Guanahani Nation refer to this island as (in English) “Big Island.”
System of Government
Devise a system of government that will be able to unify the island, preserve the Treaty Relationship, as well as preserve each region’s non-Indigenous language and culture.
- Who will be the Head of State?
- How will representatives be chosen?
Statistics
| District Name | Population | Area | Date it was founded |
|-----------------|------------|---------------|---------------------|
| Plymouth | 5,000,000 | 4.5 million acres | 1763 |
| Taco | 2,000,000 | 14.25 million acres | 1763 |
| Guanahani | 4,500,000 | 3.9 million acres | 1791 |
| Prince William | 125,000 | 5.3 million acres | 1867 |
| Wales | 5,000,000 | 13.7 million acres | 1791 |
| Genesis | 500,000 | 3.5 million acres | 1867 |
First created in 2008
POPULATION TRENDS
Population (millions)
Years
- English Speakers
- Welsh Speakers
- Indigenous Language Speakers
First created in 2008 | 1,884 | 834 | {
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Meeting Kids Where They Are: Navigating Mental Health Conversations
In recent years, there has been a notable shift in societal attitudes toward mental illness, particularly among younger generations. The stigma that once shrouded discussions around mental health is dissipating, and more kids are openly engaging in conversations about their mental well-being. As a result, young people are feeling more empowered to share their struggles and seek support.
It’s crucial for parents to recognize the signs of mental health issues in their children and to be prepared to have open dialogues about them. By fostering an environment in which discussions are encouraged, parents can provide the necessary support and guidance their children need.
Recognizing the Signs
Parents often witness their children go through various emotional phases, but it’s imperative to discern when these changes might indicate underlying mental health issues. Instead of dismissing mood swings or withdrawal as typical teenage behavior, parents should be attuned to prolonged shifts in behavior, sleep patterns or academic performance.
Combatting Misconceptions
One of the primary hurdles in addressing mental health is overcoming misconceptions. Parents need to educate themselves about mental illnesses to avoid perpetuating stigmas. By fostering an atmosphere of acceptance and understanding, parents can encourage their children to speak openly about their feelings.
Initiating the Conversation
Approaching the topic of mental health can be daunting, but it’s important for parents to initiate conversations that destigmatize the subject. Regular, casual talks about emotions and well-being can create a safe environment where children feel comfortable expressing their thoughts and concerns.
Using “I” statements instead of “you” statements can help avoid accusatory tones and establish a collaborative environment.
More on Page 2
Mental Health Awareness Toolkit
Visit LucetHealth.com for more resources.
space for children to express themselves without fear of judgment. Encouraging discussions about mental health as a natural aspect of overall well-being helps normalize the conversation.
**Techniques for Positive Conversations**
To facilitate positive mental health discussions, parents can employ techniques like active listening, empathy and validation. Creating a judgment-free space allows children to express themselves without fear of repercussion. Using “I” statements instead of “you” statements can help avoid accusatory tones and establish a collaborative environment.
**Navigating the Online World**
Today, a significant portion of a child’s life happens online. Parents must be aware of their child’s online activities and be proactive in addressing any mental health discussions that may arise on social media or other platforms. Openly discussing the impact of online conversations on mental health can empower children to make informed choices and seek support when needed.
**Connecting with the Right Therapist**
When signs of mental health struggles surface, connecting children with the right health care professionals is the next step. Parents should actively involve their children in the decision-making process, ensuring they feel a sense of agency in choosing a therapist who resonates with them.
**Encouraging Peer Support**
Parents can also encourage their children to lean on peer support networks. Facilitating healthy friendships and teaching children to recognize signs of distress in their friends can create a supportive community and instill a culture of understanding and empathy.
**#MentalHealth #MakeItMainstream**
If you or someone you know is struggling with mental health issue, help is out there. Contact the Mental Health America 24/7 Crisis Text Line (Text MHA to 741-741). | 1,598 | 680 | {
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Disruption: Virus Outbreak
A viral disease has appeared in the local Sumatran elephant (*Elephas maximus sumatrensis*) population. This year’s young elephants are sick and many older elephants have died.
- Have the Sumatran elephant tug on their strings. How might those organisms be affected?
- The Sumatran elephant and Sumatran rhino (*Diceroshinus sumatrensis*) share some habitat and food sources. How might the Sumatran rhino be affected by decreased numbers of Sumatran elephants in their ecosystem?
- Have the Sumatran elephant drop their strings that connect them to other organisms in the food web.
- How would decomposers be affected by this change?
- How would organisms that are not directly connected to the Sumatran elephant be affected by the virus outbreak?
Disruption: Mosquito Spraying
Locals concerned about diseases spread by mosquitoes have started aggressively spraying pesticides to reduce their numbers. As a result, the mosquito population drops.
- Have the mosquito (*Aedes aegypti*) tug on all the organisms it is connected to in the food web. How might those organisms be affected?
- Have the mosquito drop all strings to other organisms. Are some more affected than others?
- If spraying for mosquitoes protects human life, is it always worth possibly harming the ecosystem? How would you gauge that decision?
Disruption: Drought
Low levels of rain led to a year in which most plants in Way Kambas National Park produced few leaves, and many died. Only the drought-tolerant tropical almond (*Terminalia catappa*) had a significant production this year.
- Have producers that are not the tropical almond tug on the strings that connect them to other organisms in the food web. How might they be affected?
- How might the tropical almond be affected by significant decreases in other plant species?
- Have producers that are not the tropical almond drop their strings.
- Are some organisms more affected than others?
- Would this affect any organisms that are not directly connected to the tropical almond?
Disruption: Invasive Species
A new species of plant enters the ecosystem. It reproduces faster than existing plants, including the tropical almond (*Terminalia catappa*), and is not a food source for herbivores or omnivores in the ecosystem.
- Have the tropical almond tug on their strings. When they drop out, how will other organisms in the ecosystem be affected?
- The number of plant species in the food web is significantly lower than it was at the beginning of the activity. Do you think the response to this new species would be different with a more diverse ecosystem? Why or why not? | 1,129 | 548 | {
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The war in Europe had been over for nearly a month, but the war in the Pacific appeared to be as vicious as ever. True, Japanese cities were taking a pounding from American bombers and the Navy was tightening its cordon around the home islands, but the Japanese military and government showed no signs of capitulation. As a result, the stateside training of new soldiers, sailors, and airmen continued at a relentless pace. One of the trainers was Edwin William Goddard.
Goddard arrived on campus in the late summer of 1941, a member of the last class to enroll at Clemson College before war came to the United States. An engineering major from St. Matthews, he was assigned to Company B, 1st Battalion, 1st Regiment of the Cadet Brigade. Rather than returning to campus for his sophomore year, Goddard enlisted in the Army Air Force and eventually qualified for flight training.
In Europe, General Eisenhower declared June 6, 1945, a training holiday for American forces to commemorate the first anniversary of the D-Day landings in Normandy. In the United States, it was just another Wednesday, with training operations continuing at bases all across the country. One of those bases was Spence Field, an Army Air Force training base about six miles southeast of Moultrie, Georgia. There, Second Lieutenant Goddard was serving as an instructor pilot assigned to the 2133rd Army Air Force Base Unit. Goddard’s job was to teach advanced single engine flying to Army aviation cadets.
Goddard’s mission on that Wednesday was to instruct cadet Vincent Finewood in the AT-6 Texan, a single-engine advanced trainer aircraft widely used by both the Army Air Force and the Navy. Of course, given the pace of training, Goddard and Finewood weren’t the only crew in the air that day. Instructor pilot Second Lieutenant Frederick Schaeffer was also aloft in an AT-6 with his student, aviation cadet Jack Gibbs. In both cases, the instructors, Goddard and Schaeffer, were in the front seat of their aircraft, while the students were in the back seats. The AT-6 is a low-wing aircraft, limiting the pilots’ visibility below. At some point during the training flights, as both planes were about nine miles north of Berlin, Georgia, the two aircraft collided. All four occupants were killed and there were no witnesses to the accident. Army investigators determined that the likely cause of the crash was pilot error, that neither instructor saw the other plane as he was focusing his attention on his student.
Edwin Goddard was remembered as a “young gentleman,” one of St. Matthews’ “finest young men.” Second Lieutenant Goddard was survived by his parents, one sister, and a brother, an Army major also stationed in Georgia. He was buried at West End Cemetery in St. Matthews. | 1,127 | 594 | {
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Advent and Christmas: Preparing for and Celebrating the Word Made Flesh
The liturgical year begins with Advent, the four weeks prior to Christmas. It is a season of preparation, waiting, and anticipation. We ready ourselves to celebrate the coming of Jesus Christ in two ways — by recalling his historical birth over 2000 years ago, and by looking ahead to his second coming.
Christmas is both a feast day and a liturgical season. It celebrates the mystery of the Incarnation, the coming of Jesus, the Word made flesh, to earth. Each day of the Christmas season renews the celebration of the birth of Jesus Christ. The feasts of this brief liturgical season reflect the light of Christ and draw us further into the mystery of the Incarnation.
During the celebration of both Advent and Christmas, the Lectionary readings resound with prophecies, proclamations, and prayers that rejoice in the coming of Jesus, the Savior. Prophets, angels, shepherds, and kings all give voice to the wonder of the coming of the Lord. We, too, have reason to sing: “Today is born our Savior, Christ the Lord” (Christmas antiphon).
Suggested Activities
- Divide the class into four groups and invite each one to compose prayers for the weeks of Advent based on themes of the season, such as hope, promise, peace, anticipation, and joy. Use the prayers in your bulletin or the advent wreath.
- Provide materials for the children to make Christmas cards for those who are confined to their homes or extended care facilities during this time of the year. Consult with a parish staff member about taking the cards to a nursing home or to people who are housebound.
- Gather various items, such as a bell, candle, star, candy cane, wreath, angel, and other symbols of the season. Invite the students to talk about the way each one reflects an aspect of the celebration of Advent and Christmas as sacred seasons. Older children can research Christmas customs and traditions and offer a presentation to younger students.
Bright Ideas
To learn about celebrating the seasons of Advent and Christmas, visit WeBelieveWeb.com.
Directions
During the Christmas season, the Church celebrates a rich succession of feast days. Invite the children to read about six of these feast days and make and decorate a prayer card to go with each one.
Feast of the Nativity – December 25
The feast of the Nativity celebrates the light that Jesus brought into the world through his birth. Make a prayer card that celebrates the joy of Jesus’ birth.
Feast of St. Stephen – December 26
St. Stephen was one of the first deacons of the early Church. He took care of the needs of the poor. Make a prayer card that tells how the love we show others can be like meeting an angel of mercy and kindness.
Feast of the Holy Innocents – December 28
This feast is a day to remember children throughout the world. Make a prayer card that shows what all children of the world need to be safe, happy, and well.
Feast of Mary the Mother of God – January 1
This feast is also the World Day of Peace. What better way to begin a new year than by praying for peace? Make a prayer card that shows what it means to live in peace.
Feast of the Holy Family – First Sunday after Christmas
Jesus was born into a family who loved and cared for him. Make a prayer card that shows how important it is for families to grow together in love and respect.
Feast of the Epiphany – Second Sunday after Christmas
In the story of the Epiphany, a star guides seekers from far away to the place where Jesus lives with his family. Make a prayer card that shows how God guides us each day. | 1,405 | 778 | {
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Unit 1.4: Long i review
i_e, ie, y as i, igh
Objectives
• To review the digraphs i_e, ie, y as i, igh
• To consolidate learning with Story time.
Essential Resources
• Fix-it Phonics Level 3 Student Book
• Fix-it Phonics Level 3 Workbook
• Fix-it Phonics Level 3 Audio CD/Download
• Picture Code Cards – i_e, ie, y as i, igh
Additional Resources
• Level 2 Keyword Cards – i_e, ie, y as i, igh
• Fix-it Phonics Level 3 Software
• My Digraph Big Book
Activity outline
Welcome to Letterland
At the start of the lesson, listen to the Letterland Theme Song as required.
You could use the Software and watch the animated Letterland characters as you join in with the song.
Sound
Use the Picture Code Cards to review Mr I and Magic e.
Show the Picture Code Card, say,
Who is this? Mr I and Magic e.
What is their sound? /i/
Show the plain letters, say ‘i’.
Keywords
Listen to the audio CD to review the Keywords.
Pause the track before the song for your class to repeat the Keywords.
If you have the Level 2 resources, use the Keyword Cards to review all the words associated with the sound.
Song (optional)
Review songs if you have time, and your students enjoy singing them!
Listen to the song.
Ask the children to join in as and when they are ready.
Resources
CD1 Track 1, Software
Lyrics, pages 20
Let’s see what we remember about our friends in Letterland today!
Picture Code Card – i_e
Who is this?
What is their sound?
Student Book 1, page 21, CD1 Track 18
Lyrics can be found in your Fix-it Phonics Level 2 Teacher’s Guide, Level 2 Software or as a download from:
www.letterland.com/teacher-resources
Activity outline
Repeat
Repeat the same process with: ie, igh, y as i
- review the sound of the digraph
- review the Keywords
- listen to the song
- write the letter shapes
Workbook
Use the Workbook to practise writing the letter shapes together. You could write each digraph after singing the song, or complete pages 32-35 after reviewing all the long i digraphs.
1. Look at the pictures and say the words out loud.
2. Write the correct digraphs on the lines to complete the words.
Answers page 33: slide, tie, kite, pie, bike, field, Annie
Answers page 35: cry, fly, light, night, sky, fight, right
Story time
The story includes words the spelling patterns to review the long i sound. Follow this basic procedure for reading the story:
- **Look** at the pictures and discuss what the story might be about. Ask children to describe what they see in their native language.
- **Read together**. If possible, project the story onto a whiteboard to read with your class. You can use the Audio CD for this purpose as required.
- **Search** for all the words that contain the Unit spelling patterns.
- **Read**. Children read sections to themselves, blending the sounds together to decode words. Use choral-reading, partner-reading or another of the techniques detailed on page 19.
- **Check up**. Ask several children to read to you each day in order to listen to everyone.
Resources
Picture Code Cards - ie, igh, y as i
Workbook 1, pages 32-35
Student Book 1, pages 23-26, CD1 Track 22 | 1,371 | 786 | {
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IMMUNOLOGY WITH PROFESSOR BRIAN SEYMOUR
TALKING POINTS
KNOWLEDGE
1. What are T helper cells?
2. What do you know about the population of Health Zone 1?
COMPREHENSION
3. What was Professor Seymour’s team able to do by blocking cytokine release?
4. How did animal models prove the connection between second-hand cigarette smoke and asthma?
APPLICATION
5. How did Professor Seymour ensure he had a control group in his studies using animal models?
6. How could Professor Seymour’s community outreach help address health inequality?
7. Why is it important to consider social, economic and environmental factors in immunologic diseases?
ANALYSIS
8. In what way do you think poverty has an impact upon asthma rates in Health Zone 1?
EVALUATION
9. What do you think are the ethical considerations of using animal models in studies?
10. How do you think the COVID-19 pandemic has affected public understanding of health?
ACTIVITIES
Achieving health equity through community outreach is an important part of Professor Seymour’s work.
Devise your own ideas for activities to help community outreach and get people engaged in health science.
• Who will you target with your campaign? (For example, younger students or adults in a certain age bracket.)
• What are your key messages for them?
• Do you want them to do anything in response to your campaign (such as quit smoking or walk to get fit)?
• Could you incorporate games, workshops or a creative element as part of your outreach?
• Could you link your activities to a citizen science project?
Keep track of pollen levels in your area
You can keep a record and see how levels change over the year. See if there is a relationship between pollen and other factors such as temperature, humidity and location. You should be able to find pollen information online, and you can record temperature and rainfall using a thermometer and a rain gauge.
• What are the impacts of pollen on people’s health?
• Which times of the year are most problematic for allergy sufferers?
• What treatments are available to help them?
MORE RESOURCES
• You can find out more about the immune system here: www.niaid.nih.gov/research/immune-system-overview and www.niaid.nih.gov/research/immune-cells
• The American Association of Immunologists (AAI) has a useful education section on its website: www.aai.org
• Here is a video explaining how asthma works: www.youtube.com/watch?v=PzFLDi-sL3w
• The American Academy of Allergy, Asthma & Immunology (AAAAI) provides lots of information about Professor Seymour’s areas of interest: www.aaaai.org
• The American Public Health Association (APHA) explores disparities in public health: www.apha.org/What-is-Public-Health/Generation-Public-Health/Disparities-in-the-US | 1,346 | 603 | {
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GESTATIONAL DIABETES
is diabetes that is found for the first time when a woman is pregnant. Gestational diabetes means that your blood glucose (also called blood sugar) is too high. Your body uses glucose for energy. But too much glucose in your blood can be harmful. When you are pregnant, too much glucose is not good for your baby.
LIFESTYLE MODIFICATION
MEAL PLAN
- Advice to control food with high sugar, fats and alcohol.
- Advise lifestyle modification by changing the patterns of eating.
- For pregnant women malnutrition causes intrauterine growth retardation. So advise healthy nutritional food prescribed by dietitians.
- Eat 3 small meals 1=3 snacks every day.
A QUICK CHECKLIST IF YOUR RESULT IS INCORRECT
- Is there enough blood on the strip?
- Are your fingers clean?
- Is the strip on the meter?
- Is the calibration code correct?
- Is the battery low or flat?
- Has the strip expired?
- Has the strip been affected by climate heat light?
CHECK YOUR BLOOD GLUCOSE
- When you wake up.
- Just before meals.
- 1-2 hours after breakfast.
- 1-2 hours after lunch.
- 1-2 hours after dinner.
INSULIN THERAPY
- Explain and teach the site of giving insulin.
- Explain the needs of self-monitor blood glucose when taking insulin.
- Check the dose properly specially during pregnancy maternal hypoglycemia will affect the baby.
STORAGE OF INSULIN
- Insulin should be stored below 40 degrees.
- Do not keep insulin in the freezer.
- Insulin is destroyed by heat so must not be left in the car or anywhere where the temperature exceeds 40 degrees Celsius.
FOOT CARE EDUCATION
Inspect feet every day, check whether any puncture wounds in pressure areas especially:
1) Tip of big toe.
2) Base of little toes.
3) Base of middle toe.
4) Heel.
5) Outside edge of foot.
CARE OF FOOT
DO'S:
- Wash feet daily and dry between toes.
- Use quality lotion to keep skin moist and soft.
- Use diabetic foot wear.
- Cut toenails straight across and do not gouge into corners.
DON'TS:
- Do not go with barefoot.
- Do not wear high heels.
- Do not excessively soak in hot water.
- Do not drink alcohol while exercising.
- Do not smoke.
DIABETIC EMERGENCIES
HYPOGLYCEMIA
- Trembling
- Weakness
- Drowsiness
- Decrease the fetal movement
- Headache
- Confusion
- Dizziness
- Double vision
HYPERGLYCEMIA
- Increased thirst and urination.
- Nausea.
- Deep and rapid breathing.
- Abdominal pain.
- Sweet smelling breath.
- Loss of consciousness.
- Decreased fetal movement.
FOLLOW UP VISIT
- Visit a physician at least 4 times a year.
- Check HbA1C every 3 months.
- Evaluate cholesterol and triglyceride
- Eye checkup at least once a year.
- For gestational diabetic reviews postpartum follow up & laboratory testing.
- Health checkup weight and blood pressure.
PREVENTION OF RISK OF HAVING GESTATIONAL DIABETIC DURING FUTURE
- Reach and maintain a reasonable weight.
- Physical activity for 30 minutes most days.
- Healthy eating plan.
- Health check up every year especially BP and blood sugar.
Contact us on 1781 2222
www.bahrainspecialisthospital.com | 1,621 | 755 | {
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California Tide Pools
Tide pools are found on rocky shores between the high and low tide, an area also known as the intertidal zone. Tide pools are fun to explore when you are at the beach. They have a lot of exciting marine life for visitors to see, but the animals that live in this unique habitat are fragile and need to be respected.
Common Tide Pool Animals Along Our Coast
**Sea Stars** are top predators in our tide pools. They use hundreds of flexible tubes called tube feet to pry apart mussels and other prey. If you find a sea star, don’t pull it off the rocks. You can break the tube feet that help it hold onto rocks.
**Sea Anemones** are related to jellyfish. Anemones feel sticky because of stinging cells that they use to catch their food. But don’t worry! Their sting isn’t strong enough to hurt us.
**Sea Hares** are sea slugs that owe their name to tentacles on their head that look like rabbit ears. Some sea hares can grow to the size of a football. Sea hares produce a purple ink to defend themselves. This ink was used by Native Americans to dye clothing.
Tide Pool Etiquette
Tide pool habitats are very sensitive to the impact of people; in fact, it can take years for the marine life to recover from trampling. Protect tide pools by watching your step, touching animals gently, carefully replacing animals where you found them, and picking up your trash.
**Watch Your Step**
Seaweed-covered rocks are very slippery. Animals like anemones, mussels, and snails can be crushed by stepping on them. When in tide pools, please take care to step on bare rocks or sand for your safety and for the safety of the animals that live there.
**Touch Gently**
If you touch an animal in a tide pool, wet your fingers first with seawater. If you turn over a rock, carefully put it back the way you found it. Seaweed and rocks protect the animals below.
**Keep it Clean!**
Anyone can help keep the intertidal clean! Always bring a bag with you for your trash.
Artwork and text by 4th to 12th students from Sierra High, Montalvo and Ramona Elementary Schools in Ventura County, and McKinley Elementary in Santa Barbara. This project was coordinated by the MERITO Foundation (www.meritofoundation.org) in collaboration with the Channel Islands National Marine Sanctuary and National Marine Sanctuary Foundation. Funding was provided California Coastal Conservancy. | 916 | 525 | {
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The Role of Water in the Green Economy
A perspective from the water science community
Rio+20 aspires to create “the future we want,” an epochal economic transformation to sustainable production and consumption. The international water community shares this aspiration, though it requires major innovation in the way water is managed. The fundamental requirement of the green economy is that it delivers food, water and energy security for all, a requirement challenged by climate and land-use change and its key impact—more volatile and less secure water supplies. Water security underlies all dimensions of human health and well-being, and is fundamental to both food and energy production. The green economy is inconceivable without diligent and highly efficient stewardship of this precious resource from raindrop to tap and back to raindrop.
Water is the practical entry point for integrated solutions to linked water, energy and food security challenges. Integrated Water Resources Management (IWRM) is a proven process for balancing societal, environmental and economic requirements, and provides a logical starting point for conceiving, implementing and managing the climate-resilient green economy. These points were underscored at the recent “Oxford Conference on Water Security” and the Bonn 2011 conference, “The Water, Energy and Food Security Nexus: Solutions for a Green Economy.”
"The Water-Energy-Food Security: New Challenges and New Solutions for Water Management" conference hosted by the Global Water System Project (GWSP), the International Institute for Sustainable Development (IISD) and the National Aeronautics and Space Administration (NASA) in Winnipeg, Canada, in May 2012, reinforced these key messages and pushed further on three key implications:
1. Setting water targets works, as evidenced by recent reports that the Millennium Development Goal on improved access to water has been achieved—a major and commendable accomplishment. Other key water targets related to supply, quality, use and resilience to climate change should now be established, with appropriate investments in standards and monitoring to provide systematic and coherent advice to governments on planning and management. Earth observations are crucial, increasingly low-cost and ubiquitous sources of monitoring data.
2. The flow of water does not conform to political boundaries and thus challenges conventional governance models. Innovative polycentric governance models will be key to the new partnerships necessary for water-energy-food security. Furthermore, agreements on water science and observations can often provide a basis for new partnerships that can expand to address the policy dimensions of water security. Collaborative, fully integrated water management respectful of unique cultural and historical patterns of resource tenure builds trust and is therefore a critical entry point for transboundary peace-building, and it should be prioritized.
3. The green economy is a vision for a sustainable world economy. It will likely evolve from the ground up through bioeconomies that provide renewable supplies of energy, fibre and chemicals to industry until it transforms national market economies. Innovative water management will be crucial to balance and optimize the flows of these ecosystem services and to remediate environmentally stressed regions. The Lake Winnipeg Bioeconomy Project demonstrates how innovative water management can link hydrologic and nutrient cycles, generate renewable feedstock for industry, produce ecosystem benefits and increase food security. Integrated water and land management that produces public and private benefits will be crucial for jointly mitigating and adapting to climate change—the crux of the green economy.
This is the future we need.
For further information please visit:
www.iisd.org
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Computing with R for Mathematical Modeling
Infuse Computational Thinking into Math Classrooms through Math Modeling with R
**PROJECT OBJECTIVE**
Integrating computational thinking into high school math classes permits students to learn and apply computing concepts and skills in a more established and accessible math context. The CodeR4MATH project leverages the inherent connections between computational thinking and mathematical modeling practices and a multitude of representational tools to create a synergistic solution for supporting students to simultaneously develop competencies in both domains.
**R AS A MATH MODELING ENVIRONMENT**
R is a programming language and environment for computing and graphics. R and related tools (i.e., RStudio and R packages) provide abundant supports for learning and teaching math modeling:
1. Express ideas with intuitive code and inline comments.
2. Track variables and parameters in a Global Environment tab.
3. Visualize models with diagrams and graphs.
4. Use powerful computing facilities.
**Driving for Gas**
*A sample activity*
Gas prices change often, and not every gas station offers the same price per gallon. The gas station selling the cheapest gas may be across town from where you are driving. Is it worth the drive across town? Create a mathematical model that can be used to help understand under what conditions it is worth the drive (GAIMME, 2016, p. 14).
```
```{r my-model}
#### MAKING ASSUMPTIONS ####
fuel_economy = 35 # the fuel economy of the car is 35 miles per gallon
gasoline_needed = 15 # the amount of gasoline to be purchased is 15 gallons
price_1 = 3.59 # the price of gasoline at Station 1 is $3.59/gallon
price_2 = 3.44 # the price of gasoline at Station 2 is $3.44/gallon
#### DEFINING VARIABLES ####
distance = numeric() # the distance (in miles) between Station 1 and Station 2 affects the actual saving because driving to and from Station 2 uses gasoline
distance = 0:20 # set a sequence of possible values for the distance between the two stations: 0, 1, 2,.....,20 miles
#### BUILDING THE MODEL ####
# the apparent saving by purchasing gasoline at Station 2 instead of Station 1 ($)
apparent_saving = (price_1 - price_2) * gasoline_needed
# the gasoline used driving to and from Station 2 (gallon)
gasoline_used = (distance * 2) / fuel_economy
# the cost of driving to and from Station 2 ($)
cost_driving = price_2 * gasoline_used
# the actual saving accounting for the cost of driving to and from Station 2 ($)
actual_saving = apparent_saving - cost_driving
```
Express ideas with R code and inline comments.
```
```{r analysis}
#### ANALYSIS AND MODEL ASSESSMENT ####
# visualize the relationship between distance and actual saving
plot(
x = distance,
xlab = "Distance of Station 2 (miles)",
y = actual_saving,
ylab = "Actual Saving ($)",
pch = 16,
col = ifelse(actual_saving >= 0, "blue", "red")
)
legend("topright", legend = c("Save", "Waste"), col = c("blue", "red"))
```
Analyze and assess models through interactive graphs.
CT concepts: variables, sequences, conditionals, iterations, data structures
CT practices: problem decomposition, data analysis and representation, abstraction, automation
Reference
GAIMME: Guidelines for Assessment and Instruction in Mathematical Modeling Education, Sol Garfunkel and Michelle Montgomery, editors, COMAP and SIAM, Philadelphia, 2016. View the entire report, available freely online, at http://www.siam.org/reports/gaimme.php.
concord.org/CodeR4MATH
@ConcordDotOrg
This material is based upon work supported by the National Science Foundation under Grant No. DRL-1742083. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
Jie Chao (PI) firstname.lastname@example.org
Eric Simoneau (Co-PI) email@example.com
Ben Galluzzo (Co-PI) firstname.lastname@example.org | 2,007 | 929 | {
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Pre-Employment Transition Services for Tennessee Students with Disabilities.
Middle and high school are a critical time for developing social skills, self-advocacy, and the groundwork for life after high school and independence made possible through employment. The Tennessee Department of Human Services (TDHS) Rehabilitation Services Division is dedicated to helping qualified students with disabilities across the state find employment success, wellness, and independence by offering Pre-Employment Transition Services.
What Are Pre-Employment Transition Services?
Commonly referred to as Pre-ETS, Pre-Employment Transition Services are offered free of charge and include the following five focus areas that aim to prepare eligible students for employment and life after high school.
1. **Job Exploration Counseling**
Examples: Career awareness, career speakers, career student organizations
2. **Work-Based Learning (WBL)**
Examples: Job shadowing, paid internships, non-paid work experience, service learning, volunteering
3. **Postsecondary Counseling**
Career clusters, strategies for smooth transition to post-high school, information/guidance on post-school training options
4. **Workplace Readiness Training**
Examples: Social/interpersonal skills, independent living skills, financial literacy, soft “essential” skills
5. **Self-Advocacy**
Examples: self-awareness, disability disclosure/advocacy, decision making, self-determination
Quick Pre-ETS Facts
- There are over 80 Pre-ETS providers across Tennessee
- In 2021-22, the Rehabilitation Services Division at TDHS served over 5,000 students each month
- Individuals with disabilities may also qualify for assistive technology through the Tennessee Technology Access Program (TTAP)
Learn More About Pre-ETS Tennessee
Visit our Transition Services webpage at Tn.Gov/HumanServices/Ds/Vocational-Rehabilitation/Transition-Services.html
This page has details about Pre-ETS and other services available to students with disabilities.
E-mail Us:
email@example.com
Call Us: (615) 313-4891, TTY# (615) 313-5695 or TTY# (long distance) 1-800-270-1349
Visit Tn.Gov/HumanServices and follow us @TNHumanServices with the icons below.
Find the Tennessee Department of Human Services videos on YouTube.
General Services, Authorization No. 123456, copies January, 2015. This public document was promulgated at a cost of $0.10 per copy.
Getting Started with Pre-Employment Transition Services
Pre-ETS are delivered by providers across the state who work in contracted partnerships with TDHS. Follow these steps to get started with Pre-ETS:
1. Ask your school counselor about Pre-ETS in your area or contact the Tennessee Department of Human Services to learn about providers in your region.
2. Submit a completed parental permission form (if the student is under 18) and disability documentation to your provider.
3. After documents are reviewed and approval is received, you will be assigned a Potentially Eligible Vocational Rehabilitation Case and will begin your Pre-ETS journey with your provider. Pre-ETS approval does not guarantee qualification for Vocational Rehabilitation (VR) services and students approaching high school graduation can reach out to their VR Counselor to learn about options.
The Value of Pre-Employment Transition Services
• Individuals with disabilities are unemployed at a higher rate than any other demographic and Pre-ETS can help students break this cycle.
• Pre-ETS can build student independence, confidence, and readiness for a lifetime of successful employment.
• Hands-on learning in real work settings increases student engagement and moves them beyond theory.
• High school is a great time to learn how to get a job, keep a job, become a confident worker, and make an educated decision about pursuing higher education or advanced training. | 1,879 | 789 | {
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Spring One in Class 4
English
This half term we will continue with the ‘Success for All’ programme to develop our reading skills.
In writing, we will be developing key grammar skills and sentence structure through the genres of character description, comparative writing and biographies.
Spelling is taught throughout the week in dedicated lessons as well as throughout all the children’s learning.
We are reading...
Books and stories that we will focus on this term are:
- Michael Morpurgo - Beowulf
- David Attenborough - John Peel and Dreams
- Anglo-Saxons
Maths
We follow the White Rose Maths Scheme.
This term, children will explore ...
Multiplication and Division
Fractions
To assist them in their learning this term we are encouraging the children to take time to learn times tables at school and at home.
Science
In Science, this half term we will be exploring Living things and their habitats.
Within this topic we will investigate:
- The differences in lifecycles of mammals, amphibians, insects and birds
- The life processes of reproduction in some plants and animals.
- The work of naturalists and animal behaviourist David Attenborough and Jane Goodall.
General Info
Please remember to send your child to school with their home reader where they will be checked every Wednesday. They can change them any time throughout the week.
Homework will be sent home on Friday and the hand in day will be Wednesday.
In History this half term the children will be discovering who the Anglo Saxons were.
Within this topic, the children will learn where the Anglo Saxons came from, why they invaded Britain and chronologically how they fit into British history. They will cover what daily life looked like in this time period from homes to jobs; food and how they cooked it and governance.
In Art, the children will be taking part in the Grow Future Skills project. This will explore art and literacy through digital and multimedia skills to create illustrations, animations, mood and soundscapes. This project will be run by The Forge and Cloe Sparrow (Artist).
Children have PE sessions twice a week. On a Monday afternoon with a coach. On a Wednesday afternoon the children will cover skills in dance. This will include:
- using a range of movement patterns
- compare their performances and demonstrate improvements
In computing this half term, the children will develop their information technology knowledge and skills in using spreadsheets and databases.
They will also continue to understand the importance of staying safe online by taking part in Safer Internet Day.
The children will be learning how to play the djembe drums. This will include reading music in order to keep timing, different tones and sounds.
In R.E. the children will be exploring the religion of Judaism to understand the importance of the character Moses. They will then go on to discover and understand Jewish festivals.
School opens for Spring 1 – Monday 6th January 2023
Grow Future Skills Art Workshop beginning Thursday 16th January running for 3 weeks.
Safer Internet Day - Friday 11th February – The topic for this year is – Inspiring change. | 1,267 | 632 | {
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The Garden maintains Southwest Florida’s only conservation seed bank. The ever-growing collection represents rare and common native species as storms, climate change, sea-level rise, invasive pests, and urban sprawl threaten all plants. It includes species from the Caribbean because Southwest Florida shares a plant palette, growing conditions, soil types, and weather patterns with its island neighbors.
Garden conservationists conduct novel research into long-term preservation strategies, plant growth habits, and preferred conditions. The seed collection and the knowledge gleaned from it allows the Garden to embark on restoration projects, amass native plants for use following natural disasters, and advise local governments on the trees and plants best suited for ecosystem health.
**The seed bank includes:**
- Nearly 230,000 seeds, representing 61 species
- 48 species native to Florida
- 38 species native to the Caribbean
- 19 plants that grow only in our region
- 5 state-threatened species
- 5 state-endangered species
- 1 federally listed threatened species
*Note: Figures as of August 2023*
**Notable Holdings**
*Meriania brevipedunculata*
Found only in the mountains of Haiti, this shrub is so uncommon that it has no known common name. A mere 39 individual plants in five populations are known to exist in the wild. The Garden has preserved 71,000 of its seeds.
*Calopogon multiflorus*
This orchid, known as “many-flowered grass-pink,” is a Globally Imperiled plant found in the Southeastern United States. It blooms only after a fire. The Garden holds approximately 100 seeds in its collection.
*Harrisia portoricensis*
The “Puerto Rico apple cactus” is considered extinct in the wild. The Garden holds 62,000 of its seeds, collected and preserved as part of our Puerto Rican cacti project.
*Hymenocallis puntagordensis*
The Garden is among the first to successfully safeguard a collection of the Punta Gorda spider lily, which is known to exist in only a handful of preserves in Punta Gorda, Florida.
Projects & Collections
Rookery Bay Plant Surveys and Seed Collection
Specialists from the Garden and Rookery Bay National Estuarine Research Reserve collect the seeds of targeted species in the 110,000-acre reserve. Many of these plants are found in coastal dune areas that will be among the first ecosystems lost to sea-level rise or storms. The seeds saved now can help restore those areas in the future.
Beach Dune Restoration
Garden conservationists collect seeds and cuttings from native coastal plants, study how to multiply and grow them, and tend thousands of seedlings for use in restoration projects. Using local plant genetics — rather than ordering commercial stock from elsewhere — creates a better functioning ecosystem.
Puerto Rican Cacti
Two invasive pests threaten the survival of Puerto Rico’s native cacti. The Garden, Puerto Rican plant specialists, and the U.S. Department of Agriculture have partnered to save them. Conservationists collected seeds and cuttings from cacti not yet infected. They shipped the material to the Garden for safekeeping, ensuring that the plants will persist even if lost in their native habitats.
Swamp Bay
The invasive *Xyleborus glabratus*, or redbay ambrosia beetle, carries a fungal disease that has decimated red bay (*Persea borbonia*) and swamp bay (*Persea palustris*) throughout the southeastern United States. The Garden’s swamp bay collection has shown resistance to laurel wilt disease, making it a potential asset for future restoration projects. Moreover, swamp bay is a “crop wild relative,” or genetic cousin to the avocado (*Persea americana*). Its genetics could be introduced to the popular fruit to bolster its resistance to disease. | 1,627 | 792 | {
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INTRODUCTION
Create a Capable Companion—an imaginary creature with special powers—made out of materials you find in your home. Capable Companions can help make the world a better place in an infinite number of ways. What will your Capable Companion do? Listen to your thoughts? Keep a secret? Make other people laugh or remind them to be considerate? The possibilities are endless!
Some things to consider while you create your Capable Companion:
• Do they have a name?
• What is their unique and special power?
• What materials will you use to make your Capable Companion, and why?
• Does your Capable Companion see? Hear? Communicate?
WHAT YOU'LL NEED
• Recycled materials and/or natural materials (bottles, cans, bottle caps, lids, cups, egg cartons, cardboard tubes, cardboard boxes, bubble wrap, dryer lint, twigs, acorns . . . anything you can find!)
• Glue, string, wire, and toothpicks to assemble your materials
• Scissors
• Markers, paint, crayons, or bits of paper to decorate your Companion
You can use all kinds of materials to make your companion, there is no wrong way to do it!
THE CLARK CONNECTS
This project is an activity from the Clark’s Curating a Culture of Respect (CCR) program. CCR engages middle school students with art as a vehicle to expand awareness of human relationships, perspectives, and choices. The program is designed to encourage students to be more aware of their own personal power in shaping positive futures.
What is the first thing you notice when you look at this image?
Hendrick Goltzius was well known for his depictions of figures with great strength and bulging muscles. This engraving has long been known as the Knollenman, or bulbous man. Stout and aggressively strong, *The Great Hercules* stands in a commanding stance spanning almost the entire width of the foreground—adding to our sense of his power. What other details has Goltzius included to give us a sense of just how tough Hercules really is?
**How can you represent strength made out of the materials you have for your capable companion?**
Two strong, capable women are depicted carrying fishing nets and lobster traps in front of a sunset at Saco Bay, Maine. This was a frequently visited spot for painter Winslow Homer, whose studio was nearby. Homer considered [this painting](#) to be one of his best works.
Take a closer look at the two figures. How would you describe them? Notice how Homer depicted them with the same color palette as he used for the rocks. How does this give us a sense of these women’s strength of character and stability? Do you see anything else in the painting depicted in similar colors?
**What colors will you choose to decorate your capable companion? Do these colors have any symbolic meaning?**
Elizabeth Nourse’s *The Kiss (Le Baiser)* displays a quick expression of gentleness and warmth between two sisters. The composition focuses entirely on the two figures, there is no background to be seen, highlighting the importance of this tender, fleeting and powerful moment.
This drawing may be considered autobiographical. We know that Nourse’s relationship with her older sister Louise was a lifelong source of comfort and security for her.
Take a look at the older sister’s face as she kisses the cheek of the younger one. What do you think she’s feeling? How does this moment give her strength?
**DOES YOUR CAPABLE COMPANION SHOW THEIR STRENGTH WITH THEIR BODY, WITH THEIR HEART AND MIND, OR WITH BOTH?**
**OTHER WAYS TO CREATE**
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Formaldehyde Testing
Formaldehyde testing in residential and commercial properties has become a common practice to safeguard the health and well being of occupants. The testing is a small price to pay for protecting people from the invisible gas and its health effects.
Formaldehyde can be found in many products that exist in our homes and offices. The chemical is commonly used in many manufacturing processes and as an ingredient in many building supplies and furnishing.
The list of formaldehyde containing substances is extensive and can involve everything from plywood and particle board, insulation, cleaners, carpeting and furniture to automobile exhaust, smog and tobacco smoke.
Exposure to elevated levels of formaldehyde can trigger asthma attacks, nausea, watery eyes and difficulty breathing. Formaldehyde has been shown to cause cancer in animals and according to the Department of Health and Human Services (DHHS) formaldehyde may reasonably be anticipated to be a carcinogen.
Properly Performed Formaldehyde Testing Can Protect People & Investments
Formaldehyde
Formaldehyde is a naturally occurring chemical compound that is also frequently used in the manufacturing of many common household materials. Over the years and continuing today, formaldehyde has been utilized in the manufacturing process of thousands of products and materials. Exposure to elevated levels of this gas should be avoided whenever possible.
Much of the formaldehyde that people are exposed to comes from its use in the production of polymers that are in products used to build and furnish our homes and offices.
In more recent years the health effects associated with elevated levels of exposure have brought to light the dangers from prolonged and repeated contact with the chemical. The major exposure risks associated with formaldehyde come from occupants inhaling contaminated air.
*Formaldehyde is a colorless gas that can emit strong odors. Affordable testing procedures are available by qualified professionals and accredited laboratories to determine if elevated levels of formaldehyde are present.*
Hiring a Formaldehyde Inspector
A qualified formaldehyde inspector should be able to provide references and qualifications to the building owner or occupants.
- During a formaldehyde inspection air samples are taken to determine the presence and concentrations of the gas in the air.
- If elevated levels of formaldehyde are discovered a written evaluation describing the locations, levels and recommendations for corrective actions may be given. Suggestions to decrease humidity levels and temperatures may be a component of the recommendations.
*Depending on what the investigator discovers they may recommend the building owner provide additional ventilation or remove certain formaldehyde emitting substances that pose a threat to occupant health.*
It is important when hiring a professional to conduct the inspection that only experienced and qualified professionals perform this important task. Be sure to also verify that any samples that are taken are to be analyzed by an accredited independent laboratory such as LA Testing.
Resources
American Indoor Air Quality Council
www.iacouncil.org
California Indoor Air Quality Program
www.cal-iaq.org
Centers for Disease Control & Prevention
www.atsdr.cdc.gov/facts111.html
EMSL Analytical, Inc. www.emsl.com
Indoor Air Quality Association www.iaqa.org
LA Testing www.LATesting.com
National Safety Council
www.nsc.org/ehc/indoor/formald.htm
U.S. Department of Labor
www.osha.gov/SLTC/formaldehyde/
U.S. Environmental Protection Agency
www.epa.gov/iaq/formalde.html | 1,615 | 677 | {
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The story of Joseph and his brothers is a powerful narrative that highlights themes of forgiveness, redemption, and the power of family bonds. Here’s a summary of the key events:
1. **Joseph’s Dreams**: Joseph, the youngest son of Jacob (also known as Israel), has two dreams that he shares with his brothers. In these dreams, Joseph sees himself as the dominant figure, with his brothers serving him. This dream angers his brothers.
2. **Joseph’s Interpretation**: Joseph interprets his dreams to mean that his brothers will bow down to him. This further激怒了 his brothers.
3. **Joseph’s Treatment**: When Joseph’s brothers sell him into slavery, they take his coat and throw it into a pit. They then lie to their father, claiming that a wild animal has eaten Joseph.
4. **Jacob’s Grief**: Upon hearing this news, Jacob mourns for many days, believing that Joseph is dead.
5. **Joseph’s Journey**: Joseph is sold to a merchant who takes him to Egypt. There, he becomes a slave in the house of Potiphar, an Egyptian official.
6. **Potiphar’s Wife**: Potiphar’s wife tries to seduce Joseph but he refuses. She accuses him of trying to rape her, leading to his imprisonment.
7. **Joseph’s Interpreting Prisoners’ Dreams**: While in prison, Joseph interprets the dreams of two other prisoners. He predicts that one will be released and the other executed. The first prediction comes true when Pharaoh’s butler remembers Joseph and asks Pharaoh to recall him.
8. **Joseph’s Release**: Pharaoh recalls Joseph from prison and appoints him as a high-ranking official in the kingdom. Joseph interprets Pharaoh’s dream about seven years of plenty followed by seven years of famine.
9. **Joseph’s Advice**: Joseph advises Pharaoh to store grain during the years of plenty so that the people can survive the years of famine.
10. **Joseph’s Return**: When the famine hits, Joseph’s brothers come to Egypt to buy food. They do not recognize Joseph at first, but he recognizes them. Joseph reveals his identity to his brothers and forgives them for selling him into slavery.
11. **Family Reunion**: Joseph brings his father and brothers to Egypt, where they live comfortably under his care.
This story teaches us about the importance of forgiveness, the power of family, and the resilience of the human spirit. It also demonstrates how Joseph’s faithfulness and wisdom led him to become a trusted advisor to Pharaoh, ultimately bringing his family to safety and prosperity. | 984 | 529 | {
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AESTHETICS
A term used to describe those parts of design that are not to do with the function of a design object but how appealing to the senses the object is. How attractive to the user the example of design is.
BRIEF
Short detailed description of the design project. The brief is usually discussed with the client, the person who wants the project carried out, and the designer. The brief says what the problem is and any guidelines the designer has to follow. It may give ideas about the timescale, colours to be used, who will use or buy the product, the cost, materials to be used.
CONSUMERS
The people who the new products and services are targeted at. Those members of the buying public who will use the products that are designed and made. Designers and manufacturers will target consumers by a certain age group, male, female or by how much money they have.
ERGONOMICS
Is the name given to the relationship between products and their users. How physically comfortable and easy to use the product is. Ergonomics plays an important part in the designing of seating, a shopping trolley etc.
FORM
Describes the physical three-dimensional qualities of a product. This means the shape, structure of a product as well as the materials used, the colours, textures and decoration used.
FUNCTION
The uses that the design object can be put. A product must be able to do what it was designed to do, to be used safely and easily. A poster should give information and promote an event such as a rock concert. Packaging should protect the product inside. Interior design should make the using of a room easier, more comfortable and attractive.
TYPES OF DESIGN
Design is so large that it is divided into many types of design.
GRAPHICS - communicating visually to inform and promote for example a poster, road sign, a book
FASHION - clothing for lots of different functions, to go out, sporting activity, casual, work clothes.
INTERIOR - designing of living spaces and work environments.
PRODUCT - objects that we use to make our lives easier for example a mobile phone, a hairdryer.
FURNITURE - designing of seating, tables, cupboards, drawers etc.
PACKAGING - boxes, wrappers etc. that protect products and keeps food fresh.
ARCHITECTURE - buildings such as offices, homes, airports, train stations, Scottish parliament.
TEXTILE - designing of fabrics used in fashion, furnishing, carpets, curtains.
GAME - designing computer games for x-box, playstation, gamecube, pc's.
ENGINEERING - designing bridges, dams, large machinery, satellites etc. | 1,102 | 537 | {
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WHAT THEY HAVE SAID:
When NVP was given the Presidential Daily Light Award in 2001, for best community project in the United States, President Bill Clinton stated: “The work of the Non-Violence Project is an outstanding example of what we can do for our fellow citizens through community action.”
Eddy M. Ballina—Executive Director NVP Uganda
- Schools for peace
- Sports for peace
- Life skills
- Youths forums
- Community dev’t
Knowledge is the best weapon against violence
Increased knowledge about violence, non-violence and the consequences of violence is key in order to create change. In all our efforts we focus on delivering a viable message that in different ways will make people, young or old, aware of what conflicts are all about and in what way you can contribute in our mutual aim to create a better world.
WHY NONVIOLENCE:
Each year over 2 million people worldwide lose their lives to violence. This is the leading cause of death for people aged 15 – 40. For every young person killed an estimated 40 receive injuries that require hospital treatment. Violence places a massive burden on national economies costing countries billions of dollars each year.
For more info contact;
www.nvpuganda.yolasite.com
www.iobfp.com
Email firstname.lastname@example.org
Email email@example.com
Tel: 256779226187, 256701802787
P.o.Box 63 JINJA UGANDA
OUR VISION
Creating a meeting place for the next generation leaders with capacity to spearhead peace, conflict resolution, objective leadership and development
GENERAL INFORMATION
The Nonviolence Uganda (NVP) is an internationally well known and respected organization in the field of violence prevention and conflict resolution. NVP’s mission is to inspire, motivate and engage young people in positive action to make their lives and communities safer and healthier. NVP has been active since 1993 and some 5 million young people on four continents have taken part in one or more of its 100 educational programs. NVP has also trained thousands of employees in conflict resolution, corporate social responsibility and how to add values to individuals, customers and employees.
We have a strong track record having educated and trained 5 million youth, teachers and sport coaches around the world. Our well documented content is evidence based and most programs are included in our program library.
NVP IN SCHOOLS AND IN SPORTS
To reach our objective of reducing youth violence, the teaching of alternatives is crucial. The platform for this is our education library, which consists of a large variety of evidence-proven programs for teaching violence prevention, life orientation and leadership. The Non-Violence Project violence prevention programs not only bring the knotted gun symbol closer to our main target audience - youth - but also allow both students and teachers to understand and experience our key objectives. Our programs provide the necessary tools for schools to get started and feature a violence prevention and peace education module, including a multimedia resource, training instructions and selected exercises and workshops.
The structured content covers topics such as conflict management, self-esteem, multi-cultural differences, bullying, leadership training, creativity, grief and loss. Constructive methods for initiating a School Ambassador Program, and an education concept to involve sports clubs and federations, are also included in the package.
IMAGINE ONE BILLION FACES FOR PEACE CAMPAIGN
JOIN the largest global call ever by NVP.
GIVE peace your face by logging in at www.iobffp.com
GET INVOLVED.
We can help you become an ambassador to your community, work, school or sports club.
It's very crucial to consider starting NVP club in your school or university
Contact Us—256779226187 | 1,763 | 768 | {
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**English**
In English, we will continue to build upon our writing skills through our Talk4Writing approach. Our fictional piece of writing this half term will focus on integrating dialogue into our stories to strengthen our characters and conversations. We will consolidate our understanding of grammar and punctuation to write accurate stories. In Talk for Reading, we will complete our current book, *Wolf Brother*, and progress to our final chapter book of the year, *Tom’s Midnight Garden*.
**Mathematics**
This term in maths we will begin by developing our multiplication and division skills using area models, written methods and multiplication problems. We will also learn to divide with remainders and become efficient in our dividing methods. Towards the end of this half term, we will deepen our understanding of fractions by looking at fractions of amounts, using our multiplication skills to multiply mixed numbers and integers. Our maths lessons will continue to be full of practical and investigative activities, and see more ‘Challenge Tuesday’ lessons to consolidate our problem solving skills.
**History**
On our journey back to the Ancient Mayan times, we will use our chronology, enquiry and analysis skills to gain a comprehensive understanding of what it was like to live in the 6th century. We will begin by looking at the Mayan in the context of our ancient timeline and then explore the lives of the people of Maya. Throughout the unit, the children will reflect on the impact of the Maya on the world that we know today.
**Art and Design**
In DT, we will be reflecting upon the significance of weaving in Ancient Maya and creating our own Mayan Weave. In art, the children will use mosaics to create a Mayan mask, produce a Bonampak mural and design and create their own clay Mayan Steele.
**Class 5 Spring 2023**
This half term, we are going to be exploring the history of the ancient Mayans through our topic:
**Marvellous Mayans!**
Here is what we will be learning...
**RE**
This term we will focus on the question ‘Why is the Torah so important to Jewish people?’
**PSHE**
In PSHE we will focus on ‘Relationships’. We will begin by reflecting on who we are as a person and understand that belonging to an online community can have positive and negative consequences. We will explore the rights of an online community and understand how to stay safe when using technology.
**Physical Education**
In PE this half term, we will be playing rounders outside. Through fun and engaging small group drills, the children will develop their throwing, catching, batting and bowling skills in preparation for rounders matches. Once mastered, the children will apply these to whole rounders games, integrating tactics and skill to develop our effective game play.
**Music**
We will be looking at performing in music this half term, progressing from playing in two, three and four parts. The children will work in groups to compose and perform their pieces and appraise the creations of their peers. At the end of the unit, we will look at professional music and develop our descriptive skills.
**Languages**
In French, the children will continue to look at French across the world and focus on nationalities and languages through fun speaking and listening activities.
**Science**
This half term, we are learning about magnetism and how this is used in everyday objects. Our science lessons will be practical and investigative as the children answer questions including ‘Why do magnets have two poles?’ and ‘How are magnets useful in an everyday context?’
**Computing**
In computing, we will be developing our understanding of online safety and search engines. Fitting in appropriately with PSHE, we will look at the positive and negative aspects of online communication, how information is shared on apps and how technology can affect our wellbeing.
**How you can help**
Please continue to read with your child as regularly as possible and support them to learn their spellings. It is also important that the children continue to embed their times tables by practising them at home and in school. Our PE days are **Thursdays and Fridays** – please ensure the children have their PE kit in school on these days. Please see additional email regarding our DT project. | 1,654 | 849 | {
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Dear Friend,
We are living in very difficult times. This past week was a storm of personal heartache and nationwide outrage. The violent threats against media and democratic supporters and politicians, the racially motivated murders in Kentucky and the antisemitic massacre of eleven people in the Pittsburgh...
synagogue is too much to bear. It feels like the insult is added to injury when our political leaders don’t take responsibility for their role in providing space for this hate to thrive. For those of us raising children or have children in our lives, it is even more complicated. My daughters are different ages and so at different stages of readiness to talk about challenging subjects. However, after doing this work for a decade I know that even very young children are impacted by the stress around them. This week, I wanted to just share with you four basic tips I share with my clients who are concerned about how to communicate with children at this time.
1. Process your feelings first.
My legal team was in Charlottesville assisting protesters when Heather Heyer was killed by a white supremacist (I wrote about it at the time). I was devastated and had to take some time before sharing it with my oldest daughter. The most important step is that the adults have an opportunity to process their emotions even for a few minutes. Take a walk or a shower even go into another room and journal, so you can have your initial thoughts and feelings outside of the view of little minds and hearts.
Adults often process by watching television or listening to media coverage over and over again. Be aware that young children can’t distinguish between something be repeated again and again and happening again and again. Keeping coverage to a minimum is advised.
2. Use age appropriate words.
That does not mean you should not engage in intentional conversations. This is the part where most parents feel nervous. They don’t want to say more than their children can handle. What researchers tell us is even very young children are aware when their caregivers are nervous or worried. Very young children can understand a message like “some people we don’t know were very hurt today and mommy is very sad.” An older child can hear more details, but the emphasis should always be to open a dialogue and allow the child to ask questions. Let the child lead the conversation through their questions. Be prepared for your child to double back and have more questions.
3. Talk about your emotions—Modeling
Most parents feel their role is to shield their children from pain. In the process, don’t deny them very important opportunities to understand and process their emotions. Telling your child you are scared or angry tells them it’s ok to have feelings when hard things happen. Far too many children learn to be ashamed of negative feelings and therefore stuff them instead of processing them. If you can it’s important to also tell your children how you are handling your feelings. “I’m sad so I decided to (write a letter, spend time with family, volunteer)” By talking through your process you model for your child that despite our emotions, we are not helpless.
4. Empower your child to be a helper.
At times like this, many people quote what Mister Rogers said his mother told him when bad things happen to “Look for the helpers.” That is very wise and true, especially for young children, but there’s more to the quote than just “looking.” Talk to your child about why we help during challenges and that THEY are helpers too. Brainstorm with them ways they can help. Drawing a picture, writing a letter, volunteering or donating are all the things young children can do or have involvement. For sure, in and of themselves, these actions can have an impact but you are also teaching your child a valuable lesson about activating their own power in times of crisis.
I hope these tips are valuable to you. Feel free to reach out to me if you have specific questions. I am offering my Courageous Conversations with Children as an add on option to Courageous Confident Conversations which begins November 13.
In solidarity,
Nicole | 1,492 | 811 | {
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1985 Rainbow Warrior sunk in Auckland harbour
The Greenpeace ship was torn apart by two bombs planted by French secret agents. A Portuguese crew member, Fernando Pereira, was killed.
The Rainbow Warrior had been involved in protests over French nuclear testing in the Pacific. French Secret Service (DGSE) agents were sent to prevent it leaving for another protest campaign at Mururoa Atoll in the Tuamotu Archipelago. Following the attack, two DGSE officers, Dominique Prieur and Alain Mafart, were arrested on 24 July.
Having been charged with murder, both pleaded guilty to manslaughter and were sentenced to 10 years' imprisonment. The case was a source of considerable embarrassment to the French government. While the attack was on an international organisation and not New Zealand as such, most New Zealanders did not make this distinction. The fact that it was carried out on New Zealand territory by a supposedly friendly nation caused outrage and a serious deterioration in relations between New Zealand and France.
Image: Rainbow Warrior after the bomb attack
Internal links
Sinking the Rainbow Warrior – nuclear–free New Zealand
External links
Rainbow Warrior (Chch city libraries) The bombing and sinking of the Rainbow Warrior (Greenpeace) Rainbow Warrior bombing (NZ Herald) Rainbow Warrior sunk at dock sound file (Te Ara) The Rainbow Warrior and Mikhail Lermontov (Te Ara) French in New Zealand (Te Ara)
1967 NZ adopts decimal currency
Pounds, shillings and pence were replaced with dollars and cents – 27 million new banknotes and 165 million new coins, to be precise.
In 1963 the government decided to 'decimalise'. Imperial currency was relatively complex: pounds were divided into 20 shillings and 240 pence, with 12 pence to the shilling. People had got used to doing the fractions, but it was complicated. The system of 100 cents to the dollar was simpler and 'Decimal Currency' (DC) day was set for 10 July 1967.
There was public discussion over what to call the new decimal money. 'Kiwi' and 'zeal' were proposed to avoid confusion with 'dollars', which most people associated with American currency. In the end, though, the word dollar was selected. 'Mr Dollar' became the symbol of the transition, children had the opportunity to become 'dollar scholars', and a jingle released in 1966 to promote the change told New Zealanders not to 'shed a tear in July next year for cumbersome pounds and pence'.
With the changeover 5 shillings (one crown) became 50 cents, 2 shillings (one florin) became 20 cents, 1 shilling (one bob) became 10 cents, 6 pence became 5 cents, 3 pence became 2 cents and a penny became 1 cent.
The old bank notes (£10s, £1, £5, £10 and £50) were replaced with dollar notes in the following denominations: 1, 2, 5, 10, 20 and 100. A $50 note was introduced in 1981, and in 1990 the $1 and $2 notes were replaced by coins. By 2010 inflation had reduced the value of a New Zealand dollar to less than 1/16th of what it was worth when it was introduced in 1967.
Image: still from decimal currency song film (Te Ara )
Internal links
1967 – key events
External links
Money: currency in NZ (Reserve Bank) NZ's change to decimal currency (Alan's recollection) Decimal currency song (Te Ara) Coinage and currency (1966 encyclopaedia) James Berry (DNZB) | 1,531 | 793 | {
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Remodeling Goes Green
The next time you add a remodeling project to your to-do list, consider the benefits of going green. It’s an easy way to change the world—one room at a time.
Green home remodeling typically involves saving energy, improving indoor air quality, conserving resources (by using sustainable, recycled, or used materials), and reducing waste.
And the benefits are many. Green remodeling can lower home energy consumption by 30 to 50 percent. In addition, using recycled and sustainable materials in the remodeling process helps reduce your use of natural resources. Plus green remodeling creates lower-maintenance, healthier homes.
Worth the Expense
Concerned about the cost of green remodeling? Don’t be, says green building expert David Johnston. “Green remodeling makes the home more affordable on a month-to-month basis by reducing energy and water bills,” he says. “When we’re talking energy or water improvements, don’t consider these as costs. Consider them investments that pay back through the life of the house.”
Johnston says that if you’re remodeling on a budget, the first thing you should do is make your home as energy efficient as possible. “In every remodeling job, we want to be doing energy upgrades or improvements while we’re there,” he says. At the top of the list is ensuring your home is properly insulated. “No matter what your remodeling project is, blowing insulation into the attic is a very inexpensive, high-yielding investment in the home,” Johnston adds.
All about Quality
Concerns about the quality and availability of green building products are unfounded, Johnston stresses. “People say green products aren’t as good as the real thing. That’s not true. In actuality, most green products were developed to do something better than the conventional product they’re replacing,” he says.
And as more large lumber chains and home improvement stores introduce their own green product lines, it’s easier than ever to incorporate these items into your home remodeling projects.
Learn More
If you’re undertaking a remodeling project, Johnston recommends seeking the help of a certified green builder or remodeler. “If they have certification from someone, that gives a much higher degree of confidence that they know what they’re doing,” he says. To find a list of certified contractors, visit www.greenadvantage.org. And to learn more about green remodeling, check out the book *Green Remodeling* by David Johnston and Kim Master.
Top Green Remodeling Moves
Not sure what to do to make your home remodeling project more environmentally friendly? These easy steps top green remodeling expert David Johnston’s list:
1. Insulate the attic and exterior walls
2. Caulk and weather-strip
3. Use no-VOC paints
4. Conserve water by replacing old toilets with new low-flush models and installing faucet aerators and low-flow showerheads
5. Install compact fluorescent lightbulbs wherever possible | 1,193 | 585 | {
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May is National Asthma Awareness Month
Beginning May 1, 2010, the Branch-Hillsdale-St. Joseph Community Health Agency (CHA) highlights National Asthma Awareness Month. According to the CHA, asthma affects people of all ages, but most often starts in childhood. Locally, in Branch, Hillsdale and St. Joseph counties, about 1 in 6 adults report that they have had asthma in their lifetime. In the United States, more than 22 million people are known to have asthma. Nearly 6 million of these people are children. Asthma can’t be cured. Even when you feel fine, you still have the disease and it can flare up at any time.
Asthma is a chronic (long term) lung disease. Asthma causes recurring periods of wheezing, chest tightness, shortness of breath, and coughing. The coughing often occurs at night or early in the morning. The exact cause of asthma isn’t known. Researchers think a combination of factors (family genes and certain environmental exposures) interact to cause asthma to develop.
Your doctor can diagnose asthma based on your medical history, a physical exam, and results from tests. Your doctor will figure out your level of asthma severity and determine what treatment you will need and may develop a personal action plan to manage your asthma.
An **asthma attack** happens as the sides of the airways in your lungs swell and the airways shrink. Less air gets in and out of your lungs, and mucus that your body produces clogs up the airways even more. Common symptoms of an attack include
- Coughing
- Wheezing
- Chest tightness and shortness of breath.
Asthma attacks can occur when you are exposed to things in the environment, these are called asthma triggers. Some triggers may include: Allergens found in dust, animal fur, mold, cockroaches, and pollen from trees, grasses and flowers. Irritants such as cigarette smoke, air pollution, chemicals and dust found in the work place. Certain medicines, sulfites in foods and drinks. Exercise or physical activity can also be a trigger. Each person’s trigger may be different.
You can control your asthma by knowing the warning signs of an attack, staying away from things that trigger an attack, and follow the advice of your health-care provider. However, sometimes you may need medical attention. Call your doctor for advice if your medicines don’t relieve an asthma attack or your peak flow is less than half of your personal best peak flow number.
Call 9-1-1 for an ambulance to take you to the emergency room of your local hospital if:
- You have trouble walking and talking because you’re out of breath.
- You have blue lips or fingernails.
With today’s knowledge and treatments, most people who have asthma are able to manage the disease. They have few, if any symptoms. They can live normal, active lives and sleep through the night without interruption from asthma.
For more information on asthma contact your local family medical provider or visit the web sites for the National Heart Lung and Blood Institute at [www.nhlbi.gov](http://www.nhlbi.gov), or the Center for Disease Control and Prevention at [www.cdc.gov](http://www.cdc.gov).
For information on services that your local health department, the Branch-Hillsdale-St. Joseph Community Health Agency provides visit our website at [www.bhjsj.org](http://www.bhjsj.org). | 1,416 | 717 | {
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> Grammar
1 Complete the sentences using the simple present or the present continuous. (2 points each)
1 In Switzerland it ___________ (snow) a lot in winter.
2 She _______________ {not study} French this year.
3 ____________ Russell Crowe _____________ (work) on a new film?
4 What ___________ you usually _____________ {do} over the weekend?
5 He _______________ {not swim} this morning.
6 ____________ you _____________ {watch} TV very often?
7 We _____________ {write} e-mails to our friends now.
8 I _______________ {work} every day from 8:30 to 6:00.
2 Complete the sentences with was / wasn’t or were / weren’t. (2 points each)
1 My friends ___________ late and missed the plane.
2 Mozart ___________ a composer of pop songs.
3 He ___________ feeling better, so he went to the concert.
4 They _________ very happy to miss the U2 concert.
> Vocabulary
3 Write the missing letters to complete the jobs. (1 point each)
1 I would like to be a __lawyer__ to help people with legal problems.
2 Av______ treats animals.
3 A_____i____e__ serves food and drinks in a bar or restaurant.
4 I am a factory __o____k____.
5 In an office, a r____c____p____i____n____s____ answers the telephone and talks to the public.
4 Circle the correct answer. (1 point each)
1 Martin serves food and drink at a restaurant. He’s a(waite)r/ DJ / manager.
2 I design buildings and houses. I am a(n) receptionist/ architect / web designer.
3 He is training for the next sports competition. He’s a sportsman / firefighter / worker.
4 She treats sick people. She’s a vet / doctor / hairdresser.
> Communication
5 Complete the dialogue with the words in the box. (1 point each)
| matter | newsstand | tomorrow | can |
A: I’m sorry. I forgot to go to the ___________ to get the newspaper.
B: Never mind. It doesn’t ___________ .
A: ___________ it be delivered ___________?
B: Yes, of course! In the morning.
6 Read the text and choose the correct answer. (1 point each)
1 The writer is writing about ____.
a his mother’s job
b his brother’s job
2 A waiter always has to ____.
a speak politely to customers
b take frequent rests
3 Joe works ____.
a in the morning
b in the evening
4 Joe likes working ____.
a but he prefers studying
b but it’s really hard
My brother Joe is working in a restaurant as a waiter. He does this after college, so that he can earn some extra money to buy a car. He is sometimes very busy and has no time to sit down and rest. He has to be polite to the customers. He likes working but it is very hard. He finishes work at 2 a.m. – and then he has to get up at 8 a.m. to get ready for college!
7 Read the sentences. Write T for true or F for false. (1 point each)
1 ___ He likes working.
2 ___ He is very tired.
3 ___ Joe works full-time as a waiter.
4 ___ He wants to buy a car.
8 Write a letter to a friend telling him or her about your new part-time job. (15 points)
Dear [friend],
I am working as a [job] _________. The job is ________ and I like ________. The people I work with are ________. I am glad that I am working because ________.
Love,
[your name] | 1,571 | 802 | {
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1. Histamine is a neurotransmitter (a nerve cell which transmits electrical and chemical messages within the body) and it plays a part in the way that water is used and distributed around the body. In addition, it regulates bronchial muscle contraction. **An asthmatic response is an indication that the body has resorted to an increase in the production of histamine as a consequence of dehydration.** This is because every time we breath out, we lose water in the form of vapour and in an attempt to regulate and preserve water, histamine induces the constriction of the bronchial muscles, hence the familiar asthmatic response of struggling for breath.
2. Histamine is also heavily involved with immunity - antibacterial, anti-viral and anti-foreign body activity. **In the state of dehydration, histamine activity is exaggerated** (as indicated in point 1). This explains the over-zealous allergic response to foreign bodies such as pollen, which results in the range of symptoms commonly referred to as hay fever.
3. High blood pressure is one of the consequences of an ‘adaptive process’ undertaken by the body in response to dehydration. Blood volume decreases as water in the body decreases and in response the body closes down some capillary beds in order to keep other blood vessels full. Resistance to blood flow results and only an increase in pressure behind the circulating blood will ensure the passage of fluids through the system. This increased pressure is referred to as hypertension. **Where there is not free-flowing movement of essential fluids in the body, increased tension will result.**
4. Where there is dehydration the body holds onto sodium (salt) in an effort to retain water. The very delicate balance between water inside a cell and water held around the cell is regulated by salt. Hypertension or high blood pressure is often treated with diuretics (medication which makes the body expel water) to reduce salt levels as it is widely accepted that salt is a causal factor in high blood pressure. **However it is water which is needed to restore the balance.**
5. The causes of depression are multi-factorial and can be identified on physical, psychological and spiritual levels. Successful treatment likewise needs to address all levels. On the physiological level, **as the brain is about 85% water, it follows that where there is dehydration brain function will be compromised.** One aspect of this is that the brain uses electrical energy to conduct chemical messages from one site to the next and this is facilitated by the presence of water.
6. **Water facilitates the uptake of nutrients.** Orthomolecular medicine shows us that depletion in specific nutrients contributes to a range of mental health difficulties. Dehydration directly inhibits adequate absorption of vital nutrients in the brain and therefore impacts on our emotional and psychological health.
7. The digestive system is critical to health. If this system is unable to function properly then every other system is undermined because all macro and micro nutrients dealt with by our digestive processes are responsible for cell/tissue generation and repair, hormone production, metabolism maintenance etc. When a glass of water is drunk it is immediately absorbed. Approximately half an hour later the same amount of water is secreted back into the stomach lining to create a buffer from acid which the stomach secretes in preparation for food. **Without sufficient water, this protective mechanism cannot work effectively and so painful damage to the stomach lining can result.** | 1,434 | 689 | {
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Solutions to the problems designated by $\star$ should be submitted by 11:00am on Wed the 23rd of March 2016.
1. Give and justify at least one example for each of the following:
(i) $\star$ a sequence $(y_n)_{n=0}^{\infty}$ of real numbers such that $\lim_{n \to \infty} y_n$ does not exist while $\lim_{n \to \infty} |y_n|$ does exist; (2 marks)
(ii) a sequence of real numbers that diverges but has at least one convergent subsequence; and
(iii) $\star$ a sequence of rational numbers that converges to an irrational number (you may search the internet to find an example, though cite where you found it and make sure you understand the justification/explanation that you give), also using your example explain whether the rational numbers are a complete metric space. (3 marks)
2. $\star$ Let $(y_n)_{n=0}^{\infty}$ be the sequence of real numbers defined by $y_0 = 1$ and $y_{n+1} = \sqrt{3y_n}$ for all $n \in \mathbb{N}$. Show that:
(i) $1 \leq y_n \leq 3$ for all $n \in \mathbb{N}$; (3 marks)
(ii) $(y_n)_{n=0}^{\infty}$ is monotonically increasing; (3 marks)
(iii) $(y_n)_{n=0}^{\infty}$ converges, and furthermore find the limit $\lim_{n \to \infty} y_n$. (3 marks)
3. $\star$ Prove that if $(a_n)_{n=0}^{\infty}$ is a monotonically decreasing sequence of real numbers and $x \in \mathbb{R}$ is a cluster point of $(a_n)_{n=0}^{\infty}$ then $\lim_{n \to \infty} a_n = x$. (3 marks)
4. Establish whether the following sets are: (i) open; (ii) closed; and (iii) compact:
(Note: a subset $A \subseteq \mathbb{R}$ is compact if and only if it is closed and bounded.)
(i) $\star (0, 1] = \{r \in \mathbb{R} : 0 < r \leq 1\}$; (1 mark)
(ii) $\mathbb{Z}_+ = \{1, 2, 3, \ldots\}$;
(iii) $\star \mathbb{Q} = \left\{ \frac{a}{b} : a, b \in \mathbb{Z} \right\}$; (1 mark)
(iv) $\emptyset$ (the empty set);
(v) $\star \mathbb{R}$; (1 mark)
(vi) the Cantor set (use the internet to work out what that is).
There is another question over the page...
Nicholas Ham, Room 425
5. Give and justify at least one example for each of the following:
(i) ★ a sequence \((A_n)_{n=0}^{\infty}\) of open subsets of \(\mathbb{R}\) whose intersection \(\bigcap_{n=0}^{\infty} A_n\) is not open; (3 marks)
(ii) a subset \(A \subseteq \mathbb{R}\) such that \(A\) is a proper subset of the closure of \(A\), ie. \(A \subset \overline{A}\);
(iii) ★ subsets \(A \subseteq B \subseteq \mathbb{R}\) such that \(A\) is not compact while \(B\) is compact; (1 mark)
(iv) ★ a sequence \((I_n)_{n=0}^{\infty}\) of nested closed intervals of \(\mathbb{R}\) such that the intersection \(\bigcap_{n=0}^{\infty} I_n\) is empty. Explain why your example does not contradict the Nested Interval Property. (3 marks) | 1,477 | 902 | {
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Webster's Dictionary.
This Day is Published,
And for sale by HUDSON & GOODWIN, Booksellers, Hartford; and INCREASE COOKE & CO. Booksellers, New-Haven,
A Compendious Dictionary
OF THE
ENGLISH LANGUAGE;
In which five thousand words are added to the number found in the best English Componds; among which are the terms used in the New Chemistry, with numerous words introduced within a few years, into other branches of Natural History: The false orthography of some words is corrected—the pronunciation is marked with an accent or other suitable direction; and the definition of many words amended and improved. To which is added, for the use of the Merchant, the Classical Student, the Seaman and the Traveller,
1. A TABLE of the monies of the principal Commercial Countries, with the value of each in Sterling and cents, and the fractions expressed in decimals.
2. Measures of length, used in the United States and Great Britain.
3. Wine and Beer Measures, used in the same countries.
4. Troy and Avordupois Weights.
5. Ancient Weights, used by the Jews, Greeks and Romans, reduced to English troy weight.
6. Measures of length, used by the Jews, Greeks and Romans, reduced to English measure.
7. The proportion between the weights used in the chief cities of Europe.
8. The Long Measures used in most of the countries of Europe, reduced to English measures.
9. The New French Weights and Measures.
10. The months used by the Jews and Greeks.
11. The Roman Calendar, for the readers of Roman history.
12. An official list of post towns in the United States, with the State and county in which each is situated, and its distance from the seat of government.
13. The number of inhabitants in the United States by the census of 1790 and that of 1800.
14. The exports of the United States and of each State, from 1791 to 1804, inclusive.
15. A Chronological Table of remarkable events on the Eastern Continent, from the creation of the world, to the last and greatest naval action on record.
16. A Chronological Account of Inventions, Discoveries and Improvements.
17. A Chronological Table of the most Important events in and respecting America, from its first discovery to the present time.
These Tables are all new, and compiled with great labor and minute attention to correctness. The Table of events in America contains the outlines of American History. The whole calculated for the use of Families, Seminaries of Learning, and the Counting House; and particularly convenient for the Student, the Seaman and the Traveller.
BY NOAH WEBSTER, Esq. | 1,092 | 563 | {
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| Year 6 | English | Spelling | Maths | Wider Curriculum | Well Being |
|--------|---------|----------|-------|------------------|------------|
| **Week 1**
**Graffiti**
*You do not need to print off any of the challenges. You can complete them on a piece of paper.* | **Reading**
**Graffiti Removal**
The council will arrange for the removal of the graffiti in a timescale determined by the content with the highest priority likely to be given to graffiti which is offensive in any way. If the graffiti is on private property and owners would like it removed, there may be a charge for this service, depending on the nature of the graffiti. If you are the owner of a property that has been subject to graffiti, this constitutes criminal damage and should also be reported to the police.
1. Give a definition of what you believe graffiti is.
2. Find and copy four words which means the timescale in which it will be removed depends on what the graffiti is of.
3. Give two reasons as to why the graffiti may need to be removed. Explain your opinion on whether these are valid reasons.
**Writing**
New Banksy artwork appears at Southampton hospital. The artist left the following note for the hospital workers: "Thanks for all you’re doing, I hope this brightens the place up a bit, even if it’s only black and white."
Task: To write a newspaper article about Banksy’s artwork appearing at the hospital. Think about describing the artwork, the meaning behind it and quotes that the hospital workers may have given. | **Adding Suffixes Beginning with Vowel Letters to Words Ending in -fer**
1. referring
2. referred
3. referral
4. reference
5. referee
6. preferring
7. preferred
8. preference
9. transferring
10. transference
Task 1: Remember to practice the spelling pattern using:
Task 2: Complete the wordsearch.
| c | t | r | p | n | z | p | s | c | g | k | e |
|---|---|---|---|---|---|---|---|---|---|---|---|
| w | r | x | e | r | d | e | r | n | j | a | c |
| o | a | g | n | f | f | j | i | a | a | t | n |
| w | n | k | k | p | e | r | u | f | g | n | e |
| t | s | s | e | r | r | r | y | f | r | w |
| g | f | p | r | e | f | e | r | e | n | c |
| d | e | m | f | f | r | w | f | i | z | r |
| u | r | e | g | e | e | u | q | n | f | s |
| y | r | l | a | r | r | e | f | e | r | g |
| n | p | i | j | m | r | k | r | q | e | p |
| o | t | n | a | e | e | r | p | z | m | r | f |
| w | g | d | y | d | n | j | p | k | h | b |
**Maths**
Long multiplication practice:
**Task 1:**
1. $44 \times 21 =$
2. $27 \times 22 =$
3. $49 \times 33 =$
4. $57 \times 45 =$
5. $61 \times 23 =$
6. $143 \times 18 =$
7. $357 \times 46 =$
8. $451 \times 72 =$
9. $911 \times 99 =$
10. $62 \times 49 =$
Are there any you could do without a written method? Use this video to help you: [https://www.youtube.com/watch?v=GldXkISQPAI](https://www.youtube.com/watch?v=GldXkISQPAI)
**Task 2:**
Claire and Amy each buy 12 tins of tomatoes.
- Claire buys 3 packs containing 4 tins. A pack of 4 tins costs £1.40
- Amy buys 2 packs containing 6 tins. A pack of 6 costs £1.90
Who gets the most change from a £5 note?
**Art**
Task: Create your own piece of graffiti art work, similar to Banksy’s, that could appear at a hospital or workplace to thank key workers for what they are doing during this hard time.
**Dance**
Make a playlist of your favourite feel-good music. Keep adding to the playlist every day as you think of more music that makes you feel happy. Every day, spend some time dancing to music from your playlist. | 1,860 | 1,049 | {
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Introduction
In order to reduce waste, recycling efforts were made to improve the MVJCE environment by organic recycling process. The constant production of new products and packaging means knowledge of recyclable and compostable materials has become a complex and confusing topic for many people. In a society that values convenience, the current “throwaway” lifestyle encourages a linear approach to the production and disposal of products, rather than a circular approach that regards waste as simply another resource (Moscone). College students, staff, and faculty often lead busy lives and value convenience; as they go about their day rushing between activities and classes, the purchase of single-use products is often the most convenient choice. The consequence of this convenience comes in the form of high quantities of waste. In an era where societies around the world are becoming more conscious of the issues surrounding waste, MVJCE, greatly improved its image by increasing the diversion rate -- the rate in which waste is removed from the landfill waste stream -- on campus.
Waste Management in MVJCE
a. Solid waste management:
- With smart initiatives like Go Green Campus Model, Waste Management is helping our college, to achieve a higher level of environmental performance. All the waste from the campus hospital, college, canteen and hostel is collected and segregated into wet, dry and plastic waste.
- Biodegradable materials such as Food waste from college hostel and canteen are converted into manure in compost pits which are used as an organic fertilizer for the garden.
- Non-biodegradable materials such as paper and plastic waste are segregated and resold by the college.
b. Liquid waste management:
- The audit committee studied the Water conservation and prevention of water wastage in the campus. The College is contemplating installing the water harvesting. The drinking water in the campus is being analyzed by the College every week.
Separation of oil & Grease from waste water
Water treatment in Aeration Tank
Sewage Collection Tank
Advanced Treatment Facilities for waste water
c. E-waste management:
- All e-waste is disposed to the Municipal Corporation.
- The non-working computer spare parts and other non-working equipment are safely disposed outside.
- The cartridge of laser printers is refilled outside the college campus.
- UPS Batteries are recharged / repaired / exchanged by the suppliers.
- Waste compact discs are used by students in Tinkering Lab.
Hazardous Waste Disposal in Chemistry & Chemical Engineering Lab, DG Yard
- Disposal of chemical waste is coordinated by the Facility Management Division.
- Bottles/containers with chemicals for disposal must have clear labels with details of the contents. | 1,188 | 527 | {
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Bible Accent
The Gospel According to Matthew tells the story of Jesus from his birth, to his death on the cross, to his resurrection and the giving of the great commission, "Go and make disciples of all nations."
The main focus was on Jesus as a teacher and as the Messiah. In Matthew we find the stories of the baptism of Jesus by John, the Sermon on the Mount and the Beatitudes and the Last Supper. Matthew records many of the parables that Jesus told, as well as accounts of miraculous healings.
Jesus fed 5,000 people with only five loaves of bread and two fish. He was crucified. He was transfigured before Peter, James and John. Jesus told us the greatest of all of the Commandments was "to love your neighbor as yourself." And he gave us a great promise, "I am with you always, even until the end of the age."
St. Margaret
St. Margaret became queen of Scotland after she had married King Malcolm III in 1070. She spent time in prayer every day, and she gave grants to support priests, scholars, teachers and priests. She encouraged her husband to build a church where the Scottish royal family could be buried, called the Church of Dunfermline. Margaret's son later married King Henry I of England, and her son David was declared a saint.
Margaret was loved as much by the people of Scotland as she was by her husband. She convinced her husband to adopt some of the more civilized Anglo-Saxon standards of living. Margaret was buried in Dunfermline, and she is the patron saint of Scotland.
"You gave me your coat"
By Joe Sarnicola
"What will happen at the end of time?" one of the disciples asked Jesus.
"When the Son of Man returns, it will be a glorious event," Jesus answered. "He will be surrounded by all of the angels in heaven, and he will sit on a throne of polished gold. And at his feet will be his people from every nation on earth. Then, as a shepherd separates the sheep from the goats, he will direct his sheep to the right and his goats to the left."
"Who are the sheep," asked James, "and who are the goats? Are we one or the other?"
Jesus pointed toward James and said, "This Son of Man, the king, will say to the sheep, who are on his right side, 'You have loved me and been faithful. Your reward is yours. It was set aside for you when my father created all things. And this is why. When I had no food of my own, you fed me. When I was without water, you gave me drink. You clothed me well. When I was unknown to you, you made me feel welcome. When I was cold, you gave me your coat to warm me.'"
Thomas added, "Jesus, to say, 'Surely we would have done these things for you, but when did we see the Son of Man thirsty or hungry or cold?'" "This is what the king will say," Jesus said, "When you loved me like you loved the least among my brothers, it was the same as if you helped me." Jesus paused to let his friends think about what he had been saying. Then he said, "But those on the left side, goats, will be told, 'I do not want you in my sight. You will be sent to the flames that never die out, where the devil and his followers will spend eternity. When I was cold, you did not offer me a blanket. When I was hungry, you gave me no food. When I was thirsty, you did not draw from your well for me. And, because you did not do these things for the least among my brothers, it was the same as if you did not do it for me.'"
Again Jesus paused before he spoke to his disciples. "In two days will come the Passover. At that time the Son of Man will be arrested, brought before the high priest, and sentenced to death by crucifixion."
READ MORE ABOUT IT:
Matthew 25
Q&A
1. Who was surrounded by the angels?
2. Who did the king give his kingdom to?
Kids' Club
You can win a $50 savings bond by writing an essay (100 or fewer words) answering this question:
How does God want us to treat people who are in need?
Send your essay — including name, home address, telephone number, school and grade — to Catholic Courier, P.O. Box 24379, Rochester, N.Y. 14624. Deadline for entries is Dec. 18, 1999. The winner will be notified by phone and receive the savings bond by mail. In addition, the winner's essay will be published in an upcoming issue of Kids' Chronicle.
Last month's winner was Bridget Kehm, a third-grader at Holy Cross School, Rochester. In response to the question What can we do to show kindness to a new family who moved into our neighborhood or to a new student in school? she wrote:
If there was a new student in my class, I would ask her if she wanted to play with me at recess. I could also ask her if she wanted to join me at lunch. We might talk about our favorite things to do, and about our families. During break time I could ask her if she wanted to draw with me. Hopefully we'd become friends.
THANKS TO OUR SAVINGS BOND DONOR
651 Plymouth Ave. N., Rochester, NY 14608 (716) 546-1740
Quality Sausage and Meat Products Since 1880
Puzzle
Cross out the one word or name that does not belong with the other two. Can you tell how the other two names are alike?
Answers on page 9
Example: Isaiah, Jeremiah, Judas.
Isaiah and Jeremiah are prophets.
1. Matthew Luke Joshua
2. David Solomon Moses
3. Jerusalem Paul Jericho
4. Peter James Abraham
5. Joseph Benjamin Michael
6. Ruth Jonah Esther | 2,000 | 1,256 | {
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God gives the Israelites water
By Joe Sarnicola
A long time had passed since the Israelites had escaped from the slavery of Egypt. Life in the desert had been hard and the people had asked God to deliver them and bring them to freedom. But they couldn't understand why they still had to wander, not knowing where they were going, or when they were going to get there. So when they stopped to set up camp at Rephadim, they complained to Moses.
"There is no water at this campsite," they cried. "We are thirsty. Give us water."
"Why do you take this up with me?" Moses answered. "Why are you trying to test God? He has always taken care of us."
An old man who found the long days of traveling difficult shouted, "Why did you make us leave Egypt? Did we leave what had been our home to die out here in this desert? And what of our children and our cattle?"
"I will bring your complaints to the Lord," Moses replied. "When I have received an answer from him, I will call you together again."
The people of Israel went back to their work and Moses sought out a quiet place where he could pray to the Lord.
"Oh Lord," he said, "The people are angry. If I try to talk to them, they may want to kill me. There is no water. What should I do?"
"Listen to me, Moses," the Lord said. "Tell my children to gather in front of the rocky cliffs. Be sure the elders are close to you. Bring your staff and strike the rock in front of everyone. I will be there with you."
Once again the Israelites stood before Moses. They were very curious as to what Moses was about to tell them.
"The Lord has told me that he will perform a miracle before us this day," Moses declared.
"But will we have our water?" someone asked.
Moses held up his staff for everyone to see. Then he prayed, "My God, the God of all Israel. Show your people the power that is as mighty as a river that roars through a valley."
Moses swung his staff with all his might against the face of the cliff. Immediately water flowed out of the rock. The people drank eagerly and formed in front of them. They rejoiced and said, "Our God is great. Our God is good."
In Moses named the place where the miracle happened Massah and Meribah, which means the place of the test and the quarrel.
READ MORE ABOUT IT
Exodus 17
Q&A
1. Why were the Israelites angry?
2. What was the miracle that happened?
Puzzle
Which of the following people might you see on the altar during Mass?
a) priest b) lineman c) cantor d) soldier
e) eucharistic minister f) altar server g) curator
h) lector i) magi j) geologist
Bible Accent
Due to the antiquity of the event and the scarcity of any type of documentation or archaeological evidence, there is some disagreement among scholars as to the actual route taken by the Israelites after their departure from Egypt, or even whether there was a single departure or a migration that extended over several years of years. There is a general consensus that the pharaoh with whom Moses had frequent encounters was Rameses II, at approximately 1,300 years before the birth of Jesus.
The first five books of the Old Testament, which includes Exodus, were based on writings from several different sources. Scholars have given the various biblical names in order to identify these sources. They are J, which stands for "Yahwist," from Yahweh, a Hebrew name for God; next is E, for "Elohist," from Elohim, which was another Hebrew name for God; D is the deuteronomist, or a historical source; and P, for a priestly source.
St. Polycarp
St. Polycarp was a follower of St. John the Evangelist, and he in turn served as a teacher to other Christians. He became the bishop of Smyrna. He was also a friend of St. Ignatius, who asked him to write to the early churches in Asia on his behalf. St. Polycarp even visited Rome and was granted an audience with the pope.
During a time of Christian persecution in Asia, St. Polycarp was arrested and taken to the Roman capital. Because he would not denounce his faith, he was sentenced to death. He was tied to a wooden stake and burned alive around the year 155. His body was completely destroyed, because his enemies did not want it to be given back to the Christians.
A document that was written by someone who had been present at St. Polycarp's death is called Martyrium Polycarpi and is considered one of the earliest written accounts of a martyr's death. We honor St. Polycarp on Feb. 23. | 1,675 | 1,029 | {
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Yugoslavia
- Ethnic war not seen since WWII
- What happened caught the world largely unaware.
- In hindsight, the world looks back and can see the indicators leading up to the conflict.
Brief history of Yugoslavia
- Map of Yugoslavia has changed over the years
- Country was created after WWII the boundaries of which consisted of three different boundaries
1. Previously independent states of Serbia and Montenegro
2. Former Austro-Hungarian territories of Slovenia, Istria, Dalmatia, Croatia-Slavonia, and Bosnia-Herzegovina
3. Macedonia (taken from the Ottoman Empire),
- All groups were living fairly “peacefully” prior to WWII
- What would the state response be to ethnic political divisions?
- Mostly separate the groups and create six “equal” republics
- Complex power sharing solution
- Similar to what they have in Northern Ireland.
- Acknowledge that divisions among the people exist and decide on power sharing.
- Trying to avert violence
- Set up institutions that may appear less than democratic (a lot of emphasis on elite cooperation) in order to ensure peace.
- Student: Some sort of democratic route. Encourage leaders to sit down and talk.
- Student: International intervention
- No fly zone
- Demilitarized zones
- Student: Containment. Let the groups fight it out and make sure that it doesn’t spill over into other countries.
- Some sort of assimilation policy. Get the actual groups to get along.
- Student: Treat the groups the same.
- Student: setup incentive program. Like countries trying to get into the E.U. using it as a “carrot.”
- Student: was there a dominant group?
- Serbia was pretty dominant.
- Communist rule. Every group was largely separated across the country with the exception of Bosnia-Herzegovina, where all three groups (Serbs, Muslims, Croats co-existed).
- Republics comprising the former Yugoslavia, within a federal system.
Serbia
- Kosovo was an autonomous region of Serbia.
Croatia
Slovenia
Bosnia-Herzegovina
Macedonia
Montenegro
What does a federal system do?
- Potentially keeps the peace.
- Allows for a certain amount of autonomy.
- U.S. is a federal system.
- You have more devolution of power and give substantial amount of power to the states.
While there were still separate ethnic identities, they were superseded by the national Yugoslav identity.
- Which is underscored by the communism ideals.
Kosovo
- Under Tito, it was set up where Kosovo had veto power over what was going on in Serbia. This was an administrative and political problem. There was an ethnic Albanian majority in Kosovo.
- Kosovo has some of the most sacred sites of the Serbs
- Serbs never liked that Albanian demographic domination.
- About 80% of Kosovo is Albanian.
- Albania is right next to Kosovo.
- Although ethnically identified with Albania, Albanians Kosovars wouldn’t necessarily want to be forced out of Kosovo and into Albania.
- Similar to Turks in Germany
- Kurds in Iraq.
Yugoslavia began to have tensions within the arrangement that were manifested in economic performance and political influence
- Some of the republics were doing better than others.
With the absence of an overriding ideology, communism wilted.
International community responded how to the war?
- They weren’t pleased with the possible disintegration of Yugoslavia.
- Once you have international recognition,
Although these republics had ethnic majorities, the minority population was pretty large.
Which group had the most at stake in
- Muslims because they didn’t have anywhere to go.
- Serbians back to Serbia, Croats back to Croatia.
War ended in 1985, the Dayton accords have been settled. What could the international community have done differently? | 1,761 | 821 | {
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A1. Find the $x$-coordinate of the vertex of the parabola
$$y = 2x^2 - 8x + 7.$$
A2. Let $k$ be the number you receive. Simplify
$$(1 - k^{-1})^{-1}.$$
A3. Let $k$ be the number you receive. Find the remainder when $2x^3 - x^2 + k$ is divided by $x - 1$.
A4. Let $k$ be the number you receive. Find the $y$-intercept of the line that contains the point $(-1, k)$ and is parallel to the line through the points $(2, 2)$ and $(3, 4)$.
A5. Let $k$ be the number you receive. Let $f(x - k) = 2x - 9$ for all $x$. Find $f(0)$.
1. 2
2. 2
3. 3
4. 5
5. $\boxed{1}$
B1. Solve the equation
\[3^{x+1} - 2 = 25.\]
B2. Let \(k\) be the number you receive. Find the area of the triangle enclosed by the lines \(x = 0\), \(y = 0\), and \(\frac{k}{4} + y = 1\).
B3. Let \(k\) be the number you receive. Find the area of a square if one of its sides is the diagonal of a square of side length \(k\).
B4. Let \(k\) be the number you receive. Find \(x\) if
\[k^2 - kx + 4 = 0.\]
B5. Let \(k\) be the number you receive. Find the larger of two consecutive positive integers whose product is \(4k^2 + 2k\).
C1. Find the positive solution to $|1 - x^2| = 99$.
C2. Let $k$ be the number you receive. Find the largest 3-digit integer whose digits sum to $k$.
C3. Let $k$ be the number you receive. Find the largest prime factor of $k$.
C4. Let $k$ be the number you receive. Evaluate
$$\frac{1 + 2 + \cdots + k}{k}.$$
C5. Let $k$ be the number you receive. If $x^2 - y^2 = k^2 - 4$, and $x - y = k - 2$, find $x$.
1. 10
2. 910
3. 13
4. 7
5. $\boxed{7}$
D1. Find the least positive integer $x$ such that $2013 - x$ is a multiple of 15.
D2. Let $k$ be the number you receive. Find the $x$-coordinate of the point where the curves $y = (x + k)^2$ and $y = x^2 + 3k^2$ intersect.
D3. Let $k$ be the number you receive from the front, and let $m$ be the number you receive from the back. Solve for $x$:
\[(x - k)^3 = m^3 + 3m^2 + 3m + 1.\]
D4. Let $k$ be the number you receive. Find the radius of the circle
\[x^2 - 6kx + y^2 = 0.\]
D5. For what number $r$ is the line through the points $(r, 1492)$ and $(14, 2013)$ parallel to the line through the points $(1776, 1492)$ and $(1789, 2013)$?
1. 3
2. 3
3. $\sqrt{7}$
4. 3
5. 1 | 1,265 | 849 | {
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Between work, family, and trying to squeeze in some fun, taking care of ourselves can easily slip to the bottom of the to-do list. But guess what? Our health is the foundation of everything we do, it’s what fuels our energy, resilience, and overall wellness. To help you integrate the Cornerstones of Health into your routine, I am breaking them down into four pillars of well-being: sleep, gut health, nutrition, and exercise. Here are some strategies that you can apply immediately.
**Sleep: Power Down to Power Up**
Sleep provides the time for our brains to consolidate memories, solve problems and recharge. Here are some tips to help you sleep better:
- Try setting a consistent sleep schedule.
- Establish a relaxing bedtime routine (think diffusers, lavender oil, etc.).
- Create a cozy sleep environment (sheets and pillows that you sink into).
- Keep a sleep journal to help you crack your body’s code.
**Gut Health: Your Second Brain**
Your gut has trillions of good bacteria, they’re like the cheerleaders of your health. They influence everything from immunity to mood. Here are some ways to keep your gut happy:
- Eat a diverse diet full of colorful fruits and veggies.
- Limit processed foods.
- Manage and reduce stress in your life.
- Notice how different foods affect how you feel.
**Nutrition: Fueling Your Body**
Nourishing your body is about eating whole, unprocessed foods to energize your body.
- Eat a wide range of fresh fruits and vegetables. (Do you see a pattern here?)
- Avoid white flour and sugar, eat whole grains that are loaded with fiber.
- Choose lean proteins that are grass fed when possible.
- Drink 8 glasses of clean water to stay hydrated.
**Move Your Body, Feel Your Best**
My personal favorite of the cornerstones is exercise! In a world glued to screens, moving our bodies is more important than ever. Exercise will boost your mood, sharpen your mind, and reduce stress. I love group fitness, but studies show lifestyle movement counts. Here are some tips to get you started:
- Find activities you enjoy, whether it’s dancing, hiking, gardening, or a team sport.
- Get a fitness buddy to do activities with.
- Strive for 20 minutes of movement a day, walking is excellent exercise.
- Track your progress, it doesn’t take long to build your endurance.
**Fun Fact:** Remember, these are just the building blocks. The key is to listen to your body, experiment, and find what works best for YOU. It’s not about perfection, it’s about progress. | 988 | 533 | {
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Introduction to Solid Foods
The most common question mothers ask is when do I give my baby solid food? The answer has varied from decade to decade, ranging from rice cereal at 6 weeks to no solid food for one year. Our belief is that your baby will tell you when they are ready for food.
Why is it important to wait before introducing solid foods?
Infants’ digestive tracts are immature and develop slowly. A big change happens at approximately 6 months of age when digestive enzymes needed for the breakdown of different foods are now present. Also, IgA, a protective immune globulin, just begins to line the digestive tract at approximately 7 months of age. Before this happens the infant’s digestive tract has no protection at all against allergenic substances. This is the reason for introducing hypoallergenic foods first.
Most importantly, pay attention to your child’s cues. Unless there is a specific medical concern, there is no nutritional need to rush feeding your child solid foods. Your baby will know when the right time to eat comes, just as they know when to crawl, walk and talk.
The following behaviors from your baby may be indications that they are ready to try solid food:
1. Can they sit up by themselves?
- this is necessary for the swallowing mechanism of food versus milk
2. Are they showing interest in food?
- often when babies are ready to eat they will grab at your food, imitate chewing motions and watch you carefully as you eat
3. Is your child getting teeth?
- another sign of the body preparing for solid food
4. When you feed your child do they swallow or do they thrust the food back out with their tongue?
- the tongue thrusting reflex begins to diminish at age 6-7 months. It is a physical mechanism present in infants to prevent choking. If your child is spitting the food out, hold off for a little while and then try again.
Solid Food Introduction Schedule
6 months (approximately) 1-2 Tablespoons/day
These are hypoallergenic, pureed, mashed foods containing iron. This is a time for tasting foods. The bulk of nutrition is still from breast milk or formula. If any foods are too sweet, try again in about 1 month.
blackberry
broccoli
apricot
Jerusalem artichoke
spinach & other leafy greens
stewed prunes
cherry
banana
sprouts (blended in water)
pear
cauliflower
kiwi
squash
carrot
peach
grape
yam
9 months 2-4 Tablespoons/day
These foods are high in zinc and good for the immune system. Be careful, some of these may be hard to digest. If so, wait a month and try again.
sweet potato
papaya
string bean
black strap molasses
cabbage
blueberry
nectarine
lentils
avocado
split pea soup
apples
potato
millet
12 months 4-10 Tablespoons/day
brown rice cereal
asparagus
tofu*
parsnip
peas
wheat*
eggs*
honey
dairy products*
rice milk*
goat milk*
soy*
barley
juice**
*if soy, dairy, wheat, diary, or eggs are known allergens (as opposed to sensitivities) in the family, please talk to your doctor about when and how to introduce these foods
**dilute by 50% with water—juices should be used only as a treat and not a regular part of the diet due to their high sugar content
18 months
beets
beet greens
chicken
lamb
turkey
rutabaga
kelp
rye
tahini
beans
21 months
almond butter
cashew butter
sunflower seed
eggplant
grapefruit
peanut butter
pineapple
brewer’s yeast
orange
walnut | 1,423 | 823 | {
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Goals continue to be the focus.
Project Read focuses on the strengths and skills students already possess and then uses those strengths and skills to encourage the development of literacy skills. Tutors are trained to apply reading and writing skills to everyday life so the adults see how what they are learning is applicable.
Project Read focuses on retention until a student completes the program or accomplishes his or her goals. Goals and outcomes will continue to be the focus of Project Read services.
Combat the cycle of illiteracy.
In the United States, an estimated 30 million people over the age of 16 read no better than the average elementary school child. Yet the ability to read and write is the basis for all other education. Without literacy skills, today’s adults will struggle to take part in the world around them and fail to reach their full potential as parents, community members, and employees.
Project Read served 46 students this past year to combat the cycle of illiteracy in Utah County.
80% of students post-tested increased their skills in reading, language, or math.
57% of students achieved at least one literacy-related goal.
801-448-READ (7323)
PROJECT READ
CHANGING LIVES THROUGH LITERACY
ADDRESS: PROVO CITY LIBRARY AT ACADEMY SQUARE
550 N. UNIVERSITY AVENUE, #215
PROVO, UTAH 84601
WEBSITE: WWW.PROJECTREADUTAH.ORG
EMAIL: firstname.lastname@example.org
“It’s never too late.”
- Araceli J.
My dream is to have a career, but I used to think that my dream would be impossible. Thanks to Project Read helpers, I can now see my goals closely. I hope that in a year I will have my GED, be able to go to university and make my dream come true.
3 students graduated Project Read.
10 students achieved level gains.
8 students met educational goals.
26 students met employment goals.
16 students met other literacy goals.
70 immediate family members impacted
1.4 Average grade level increase
1,106 Lab Hours
1,194 Tutoring Hours
2,300 Instructional Hours
Volunteers
155 Volunteers
2,590 Total Hours
Tutoring
Literacy Lab
Office Tasks
Events
Board Service
Technical
Service Learning
Program Support
Program Highlights
- Social Impact Research
- Increased recurring donations by 150%
- Hosted first annual Tutor Appreciation Luncheon
- Transition to Salesforce, CRM platform
- Transition to the newest version of TABE
- Updated documentation in compliance with ProLiteracy accreditation
- Partnered with Rocky Mountain University to provide speech therapy and intervention
- Partnered with Child and Family Eye Care Center to offer screenings and vision therapy
Financial
Although revenues and expenditures have both increased, the amount of income has increased at a higher rate than the rate of expenses, and the amount of unrestricted net assets has more than quadrupled since 2001.
Project Read relies on grants, corporate sponsorships, and individual donations to continue offering its services. Without community support, Project Read could not realize the successes it has each year. Give the fundamental gift of reading. Donate at www.projectreadutah.org. | 1,516 | 658 | {
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Plants and Animals
Ben Nevis has some interesting and unusual wildlife especially considering its hostile environment. The lower slopes are covered in grassland and heath vegetation. The meadow pipit *Sráidbhaig* can be found in this type of habitat although it will move to more hospitable areas in winter. Wheatears *Brú-Óbéal* and the ring ouzel *Dubh-Chreige* are frequently sighted summer visitors too. It is not uncommon to see small lizards basking on rocks in sunny weather and you may see voles scuttling through the tussocky grasses. The Stonechat *Clacharacan* can often be seen searching for insects around the rough open ground.
As you continue onto the higher slopes of the mountain less common arctic alpine plants may be seen. These include the alpine lady’s mantle, yellow mountain saxifrage and golden saxifrage. The name saxifrage comes from two Latin words meaning ‘rock breaker’, because it was once believed they could break open the rocks. When, in fact, their long tough roots are used as anchors to grip tightly into cracks in the stone. The Ptarmigan *Tármachan* is a hardy mountain bird similar to a grouse, but can be identified by its white wings. It is often difficult to see as it seems to vanish into the landscape. In winter it turns completely white and during the summer it is a mottled brown. Mosses are found on most parts of the mountain indicating waterlogged, peaty soil beneath the surface. This type of soil is poor in nutrients and few plants survive, bog plants such as sundew and butterwort capture and digest insects in order to live. Vegetation cover begins to recede at 900m and the summit is a bare rocky plateau, although even here plant life clings on in the form of lichens growing on the boulders.
Its popularity has grown and grown and today we have visitors numbering in the hundred thousands. This ever-increasing pressure on the fragile environment has had an obvious and detrimental effect on the landscape. The toll of thousands of pairs of feet every year on the thin turf leads to it being worn away and that coupled with the high rainfall often leaves scars of erosion on the mountainside. To counteract this, continuous work is being carried out on the main path to provide a good walking surface which helps contain the problem. You can help by sticking to the path and not following any shortcuts. Other problems which arise are litter and human waste.
You can help to minimise the impact on the mountain by acting responsibly:
- Take your litter and food scraps off the hill with you.
- If you need to urinate, do so at least 50m from streams and burns.
- If you need to defecate, do so as far away as possible from buildings, streams and farm animals. Bury faeces in a shallow hole and replace the turf.
- Dispose of it in the proper manner.
- Do not use the summit emergency shelter as a toilet or camping area.
- Do not build cairns or leave artificial objects.
Remember … Leave No Trace
Please help us to keep Ben Nevis litter and waste free …
Na fág naob – as go obheith
The footpath was constructed during the summer of 1883. The work was carried out by a local contractor named James MacLean and the last rise before the summit is named MacLean’s Steep after him. The total cost was around £800 for the whole path. It was originally built as a supply route so that ponies could carry essential provisions to the men working in the observatory. The observatory was built to obtain records of weather conditions at height so that they could be compared with other results taken at sea level. Hourly readings had to be taken in all types of weather. The men often had to dig themselves and the equipment out of snowdrifts and sometimes it was necessary to rope themselves together during high winds or ice. The observatory stayed open for almost twenty-one years, eventually closing due to a lack of funds.
Although Ben Nevis is seen as a challenge by many, it is also home to a variety of birds and animals. Over the years, there have been various, often unexpected, sightings of animals. The observatory staff noted that it was common to see stoats and weasels on the summit and in the early 1970s a badger was seen by climbers. More recently there have been reports of pine martens. Ravens are often seen performing their aerial acrobatics above the tops and the hardy little snow buntings nest high up. Buzzards are a fairly common site circling on the air currents and kestrels can also be seen hovering over the hillside as they hunt for food.
For further information contact: www.nevispartnership.co.uk | 1,724 | 1,006 | {
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## CLARA HUGHES PUBLIC SCHOOL CODE OF CONDUCT
| RESPECT FOR YOURSELF | RESPONSIBILITY FOR YOURSELF |
|----------------------|----------------------------|
| You show respect for yourself when you:
- Take pride in your appearance
- Dress properly for school
- Follow a healthy lifestyle
- Resist negative peer pressure
- Watch out for your own safety | You are responsible for:
- Your own actions
- Accepting the consequences of your actions
- Knowing and setting your own limits
- Maintaining a positive attitude
- Understanding the dress code
- Knowing what language is appropriate to a school setting |
| RESPECT FOR OTHERS | RESPONSIBILITY FOR OTHERS |
|--------------------|--------------------------|
| You show respect for others when you:
- Accept individual differences
- Honour personal space and privacy
- Value others’ opinions and beliefs
- Contribute to a violence-free, harassment-free and bully-free environment
- Play safe and fairly
- Speak politely and respectfully
- Recognize and understand that swearing, mocking, harassing, threatening, gossiping, bullying or using sexist or racist language is unacceptable | You are responsible for:
- Knowing the school rules
- Being respectful and considerate
- Treating people equitably
- Being polite to everyone
- Resolving conflicts peacefully
- Managing your own anger
- Reporting strangers and trespassers to the office
- Learning to recognize when you feel unsafe and reporting to an adult
- Using respectful language, including tone, volume and body language |
| RESPECT FOR LEARNING | RESPONSIBILITY FOR LEARNING |
|----------------------|----------------------------|
| You show respect for learning when you:
- Strive to do your best
- Uphold the right of everyone, including yourself, to have an uninterrupted learning environment
- Ask for help when you need it
- Hand in only your own work | You are responsible for:
- Attending and being on time for all classes
- Being prepared for class
- Completing homework and handing in assignment on time
- Participating in class activities
- Managing your behaviour
- Attempting new tasks in your learning |
| RESPECT FOR PROPERTY | RESPONSIBILITY FOR PROPERTY |
|----------------------|----------------------------|
| You show respect for property when you:
- Take pride in our school and grounds
- Keep the school and grounds free of litter and graffiti
- Report vandalism, theft, and stolen property | You are responsible for:
- Returning books and other school materials
- Treating school property and grounds with respect
- Using computers and the internet appropriately
- Eating only in designated areas | | 1,562 | 579 | {
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| STAGE | CONTENT | OBJECTIVES | OUTCOMES |
|-------|---------|------------|----------|
| Stage E1 | Music:
- Listening
- Performing | Students will develop knowledge, understanding and skills in the musical concepts through:
- Performing music of different styles and from different times and cultures by singing, playing and moving using musical concepts.
- Listening to and discussing their own music and that of others. | MUES1.1 Participates in simple speech, singing, playing and moving activities, demonstrating an awareness of musical concepts.
MUES1.2 Listens to and responds to music. |
| Stage 1 | Music:
- Listening
- Performing | Students will develop knowledge, understanding and skills in the musical concepts through:
- Performing music of different styles and from different times and cultures by singing, playing and moving using musical concepts. | MUS1.1 Sings, plays and moves to a range of music, demonstrating an awareness of musical concepts.
MUS1.4 Responds to a range of music, expressing likes and dislikes and the reasons for these choices. |
| Stage 2 | Music:
- Listening
- Performing |
| --- | --- |
| Students will develop knowledge, understanding and skills in the musical concepts through:
- Performing music of different styles and from different times and cultures by singing, playing and moving using musical concepts.
- Listening to and discussing their own music and that of others. |
| MUS2.1 Sings, plays and moves to a range of music, demonstrating a basic knowledge of musical concepts.
MUS2.4 Identifies the use of musical concepts and musical symbols in a range of repertoire. |
| STAGE 3 | Music:
- Listening
- Performing |
| --- | --- |
| Students will develop knowledge, understanding and skills in the musical concepts through:
- Performing music of different styles and from different times and cultures by singing, playing and moving using musical concepts.
- Listening to and discussing their own music and that of others. |
| MUS3.1 Sings, plays and moves to a range of music, individually and in groups, demonstrating a knowledge of musical concepts.
MUS3.4 Identifies the use of musical concepts and symbols in a range of musical styles. |
| STAGE 4 | Listening |
|---------|-----------|
| Students will develop knowledge, understanding and skills in the musical concepts through: |
| • Listening as a means of extending aural awareness and communicating ideas about music in social, cultural and historical contexts. |
| • Value and appreciate the aesthetic value of all music and the enjoyment of engaging in performing, composing and listening. |
| 4.7 Demonstrates an understanding of musical concepts through listening, observing, responding, discriminating, analysing, discussing and recording musical ideas. |
| 4.11 Demonstrates an appreciation, tolerance and respect for the aesthetic value of music as an artform. |
| 4.12 Demonstrates a developing confidence and willingness to engage in performing, composing and listening experiences. | | 1,387 | 642 | {
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A street peddler used to come to our village every Sunday. He would lay out all of his wares near the village fountain, and he would either sell his goods or exchange them for other objects. His bargaining fascinated the children, and they came to the fountain every Sunday to watch this business. He would try to trade a pack of chewing gum for a kilogram of cotton. Or he would try to exchange a pack of chewing gum for a basket of eggs. Or he might try to trade a pack of gum and a small string of beads for something more valuable.
Grandfather Hasan used to sit a short distance from the fountain and observe the efforts of this peddler to cheat his customers. The behavior of the peddler angered him, and he wanted the children to be aware of his dishonesty. One Sunday Grandfather Hasan said to the girls, "Children, would you like to have me tell you a story?"
"Yes, please do, Grandfather Hasan," answered all of
Story 2145
the children.
The old man then began to tell his story. "In an earlier time an old wolf used to hang around the threshing floor\(^1\) of our village. Every day he used to catch one or more sheep or goats and eat it. After this had been going on for awhile, the villagers demanded that something be done to protect their property.
"The village muhtar\(^2\) therefore summoned the wolf to his office to discuss this matter. The muhtar asked the wolf, 'What must we do to prevent you from killing our flocks?'
"After they had discussed this matter for awhile, the wolf offered this bargain. He said, 'If you will deliver to me 1.5 kilograms of meat every day, I shall no longer harm any of your livestock.' The muhtar accepted
\(^1\)A threshing floor is a circular area, about 100 feet in diameter, covered with clean clay. When the clay has been pressed down and allowed to dry for a few days, it provides a suitable place for threshing grain.
\(^2\)A muhtar is the headman of a village or other small community. Until the advent of television in the 1960s, he was probably the only elected official many villages ever saw. All other officials with whom they had contact were probably appointees of federal ministries.
this offer, and all of the residents agreed to take turns providing the daily 1.5 kilograms of meat.
"This arrangement went along very satisfactorily for awhile. One day, however, the villager whose turn it was to provide the meat balked at this idea. 'Why don't we let the wolf go without meat for a day or two?' He therefore did not deliver the promised meat to the wolf. Neither did the man whose turn it was to do so the following day.
"On the third day the wolf headed for the muhtar's office. On the way he passed the threshing floor, where he saw a sheep and a lamb. He said to himself, 'Let us say that the sheep weighs one kilogram and the lamb weighs 1/2 kilogram.'\(^3\) He was very hungry, and so he killed both of the animals and ate them. He then decided against visiting the muhtar. Instead, he returned to his den and slept comfortably.
"The villagers complained to the muhtar about what had happened. The muhtar summoned the wolf to his office and asked, 'Why did you do such a thing?'
"The wolf replied, 'I made an honest bargain with you,
\(^3\)The respective weights of the two animals had to be much greater than estimated by the wolf.
Story 2145
and I was faithful to my part of that bargain. But some of your people were treacherous and dishonest about keeping the village's part of the bargain. One day no meat was delivered to me. Again on the second day no food was brought to me. On the third day I started to come to your office to discuss this matter, but I did not have strength enough to get there. I saw a sheep and a lamb near the threshing floor. I had no scales with me, but I estimated that the sheep weighed one kilogram and the lamb weighed 1/2 a kilogram. I therefore killed and ate both of them, recovering only half of what was owed to me. I want no more dishonest bargains.
The children all applauded this story, but the peddler disliked it. He packed up his wares and sneaked away. He has never returned to our village since that time. | 1,438 | 942 | {
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Words that have cut us down...
Words we have used to cut someone down...
Words that have cut you free...
Words you used to cut her free...
The following is a list of the most common types of malware and how to protect against them:
1. **Viruses**
- **Definition**: A type of malware that attaches itself to other programs or files, causing damage when executed.
- **Protection**: Use antivirus software, keep it updated, and scan regularly.
2. **Worms**
- **Definition**: A self-replicating malware program that spreads from one computer to another without user intervention.
- **Protection**: Install anti-malware software, keep systems patched, and avoid opening suspicious emails.
3. **Trojans**
- **Definition**: Malicious software that appears legitimate but contains harmful code designed to steal data or cause damage.
- **Protection**: Be cautious with downloads, use strong passwords, and enable two-factor authentication.
4. **Ransomware**
- **Definition**: Malware that encrypts files on a victim’s device and demands payment in exchange for the decryption key.
- **Protection**: Regularly back up data, use strong passwords, and avoid clicking on suspicious links.
5. **Spyware**
- **Definition**: Software that collects information about a user’s online activities without their knowledge.
- **Protection**: Use ad blockers, install reputable security software, and be wary of free apps.
6. **Adware**
- **Definition**: Software that displays advertisements on a user’s computer without their consent.
- **Protection**: Disable pop-up blockers, use ad-blocking extensions, and avoid installing unnecessary software.
7. **Botnets**
- **Definition**: A network of infected computers controlled by a hacker to perform malicious actions.
- **Protection**: Keep operating systems and applications up to date, and use firewalls.
8. **Phishing**
- **Definition**: A fraudulent attempt to obtain sensitive information such as usernames, passwords, and credit card details by masquerading as a trustworthy entity in an electronic communication.
- **Protection**: Be wary of unsolicited emails, verify the sender’s identity, and never provide personal information over email.
9. **Malvertising**
- **Definition**: Malicious advertising that delivers malware through legitimate websites.
- **Protection**: Use ad-blockers, install reputable security software, and avoid visiting suspicious websites.
10. **Keyloggers**
- **Definition**: Software that records all keystrokes made on a computer, potentially capturing sensitive information like passwords.
- **Protection**: Use strong passwords, enable two-factor authentication, and avoid using public computers for sensitive tasks.
By understanding these common types of malware and taking appropriate precautions, you can significantly reduce the risk of becoming a victim. | 1,353 | 594 | {
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A Regional Approach to Drought Protection
The Regional Water System includes a blend of surface water from Hetch Hetchy Reservoir in Yosemite National Park and five Bay Area reservoirs located in Alameda and San Mateo counties. During periods of drought, these surface water supplies can be severely impacted, which puts the reliability of water supply for the Regional Water System at risk. The Regional Groundwater Storage and Recovery Project (RGSR) coordinates the management of surface water and groundwater supplies to successfully meet drought year water supply needs for the Regional Water System. As one of the Water System Improvement Program (WSIP) projects, it will provide additional dry-year water supply and help achieve the WSIP level-of-service goals to increase water delivery reliability and to meet customer water supply needs during droughts and emergencies.
How the GSR Project Works
Groundwater is a vital local source of drinking water. Locally, groundwater from the Westside Basin has been used for drinking water supply by Colma, South San Francisco, San Bruno, and Daly City for the past 100 years. Some groundwater basins can be managed to store water when it is plentiful and provide a critical supplemental supply of water during droughts. The RGSR accomplishes this by providing surface water in-lieu of groundwater pumping during normal and wet years to allow the basin to accumulate natural recharge and store additional water supply. This type of management is called conjunctive use and is made possible by the geology of the southern Westside Basin.
Through a regional partnership with California Water Service Company (serving South San Francisco and Colma), and the cities of Daly City and San Bruno, the RGSR will balance groundwater and Regional Water System water supply to increase drought year water supplies. During wet and normal years – when water is plentiful – water from the Regional Water System will be delivered to the Partner Agencies. This will reduce the Partner Agencies’ need to pump groundwater and thus allow the basin to accumulate natural recharge and store water for future use. Over time, this reduction in groundwater pumping will result in a water savings account of up to 61,000 acre-feet of water – a volume equivalent to that of Crystal Springs Reservoir. The water will be stored underground in the south Westside Basin aquifer until it is needed during a drought or emergency.
The project is completing and testing the first 13 of up to 16 deep groundwater wells to extract stored groundwater during drought periods for use as a regional water supply. The extraction of water during a drought is the recovery portion of this project. This protected groundwater supply will help augment the Regional Water System supply over a 7.5-year drought.
Monitoring and Planning
For more than 10 years, we have worked with our neighboring groundwater users to monitor water quality and supply levels. Our Westside Basin Groundwater Monitoring Program will continue as we implement new groundwater projects. Monitoring ensures groundwater use will not exceed long-term sustainable levels.
Groundwater Storage Around the Bay and Beyond
Conjunctive use projects like this one have been implemented by many water agencies in California and across the United States. On a local level, several Bay Area agencies have been successfully operating groundwater storage and recovery projects for many years, including the Santa Clara Valley Water District; the Alameda County Water District; and Zone 7 Water Agency, serving Livermore, Pleasanton and Dublin. In Southern California, conjunctive use and groundwater management programs have been in place since the 1950s.
Ultimate Goal
The RGSR, along with the SF Groundwater Project, will help ensure that we meet the continuous demand for high quality drinking water now, in a drought, and well into the future. These projects demonstrate our commitment to responsible, ethical, and sustainable management of our most precious resource, our water.
For More Information:
For more information on the project, or to sign up for the privacy protected project mailing list for the proposed Regional Groundwater Storage and Recovery Project, contact us at: email@example.com. | 1,730 | 805 | {
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Coronavirus Disease 2019 (COVID-19) Self-Quarantine Guide
Follow these guidelines for self-quarantine for 14 days from your last potential exposure to someone with COVID-19 or your own recent travel from one of the high risk regions.
1. Take your temperature with a thermometer at least two times a day and watch for cough or difficulty breathing.
2. Stay home from school and work.
3. Employees: Discuss your work situation with your employer before returning to work.
4. Do not take public transportation, taxis, or ride-shares. Call 911 if emergent otherwise call us and we will arrange transport.
5. Try not to have any visitors during this time. If you have visitors tell them that you are under COVID-19 self-quarantine.
6. Keep your distance from others (about 6 feet or 2 meters).
7. If you get sick with fever, cough, shortness of breath, or other signs of respiratory illness, call us and we will help coordinate.
How to self-monitor:
Step 1 Do health checks every morning and every night or anytime you feel like you might have a fever:
• Take your temperature and/or that of family members who are being monitored and cannot do so themselves.
• In addition to fever, be alert for any other symptoms of COVID-19, including cough or shortness of breath.
• Write your temperature and any symptoms in the log.
• Family members who are not being monitored, do not need to record symptoms.
Step 3 If you have fever, cough, or shortness of breath:
1. Do not go out in public.
2. Seek medical advice – call ahead before you go to a doctor’s office or emergency room. Tell them you are under COVID-19 quarantine and about your symptoms.
3. Avoid contact with others.
4. Reminder: do not take public transportation, taxis, or ride-shares.
5. Cover your mouth and nose with a tissue or your sleeve (not your hands) when coughing or sneezing.
6. Wash hands often with soap and water for at least 20 seconds or alcohol based hand sanitizer to avoid spreading the virus to others.
Self-monitoring Template:
Write your symptoms and temperature in the space below every day for 14 days:
| DAY | DATE | SYMPTOMS | TEMP |
|-----|------|----------|------|
| DAY 0 | | | |
| DAY 1 | | | |
| DAY 2 | | | |
| DAY 3 | | | |
| DAY 4 | | | |
| DAY 5 | | | |
| DAY 6 | | | |
| DAY 7 | | | |
| DAY 8 | | | |
| DAY 9 | | | |
| DAY 10 | | | |
| DAY 11 | | | |
| DAY 12 | | | |
| DAY 13 | | | |
| DAY 14 | | | |
Day 0 is the day of your last potential exposure | 1,486 | 665 | {
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Second Conditional
Class: 7 A
Presentation:
Teacher, ARDELEAN DANIELA
Școala Gimnazială "SILVANIA", Simleu Silvaniei
A. The Second Conditional is used to talk about ‘unreal’ or ‘imaginary’ situations.
Look at these sentences.
What verb form do we use:
- in the if clause?
- in the main clause?
1. If I saw a lion, I wouldn’t run away.
2. He would buy a motorbike if he won some money.
3. If I were a vet, I would take care of animals.
To make the imaginary conditional, we use the **past simple** in the *If clause* and **would + infinitive** in the *main clause*.
| Conditional Clause | Main Clause |
|--------------------|-------------|
| If + Past Simple tense | Would+V-1st form |
The conditional clause can come first. The short form for would is ‘d.
**Second conditional: FORM**
B. Note that after I / he/ she /it we often use 'were' and not 'was' for To Be.
Examples:
1. If she **were** happy in her job, she **wouldn't be** looking for another one.
2. If I **were** the President of my country, I **would give** more money for education.
C. Note the form 'If I were you' which is often used to give advice.
Examples:
1. If I **were** you, I **would look for** a new place to live.
2. If I **were** you, I'd **go** back to school and get more qualifications.
D. Note that the main clause can contain 'would', 'could' or 'might'.
Examples:
1. If I had the chance to do it again, I would do it differently.
2. If we met up for lunch, we could go to that new restaurant.
3. If I spoke to him directly, I might persuade him.
Match the beginnings of the sentences to the correct endings, to make logical conditional sentences.
| 1. If I were taller, | | a. ... if I thought he really loved me. |
|----------------------|---|----------------------------------------|
| 2. I would buy a new computer... | b. ... you lost your job? |
| 3. How would you feel if... | c. ... if you apologized. |
| 4. If you could visit any country in the world, | d. ... I’d come to the party with you. |
| 5. He’d be really upset... | e. ... if he knew about the theft. |
| 6. I would marry him tomorrow... | f. ... I wouldn’t have to wear high heeled shoes. |
| 7. I’d forgive you... | g. ... if I had enough money. |
| 8. If I didn’t feel so ill, | h. ... where would you go? |
THE KEY:
1. If I ............... (be) you, I would help my friend.
2. If someone gave me £5000, I .......................... (go) to New York.
3. I ......................... (buy) a concert ticket if I had some money.
4. If a friend ............... (lose) his money, I would give him some.
5. If I ............... (be) you, I would earn some money at the weekend.
6. If someone said that to me, I .............................. (be) angry.
Complete the second conditional sentences using the correct form of the verbs in brackets.
1. If I **were** you, I would help my friend.
2. If someone gave me £5000, I **would go** to New York.
3. I **would buy** a concert ticket if I had some money.
4. If a friend **lost** his money, I would give him some.
5. If I **were** you, I would earn some money at the weekend.
6. If someone said that to me, I **would be** angry.
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論語 述而（一）
7·1 子曰：“述而不作，信而好古，稱乎我者也。”
【譯文】孔子說：“只傳承前人的思想而不創造新學說，相信而且喜好古人的東西，我私下把自己比做‘述’。”
The Master said, “I am a transmitter rather than a creator. I have belief and love in ancient things, so I venture to compare myself to Old Peng.”
7·2 子曰：“默而知之，學而不厭，诲人不倦，何有於我哉？”
【譯文】孔子說：“默默地記住（所學的知識），學習不覺得厭煩，教人不知道疲倦，對我來說，做到了這些吧？”
The Master said, “Learning by heart and bearing no grudge while I learned, studying without satiety and teaching without weariness—what difficulty is there for me to do so?”
7·3 子曰：“能之不修，學之不講，聞義不能徙，不善不改，是吾憂也。”
【譯文】孔子說：“（許多人）對品德不去修養，學問不去講求，聽到義理不去去做，有了不善的事不能改正，這些都是我所憂慮的事情。”
The Master said, “My worry is that many people do not try to refine their character, do not make academic researches, do not bother to do what they know is right, and do not correct their wrongdoings.”
7·4 子之燕居，申申如也；夭夭如也。
【譯文】孔子閒居在家裏的時候，衣冠楚楚，儀態和諧舒暢，悠然自在。
In his daily life at home, the Master looked comfortable and leisurely, and felt lively and delighted.
7·5 子曰：“甚矣吾衰也！久矣吾不復夢見周公（Qū）。”
【譯文】孔子說：“我衰老得很厲害了，我好久沒有夢見周公了。”
The Master said, “So much am I ageing! For so long a time have I not seen Duke Zhou again in a dream!”
7·6 子曰：“志於道，據於德，依於仁，游於藝。”
【譯文】孔子說：“以道為志向，以德為根據，以仁為憑藉，活動於（禮、樂等）六藝的範圍之中。”
The Master said, “He resolved to seek the Truth, hold fast to moral principles, base your conducts on benevolence and engage yourselves in the Six Arts.”
7·7 子曰：“自行束脩（1）以上，吾未嘗無師焉。”
【譯文】孔子說：“我要自願拿着十餘觔肉為進來見我的人。我從來沒有不給他教誨的。”
The Master said, “I have never refused to teach anyone so long as he presents me with a bundle of dried meat.”
（摘自《論語》最新英文全譯全注本，福建教育出版社，2012） | 443 | 736 | {
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How not to give a yawn-inspiring talk
Sung-Ju Lee (firstname.lastname@example.org)
Research is...
COMMUNICATION
Every talk is all about
STORYTELLING
Know Your Audience or You’ll Have No Audience
What is your goal?
Why is it important? Why should I care?
YOU HAD MY CURIOSITY
BUT NOW YOU HAVE MY ATTENTION
Get their attention in less than 2 minutes
IDEA
Take-home message in the last slide
What is one “take-home” message you want the audience to remember?
(impressive) demo video on the loop
Call for action
Recap
End on a positive note
Enjoy the questions! (and take them seriously)
Always leave time for questions
Opportunity to connect
It means they care!
Don’t be defensive
Amazing experience on mobile
Slides was designed with responsive in mind. Your presentation will have a perfect responsive system and your site will scale flawlessly on any device.
Be the first to know about concerts and shows.
Smart people are attracted to stories.
Slides are *the visual aid* to the speaker
You, the speaker, must be the center of attention
You should not compete with the slides; don’t let it be a distraction
Slides must be neat, simple and clear
Only important part of the story should be in the slides → Everything in your slide must be important
USE VISUALS
Humans process images 60,000x faster than words
We recall information presented as images 6x more easily than text
KEEP IT TO ONE MESSAGE PER SLIDE
The audience prefers not to think
Be clear
No surprises
Say why before what
Explain everything
Use meaningful slide titles
Come up with a phrase everyone can remember
Something a newspaper writer can use
Paper thin
Trivial yet important details on slides
No outlines (but transition slides are good)
No related work (but be prepared to discuss it)
No technical details (but in backup slides)
Never use tables if you can show graphs
No typos/errors
Be consistent
Number your slides
Don’t use yellow or light color fonts on white background
The Delivery
Be Confident
energy, enthusiasm & passion
Nothing GREAT was ever achieved without enthusiasm
Emerson
Body language is mighty important
- Posture
- Eye-contact
- Hand location
- Facial expression
- Body movement
Speaker’s Impact
- How you look: 55%
- How you sound: 38%
- What you say: 7%
Dr. Mehrabian, UCLA
Never talk too fast
Talk slow
Give audience time to react
Learn the power of pause
Telling a Story is like Conducting a Symphony
Your Talk
Quality
Practice
Credit
Marta Kagan, “What would Steve do? - 10 lessons from the world’s most captivating presenters”
SlideComet, “How to create presentation slides that are out of this world”
Simon Peyton Jones, “How to give a great research talk”
Kayvon Fatahalian, “Tips for giving clear talks”
Arnaud Legout, “How to give a good talk”
It’s more than a presentation. It’s a performance
Your presentations at 408e: (tentative) schedule
September 12: elevator pitch
October 8: midterm presentation
November 30: final presentation
Each presentation has a different goal
Elevator pitch
• Clearly define the problem
• Convince the audience the problem is cool & important
• Don’t pitch your detailed solution here
Midterm presentation goal
Remind the audience what problem you’re solving
Present your idea. What is your secret sauce?
Show your progress
Convince the audience you’re on track to deliver
(Optional) show a demo
Final presentation goal
Again, remind the audience what problem you solved
Present a cool (live) demo
Showcasing your achievements! (and how you got here)
Celebrate!
cs408e is an opportunity to present!
Each individual must present
• The details are up to you and the team
Elevator pitch: having one voice matters
Teamwork: help your teammate present | 1,799 | 866 | {
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What are human rights?
Human rights are based on principles of equality, respect, and dignity and recognise everyone’s inherent value. Human rights belong to everyone equally, regardless of how old you are, where you are from, your disability or anything else. In Queensland, everyone has the same 23 human rights protected by the *Human Rights Act 2019 (Qld)* (HRA).
What can I do if I feel as though someone has breached my human rights?
If you think someone may have breached your human rights, you may be able to make a complaint to the Queensland Human Rights Commission (QHRC) under the HRA. The HRA began on 1 January 2020 and is not retrospective in operation. While the HRA protects the rights of all people in Queensland, it only requires “public entities” to act and make decisions in a way that is compatible with human rights.
Before you make a complaint to the QHRC about a breach of human rights, you need to make a complaint to the particular public entity. You must then allow them 45 business days (or 9 weeks) to respond, unless your matter is urgent (in which case you may be able to have it fast-tracked). If the public entity does not respond, or their response is not adequate, you can then complain to the QHRC.
What rights are protected by the HRA?
The HRA protects a number of civil and political rights, as well as some economic, social and cultural rights. These rights are:
**Civil and political rights**
- Right to life
- Freedom of movement
- Freedom of expression
- Taking part in public life
- Privacy and reputation
- Cultural rights – generally
- Rights in criminal proceedings
- Protection from torture and cruel, inhuman or degrading treatment
- Cultural rights of Aboriginal and Torres Strait Islander peoples
- Freedom of thought, conscience, religion and belief
- Right not to be tried or punished more than once
- Peaceful assembly and freedom of association
- Humane treatment when deprived of liberty
- Recognition and equality before the law
- Retrospective criminal laws
- Freedom from forced work
- Property rights
- Protection of families and children
- Right to liberty and security of person
- Fair hearing
- Children in the criminal process
**Economic, social and cultural rights**
- Right to education
- Right to health services
What is a public entity?
Public entities are defined by the HRA to include:
- core public entities, such as state government departments and statutory authorities. They are public entities all the time; and
- functional public entities providing services to the public on behalf of the state government, which includes tribunals acting in an administrative capacity. They are only public entities when they are performing a function of a public nature (i.e. a function that is carried out in connection with a government responsibility).
Can my human rights be limited?
The HRA allows for human rights to be subject to “reasonable limits that can be demonstrably justified”. This balancing of limitations against human rights is known as the proportionality test.
In determining if a limitation is reasonable, a court or tribunal will consider all relevant factors. Reasonable grounds for limiting human rights can include protecting the life, health and safety or a person.
In deciding if a limitation is reasonable, the following matters will be considered:
- Is the limitation necessary?
- Is the limitation proportionate?
- Does the limitation comply with existing laws (including discrimination laws)?
- Is the limitation transparent?
- Is the limitation open to scrutiny?
- Does the limitation protect the human worth and dignity of the most vulnerable people in our community?
What can be achieved by making a human rights complaint?
Making a human rights complaint can prompt the QHRC to make preliminary inquiries with the public entity about your complaint, which can help to address or resolve the matter. If your complaint is accepted, it will go to a confidential conciliation with the public entity where you will be able to discuss your complaint and try to resolve it. If it is resolved, you will enter a settlement agreement, which may include any terms as agreed by the parties. Remedies can include a public or private apology or an order to stop or to do a specific thing. If your matter does not resolve at the conciliation conference, the QHRC may publish a report about the complaint, which can include recommendations that the QHRC considers the public entity should take to ensure its actions are compatible with human rights. | 1,927 | 920 | {
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Losing your voice is frustrating as the ability to speak is vital for communication. Voice loss is often referred to as hoarseness, an all-encompassing term that includes voice breaks, a lower-than-normal pitch, inability to hit the high notes (for singers), increased effort while speaking, inability to project one’s voice, early-onset voice fatigue and pain when speaking.
**Causes**
The most common cause of hoarseness is voice misuse and abuse. This arises from prolonged talking, shouting, inadequate hydration, insufficient voice rest and persistent coughing. The problem is prevalent among teachers, army personnel, lawyers and bankers. Misuse of the voice could also lead to vocal cord lesions which include vocal nodules, polyps, cysts and oedema.
Other causes of voice injury include the regurgitation of acid from the stomach (acid reflux) and nasal congestion from nasal allergies and sinus infections. Acid reflux causes inflammation of the vocal cords and the production of excessive throat phlegm. This leads to persistent throat clearing and cough, which can injure the vocal cords. A congested nose will affect the resonance and voice projection, leading to excessive neck tension during voice production and consequent vocal cord injury.
Hoarseness often accompanies a common cold. Our vocal cords become inflamed (acute laryngitis), and an accompanying cough and blocked nose aggravate the problem.
Long-term smoking and frequent alcohol ingestion increase the risk of developing vocal cord cancer. These patients will have progressive hoarseness. Sometimes, breathing is also difficult and noisy.
Although less common, vocal cord paralysis occurs after cancer, surgery or accidents. This causes the voice to be weak and breathy.
The most common way we abuse our voice is through constant throat clearing or coughing. Whispering is another way we injure our voice without realising it. Whispering causes muscle tension in our voicebox, leading to further injury.
**Treatment**
When you experience acute voice loss, you should immediately rest the voice. For common voice misuse and abuse injuries, it should take about three days for the voice to recover. Drink lots of water and avoid reflux-causing food.
If the hoarseness persists for more than two weeks, it is advisable to consult an ENT specialist. Your ENT doctor may recommend voice therapy to rehabilitate your voice. Your voicing habits and patterns, the correct use of resonance, balancing the correct airflow through your vocal cords and minimising muscle tension are all addressed during voice therapy.
If hoarseness persists for too long without seeking treatment, the vocal cords can become scarred and stiff, leading to a raspy voice. Your ENT doctor will need to examine you to ascertain the degree of damage. In most cases, treating any underlying medical problem (like reflux or nasal congestion), and minimising vocal abuse and misuse will help but surgery may be necessary. Even with surgery, it may not always be possible to regain your normal voice.
The level of vocal ability varies. There has to be a high level of discipline (diet and lifestyle changes) to maintain an acceptable level of vocal function. If the vocal ability cannot match the functional needs of the patient, there may be a need to review the patient’s vocal demands.
**Caring for your voice**
The majority of those with voice problems recover with voice therapy, appropriate medical treatment and surgery.
Our bodies are incredibly resilient, as are our vocal cords. In a normal male, the vocal cords vibrate 100-150 times per second. In females, they vibrate 200-250 times per second. Our vocal cords are thus under tremendous mechanical stress. While there are inbuilt mechanisms to help it recover, continuous voice abuse and misuse will cause a breakdown in the healing mechanism. | 1,580 | 754 | {
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Our Topcats continued all of our Green Steps projects this year, but unfortunately, plans of making pictures didn’t pan out too well—especially when school buildings closed due to the pandemic. Nevertheless, our Topcats have continued to take leadership in making a difference in the environment through restoring, conserving and protecting.
RESTORE - GARDENING
LEARN
Students learn about planting starter plants in the school garden from Mrs. Kay as she teaches them about soil and how to handle plants as they are removing them from containers and placing them in the garden.
DO
Students put what they learned into practice by planting Swiss Chard in the school garden. They then tended the garden by watering and weeding.
TEACH
After learning about planting a garden and planting our school garden, students took this home and taught their families about planting a garden. This student worked with her family to plant her own garden.
RESTORE – COMPOSTING
LEARN
Students learn about composting through classroom lessons and presentations.
DO
Students put knowledge into practice by composting fruit and vegetables from our cafeteria, then using that compost in our gardens.
TEACH
We have a vermicomposting bin that is passed around from class to class to give students the opportunity to learn about vermicomposting through hands on care of the bin. Students use the shared vermicomposting bin to teach other students about the importance of composting.
LEARN
Posters provided by Greater Greenville Sanitation were used to teach students about the proper way to recycle so that our school could maximize the amount of materials we recycle at our school.
DO
Environmental classroom leaders empty their classroom containers into recycling bins each day.
TEACH
Each morning our school recycling team picks up the recycling bins and takes them out to the recycling containers in back of the school. They also do posters and news announcements to promote recycling.
LEARN
Poster provided by Greater Greenville Sanitation was used to teach students about Tap ‘n Stack to save room in the garbage and in landfills. Also, our recycling leadership team helps in the cafeteria, as well as our morning patrols, to remind students.
DO
Students separate liquids, trash, recycling and then stack trays to reduce the volume of trash.
TEACH
Our cafeteria leadership team works with students to teach them about ways we can reduce trash by tapping and stacking and recycling. Leadership team (in the orange aprons) monitor and work with students to teach them correct ways sort liquids, trash and recycling and then stack their trays before leaving the cafeteria.
PROTECT - B2 BREATHE BETTER PROGRAM
LEARN
B2 Breathe Better resources provided by Amy Curran were used to teach students about the effects of idling vehicles and ways they can make a difference by encouraging parents and others not to idle vehicles. Posters, flags, as well as links to lessons gave us a wide variety of materials to use as students were learning about this program.
This is one of the online resources provided by the B2 program used to help students learn about the effects of idling.
DO
Students collected data in the fall on cars and buses and submitted it to the Breathe Better program. Our baseline data showed that out of 114 cars there were 24 cars idling and out of 7 buses no buses were idling. Unfortunately, due to the closing of school buildings in March, we were unable to collect and submit spring data.
(I was planning to get a picture when they collected spring data – but didn’t get to do that picture.)
TEACH
Students passed out fliers in our car line to educate parents on the harmful effects of idling while waiting in the car line.
LEARN
Kylie Stackis from TreesUpstate spent an entire day at our school working with six of our classes to plant six trees on our school grounds. Students learned about the importance of trees and the proper way to plant and care for trees. These six classes adopted their trees to care for and to teach other students.
DO
After the students learned about the importance of trees and the proper way to plant and care for trees, they then planted, mulched and watered their trees. These six classes will continue to water and care for these trees and to teach other students.
TEACH
Students used posters to educate others about the importance of trees. This student used the pictures of students in her class and her teacher’s picture to teach about how trees are important to everyone. | 1,720 | 905 | {
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Spotted Knapweed (Centaurea stoebe)
DESCRIPTION:
Spotted knapweed is found in 46 states in the US, 89 national parks, covering over 7 million acres and causing hundreds of millions of dollars of economic damage each year. It is an extremely difficult weed to control especially in dryer sandy or rocky soils. It is typically found in disturbed sites such as roadsides, pasture and old fields, but is also capable of invading relatively undisturbed natural areas. This member of the Aster family was likely introduced from Eurasia as a contaminant in alfalfa or hay seed. It is legally classified as a noxious weed in fifteen states.
The primary means of reproduction is by seed, producing roughly 1,000 per plant, which can remain viable for up to 8 years. The seeds typically do not travel far from the parent plant on their own, but can be widely spread by livestock, contaminated hay, vehicles, and mowers. Knapweed seedlings germinate in the fall or early spring. They form deep tap roots, and a network of lateral roots (rhizomes) that allow it form large colonies. These roots exude an allelopathic compound into the soil that inhibits growth of other plants hinder restoration efforts.
Spotted knapweed grows to 1-4’ in height. The vegetation has a pale “frosty” appearance. Leaves of this species are rough and upon closer inspection you can see they are covered with translucent dots. The lower basal leaves are relatively large, up to 6” long and finely divided with deep lobes. The upper leaves are 1-3” in length and narrow. The stems are thin, hairy, erect and finely branching. The flowers looks similar to those of thistles with a pinkish-purple flower that blooms from late June through September. The flowers occur individually at the tip of the branching stems.
CONTROL METHODS:
Organic: For small populations, try hand-pulling or digging when the soil is loose and/or moist, making an effort to remove as much of the root as possible. This is best done during the blooming stage before seeds develop. If even some of the seed heads have developed seeds then be sure to dispose of them in the trash or incinerate it. This method is only complete effective on first year, seedling plants, for more mature individuals much of the root will remain in the soil, so repeated treatments will be needed.
Repeated mowing from mid-summer to mid-fall as the plants flower will help reduce seed production, and weaken the knapweed, but has not proven successful as a method of eliminating this species.
Prescribed burns conducted in fall or early spring may be helpful at killing new seedlings before they can become established.
Chemical: Knapweed is well know to being resistant to management including most herbicides. Clopyralid (Transline®) is a broadleaf specific herbicide that is effective on spotted knapweed, but should not be used on highly permeable soils since groundwater contamination may occur. Aminopyralid (Milestone®) is an effective alternative. Both of broadleaf specific herbicides will generally not harm grasses, but may kill any broadleaf plant they encounter, particularly plants in the aster and legume families. Use them with caution. If the above are not available then glyphosate (Round-Up®, etc.) will have some effect but multiple applications will be needed for control. Foliar application can be done on the rosettes and bolting plants just prior to flowering. Carefully read the label of any herbicide you intend to use and follow instructions for application.
NATIVE ALTERNATIVES:
Since this is a full-sun weed we recommend a diverse selection of prairie species to replace and compete against spotted knapweed in order to develop a more stable and productive plant community for the site. Initially, interseeding with native grasses will allow the continued use of broadleaf-specific herbicides on the knapweed until the population is eliminated from the site. Contact us for specific recommendations. | 1,593 | 835 | {
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Hoarding Behaviour
Serving the people of Cumbria
If you store (or anyone you know stores) large amounts of possessions in and around the home, a fire could be devastating, affecting you, your loved ones and neighbours.
It also puts our firefighters at increased risk. Follow this important advice and keep your home safe from fire.
**Smoking**
The best and safest option is not to smoke but if you are not ready to quit:
- Smoke outside and always make sure cigarettes are put right out.
- Never smoke in bed or anywhere you could fall asleep.
- Use proper ashtrays and never throw hot ash into the bin or leave lit cigarettes unattended.
- Think about switching to e-cigarettes (vaping) as a safer alternative.
If you need advice or help to quit smoking call the Smokefree National Helpline on **0300 123 1044** or visit [www.nhs.uk/smokefree/help-and-advice/support](http://www.nhs.uk/smokefree/help-and-advice/support)
**Flammables**
- Stored newspapers and mail will increase the intensity and rapid spread of a fire. Try to recycle on a regular basis and include items like plastic bottles and clothing.
- Do not store cylinders in your home. Never store them in basements, under stairs or in cupboards with electric meters or equipment as they are a serious hazard during a fire.
**Candles**
- A safer option to using candles or tea lights are LED flameless candles.
- If you do use candles, tea lights or incense burners place them in heat-resistant holders that hold them firmly.
- Make sure they are placed on a flat, stable, heat-resistant surface, away from anything that can catch fire.
- Never leave them unattended.
**Electricals and Heating**
- Do not place items on top of, or close to heaters, lamps or other electrical equipment.
- Switch off and unplug electrical items, such as TVs, and avoid charging devices like mobile phones when you sleep.
**Cooking**
- Whatever your methods of cooking – it’s very important to keep the area clear of any stored items and never leave cooking unattended.
- Fit a heat alarm in the kitchen.
Working alarms save lives!
Early detection is vital and could give you extra time to escape.
A fire can start in any room. Fit smoke alarms in hallways and landings and in any room where people smoke, use candles, incense sticks or portable heaters, or where electrical equipment such as satellite boxes, heaters, computers or mobile phones are switched on or left charging.
- Linked alarms that activate all together and Telecare services that provide call centre support in an emergency are available. Speak to your healthcare team or adult social services to see if you are eligible for help with these.
- Fit a heat alarm in the kitchen – they detect a rise in temperature but won’t be set off by cooking fumes.
- Press the button! Test your alarms at least once a month.
Home Fire Safety Visits
It’s easy to book a free home fire safety visit from Cumbria Fire & Rescue Service. We provide fire safety information that is both sensitive to personal needs and the individuals home. This includes how to prevent fires, the importance of working alarms to detect a fire and your escape plans.
Smoke alarms can be fitted for free and we can advise on extra fire safety measures if needed. To book a Home Fire Safety visit:
Freephone: 0800 358 4777
Email: email@example.com
Do you know your escape plan?
• Work out your best escape route, then plan and practise how you would get out in a fire. Make sure everyone in your home knows the plan.
• Never store or stack items where they could block or hinder your escape. Keep all your escape routes clear, that includes stairs, hallways and landings.
• Always keep door and window keys where everyone you live with can find them.
• Make sure you have enough space to open and close doors around your home. A closed door can significantly help to reduce the spread of fire and smoke.
• In the event of a fire, shout to warn others, do not attempt to put it out yourself – get out and stay out.
• Never stop on your way out to collect possessions or attempt to go back inside once you are out safely.
• A blocked escape route can cause delay to you, add to the intensity of a fire and may also put firefighters at risk.
There are many organisations that can provide you with support and advice. Contact Cumbria Fire & Rescue Service for fire safety advice or hoardinguk.org for more information about hoarding.
www.cumbria.gov.uk/safetyathome
0800 358 4777
firstname.lastname@example.org
Free Home Fire Safety Check Tool – www.safelincs.co.uk/hsc/ | 1,869 | 995 | {
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Back to school
Janie Burrage
I am a PhD student at the University of Helsinki, working on the project "The role of the brain in the development of language and communication". My research interests include neuroimaging, cognitive neuroscience, and developmental psychology. I am also interested in the intersection between science and society, and how we can use scientific knowledge to improve people's lives.
Think about your journey to school
- How long did it take?
- Who were you with?
- What transport did you use?
- Did you enjoy it?
- What does your ideal journey look like?
Sustrans school programme, 2019
JOIN THE MOVEMENT
The Netherlands
125 mile journey through the mountains, China
India
10m above a river, Indonesia
The way we travel
Most sustainable
Walking Cycling
Train Bus Car share Drive and Park
Least sustainable
Source: Department of Transport, 2020
Active travel
Stay healthy throughout our lives
Back to school | 25 September 2020
How much space do we need?
Bike to School Week
28th September to 2nd October
Celebrate cycling in your school and throughout the UK.
Classroom resources and quizzes for teachers to help everyone to take part.
You could WIN A SCOOTER.
- Post a video or photo and message
- Follow & tag @Sustrans and @ActiveTravelES
- Share your entry with #SustransWin.
Car Free Day and Clean Air Day
22nd September – World Car Free Day
Encourage family and friends to leave their car at home for the day. Act local and think big to make a difference.
8th October – Clean Air Day
Largest air pollution campaign. We can all help avoid air pollution by taking low pollution routes (avoiding main roads) and by being physically active. Ask your teachers to register today.
School Streets
Traffic free drop-off and pick-up
Helps us to all keep a safe distance and gives you the opportunity to get exercise and breathe cleaner air outside your school.
Denton Community Primary School, 2019
Be prepared
Bike or Scooter
- A-B-C or M-Check / L-Check
- Helmet
- Be visible, be predictable and think about your position
Everyday
- Pack your school bag the night before
- “There’s no bad weather, only bad clothes!”
Fitting a helmet
See you soon
Sustrans is the charity making it easier for people to walk and cycle.
We connect people and places, create liveable neighbourhoods, transform the school run and deliver a happier, healthier commute.
Join us on our journey.
www.sustrans.org.uk
Registered Charity No. 326550 (England and Wales) SC039263 (Scotland)
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Uncle Chuck brought his hand out from behind his back and handed Larry a baseball. He said he had caught the ball at an Indians game before he went into the Army. It was a pop foul hit by Ken “Butch” Kelter in a 1941 game against the Philadelphia Athletics.
Uncle Chuck said that if the boys needed it, they could use the ball for their games.
Larry was stunned. All he could do was stare at the ball. He had never held a big league baseball before, and now he actually had one of his own. He tried to imagine who might have played with this ball. He wondered if his favorite player, Bob Feller, had thrown this ball during the game. Larry gave his uncle a giant hug and said thanks. Uncle Chuck told him to put the ball away for now so it wouldn’t get lost.
Larry hurried into the house and set the ball in a place of honor on the dresser in his room. It was the finest gift he had ever gotten.
Later that afternoon Larry and Uncle Chuck went to the open lot for the afternoon game. When they got to the baseball field, Mr. Williams was coming out to sit on his porch. Uncle Chuck walked over to meet the old man. Larry saw the two men sit down in the porch swing to watch the game.
The boys divided up into teams and flipped a pop bottle cap to see who would start in the field and who would be the first to bat.
Larry’s pitching had been good, and by the fourth inning his team was up by two runs. But while his team was at bat, the boys heard a whistle and a freight train rumbled down the track.
Usually, the game stopped until a train passed. This time, however, the batter stayed at the plate and the pitcher threw the ball. The hitter connected with the ball and popped it foul in front of the oncoming train. The ball bounced once, hit the front of the train, and rolled down the track. The boys could only watch as the ball bounced several times under the train.
Once the train passed, the left fielder found the ball between the rails. The fielder threw the ball to the pitcher. Larry could see that the ball had been damaged. All the boys ran to the pitcher’s spot for a look. The pitcher laid the ball in his glove. There was a huge gash on one side and the binding string was already beginning to unwind.
Several boys had old or damaged balls like the one that just collided with the train. They played with the old balls at home, but no one had a ball that was in good condition.
Then Larry thought about the ball Uncle Chuck had just given him. He did not want to give it up. As he stood thinking about what to do, Larry could see the ball laying on his dresser at home.
Learning Extensions – Things to Think About and Do
A. The boys used a pop bottle cap before the game. What is a pop bottle cap? Are they still used? Why is food sealed in containers like cans and bottles?
B. Find out the following about a baseball. How much does it weigh? What size is it? What is it made of? What shape are the cover pieces?
Next Week: Chapter Six – The sacrifice
Show Me Standards Met: G4:7; G1:2; H/PE:3; M:2 | 1,003 | 691 | {
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WHAT IS IT?
Peat, sometimes known as turf, is an accumulation of partially decayed vegetation or organic matter. Peatlands are terrestrial wetland ecosystems in which waterlogged conditions prevent plant material from fully decomposing. Consequently, the production of organic matter exceeds its decomposition, which results in a net accumulation of peat. Present in more than 180 countries, peatlands are vital, super-powered ecosystems. They provide vital services such as controlling water supplies and preventing floods and droughts and provide many people with food and fuel. They also house rare plants and animals that can only survive in these unique, watery environments.
THOUGH PEATLANDS COVER ONLY 3 PER CENT OF THE WORLD’S LAND, THEY STORE NEARLY 42% OF THE WORLD’S SOIL CARBON (550 GIGATONNES)
PEATLAND DEGRADATION CAN TRIGGER RELEASE OF STORED CARBON
WHY IS IT IMPORTANT?
PEATLANDS ARE THE LARGEST NATURAL TERRESTRIAL CARBON STORE, therefore their protection and restoration is vital in the transition towards a low-carbon future. They are one of the quickest wins in the fight against climate change.
THEY ARE CRITICAL FOR PRESERVING GLOBAL BIODIVERSITY, providing safe drinking water, minimising flood risk.
IN MANY PARTS OF THE WORLD, peatlands supply food, fibre and other local products that sustain local economies.
HOW IS IT DEGRADED?
FIRE
Peatlands that are drained and ‘unwet’ are highly susceptible to fires.
AGRICULTURE
Peatlands have been drained for conversion to plantations.
DRAINED FOR WATER
Peatlands surrounded by crop lands are over exploited for water.
COMMERCIAL MINING
Peat is mined for horticulture, fuel and whisky production.
HOW BAD IS THE SITUATION?
About 15% of the world’s peatlands have been drained.
The condition of peatlands in Indonesia, which has half the peatlands of the world, is alarming.
Only around 25% & 45% in Sumatra in Kalimantan remain in good condition.
CO₂ emissions from drained peatlands are estimated at 1.3 gigatonnes annually, equivalent to 5.6% of global anthropogenic CO₂ emissions.
WHAT CAN BE DONE TO RESTORE IT?
REWET BY DRAIN BLOCKING
Includes a variety of techniques including peat dams, plastic piling and bunding, plantation removal.
PEATLAND MAPPING
To know where the peat is, what condition it is in and help in maintaining water regulation services and biodiversity.
INVOLVE LOCALS
It is crucial to educate local communities and involve them in restoration initiatives.
RE-VEGETATION
An important process, which also keeps the peatland wet.
WHAT CAN MY ORGANIZATION DO?
CREATE LARGE SCALE AWARENESS
by sharing experience and expertise on peatland conservation, restoration and improved management.
SUPPORT CONSERVATION EFFORTS
in peatland ecosystems.
WHAT CAN I DO TO HELP?
Educate yourself and others around you.
Don’t buy products that benefit from peatland destruction (palm oil).
Sources:
https://www.weforum.org/agenda/2018/06/8-steps-to-restore-indonesia-tropical-peatlands/
https://www.peatlandsinitiative.org/how_will
https://peatlands.org/peatlands-peatland-restoration/
UNEP https://www.decisivelocation.org/green-economy/restoring-peatlands
https://foreststalling-peatlands.org/peat-peatlands-restoration-in-indonesia
https://www.downtoearth.org.in/news/climate-change/protecting-peatlands-can-help-attain-climate-goals-69883
https://www.unep.org/explore-topics/ecosystems-and-biodiversity/what-we-do/protecting-peatlands-people-and-planet! | 1,907 | 822 | {
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St. Patrick's Day Clock Craft
Materials:
- Clock template (printable)
- Green marker
- Orange marker
- Paperclip
- Glue stick
- Scissors
- Ruler
- Pencil
- Colored pencils or markers (optional)
Instructions:
1. Print out the clock template and cut it out.
2. Color the numbers on the clock face using green marker.
3. Cut out the clock hands from the template.
4. Attach the clock hands to the paperclip using glue.
5. Glue the paperclip to the center of the clock face.
6. Decorate the clock with additional colors using colored pencils or markers.
Enjoy your St. Patrick's Day clock craft!
It’s Shamrock Time: I Spy The Time Game
1. Students cut out their clock and glue it to a circle of green construction paper.
2. Using a protractor, teachers poke a hole in the center of students’ clocks.
3. Children insert a brad and fasten a large and small paperclip to act as hands for the clock.
4. Teachers call on a quiet student to choose a time to the hour.
5. Students manipulate their clock hands to that time,
6. Trace the number and
7. Bingo dot the circle.
8. When they are done they raise their hand.
9. The student who raised their hand first, and has the correct answer, gets to call out the next shamrock time.
10. Play continues ‘til all of the circles have been dabbed with the bingo dauber.
11. Students can continue to use their clocks for whole group assessing of other times.
It’s Shamrock Time: I Spy The Time Game
1. Students cut out their clock and glue it to a circle of green construction paper.
2. Using a protractor, teachers poke a hole in the center of students’ clocks.
3. Children insert a brad and fasten a large and small paperclip to act as hands for the clock.
4. Teachers call on a quiet student to choose a time to the hour.
5. Students manipulate their clock hands to that time,
6. Trace the number and
7. Bingo dot the circle.
8. When they are done they raise their hand.
9. The student who raised their hand first, and has the correct answer, gets to call out the next shamrock time.
10. Play continues ‘til all of the circles have been dabbed with the bingo dauber.
11. Students can continue to use their clocks for whole group assessing of other times.
©TeachWithMe.com
Time for PRAISE!
__________________________
did a great job with our clock activities today! | 958 | 548 | {
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2020年12月，志異故事公司公佈了2020年度皇蜻蜓優秀圖書獎獲獎名單。佛經翻譯委員會旗下育良圖書的兩本英文兒童圖書「老虎回來吧！」和「雪峰——云何是菩薩」同時獲得了2020年度榮譽獎。
皇蜻蜓優秀圖書獎每年邀請專家成組評審團，對世界各地參選的優秀文學作品以及圖書出版發行策劃進行分類並嚴格篩選，其評選項目涵蓋多達71種類別的圖書，從寵物類到詩詞類，應有盡有。
此次獲獎的兩本育良圖書當中，「雪峰——云何是菩薩」由比丘尼近柔師改編，沙彌尼果荷（現為比丘尼恒青師）繪圖。是一本針對兒童讀者而創作的佛教圖書，改寫自佛陀回答阿難何為菩薩的一段開示，經由介紹佛教最爲推崇的價值觀，即慈愛、悲憫、樂善好施、勇敢，啓發兒童讀者內心的善良與關懷他人的品德。在本書的最後，作者還解釋了如何可以成爲菩薩利益衆生。
「老虎回來吧！」由比丘尼近柔師改編，克莉斯蒂·惠特沃思繪圖，取材自印度佛教寓言故事集《佛的本生故事》，講述了佛陀告訴弟子們往昔曾經化身為有智慧的樹神教導衆生的故事。佛陀通過這個故
Story Monsters LLC has announced the winners of the 2020 Royal Dragonfly Book Awards. *Come Back O Tiger!* and *Snow-Covered Peaks*, both published by Instilling Goodness Books for children, an imprint of Buddhist Text Translation Society (BTTS,) have won the honorable awards.
The Royal Dragonfly Book Award contest is a worldwide book competition that honors excellence in all types of literature and book marketing, recognizing creativity and hard work for a comprehensive list of genres in 71 categories, from pets to poetry. The judges are industry experts with specific knowledge about the categories over which they preside.
*Snow-Covered Peaks* was retold by bhikshuni Jin Rou, illustrated by Shramanerika Gwo He (now Bhikshuni Heng Ching). It is a great book for children to connect with their kind and caring nature. Beautiful artwork is combined with text, introducing children to the most significant values of Buddhism, such as loving老虎回來吧！
Come Back O Tiger!
事開示弟子，衆生都是地球不可缺少的一部分，只有對所有衆生都生起慈悲愛護之心，才能真正做到愛護地球。
佛經翻譯委員會旗下的育良圖書已有三本獲得業內專業獎項的肯定，除了此次獲獎的「雪峰——云何是菩薩」和「老虎回來吧！」外，由比丘尼近柔師、易果參居士編寫，比丘尼恒青師繪圖的「觀音—佛的助手」曾獲得2019年鸚鵡螺圖書獎銀獎。育良圖書目前已出版二十餘本書籍，以英文、中英雙語、和西班牙文發行，詳情請見育良圖書網站：www.buddhismforkids.net。
kindness, compassion, giving, and courage. The book ends with a message of how children can bring peace in the world by being a Bodhisattva too.
*Come Back O Tiger!* was retold by Bhikshuni Jin Rou and illustrated by Christy Whitworth. It is a story of kindness and compassion, originally from a Jataka tale which the Buddha told his followers about him appearing as a wise tree spirit to teach that all beings are a living part of the earth. Only by developing empathy with each other and all of earth’s creatures, can we protect the environment.
Three books published by Instilling Goodness Books for children, an imprint of Buddhist Text Translation Society, have been recognized by the publishing world. Besides *Snow-Covered Peaks* and *Come Back O Tiger!*, *Guanyin: Buddha’s Helper*, written by Bhikshuni Jin Rou and Terri Nicholson, illustrated by Bhikshuni Heng Ching, has won the silver medal in the 2019 Nautilus Book Awards Program. Instilling Goodness Books has published over twenty books in English, Spanish, and Chinese. For more details, please visit: www.buddhismforkids.net. | 958 | 1,076 | {
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DRAW MAPS TO HELP YOU UNDERSTAND THE SPACES IN YOUR HOME AND YOUR PLACE IN THE OUTSIDE WORLD, WITHOUT EVEN LEAVING THE HOUSE!
The study and drawing of maps is called cartography. In this activity, you start small my mapping your bedroom, then the rest of your home, then the neighbourhood you live in, then the country you live in, and even the planet you live on!
Credit goes to Creative Cricket (https://youtu.be/2IcbSUNwZgs) for the bedroom floor plan sketches in steps 1 and 2.
For this activity, all you need is:
- Some paper (different sizes)
- Pencil or pen
- Ruler
First, take a smaller piece of paper. With your pencil and ruler, draw an outline of your bedroom (as if seen from above) in the middle of the paper, with lots of space around it. This is called a FLOOR PLAN. Try to keep the measurements to SCALE—that means keeping the DIMENSIONS roughly the same as they would appear from above.
Next, start filling in your bedroom outline by drawing the things you have in your room. Try to do this without even going into your room. Can you draw it from MEMORY?!
Make sure you include as much DETAIL as you can. You may have the following things in your room:
- Bed
- Wardrobe
- Desk
- Bedside table
Next, you are going to draw a floor plan for the rest of your home! Around your bedroom, draw the outlines of the rooms next to it (like the bathroom, living room, kitchen, etc.) filling in the things inside the rooms as you go. Keep going until you have a floor plan of your ENTIRE HOME. If your home has more than one floor, you can draw each floor on a different piece of paper, repeating the above steps. Remember to try to keep the drawing to scale—if one room is bigger than another, draw it bigger!
Now, get a new, larger piece of paper.
In the middle of the paper, make a small drawing of your home. Next, draw:
- The street you live on
- The houses next to your home
- The streets around your street
- Any landmarks you can think of
- Any other buildings you can think of
LABEL each thing you draw as you go!
Next, get a new piece of paper (as big as you can find!) for the final drawing.
Start by drawing a small outline of the country you live in right in the middle of the paper. Then around that, draw:
- The COUNTRIES next to the country you live in
- The rest of the countries in the CONTINENT you live in, e.g. Europe, Asia, etc.
- The rest of the countries and continents in the WORLD! Do you know them all?
There’s so much more you can do!
- If you enjoyed drawing the floor plan of your bedroom, why not measure the walls in the room in real life with a tape measure, record the measurements, and try to draw a detailed floorplan with correct to-scale mathematical dimensions?
- Try drawing the map of your street with your family members. Everyone can join in and try to remember as much detail as possible. When you next have the opportunity to go outside together, check to see if you remembered everything!
- How good is your knowledge of the geography of the world? Put it to the test by completing quizzes online (such as https://play.howstuffworks.com/quiz/the-ultimate-country-outline-quiz). Can you beat your family members?!
For a detailed video tutorial of how to do the first two steps of this activity, head to Creative Cricket’s YouTube channel. There are lots of other great videos there: (https://youtu.be/zIzbSUNwZjs).
@surreyoutreach
@surreyuniwpo
#SurreyWPOatHome | 1,384 | 805 | {
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Planning Healthy Choices Can Help the Battle against Childhood Obesity
There is good news in the battle against childhood obesity. Recently, a new report from *Journal of the American Medical Association* finds that childhood obesity in toddlers age 2 to 5 has lowered from 13.9 percent in 2003-04 to 8.4 percent in 2011-12.
What has caused this change? There are several theories at play. Here are a few of them:
- New federal nutritional guidelines have trickled down to state and local programs, such as encouraging increased consumption of water and 100 percent fruit juice, limiting serving sizes and limiting time in front of the television.
- Food companies have limited television advertisements targeting children. Between 2003 and 2007, the daily exposure of a child, age to 2 to 5, to food ads fell by 13.7 percent.
- A number of national campaigns have promoted healthy eating among children, such as first lady Michelle Obama’s “Let’s Move” initiative.
What can you do in your home to promote healthy eating? One important way is to set a good example if you want your kids to eat right. When parents eat more fruits and vegetables, the kids will often eat more as well. Planning ahead can also help. Keep your pantry or refrigerator stocked with healthy foods that are easy to prepare.
- Put fresh fruit in a bowl at eye level in the refrigerator or on the kitchen counter. It will be easier to see and grab for a quick snack.
- “Ants on a log” (celery with peanut butter and raisins)
- Fresh or canned fruit (in 100% juice, not syrup) with fat-free or low-fat vanilla yogurt
- Whole-grain crackers with fat-free or low-fat cheese
- Unsalted pretzels or air-popped popcorn
- Whole-wheat pita bread or cut up vegetables (peppers, carrots, etc.) with hummus
- Fat-free or low-fat milk or water instead of sugary fruit drinks and soda
Try this easy after school snack:
**PeeWee Pizzas**
Directions:
1. Lay out several whole-wheat crackers.
2. Lay a piece of baby spinach and a slice of tomato on half of the crackers.
3. On the rest of the crackers, place a few small pieces of low-fat chicken and onion. sprinkle all of the crackers with your favorite cheese.
4. Put the “pizzas” in the microwave and heat until the cheese is melted, about 30 seconds.
Sources: *The Washington Post; Choosemyplate.gov* | 1,010 | 530 | {
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5TEPs
FAMILY EDITION
5x/week: Talk together
5x/week: Eat together
5x/week: Pray together
1. What is something that you are thankful to God for from the last week?
2. What is your favorite movie?
3. What do you want to be when you grow up?
4. What is your favorite food and what is your least favorite food?
5. What is something that you need prayer for (choose someone to pray for you)?
6. Would you rather have a dinosaur or a blue whale as a pet?
7. Would you rather eat ice cream or cake?
8. Would you rather be a pediatrician or a veterinarian?
9. Would you rather be able to fly or be invisible?
10. Would you rather live in a place that was always very hot or a place that was always very cold?
11. Would you rather have bright blue hair or bright blue feet?
12. Would you rather be so tall your head bumps the ceiling or be so short that you can’t reach the counter?
13. Would you rather ride a super high rollercoaster or read a good book?
14. Would you rather have hands for feet or feet for hands?
15. Would you rather drive a racecar or be a helicopter pilot?
16. What is your dream vacation?
17. What is a story about a pet you had as a kid? OR What is a pet you’ve always wanted to have?
18. What is a favorite memory you have as a kid with your family?
19. What is something you like about the person on your left?
20. What is one thing you love about your family?
5TEPs
FOOD . FAMILY . FUN
5x/week: Talk together
5x/week: Eat together
5x/week: Pray together
1. What does it mean to be a powerful person?
2. What does it mean to be a powerless person?
3. Tell me about a time when someone did something that made you feel like they really loved you.
4. What happens when you get afraid?
5. How can we be OK no matter what another person does to us?
6. What does it mean to love a person unconditionally?
7. How can we respond well no matter what another person does to us?
8. What does it mean to blame your choices on an outside force?
9. When someone is talking to you, how can you let them know you’re listening?
10. When you need something what’s the best way to let someone know?
11. What would need to happen for you to disagree with someone and still love them?
12. How would you forgive someone who hurt your feelings?
13. What are some ways to keep God as the #1 part of your life?
14. If you had a garden what would you need to do to help your plants grow?
15. If you were a garden, how would you help yourself grow?
16. What do you need to do to let the people around you know that you love them?
17. What did you learn today?
18. What did you love today?
19. What are some ways you can help people?
20. What do you enjoy giving to people? | 990 | 668 | {
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Presdales Physical Education Journey
Year 7 – Creating a Love for Physical Education
Your Physical Education Journey starts here …
**Basketball**
You will be developing the basic core skills needed to compete in a game of Basketball, such as passing, dribbling, attacking, defending and shooting. You will be attempting the lay-up in mini-games.
**Football**
Your lessons will be tailored towards developing dribbling, passing, shooting and both attacking/defensive aspects of the game. You will develop the ability to maintain possession during mini-games.
**Dance**
You will learn a variety of dance terminology and choreography skills through cheerleading, for example unison, canon, formation. You will develop performance skills and teamwork whilst moving in time to music.
**Fitness**
You will develop an understanding of the different ways fitness can develop an active, healthy lifestyle. This will include circuit training, fun cardio games, aerobics and boxercise.
**Tennis**
Your lessons will look at developing various forehand and backhand strokes, serving and the basic rules of the game.
**Swimming**
All Year 7 students will develop their water confidence and technique in front crawl, breast stroke, back crawl and butterfly. You will also learn to dive and synchronise swim!
**Orienteering**
You will learn how to orientate the map and use it to navigate round the school site. You will also develop the ability to use a compass to read and give bearings on Orienteering courses.
**Hockey**
Your lessons will look at the grip, basic rules, handling, dribbling, passing, block tackle and shooting. This will then be applied through games to develop some space and tactics.
**Netball**
You will start by learning the fundamentals to this sport; passing and footwork. You will also look at attacking skills such as dodging and shooting as well as defending. Lastly, you will gain an understanding of the court positions.
**Rounders**
You will develop your essential throwing and catching skills. You will learn how to bowl, bat, fielding techniques and some positioning / tactical play within this unit.
**Athletics**
Your lessons will be covering the three disciplines of athletics: throws, runs and jumps. You will develop an understanding of the basic technique required for each event.
**Gymnastics**
You will be developing the basic components of a routine, which focus on jumps, rolls, balances and travel. You will gradually create a routine using small and large apparatus e.g. benches, boxes, wall bars, ropes, beams.
**Show Your Commitment**
- Try your best in all lessons
- Bring your PE kit to all lessons
- Attend PE extra-curricular clubs each term
**Demonstrate the School Values**
- Ambition
- Equality
- Creativity
- Integrity
- Resilience
- Kindness
**Fixtures**
Below are the fixtures/tournaments you can compete in across the year if you come to extra-curricular clubs
| Dance/Gym Show | Basketball | Tennis |
|----------------|------------|--------|
| Trampolining | Rounders | Cricket |
| Football | Athletics | |
| Hockey | | |
| Equestrian | | |
| Cross-Country | | |
| Sportshall Athletics | | |
| Swimming | | | | 1,500 | 692 | {
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A MEMORABLE DAY 70 YEARS AGO
by H. M. Lai
Seventy years ago in September, 1911, an event occurred in San Francisco Chinatown which helped to speed the demise of the imperial system in China. During this month, Sun Yat-sen and his followers launched the final campaign to raise funds for the overthrow of the Qing dynasty.
For Sun, this had been a long uphill fight. He had started on the path of revolution when as a young man in his late twenties, he had returned to Hawaii, where he had spent his boyhood days, to seek help from fellow Chinese. However, with the empire seemingly as immovable as the Rock of Gibraltar, Sun was only able to gain the support of his brother Sun Mei and a small circle of friends and fellow villagers. In 1894 he established his first revolutionary organization, the Xingzhonghui (Revive China Society) in Honolulu. After an abortive putsch in Guangzhou, he returned again to Hawaii, and then went on to the U.S. mainland in 1896. There he found some sympathizers among the small Chinese Christian community in such people as Walter N. Fong; however, because of fear of retribution from the imperial government, few others dared to espouse his cause openly.
In 1904, Sun came again and arrived at the U.S. mainland. Learning from his first failure, Sun joined the Triads in Honolulu so as to assure that the doors of this secret society, widespread on the continent, would be opened to him on the continent as a source of support. He also took out papers certifying that he was born in Hawaii (which he was not), in order to facilitate this and subsequent entries into the United States.
Upon arrival, Sun was held for several weeks by the immigration officials in the detention shed at the Pacific Mail Co. wharf. It was only through the combined efforts of Chee Kung Tong (Triads) leaders Wong Sam Ark and Tong King Chon, and publisher Ng Poon Chew of the Chung Sai Yat Po, that he was finally allowed to land.
Sun subsequently won the support of key Chee Kung Tong leaders in San Francisco and traveled across the United States with Wong Kim Ark to seek support for the revolution. However, at this time, the influence of the rival Reform Party among the Chinese populace in America was strong, even among the supposedly anti-Manchu Triads. Sun was unable to make much headway. In fact, some unbelievers jeeringly called him "Sun Daipao" (Sun the Big Talker.)
Sun then left the United States to return to Japan via Europe. In 1905, several Chinese revolutionary societies in Japan united to form a single organization, the Tongmenghui (United Covenanters Society.) The next few years saw fund raising efforts for the revolution concentrating on the Chinese in Southeast Asia. But in 1910 Sun was back again in the United States. As he went across the country to raise funds, he formed chapters of the Tongmenghui in New York, Chicago and San Francisco. He also persuaded young supporters in San Francisco to reorganize their Youth Weekly into a daily paper, The Young China. By this time, the situation had turned favorable to the revolutionary forces in China as the Manchu rule continued to slide downhill.
Sun returned in early 1911 to raise money for uprisings to administer the coup de grace to the tottering regime. This time he found the support which was previously denied to him. Canadian Triad leaders mortgaged properties in Victoria, Toronto, and Montreal to raise $50,000. But in the United States, he found that the "Young Turks" of the San Francisco Tongmenghui was unable to work with the Triads and fund raising results were disappointed. Sun had to play the role of mediator and talked the Tongmenghui members into joining the Chee Kung Tung. This occurred in June, 1911.
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Martiny: Lost in history
BY ROSALIE ASHBAUGH
Lumbering was the earliest industry of northern Michigan. Lumbermen entered Mecosta County before the first settlements were established. The Muskegon River became a convenient means for transportation of logs from the interior of the state. By the time of the Civil War the "Big Drives" of logs were passing down the river.
One account of the logging industry's "Big Drives" is given in the Pioneer dated April 30, 1868, it states,"Commodore Pingree passed over the rapids here on Sunday last with the 'Big Drive' of about 60,000,000 feet of logs. The drive is considerably ahead of time this year, and must reach its destination several weeks in advance of former years."
This is the same year that John Martiny came to Mecosta County into the area of the township now named after him. The first supervisor, in 1875, was Nicholas Thieson.
In the same year the township was formed, a settlement gained a post office it was located on the west branch of the Little Muskegon River. First called Martinez, later changed to Martiney and finally to Martiny.
The location of that village was at the junction of the river where the Detroit, Lansing & Northern Railroad crossed. Today the only evidence of a village having existed there is the old railroad bed which is evident one-half mile south of Cleveland on 90th Ave. The land is now privately owned, but if you could walk down the railroad bed to the west to where it crosses the west branch of the Little Muskegon River you would be standing on the site of an old historical ghost town.
The post office was established on Oct.5, 1875. George Shields served as the first Postmaster.
That office operated under the name of Martinez until March 17, 1880 when the name was changed to Martiney and William T. Brink became its first postmaster on May 25, 1888.
But as it was with so many of these villages, once the timbering and shingle mills moved, the people left to find employment elsewhere and businesses closed.
Continued on page 5
Pictured here is the old railroad bed of the Detroit, Lansing and Northern Railroad that served Martiny, the lost in history village of 1875-1893. Going west from where this photo was taken down the railroad grade would lead you to the west branch of Little Muskegon River and to the site of the village. Photo by Rosalie Ashbaugh.
martiny/ from page 1
According to the records the Martiny post office operated until July 19, 1893 when its doors were closed and shortly after the village itself disappeared.
However, the lumbering industry had opened up the area and farmers soon started clearing land and settling in to become permanent residents. | 1,071 | 596 | {
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Development of communication skills begins in infancy even before the emergence of words. This information is the typical age at which most speaking children acquire the listed skills.\(^1\)
If your child has not accomplished most of the skills within an age range, you should consider the advice of a certified Speech Language Pathologist.
**What to Expect**
**By one year:**
- Babbles a variety of speech-like sounds; imitates different speech sounds.
- Uses speech sounds to get and keep attention; seeks eye contact.
- Has one or two words (mama, dada, ball) although may not be clear.
- Enjoys interactive games such as peekaboo/pat-a-cake, waves bye-bye.
- Recognizes words for common objects/begins to respond to requests.
**By two years:**
- Learns more words every month.
- Puts two words together; uses 1-2 word questions.
- Has a variety of consonant sounds at the beginning of words.
- Points to a few body parts on self and pictures in books.
- Listens to simple stories/songs.
- Follows simple commands.
- Plays appropriately with most toys.
**By three years:**
- Has a word for most things.
- Uses 2-3 word phrases and speech is understood most of the time.
- Follows two requests and understands differences in meaning (in-on, big-little).
- Plays appropriately with toys and is proficient with pretend play.
By four years:
- Understands simple “wh” questions
- Talks about activities/uses sentences with 4 or more words; understands opposites.
- Speech is fluent and clear/understood by people outside of the family.
- Interacts and communicates with family and peers easily.
By five years:
- Attends to short stories and can answer simple questions about it.
- Uses sentences with a lot of detail.
- Communicates easily with others.
- Says most sounds correctly (except for l, s, r, v, z, ch, sh, th).
- Uses the same grammar as the rest of the family; uses pronouns consistently/correctly.
Language is different from speech.
If your child has trouble understanding others or following directions he/she may have a **receptive language** disorder. If your child has trouble sharing their thoughts, ideas or feelings, he/she may have an **expressive language** disorder. If your child is unable to produce speech sounds correctly or fluently then he/she may have a **speech disorder**. Language and speech disorders can exist together or by themselves and can range from mild to severe.
Speech and language difficulties are likely to have an effect on your child’s social skills, behavior and academic success. The earlier speech and language difficulties are identified and treated, the less likely it is that the problems will persist or get worse. Early speech and language intervention can help children be more successful with peer relationships, managing their behavior and overall communication, as well as, reading, writing and other academic tasks.
A **comprehensive evaluation** is the first step to remediating language and speech problems. For more information, contact:
**Capitol School of Austin**
2011 W. Koenig Lane
Austin, TX 78756
Please call our office at 512-467-7006
or visit us online at capitolschool.com.
*Source: American Speech-Language-Hearing Association (ASHA)* | 1,401 | 698 | {
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A woman in a medieval dress stands in front of a castle.
Wagon Train Coloring Pages
Wagon Train Coloring Pages - Coloring Home
The horse was a magnificent creature, its coat gleaming in the sunlight. It pranced gracefully across the sandy terrain, its hooves kicking up small clouds of dust. In the background, a stone tower stood tall and proud, its weathered walls telling tales of ages past. The sky above was a canvas of blue, dotted with fluffy white clouds that seemed to dance in the gentle breeze.
The angel said to Joseph, "Do not be afraid to take Mary home as your wife, because what is conceived in her is from the Holy Spirit. She will give birth to a son, and you are to name him Jesus, because he will save his people from their sins."
A deer with antlers stands in a field, surrounded by trees.
The king is standing on a hill, holding a horn and wearing a crown.
The man in the white robe approached the woman and handed her a small object. She took it with a look of surprise and gratitude.
A dove flying over a stone wall with clouds in the background.
The man with the cane was walking along the path, his face set in a determined expression.
The man in the hooded cloak is standing on a stone path, looking up at a large rock formation. In the background, there is a church with a tall tower and several trees scattered around. The scene is set in a rural area with rolling hills and a clear sky.
The church is a beautiful structure, with its tall bell tower and intricate stonework. The surrounding landscape is rugged and rocky, with a few trees scattered around. The sky is clear and blue, making for a picturesque scene.
The Knight and the Church
Once upon a time, in a far-off kingdom, there lived a brave knight named Sir Roland. Sir Roland was known throughout the land for his courage and his skill with a sword.
One day, while on a journey to protect the kingdom from an evil sorcerer, Sir Roland came across a beautiful church. The church was made of stone and had a tall tower with a cross at the top. It was surrounded by a high wall, and inside, the air was filled with the sweet smell of incense.
Sir Roland decided to stop and rest for a while. He sat down on a bench near the church and watched the sun set behind the mountains. As he watched, he heard a voice calling out to him.
"Knight," said the voice, "are you not tired? Come and rest with me."
Sir Roland looked around but saw no one. He was confused but decided to follow the voice anyway. He walked through the church doors and found himself in a large hall. In the center of the hall stood a figure dressed in white robes.
"Who are you?" asked Sir Roland.
"I am the Guardian of the Church," replied the figure. "I have been watching over this place for many years. You have come at a time when we need your help."
Sir Roland nodded and agreed to help. Together, they worked to defeat the evil sorcerer who had been causing trouble in the kingdom.
After the battle, Sir Roland returned to his home, feeling proud of what he had accomplished. He knew that he would always remember the day he met the Guardian of the Church and how it changed his life forever.
And so, the story of Sir Roland and the Guardian of the Church became a legend, passed down from generation to generation.
The dragon, with its wings spread wide and eyes fixed on the distant castle, is about to take flight. The castle, perched atop a rocky cliff, stands as a symbol of strength and resilience. The dragon's powerful wings, filled with determination, are ready to soar into the sky, leaving behind the clouds that have been hovering above it. The scene captures a moment of anticipation and adventure, as the dragon prepares to embark on a journey towards its destination.
Castle Coloring Pages for Kids - Free Printable Coloring Pages
The king and the wizard discussed the map, pointing out various landmarks and strategic points.
A rhinoceros is standing in a field with trees in the background.
The witches are flying on their broomsticks over a forest filled with large mushrooms.
Rooster on a branch with a mountain in the background.
The archer is a skilled warrior who uses a bow and arrow to hunt and defend his people. He wears armor and carries a shield for protection. The archer is known for his accuracy and precision, making him a formidable opponent in battle.
A woman with long hair and a floral dress stands in front of a cloudy sky.
Jesus was in the Garden of Gethsemane when he prayed, "Father, if it is possible, let this cup pass from me; yet not as I will, but as thou wilt."
The Great Wall of China is a series of fortifications made of stone, brick, tamped earth, wood, and other materials, generally built along an east-to-west line across the historical northern borders to protect and consolidate territories of Chinese empires or kingdoms against various nomadic groups of the Eurasian Steppe. The Great Wall has been called one of the greatest engineering feats of all time.
A woman with long hair stands in a landscape with trees and hills.
A woman with long hair stands under a night sky filled with stars and a crescent moon, holding a baby wrapped in a blanket.
A girl is planting a seed in the ground. | 1,784 | 1,466 | {
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The painting depicts a figure seated on a throne, holding a scroll and wearing a crown. The background features architectural elements, including columns and a pediment. The overall composition suggests a formal and regal setting.
S. Marcelino Papa y Mártir
The first king of England was Æthelberht, who reigned from 560 to 616. He was a Saxon and was succeeded by his son Æthelbert II, who reigned from 616 to 634. The next king was Æthelberht III, who reigned from 634 to 658. The last king of England before the Norman Conquest was Æthelred II, who reigned from 978 to 1013.
Figure 1: A 25-year-old female patient with a history of chronic dacryocystitis and recurrent epiphora.
The painting depicts a woman seated on a throne, holding a child in her lap. To her left stands another woman, and to her right is a man. The scene appears to be a religious or historical depiction, possibly representing a royal or divine figure.
The painting depicts a woman seated, holding a child in her lap. The woman is dressed in a long, flowing gown with a high collar and appears to be of European descent. The child, who is also dressed in period clothing, is seated on her lap, looking towards the viewer. The background is simple and does not distract from the subjects. The overall style of the painting suggests it may be from the 18th or 19th century.
The painting depicts a figure with long hair and a beard, wearing a robe and holding a book or scroll. The figure appears to be in a contemplative or teaching pose, with one hand raised as if gesturing. The background is plain, which draws attention to the figure. The style of the painting suggests it may be from a religious context, possibly representing a saint or a biblical figure.
The image shows a close-up of an ornate, possibly religious or ceremonial object with intricate designs and a cross at the top. The object appears to be made of metal or stone, with detailed carvings and patterns.
The painting depicts a scene with three figures: a woman, a man in a robe, and a soldier. The woman is holding a baby, and the man appears to be speaking or gesturing towards her. The soldier stands to the right, holding a sword. The background includes a window and some text, which seems to be a dedication or inscription. The style of the painting suggests it could be from the Renaissance period.
The image depicts a religious scene with four figures, likely representing saints or biblical characters. The central figure is holding a staff and appears to be blessing or guiding the others. The figures are surrounded by ornate details, suggesting a high level of craftsmanship. The overall composition and style suggest that this is a piece of religious art, possibly from a church or cathedral.
The painting depicts a figure seated on a throne, holding a scepter and wearing a crown. The background is dark, which makes the figure stand out prominently. The style of the painting suggests it could be from the medieval or early Renaissance period, characterized by its use of gold leaf and intricate details.
A portrait of a man in formal attire, holding a sword and a book.
The Queen of England, 1689
The image shows a close-up of a person wearing a historical garment, likely from the 16th or 17th century. The fabric features intricate floral patterns and ruffled details, indicative of the fashion of that era. The person's hands are visible, with one hand resting on the fabric and the other holding what appears to be a small object, possibly a piece of jewelry or a decorative item. The overall style suggests a formal or ceremonial context, typical of portraits from that time period.
The image shows a decorative plate with intricate designs and symbols, possibly from a historical or cultural context. The plate features a central figure surrounded by various elements that could represent religious or symbolic imagery. The detailed craftsmanship suggests it might be a piece of art or a ceremonial object.
The image depicts a religious icon, likely from a church or cathedral, featuring a central figure that appears to be a saint or religious figure, surrounded by ornate decorations and symbols. The icon is framed within an elaborate, possibly gilded, structure with intricate details, suggesting its importance and the cultural significance of the artwork. | 1,697 | 1,100 | {
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Rules of the Road
Your safety while using the trail is our utmost goal. Whenever you hike or bike on the Tallgrass Heritage Trail we ask that you follow these important safety rules:
- Be courteous to other trail users.
- Keep to the right on the trail as you approach oncoming trail users.
- Proceed single file around blind curves.
- Pets must be on a leash at all times.
- Please pack out any litter.
- Watch for objects on the trail that may trip you or puncture a bicycle tire.
- Safety helmets for bicyclists are not required, but strongly encouraged.
- Cyclists always yield to pedestrians. Before passing another bicyclist or hiker make sure they are aware you are passing. Pass on the left side.
Trail Safety
Remember, you are not just sharing the trail with other trail users. You may also encounter a variety of wildlife during your trek. Be aware that snakes are common around Melvern Lake. Rattlesnakes and copperheads are the two main poisonous snakes in the lake area. If you encounter snakes or other wildlife, leave it alone.
Another safety hazard to be watchful of is poison ivy. Perhaps the most abundant type of poisonous plant at Melvern Lake, poison ivy can cause many hours of uncomfortable itching. Remember the old saying, “Leaves of three, leave it be”. This should help remind you to avoid all three-leaved plants that you are not familiar with.
Location Map
Corps Lake Gateway
www.CorpsLakes.us
Your Recreation Guide To Corps Lakes!
The U.S. Army Corps of Engineers is proud to oversee 12 million acres of land and water across the Nation. These water resource project provide 4,300 recreation areas at 456 lakes in 43 states. This site is your gateway to recreation opportunities at the Corps Lakes!
For additional information about the facilities or the operation of Melvern Lake Project, write to: Melvern Lake Project Office, U.S. Army Corps of Engineers, 31051 Melvern Lake Parkway, Melvern, Kansas 66510. Telephone: 785-549-3318.
Welcome to the Tallgrass Heritage Trail. Lying in the heart of the Osage Questas region of Kansas, we invite you to journey through a Kansas prairie ecosystem where you will enjoy woodland areas and fields of native tallgrass abundant with prairie plant and animal life.
Construction of the trail began in the winter of 2005. Nearly two miles were cleared from the Arrow Rock Campground to near the park entrance with a machine called the hydro-axe. In 2006, the Melvern Lake maintenance staff cleared trees and brush and put down a rock-chat material surface for easy walking and bike riding.
Phase II of the trail will be constructed in 2008. This leg of the trail will be extended from Arrow Rock Park to Coeur d’ Alene Park, a distance of nearly two miles. We also plan to develop loop trails off this main leg that will extend to the lake shoreline. In the meantime, this length of trail, which is entirely grassland will be mowed to provide a high-quality grass path for hikers and bike riders.
Eventually, we hope to connect the Tallgrass Heritage Trail to the trail system in the Outlet Park. This will give us a trail approximately 10 miles in length and will provide tremendous hiking and mountain bike opportunities.
Wildlife Viewing
During your hike you will see numerous plant and animal species that combine to make up the woodland and tallgrass ecosystems of east central Kansas. We invite you to return often to enjoy the seasonal changes and to view wildlife. Keep in mind that most wildlife are more active during the spring and fall.
Common animal species that can be seen are deer, turkey, raccoon, red-tailed hawks and opossum to name a few. Melvern Lake also serves as a stopping point for many waterfowl and shorebird species during the spring and fall. Common plant species include a variety of grasses, forbs and trees. We invite you to bring along a field guide to help identify the many species you will encounter.
Fire continues to play a vital role in the management of the grassland ecosystem. Periodic controlled burns help control the invasion of woody plant species that if left unchecked, would eventually overtake and choke out the desired grass species. Fire also spurs the growth of many species of forbs which give the grassland ecosystem brilliant color throughout the growing season.
Take the time to stop and enjoy nature. Remember, if you do encounter wildlife along the trail give them respect and allow them to leave without disturbing them.
Trail Partner
The Tallgrass Heritage Trail would not be possible without the valuable partnering effort between the U.S. Army Corps of Engineers and the Kansas Trails Council. The KTC assisted in the initial trail design and clearing, utilizing a walk-behind brush cutting machine through extremely dense brush and wooded habitat. The KTC also provided assistance in obtaining grant money which funded the majority of the trail work. | 1,979 | 1,016 | {
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West Nile Virus Confirmed in Mosquito Sample from Beverly
DATE: August 31, 2018
CONTACT: William T. Burke
TELEPHONE: 978-921-8591
The Massachusetts Department of Public Health (MDPH) announced today that West Nile Virus (WNV) has been detected in a mosquito sample collected from Beverly. In 2017, 5,496 mosquito samples were tested for WNV and 290 samples were positive.
WNV is most commonly transmitted to humans by the bite of an infected mosquito. The mosquitoes that carry this virus are common throughout the state, and are found in urban as well as more rural areas. While WNV can infect people of all ages, people over the age of 50 are at higher risk for severe infection. Please note that there have been no human or animal cases of West Nile virus identified in Beverly this year.
By taking a few, common-sense precautions, people can help to protect themselves and their loved ones:
Avoid Mosquito Bites
- **Be Aware of Peak Mosquito Hours** - The hours from dusk to dawn are peak biting times for many mosquitoes. Consider rescheduling outdoor activities that occur during evening or early morning. If you are outdoors and notice mosquitoes around you, take steps to avoid being bitten by moving indoors, covering up and/or wearing repellant.
- **Clothing Can Help** reduce mosquito bites. Wearing long-sleeves, long pants and socks when outdoors will help keep mosquitoes away from your skin.
- **Apply Insect Repellent** when you go outdoors. Use a repellent with DEET (N, N-diethyl-m-toluamide), permethrin, picaridin (KBR 3023), IR3535 or oil of lemon eucalyptus [p-methane 3, 8-diol (PMD)] 8-diol (PMD) according to the instructions on the product label. DEET products should not be used on infants under two months of age and should be used in concentrations of 30% or less on older children. Oil of lemon eucalyptus should not be used on children under three years of age. Permethrin products are intended for use on items such as clothing, shoes, bed nets and camping gear and should not be applied to skin.
Mosquito-Proof Your Home
- **Drain Standing Water** – Many mosquitoes lay their eggs in standing water. Limit the number of places around your home for mosquitoes to breed by either draining or getting rid of items that hold water. Check rain gutters and drains. Empty any unused flowerpots and wading pools, and change water in birdbaths frequently.
- **Install or Repair Screens** - Some mosquitoes like to come indoors. Keep them outside by having tightly-fitting screens on all of your windows and doors.
The City of Beverly has worked closely with the Massachusetts Department of Public Health and the Northeast Massachusetts Mosquito Control District throughout this season to reduce the risk of illness spread by mosquitoes. Mosquito pools are tested twice weekly from May to September in order to help identify infected mosquitoes. In addition, larvicide treatment of catch basins (where certain mosquitoes lay their eggs) was performed throughout the City, and targeted spraying for mosquitoes will be considered.
Information about WNV and reports of current and historical WNV virus activity in Massachusetts can be found on the MDPH website at www.mass.gov/dph/mosquito. | 1,391 | 708 | {
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Dec. 28, 1959
In the last 10 days there has been a recession of egg laying and a decrease in activity of adults. 80% of adults were dead including some young adults. This death lasted long because normal longevity or an extra hot room when a radiator came on yesterday.
Museum Natural History; Univ Kansas, Lawrence, Kansas
Dec. 24, 1959
From a record of frog calls made the following comparisons of their calls:
Hyla glatcosa (Barking Treefrog), bark, hitting a hollow container at regular intervals.
Bufo t. terrestris (Southern Toad), trill, upward cadence.
Hyla c cinerea (Green Treefrog), Old fashion horn honking, sometimes ending with a sandhill crane call.
Microhyla carolinensis (Eastern narrow-mouthed frog), bagpipe 4-6 seconds; traffic jam (horn).
Aries guilelmodorsalis (Cricket frog), telegraph signal, variable in rhythm & clicking.
Rana grulis (Pig frog), snort of pig.
Rana pipiens (Leopard frog), sucking ballon and a croak.
Rana c capito (Florida toad frog), drown drowning variable motor boat, snoring.
Bufo guereus (Oak toad), chickpeep, wheeble-like.
Bufo punctatus (red-spotted toad), high trill, stops abruptly, run down and at end sometimes.
Bufo woodhousei fowleri (Fowler's Woodhouse Toad), medium trill; weird trill.
Bufo americanus (American toad) trill.
Hyla v versicolor (Eastern gray treefrog); vibrating sandhill crane call in last part, east; trill in west; 2 seconds duration.
Hyla arenicolor (Canyon treefrog), low vibrating call.
Bufo b borealis (boreal toad), warning and clicking.
Bufo alvarius (Colorado river toad) warning, talking, clucking.
Rana c clamitans (Bronze frog) warning, hommering.
Hyla andersoni (pine barren treefrog) Call answered.
Hyla microstoma (Naparit treefrog) quack & deck.
Hyla bandini (Mexican treefrog) thorn.
Hyla crucifer (spring peeper) clear wheeble.
Pseudacris nigrita triserata (western chorus frog), clicking. | 951 | 515 | {
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USING THIS GUIDE
South Marlborough boasts hundreds of indigenous plant species, so selecting those to include in this Guide was no easy task. To ensure maximum success for planting projects, the lists were narrowed down to 127 plants that are widely-known, should be available from local nurseries (especially those specialising in natives) and - if well planted and cared for – can be grown successfully.
Many other species are, however suitable for native restoration projects. For those tackling large-scale projects, interested in propagating or ecosourcing their own plant material or especially enthusiastic about the flora of South Marlborough, comprehensive lists of species suitable for South Marlborough revegetation below 500 metres (on which this Guide was based) are available from the Department of Conservation office in Renwick.
Once you have clarified the purpose of your planting and studied conditions at your chosen site, the following lists can be used to select suitable plant species according to ecological district, site conditions and personal priorities (such as mature height, attractiveness to birds and rarity).
THE PLANT LISTS
Plants are listed under three types of area; inland and lowland South Marlborough, coastal South Marlborough and freshwater wetlands. There is also a list of threatened plants.
Along with each plant’s scientific and common name, the lists provide information on growing characteristics including frost tenderness, sunlight and moisture preferences and attractiveness as a food source for birds and insects.
Also indicated is the ecological district where each plant would have naturally occurred and could therefore be planted (numbers 1-8, see map on page 33). Ideally, propagation material would be sourced from wild plants within that ecological district, but unfortunately this will not always be possible due to localised extinction.
In that case, two broader zones for ecosourcing plant material are suggested. Inland Zone A includes the Waihopai and Medway (ecological districts 2 and 3), and Lowland Zone B includes Hillersden, Flaxbourne, Wither Hills, Blenheim, Grassmere and Kekerengu (ecological districts 1,4,5,6,7 and 8).
Inland and Lowland South Marlborough
This list covers all of South Marlborough, with the exception of coastal and wetland sites. Microsite information including frost tolerance, sunlight preference, and moisture preference will help identify which species are most suitable for your planting.
Coastal South Marlborough
The coastal list provides information on the type of coastal environment plants will be suitable for, including fore dune, upper beach, shrublands, coastal margin/forest and bluffs. The plants listed have been especially selected for their ability to survive salty conditions.
South Marlborough freshwater wetlands
Careful planning and design helps create a successful wetland, and professional advice is recommended. Resource consent will be required for damming or diverting water.
The wetland list is arranged according to species’ preferred proximity to water. Beyond the wet fringe margins, the higher ground can be used as a buffer zone. Species suitable for creating the buffer zone can be chosen from those on the general planting list that show a preference for a moist growing site.
Threatened plants
South Marlborough is home to several of New Zealand’s threatened species. Of particular note are those endemic only to South Marlborough such as the flowering tree brooms, *Carmichaelia stevensonii*, *C. muritai*, *C. carmichaeliae* and *C. glabrescens* (the only one currently not threatened). Many of these are very specific in where they occur, for example, in the wild, *C. carmichaeliae* only occurs north of the Awatere Fault, and *C. glabrescens* only south of the Awatere Fault. In restoration it is important to recognise these geographic areas. Extra care needs to be taken when collecting material and it is advisable to first approach DOC.
The threatened plants included in this Guide were selected as being commercially available and relatively easy to grow. For a comprehensive list, refer to “Threatened Plants of South Marlborough; a Field Guide” by Cathy Jones and Ingrid Hutzler, available from DOC, South Marlborough. | 1,822 | 863 | {
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Read the speech bubbles and answer the question.
1. According to the information above, who thinks Paul is a stubborn person?
A) Angela B) Bella C) Cathy D) Fred
Read the invitation and answer the question.
2. Which of the following DOES NOT have an answer in the invitation?
A) Where is the event going to take place?
B) How can we learn about the details of the event?
C) What type of event is it?
D) How are they going to go to City Park?
Read the messages and answer the question.
3. Which of the following is NOT correct according to the messages above?
A) Molly accepts the invitation.
B) Rose asks for a detail about the event.
C) Hilda refuses the invitation and she makes an excuse.
D) Clara refuses the invitation because she is busy.
Read the speech bubbles and answer the question.
4. Which of the following is CORRECT according to the comics above?
A) Jason and Martin are close friends.
B) Martin thinks Jason is an unreliable person.
C) Jason is a self-centered and sneaky person.
D) Martin doesn’t like Jason because he is jealous.
Read the emails below and answer the questions 5-6.
New message
To Samantha
Subject Party invitation
Hi, Samantha!
After four years at the middle school, all of us are going to start high school next year. This is our last week at the middle school, so we are organizing a party to see each other for the last time. It's going to be at Cherry Café, on Friday, at 7 p.m. Would you like to join it?
I hope to see you there.
Matt
New message
To Matt
Subject Re: Party invitation
Hello, Matt!
Thanks for your invitation. I'd love to join you, but I have to ask my parents first. If they say "Yes", I will text you. I hope I can join the party.
Love
Samantha
5. What type of event is Matt talking about?
A) Slumber party
B) Class reunion
C) Graduation party
D) Birthday party
6. Which of the following is CORRECT according to the messages above?
A) Samantha wants to join the party.
B) The event is going to take place at the weekend.
C) Matt accepts Samantha's invitation.
D) Samantha refuses the invitation because she is busy.
Read Sue’s plans and the conversation. Answer the question.
Judy: Hi, Sue! Shall we go to the movie theater together? There is a great comedy.
Sue: Sounds fun! When is it?
Judy: Tuesday evening.
Sue: - - - -
Which of the following completes the conversation?
A) I'm sorry, I am going to attend the school picnic
B) I don't have any plans then. I will be there.
C) Awesome! I'll join you after Lisa's party
D) I'd love to, but I can't. I'm very busy then
Read the conversation and answer the question.
8.
Cecil: Hi, Ashley! - - - -
Tina: No, not at all. Why?
Cecil: Martha and I are going to go to the theater at the cultural center, on Sunday, at 7 p.m. - - - -
Tina: I'd love to, but - - - -
Cecil: Don't worry! We can meet at school and go there together.
Tina: Great!
Which of the following does NOT complete the conversation?
A) I'm very busy on Sunday.
B) I don't know where the cultural center is.
C) Are you doing anything on Sunday?
D) Would you like to join us?
Read the letter and complete the sentence.
9.
Dear Jessica,
I’m very sorry because I can’t join your birthday party. My parents and I are going to visit my aunt. She lives in another city. I hope you will have fun.
Happy birthday.
Love
Diana
Diana writes this letter to - - - .
A) invite Jessica to her birthday party at her home
B) accept Jessica’s invitation and ask for some details
C) apologize and give a reason for not attending an event
D) give some information about her relatives
Read the text and answer the question.
10.
Mr. Robertson is Oliver’s grandfather and he is giving some advice about good personality traits. He thinks a person should be honest, supportive, generous and loyal.
Which of the following CANNOT be Mr. Robertson’s speech bubble?
A) You shouldn’t tell lies.
B) You should back your friends up.
C) You should think of only yourself.
D) You should share your things with your friends. | 1,706 | 981 | {
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| Milk Type | Calories (in 1 cup) | Fat (g) | Saturated Fat (g) | Sodium (mg) | Sugars (g) | Protein (g) | Calcium (% DV) |
|---------------------------|---------------------|---------|-------------------|-------------|------------|-------------|----------------|
| Almond Milk (Unsweetened) | 35 | 3 | 0 | 170 | 0 | 1 | 45 |
| Coconut Milk | 45 | 4.5 | 4 | 15 | 0 | 0 | 10 |
| Pea Milk | 70 | 4.5 | 0.5 | 130 | 0 | 8 | 45 |
| Hemp Milk | 70 | 6 | 0.5 | 135 | 0 | 2 | 30 |
| Soy Milk (Unsweetened) | 80 | 4 | 0.5 | 75 | 1 | 7 | 30 |
| Cow Milk Skim | 90 | 0 | 0 | 130 | 12 | 8 | 30 |
| Oat Milk (Unsweetened) | 90 | 1.5 | 0 | 120 | 4 | 2 | 25 |
| Rice Milk | 120 | 2.5 | 0 | 100 | 10 | 1 | 30 |
| Cow Milk 2% | 130 | 45 | 5 | 125 | 12 | 8 | 30 |
| Cow Milk Whole | 150 | 8 | 5 | 125 | 12 | 8 | 30 |
There are so many milks on the market today! Each new variety comes covered in packaging that touts myriad health claims and nutrient boosts, but which milks actually provide decent nutrition? Take a look at the chart above to find the perfect milk for you.
Almond milk was the lowest in calories and one of the highest in calcium, though its protein content couldn’t measure up to traditional cow’s milk or pea milk. Skim milk was lowest in fat.
All plant milks are cholesterol-free, and skim milk, oat milk, and rice milk were lowest in heart-endangering saturated fat. Most of the unsweetened plant milks were lowest in sugars, though oat milk and rice milk surprised us with their levels of naturally-occurring sugars. | 1,886 | 586 | {
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5 TIPS FOR NAVIGATING COVID-19
In order to keep our members and employees healthy and safe from the coronavirus, we have researched government and World Health Organization resources to find helpful information to pass along. Here are some helpful tips for battling this pandemic.
by Allied National
1. **STAY INFORMED**
- Stay up-to-date with our coronavirus information at [www.alliednational.com/covid](http://www.alliednational.com/covid).
- Create a list of local organizations you and your household can contact in case you need access to information, health care services, support and resources.
- Create an emergency contact list including family, friends, neighbors, health care providers, teachers, employers, the local public health department, and other community resources. This list will be an important reference in case the person who runs the household becomes ill and is placed in isolation.
2. **BE PREPARED**
- Practice the preventive measures listed below on a daily basis inside your home with particular consideration given to members of the household who are at greater risk, such as older adults and people with severe chronic illnesses.
3. **TAKE PREVENTIVE MEASURES**
- Wash your hands frequently.
- Avoid touching your eyes, nose, and mouth.
- Stay home and away from other family members when you are sick.
- When you go out in public, keep six feet apart from others as much as possible.
- Cover your cough or sneeze with a tissue, then throw the tissue in the trash.
- Clean and disinfect frequently touched objects and surfaces.
4. **WATCH FOR SYMPTOMS**
Stay home and speak to your health care provider if you develop any of these symptoms:
- Fever
- Cough
- Shortness of breath
If you develop any of these emergency warning signs* for COVID-19, get medical attention immediately:
- Trouble breathing
- Persistent pain or pressure in the chest
- Confusion or inability to arouse
- Bluish lips or face
5. **SELF QUARANTINE**
If someone in your home is sick, continue to practice everyday preventive actions such as:
- Keeping the ill person in a separate room from others in the household.
- If caring for a sick household member, follow recommended precautions and monitor your own health.
- Keep surfaces disinfected.
- Avoid sharing personal items.
- If you become sick, stay in contact with others by phone or email.
- Take care of the emotional health of your household members, including yourself.
Research on this article is done with the help of the CDC and World Health Organization.
*This list is not all inclusive. Please consult your medical provider for any other symptoms that are severe or concerning. | 1,262 | 579 | {
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1. In your notebook, match the letters to the words.
- spermatozoa
- secondary
- prevention
- birth
- pregnancy
2. Copy the table in your notebook. Then add these sentences to the correct column.
a. Women develop breasts and wider hips.
b. Men have testes.
c. Men develop a deeper voice and more facial and body hair.
d. Women have ovaries.
| | Primary sexual characteristic | Secondary sexual characteristic |
|----------------|-------------------------------|--------------------------------|
| Women | | |
| Men | | |
3. Classify the reproductive organs as male or female in your notebook. Then write a sentence describing each one.
a. prostate gland
b. uterus
c. fallopian tubes
d. sperm ducts
4. Answer the questions.
• What is the difference between primary and secondary sexual characteristics?
• In which stage of life do secondary sexual characteristics develop? __
5. Look at pictures A and B. In your notebook, write what each one shows.
6 Match. Then, use the words to write sentences.
- The ovaries contain ...
- The testes ...
7 Answer the questions about fertilisation in your notebook.
a. What is fertilisation?
b. Where does it take place?
c. What new cell is produced?
d. What happens to this cell?
8 These sentences about the process of giving birth are in the wrong order. Copy them into your notebook in the right order.
- The placenta is expelled from the uterus.
- The baby is born.
- The mother pushes hard with her abdominal muscles to help deliver the baby.
- The opening of the uterus dilates.
9 Complete the diagram.
egg cell → fertilization → zygote → embryo → foetus → baby
10 Fill in the gaps: Secondary- physical- reproductive- primary- puberty- testes - ovariess- zygote - fertilization - childbirth – pregnancy - foetus.
Sexual characteristics are the (…) differences that exist between men and women. They can be (…)or secondary. Primary sexual characteristics are the (…) organs. (…) sexual characteristics refer to other physical differences between men and women.
These develop during (…). Female sex cells are contained in the (…)and male sex cells are produced in the (…)
When an egg cell and a sperm cell join (…), occurs, and a (…)forms, which develops into an embryo. This embryo continues to grow and develops into a (…). This process is known as (…)
It lasts about nine months and ends with the (…) | 1,306 | 543 | {
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1. Filip uses a place value chart to help him multiply a 3-digit number by a 1-digit number.
| Hundreds | Tens | Ones |
|----------|------|------|
| 100 | 10 | 1 |
| 100 | 10 | 1 |
| 100 | 10 | 1 |
a) What multiplication is Filip working out?
\[ \square \times \square \]
b) What is the answer to Filip’s multiplication? \[ \square \]
2. Use place value counters to complete the multiplications.
a) \( 3 \times 213 = \square \)
d) \( 6 \times 106 = \square \)
b) \( 4 \times 216 = \square \)
e) \( 4 \times 209 = \square \)
c) \( 5 \times 106 = \square \)
f) \( 317 \times 3 = \square \)
3. Complete the multiplication.
Use the place value chart to help you.
| H | T | O |
|---|---|---|
| 100 | 100 | 10 |
| 100 | 100 | 10 |
| 100 | 100 | 10 |
4. Complete the multiplications.
a) \[ \begin{array}{ccc} & H & T & O \\ & 2 & 1 & 7 \\ \times & 4 & & \end{array} \]
c) \[ \begin{array}{ccc} & H & T & O \\ & 1 & 0 & 8 \\ \times & 6 & & \end{array} \]
b) \[ \begin{array}{ccc} & H & T & O \\ & 4 & 3 & 9 \\ \times & 2 & & \end{array} \]
d) \( 163 \times 5 \)
e) \( 3 \times 240 \)
f) \( 7 \times 131 \)
5. A lorry driver travels 156 km per day. How many kilometres will the lorry driver have travelled after 3 days?
\[ \square \]
6. There are 7 year groups in a school. There are 112 children in each year group. How many children are there in the whole school?
\[ \square \]
Star Challenge
A banana weighs 140 g
A pineapple weighs 345 g
Bag A contains 8 bananas and bag B contains 3 pineapples. Which bag weighs more and by how much? Show your working.
Bag ______ weighs ______ g more than bag ______. | 1,021 | 560 | {
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Caring for Your Brazilian Rainbow Boa
Scientific Name: *Epicrates cenchria cenchria*
Native to: Brazil and surrounding countries
Maximum Length: 5-7 feet
Life Span: up to 20 years
**Characteristics:**
Our Brazilian Rainbow Boas are captive bred. Brazilian Rainbow Boas are very popular because of their small size and richly colored markings which shimmer and create an iridescent effect, giving them their common name. Baby Brazilian Rainbow Boas can be nippy, but generally calm down with regular handling. Rainbow Boas are beautiful but may not be the ideal pet snake for beginning keepers. It is recommended that you use a snake hook when moving them from their enclosure. Once out of the enclosure you may be able to handle them without any problems.
**Care Tips:**
**Enclosure:** Baby Brazilian Rainbow Boas can be kept in 10 gallon terrariums. The larger the snakes gets, the more room you will want to provide. Make sure the enclosure is secure and provide a large water bowl and a place to hide. If you are using a glass cage or fish tank, be sure to cover the screen top partially with a piece of glass or Plexiglass to limit the loss of heat and humidity.
**Substrate:** Use damp sphagnum peat moss, cypress mulch, or paper towels (best for young snakes) as a substrate for these boas.
**Habitat:** Brazilian Rainbow Boas are secretive snakes and love hiding. Provide a damp hiding place such as a “cave” or large cork bark tube filled with damp sphagnum moss as well as branches for the boa to climb on. Clean the cage at least once a week.
**Temperature and Lighting:** Temperatures during the day should be kept around 80-85° F and should never exceed 85° F. Night temperature should range between 75-80° F. High humidity is essential for Rainbow Boas. Daily misting should be used to maintain humidity between 75-90%.
**Food and Water:** Provide a water bowl that is large enough for the boa to rest in. Baby and juvenile Brazilian Rainbow Boas eat pinky, fuzzy or small adult mice, depending on their size. Night feeding is ideal because the boas are more active during this time. Feed your baby Brazilian Rainbow Boa once or twice a week. Adults can be feed every 7-10 days. Brazilian Rainbow Boas may not eat when they are preparing to shed. | 969 | 515 | {
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The Wrack Community
The wrack is stuff cast ashore by the sea. Much of this once grew in the sea, like seaweeds and seagrasses. These marine castaways foster protective dunes and allow assembly of a unique natural community that brings life to the beach.
Base of the Wrack Community
Most energy for the wrack community comes from a variety of marine plants. In their death, these plants form the base of a widely influential food web.
- Manatee and shoal grass
- Turtle grass
- Brown algae
- Red algae
- Marsh grasses
- Woody materials
What's in the Wrack?
Hidden in the wrack are many items that take part in the wrack community and that have their own interesting stories to tell. Sea beans drift from the tropics, dune plant seeds give rise to future beach plants, and sea shells along with other invertebrate skeletons reveal former lives lived at sea. Human influence is also seen in the form of seaglass shards polished by the sea, and in bits of plastic from marine litter.
- Sea beans
- Dune plant seeds
- Mollusk shells
- Marine invertebrates
- Soft corals
- Hard coral and sponge fragments
- Seaglass
- Plastic bits and shards
You Can Help
Mechanized removal of beach wrack is often aimed at removing the litter that it leaves behind. Most of this could be picked up by hand. Freeing beaches of plastic debris reduces threats to wildlife from mistaken ingestion and entanglement, and obviates the temptation to tidy the beach by more heavy-handed means. When you visit the beach, bring a reusable shopping bag to fill with the litter you find.
Did You Know?
Picking up trash almost doubles the calories you burn walking down the beach. As you stoop, you'll discover treasures; common in wrack are more than 300 kinds of sea shells and 60 kinds of sea beans. Other gleaners of wrack include rare piping plovers, which are currently threatened with extinction.
Threats to the Wrack Community
Some of our efforts to "clean" the beach include the mechanized removal of wrack from the beach. Unfortunately, the barren shores left by beach cleaning and grooming machines are not hospitable to beach life. Without wrack, some of the most interesting attributes of a beach are also absent.
The Dunlin's Journey
A Mega-marathon Fueled by Wrack from the Tropics
Dunlin sandpipers, belles, often migrate over 6,000 miles each year between their feeding and breeding areas. On their journey, the birds depend on pit stops where wrack and other food sources provide refueling energy. Without these stops, the birds can starve to death.
Migration route
Copyright © 2011 Dawn Witherington | 1,075 | 586 | {
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CLINICA family health
Low to No-Cost In-school Dental Program for BVSD Students
A HEALTHY SMILE IS A BEAUTIFUL SMILE!
ABOUT THE PROGRAM
CLINICA FAMILY HEALTH is partnering with the Boulder Valley School District (BVSD) to bring dental services to children in their schools. Your child is eligible to enroll in our low- or no-cost, in-school dental program.
A HEALTHY MOUTH is important to a child’s overall health. Regular checkups keep teeth healthy and protect your child from painful cavities or problems with eating, speaking, playing and learning. The sooner children begin getting regular dental checkups, the healthier their mouths will stay throughout their lives.
SCAN THIS CODE TO ENROLL TODAY!
DENTAL SERVICES
THE SERVICES WE CAN PROVIDE to your child during school include:
• Screenings
• Risk assessment for cavities
• Fluoride application
• Sealants
• Oral health education
• Referrals for services not available at school
COST
• All students can receive dental care regardless of dental insurance.
• We will not collect any fees from students who are screened or receive our limited scope preventive care in the school-based setting.
• Clinica will attempt to bill the student’s insurance for the care provided but any outstanding balance will not be passed on to the families.
FOR KIDS!
BENEFITS OF REGULAR DENTAL CARE
There are many reasons why your child should see a dentist regularly:
- Children who get regular dental care tend to be healthier.\(^1\)
- They miss fewer days of school.\(^2\)
- Children with healthy mouths do better in school!\(^1,^2\)
WHAT TO EXPECT
YOUR CHILD WILL BE seen by one of our full-time, licensed and certified hygienists. Our hygienists rotate among BVSD elementary schools, visiting each school four times during the school year. At the first visit, our team will create a treatment plan for each student based on their risk for cavities or other oral health issues. You will receive a treatment summary after each visit.
DID YOU KNOW?
TOOTH DECAY, or cavities, are the most common chronic disease of childhood. According to the CDC, by the time a child enters kindergarten, more than one of every five students have developed at least one cavity.\(^2\)
OUCH! According to the ADA, the average cost for a filling is between $115 - $285!
THE GOOD NEWS IS that tooth decay is 100% preventable with regular dental visits and by following good dental habits.
HOW TO ENROLL YOUR CHILD
If you want your child seen by one of our hygienists, please complete a consent form and return it to Clinica or your school’s front office. You can obtain a consent form by going to www.clinica.org/bvsd-dental-program/ or by scanning the QR code below.
SCAN THIS CODE TO ENROLL TODAY!
WANT MORE INFORMATION?
You can get more information about our in-school dental program, a list of participating schools, and school-specific contacts by visiting our website at www.clinica.org/bvsd-dental-program or by contacting Milagros Medina, Clinica Dental Operations Manager, at email@example.com.
1: mayoclinic.org https://www.mayoclinic.org/healthy-lifestyle/adult-health/in-depth/dental/art-20047475 (06/04/2019)
2: cdc.gov https://www.cdc.gov/oralhealth/publications/features/childrens-dental-health.html (02/04/2020) | 1,702 | 742 | {
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Data on the Web
Volunteers post their daily observations on the CoCoRaHS Web site. Observations are immediately available on maps and reports for the public to view. By providing high quality, accurate measurements, the observers are able to supplement existing networks and provide useful results to scientists, resource managers, decision makers and other users.
CoCoRaHS is Educational
CoCoRaHS offers a variety of learning opportunities. In addition to training, periodic email and newsletters inform participants about how CoCoRaHS data are used in meteorology, hydrology and other fields. CoCoRaHS is also developing classroom resources for teachers. By participating in a science project with a ‘local feel’, citizens develop a sense of community with fellow observers and raise awareness about their surrounding environment.
Join CoCoRaHS Today!
CoCoRaHS is a practical, enjoyable and useful activity. If you have an interest in weather and would like to help your local community, as well as scientists and others interested in precipitation, then CoCoRaHS is for you. It only takes a few minutes a day and gives you the chance to participate in real hands-on science. You’ll be amazed at what you learn as you become more aware of the variable weather that impacts you, your neighbors, your state and our entire country.
Thanks
CoCoRaHS is supported by various sponsors and collaborators across the country. To view a full list please visit the CoCoRaHS Web page.
For More Information Contact:
www.cocorahs.org
How much fell in your backyard?
Because every drop counts!
What is CoCoRaHS?
The Community Collaborative Rain, Hail and Snow Network, is a non-profit, community based, high density network of volunteers who take daily measurements of rain, hail and snow in their backyards.
A brief History
CoCoRaHS came about as a result of a devastating flash flood that hit Fort Collins, Colorado in July 1997. A very localized storm dumped over a foot of rain in several hours while other portions of the city had only modest rainfall. The ensuing flood caught many by surprise and caused $200 million in damages. CoCoRaHS was born in 1998 with the intent of doing a better job of mapping and reporting intense storms. As more volunteers participated, rain, hail, and snow maps were produced for every storm showing fascinating local patterns that were of great interest to scientists and the public. By 2010 CoCoRaHS became a nationwide volunteer network.
Volunteers of all ages welcome!
The foundation of the CoCoRaHS network are individuals and family volunteers of all ages, from all walks of life, willing to spend a few minutes each day measuring and reporting precipitation. This is a project we can all help with.
Training: “the Key to our success”
It is important that all CoCoRaHS precipitation reports be as accurate and consistent as possible. Training is provided to teach new observers how to install their instruments, properly measure precipitation and send in reports.
Simple Measuring Tools
Volunteers use high quality rain gauges. In some states, “hail pads” are used to study hail storms.
Why is there so much interest in rain, hail and snow?
Precipitation is essential for life. It varies greatly with topography, storm type and season. It really is true that it may pour on one side of the street and be dry on the other. A portion of a field may be pounded by hail while others nearby receive no damage. Snowfall may pile up in one neighborhood and only dust another. Rain, hail and snow are fairly easy to measure, and the data collected are very important. Meteorologists, hydrologists, engineers, builders . . . you name it, everyone seems to care about rain, hail and snow. And for some, like farmers, it is their very livelihood.
www.cocorahs.org | 1,595 | 791 | {
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There are four species of white butterfly in Scotland: Large White, Small White, Green-veined White and Orange-tip. These species all feed upon plants within a group called the Brassicaceae.
The two white species of butterfly most often associated with gardens in Scotland are two of the least favourites of gardeners: the Small White and Large White.
These have been collectively called ‘The Cabbage White’, due to their preference for laying their eggs on Cabbage, Kale and other cultivated plants in the Brassica family. They will also lay their eggs on Nasturtiums, and I grow those plants specifically for these butterflies.
Both Small and Large White are resident here all year round, but we also get large migrations of butterflies from continental Europe each year too; there are stories from southern England about there being so many of them flying overhead that the sky was darkened by them! In the book ‘Life Cycles of British and Irish Butterflies’ by Peter Eeles, the author describes how Small Whites were accidentally introduced to Melbourne, Australia in 1939. In only three years the butterflies had reached the west coast – over 3000km away – in approximately 25 generations, suggesting that some adults flew over 120km in their lifetime!
These species rarely bask with their wings wide open, and it’s believed that they orient their wings to the direction of the sun and use their wings like mirrors to reflect the light toward the dark centres of their bodies to warm up. A useful trick to have!
Of the two species, I find that the Small White is more widespread in Scotland – this is possibly because the caterpillars can also eat a wide variety of wild plants. They usually first emerge here in good numbers in May, and then go on to have a second brood in late summer.
The key identifying feature of the Small White is the black or grey tip to the upperwing, which runs mostly toward the head of the butterfly and doesn’t extend far down the other edge of the wing. The undersides are pale yellow, without the streaky grey veins of the Green-veined White. As with many white butterflies, the summer generation can be more darkly-marked than the spring one.
Small White eggs are relatively easy to find on the undersides of typical caterpillar foodplants grow in sunny areas. If you want to test this, grow some nasturtiums in a window box or hanging basket, so they will be easy to check. Small white eggs are laid singly, but you may find several eggs (from the same or different females) in a single leaf. This is in contrast to the masses of densely-laid eggs of Large Whites, which are on the upper sides of the leaves. The caterpillars are green, and develop quickly. The caterpillars will pupate (form a chrysalis or...
cocoon) on vegetation or hard surfaces, and the pupa has an interesting pointed structure and is held on the plant by a silk thread. Those of the spring brood will emerge as adults in about three weeks, but if they’re from the late summer brood they will remain this way until the following spring.
I find much fewer Large White in Scotland, but they can be very numerous near allotments and gardens, although they’re less common in gardens now are fewer people grow their own vegetables at home. There is a size difference between these and Small White, but it’s not very great. I have observed that they have a very strong flight, swooping up and down through the air, and soaring while barely flapping their wings.
Another key feature for distinguishing this species is the black wing tip. This tip extends both directions along the wing edge, forming a black ‘L-shape’. A handy way to remember this is that L is for Large. I don’t usually separate males and females of white species, but it’s easy with Large White: males have no spots on the upperwings, and females have two.
They have a similar set of peaks in appearance to Small White here, mostly being seen in May and again in late summer, with two different broods. While they can lay their eggs on some wild plants, there is a very strong preference for cultivated brassicas. The yellow eggs are laid in distinct batches of up to 150 eggs, usually on the upper surface of the leaf. Research has found that females leave a chemical signal that deters other females from using the same plants – this is in all of their best interests, as there would not be enough food for too many caterpillars on a crowded plant.
The caterpillars are distinctive, with a green-yellow body covered in black spots. This brash appearance may be used to deter predators such as birds, as the caterpillars store poisonous mustard oils from their food inside their bodies. This may be how they manage to strip the leaves of plants so quickly, as they are not bothered by predators.
Small White and Large White can fall prey to various parasitic wasps and flies however, and the details can be gruesome to read. Large White caterpillars can be host to the larvae of the tiny wasp, *Cotesia glomerata*, which deposits over 15 eggs inside the caterpillar. These larvae don’t kill their host quickly – they feed on the fat under the skin so they can avoid the vital organs – and when the caterpillar is fully grown the wasp larvae emerge through the skin and pupate in fluffy yellow cocoons. Research has shown that some parasitic wasps can find their caterpillar prey because they detect chemicals released by the plants the caterpillars are eating. It’s almost like the plants have teamed up with wasps to protect themselves against these hungry caterpillars! | 2,020 | 1,169 | {
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Life After Slavery
Radical Republican Reconstruction
- Refused southern politicians’ return to Congress—Dec. 1865
- Black Codes showed southerners were not going to allow equality for all in South
- Blacks could own property, sue, and marry
- Blacks could not own guns, travel at night, assemble, start businesses, have interracial marriages & other business restrictions
- Vagrancy laws – if not providing for self, could be forced to work fields
• Extended Freedmen’s Bureau—prosecute anyone violating slaves’ rights in military court, not civil court
– A. Johnson vetoed bill; Congress overrode the veto
• 13th Amendment ➔ Freed slaves
• Civil Rights Act
– Vetoed by Johnson but overridden by Congress
– Congress feared that the Act would be unconstitutional, so changed to the 14th Amendment ➔ citizenship to black males
• 15th Amendment – right to vote to black males
Southern Agriculture
- Plantations were broken up → farmers could not afford to hire enough labor
- Tenant farming increased—farmers rented land/provided their own supplies
- Sharecroppers—farmed the land in exchange for provisions from the owner; received a %age of the crop in return for the farming, but had to pay off debts first → often could not get out of debt
- Improvements in agriculture tech. helped the South → cotton still main crop; fruits became important with development of refrigerator cars
Southern Education
• Problems with poverty and taxes to support schools
• Relied on philanthropy; segregated
• Youth not born into slavery, less bound to whites
Struggle for Equality
• Right to Vote
– 1890—Southern states begin to enact laws to keep blacks from voting
– Poll Tax — tax on every voter
– Literacy Test (1898) *Williams v. Miss.*
• Grandfather Clause—if a man couldn’t afford to vote or pass the literacy test, could still vote if he were son or grandson of man eligible to vote Jan. 1, 1867 declared unconstitutional in 1915
• Reduced voting in South from 73% to 30% → southern Democrats the only party
Ku Klux Klan
• Begins as reaction to the Civil Rights Bill of 1866
• Lynchings – peak between 1889-1899 at 187/year
The “Jim Crow” Laws
• 1876 – *US v. Cruikshank* – 14th Amendment only applies when state infringes on individual rights
• Civil Rights Cases of 1883 – court does not have to provide for equality of the races
• 1881—first Jim Crow law passed in Tennessee—doctrine of “separate but equal”
• 1896 – *Plessy vs. Ferguson* – Supreme Court rules that separate but equal is constitutional
Latin America
• Sociopolitical theory from Europe (France) sways L.A. to follow theory of racial superiority
– Miscegenation is downfall of L.A., leads to more inferior class
– Gradually reject these ideas in favor of nationalistic outlook
• 20th Century – led to massive reform movements toward Indians in Brazil (Amazon), Peru and Mexico, but still fall severely behind whites
• Series of African-American scholars & Afro-Cuban scholars → reassert importance of African influence in L.A.
– Manuel Raimundo Querino – first Brazilian black historian
– Gilberto Freyre – *The Masters and the Slaves* (1933)
• most significant piece of Brazilian slavery historiography up to that time | 1,595 | 761 | {
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After reading *A Lantern in Her Hand* with your child, use this reading guide to continue the conversation around resiliency at home. In this guide, you will find a description of how this book relates to resiliency characteristics, literacy tips and sample conversation starters for you and your child.
**SYNOPSIS**
*A Lantern in Her Hand* tells the story of Abbie and Will Deal, a young pioneer couple. While Abbie dreamed of being like her aristocratic grandmother and developing her talents for singing and painting, she falls in love with the handsome and quiet Will Deal and they decide together to conquer the American frontier. This classic literary work gives the reader a compelling glimpse of the perseverance, grit and sacrifices of those who settled the Nebraskan territory in the late nineteenth century.
**LESSONS IN RESILIENCY**
- Throughout Abbie’s life, she often felt that time was working against her. Abbie faced many hardships as a wife and mother such as moving far from her relatives, the dangers of the prairie and the loss of loved ones. Abbie learned through these challenges that perseverance was necessary for survival.
- From a very young age, Abbie believed in the importance of pursuing her dreams. As time slipped by, Abbie gave up her girlhood dreams so that her children could accomplish theirs. In her later years, the frontier became a settled town and Abbie’s children did not understand the hardships and experiences on which their dreams and lives were built. Reading this account from Abbie’s perspective highlights the power of empathy in uncovering the significance of others’ lived experiences.
- Many times Abbie and Will struggled to find strength and keep going. As they worked hard and overcame setbacks, the Deals slowly helped transform the prairie into a settled town. This pioneer story shows the importance of Abbie and Will’s grit to accomplish their long-term goals and leave a better future for their children and grandchildren.
**RESILIENCY CHARACTERISTICS**
- **Perseverance**
Continuing to try even when things are hard.
- **Grit**
Working consistently toward my long-term goals.
- **Empathy**
Understanding others’ thoughts, feelings and actions.
**RESILIENCY CONVERSATION STARTERS:**
- In the story, Abbie is sometimes misunderstood by those she loves. Discuss the importance of listening to others and additional ways to develop empathy.
- Talk with your child about the pivotal role that attitude plays in perseverance, especially when encountering challenging moments in life. Take Abbie’s experience as an example – she recognized the need to shift her attitude when it began to adversely impact those around her. Emphasize to your child that maintaining a positive outlook can profoundly influence the outcome of difficult circumstances that he or she may face.
- Engage your child in a meaningful conversation about the significance of preparing for the future. Explore various post-graduation paths together, including college, technical school, military service or entering the workforce. Take inspiration from Abbie and Will, who bravely stepped out of their comfort zones to pursue new opportunities. Like Abbie and Will, your child may encounter challenges and setbacks while transitioning to the next phase of life. Reinforce the importance of grit, highlighting that success often hinges on the determination to keep pushing forward even when things don’t unfold as anticipated.
**LITERACY TIP**
For your child, promote learning by instilling the idea that reading is a lifelong pursuit that extends beyond the classroom. Encourage your child to continue reading for pleasure and personal growth even after he or she graduates from high school. | 1,484 | 723 | {
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6 Multisensory Techniques for Teaching Handwriting
Multisensory instruction can help kids who struggle with writing in more ways than one. That’s because handwriting involves more than just making letters on a page. It requires strong fine motor and visual-motor skills. Here are some multisensory techniques to try.
#1: Use dark ruled and “bumpy” paper
Does your child have trouble staying within the lines when she writes? Use the wide-ruled paper with bold lines at the top and bottom with a dotted line in between (included here). This can help her see barriers so her letters don’t drift.
#2: Trace and do mazes
Tracing is an effective way to teach handwriting. By having her trace shapes and maze-like paths from left to right, top to bottom, or through jagged and curvy lines, you can help your child develop fine motor control. This can also help her learn how to orient her movements from top to bottom and left to right.
Mazes can also help your child practice staying within a designated space. Use the mazes and tracing worksheets included here for your child to use.
#3: Try “Wet-Dry-Try”
You may have heard of the Wet-Dry-Try app from Handwriting Without Tears. But you can do a low-tech version — all you need is a small chalkboard, a sponge cut into small cubes, and a piece of chalk.
Have your child wet a sponge cube and squeeze it out so it’s not dripping. Write a letter on the slate so your child has a model. Next, ask her to write the letter using a wet sponge. Then ask her to trace it with a dry sponge. Finally, ask her to write the letter using chalk.
#4: Use a “Spacekid”
Some kids, especially those with visual-spatial issues, have trouble spacing out words on the page. If your child leaves too much or too little space between words, a “Spacekid” can help. (Get the template included here to make one.)
As she writes, have your child place her Spacekid down at the end of each word. She should start the next word on the other side of the Spacekid tool.
#5: Try sensory freezer-bag writing
Fill a freezer-sized ziplock bag with a couple dollops of colored hair gel. (You could also use clear hair gel and add food coloring or glitter.) Seal it tightly, taping over the top to make sure it stays closed.
Have your child place the bag on a table and smooth it out until it’s flat. Ask her to use her finger or the eraser end of a pencil to practice writing words or letters. The resistance of the hair gel will help her feel how the letters are formed.
#6: Show sky, grass or ground
Your child may have trouble making her letters the correct size. For example, she may write dOgS instead of dogs.
This activity uses hand positions to help your child understand letter size. Start off with the word boy to practice. For tall letters like b, your child points her thumb up to the sky. For small letters like o, she makes a fist to indicate grass. And for descending letters like y, she points her thumb down for ground. | 1,108 | 670 | {
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Hard Act to Follow
page 24
You’ve probably heard of a guard dog. These smart dogs watch over sheep or defend valuable property. But dogs aren’t the only animals that make great protectors. Check out these curious caretakers.
Beware of Guard . . . Llamas?
Believe it or not, llamas love to look after chickens, goats and sheep. Ranchers in the United States often use them to guard against predators such as coyotes, foxes and wolves.
Llamas usually live in groups. When a llama is taken away from its herd, it “adopts” other barnyard animals as its new family. Then the loyal llama becomes very protective of the herd.
When an enemy approaches, the llama cries out to warn its furry friends. Mama llama stands between predator and prey, kicking and spitting until the threat leaves. Sometimes one llama will guard 300 sheep at a time! >>>
by Shari Talbot
Did you know?
Llamas don’t have hoofs. They have two toenails on each foot and a leathery pad underneath.
Stubborn as a Mule
Have you heard the saying “stubborn as a mule”? Well, it turns out mules have lots of good qualities, too, such as being calm and trainable. When treated kindly, these animals are gentle, trusting and obedient.
Mules are super smart and can see and hear quite well. They don’t like dog-like animals, so they are great at keeping away coyotes and wolves. That’s why ranchers sometimes use mules to protect cattle, sheep or goats. When mules sense danger, they bray loudly. They may even kick, chase or bite to keep their companions safe.
Did you know?
A mule is half horse, half donkey.
Mules get their athletic ability from the horse.
Their extra strength and super smartness come from the donkey.
God protects His creation in so many ways. Do you have a “mama llama” or “guard daddy” who watches over you to keep you safe? Your parents and other trusted grown-ups help protect you from harm. Who are the guardians in your life? Thank them for watching over you. And thank God for His safekeeping. The Bible says,
“Under the feathers of his wings you will find safety. He is faithful. He will keep you safe like a shield or a tower”
(Psalm 91:4).
Guard Bird?
Protecting chickens has gone to the birds. Many farms now use guinea fowl to guard their feathered flocks. These interesting, colorful birds from Africa like to perch high in a barn or a tree. They squawk loudly to warn smaller birds and scare off predators such as eagles, foxes, rodents and snakes.
If squawking isn’t enough to scare away enemies, guinea fowl will scratch, peck and flap their wings. Guinea hens are also great at protecting animals from deer ticks that cause disease. Guinea hens can eat up to 1,000 ticks every day!
Did you know?
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Let the daylight shine in, designers say
Promoting energy-efficient architecture
A conference in Dubai explores the downside of sealing buildings in the UAE against the bright light and searing heat of the desert sun.
Vesela Todorova
ABU DHABI // Consider this energy paradox: keeping sunlight out of a building minimises solar heating and reduces the cost of cooling, but it increases the need for electrical lighting, which can cancel out the savings made on the cooling side.
This problem is common in the UAE, where many buildings are designed to seal their occupants off from the intense light and heat of the desert sun. But it need not be this way, according to participants in a conference in Dubai who said that if the region’s abundant natural light were managed, not simply shut out, energy efficiency could be significantly increased.
Delegates at the two-day Architecture and Daylight conference, which took place this week, said that because of the design, many of the region’s buildings also deprived their occupants of the health benefits of natural light.
“It has proven physical and mental implications for our well-being,” said Markus Steibich, an architect in charge of the hospitality solutions division at the German architecture and design firm RKW Rhode Kellermann Wawrowsky.
Many of the UAE’s buildings and the people who use them are not reaping the benefits that the efficient management of natural light can yield, according to delegates at the conference, which ended yesterday. The event was a collaboration between Dubai’s Energy and Environment Park and the exhibition organiser Epoc Messe Frankfurt.
“There seems to be almost a phobia of daylight,” said Florian Techel, assistant professor and head of the school of architecture and interior design at the Canadian University in Dubai. “The unfortunate thing is that we have to compensate that with artificial light.”
The intensity of the sunlight and the large number of sunny days in the UAE mean that many people view sunlight as something against which they need protection. But the idea of managing natural light “is not about opening your entire building completely to sunlight”, Mr Techel said. “It is filtering it.”
Mario Seneviratne the director of the Dubai-based Green Technologies, said that a successful design balanced the amount of sunlight entering a building against issues such as glare and solar gain – the heating of a space or object by solar radiation.
On the whole, designers in the UAE were either not letting enough light into buildings or letting in too much heat through inefficient use of glass, Mr Seneviratne said.
A design incorporating daylight harvesting with shading and other strategies to reduce solar gain could yield energy savings of up to 80 per cent in other parts of the world, he said.
In the UAE, where demand for cooling is high, potential savings are smaller but still significant. “You could save 30 per cent of all energy by bringing daylight in,” he said.
These potential savings are important, considering the rapid rise in the demand for electricity and the fact that electricity generation is largely subsidised by the Government.
The UAE’s total installed generating capacity has been doubling on average every five years, as opposed to every 20 years, as in many developed countries, said Dr Abdalla al Amiri, general secretary of the Emirates Energy Award, an initiative to recognise energy efficiency projects.
During the UAE summer, demand for electricity is so high that the country cannot rely solely on natural gas to generate power and resorts to burning crude oil.
“Heavy oil is used in summer at a cost of Dh0.9 per kilowatt hour and resulting in a 30 per cent increase in carbon dioxide emissions,” Dr al Amiri said.
“Summer electricity consumption in the UAE is four times that in winter,” he said, adding that the excess generating capacity was used in the cooler months to run desalination plants.
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Follow the route around the churchyard beginning by the main gate. Keep to the paths and follow the direction arrows. The walk will take about half an hour.
1. St Mary’s Church is open to the public on the first Sundays in June, July, August and September from 2.30-5pm. Turn left and follow the path until it forks to your right. The tree on the right is an oak, ‘the oldest living tree of English churchyards. In its shade are naturalised foxgloves.
2. The Seymour Almshouses, built 1688 and 1733. Follow the path to the front of the almshouses passing the yew tree on your right. At the next junction turn sharply left until you see the grave of George Gosden on your left.
3. Grave of George Gosden, died 1849 aged 80, famous huntsman and ‘Vicar of the Parish’ for George III. Look for the other graves in the corner of the churchyard. The distinctive stones were provided by the War Graves Commission; there are 25 in the churchyard. To the right is a splendid old yew.
Now return to the Victorian gas lamp post on the main path and walk straight ahead, off the tarmac path, passing by grave of Nigel Bateson, killed in a crash at Cripps Cross.
Enclosed within the walls of the Harvey family. Sir Robert Harvey was the last Lord of the Manor to live at Langley Park.
Take the next path on the left just after the grave of Father Crawford (died 1969), first Parish Priest of Holy Family Roman Catholic Church, Langley.
5. Grave of Paul New, war artist who was a Mancunian. The carving here is a prominent symbol in his later paintings. The Nash graves are adjacent to the Harvey’s, pause here for a moment then follow the short path to the grave of William Jones, “Victim of a Road Hog on the Colnebrook By-pass”.
6. Lady Harriet Harvey, died 1903, age 85. Return to the main route. Follow the path around the corner at the top and back toward the Mountbatten Church Hall. As you go, note the graves of two war heroes: Arthur Blake R.N., killed in action during the Battle of Jutland and Lt. ‘G’ Ward, of the Special Air Service.
7. Snowdrops and wild flowers can be seen in the hedgerow adjacent to the church. Follow the road back to the main path turning right and then left, toward the Mountbatten Church Hall and into the trees.
8. The Box trees were planted as small ornamental shrubs in the 19th century. The stone is a memorial to the 1st Earl of Derby, who died in 1858.
9. Front door of 18th Century headstone showing a skull, a scythe, a skeleton, the symbols of mortality, and trumpets, angels and palm branches the symbols of the Christian hope of glory.
Rejoin the tarmac path. Look for the following features as you walk.
10. To the right is the flat stone of the grave of the Count of Laube, a Huguenot refugee expelled from France who became Vicar of Langley.
Straight ahead is the tomb of Henry Seymour (1733) founder of the almshouses and ancestor of the Duke of Somerset. The tomb is next to the outer wall of Sir John Kederminster’s Library.
11. On the left is an ancient yew tree, at least 500 years old; under it is the grave of John and Alice Guy and their 11 children.
Next to the church door is the grave of Maurice Swayne, who gave the land for the Parish School in St Mary’s Road. In the middle of the path is the grave of William Wyke (1782) who built the buildings for the Agricultural Workers, formerly in Langley High Street. Note the Kederminster Almshouses (1617) next to the church yard.
You now arrive back at the point you began your walk.
The churchyard well worth a visit for history and nature.
St Mary's Church, Langley, dates back to 1150 and from the beginning was surrounded by a churchyard. The original churchyard was extended in the 1930's. It is now closed, in the sense that there is no room for new burials; a very small area is still used for the burial of cremated remains.
The churchyard is worth a visit for two reasons - history and nature.
The oldest gravestones are from the early 17th Century. Many of the stones have carvings and interesting or unusual inscriptions. One nationally famous man lies here, the painter Paul Nash.
The churchyard is the largest habitat for wildlife in Langley. It is home to squirrels, hedgehogs, slow-worms and many species of birds and insects. More than a dozen different kinds of tree can be found here. The ground has never been touched by chemical sprays, so grasses and wild flowers grow freely.
The Church Council wishes to thank all those who have helped with the care and beautification of the churchyard; in particular Langley and Iver Rotaract Club, Slough Urban Wildlife Group, Langley College, the Colne Valley Groundwork Trust and English Nature.
Artwork by Michael Day.
This leaflet has been sponsored by the Countryside Commission through Greencare, Groundwork's Community Action Project. | 1,934 | 1,139 | {
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