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MOAA 2023: Speed Round
October 7th, 2023
Rules
- You have 20 minutes to complete 10 problems. Each answer is a nonnegative integer no greater than 1,000,000.
- If $m$ and $n$ are relatively prime, then the greatest common divisor of $m$ and $n$ is 1.
- No mathematical texts, notes, or online resources of any kind are permitted. Rely on your brain!
- Compasses, protractors, rulers, straightedges, graph paper, blank scratch paper, and writing implements are generally permitted, so long as they are not designed to give an unfair advantage.
- No computational aids (including but not limited to calculators, phones, calculator watches, and computer programs) are permitted on any portion of the MOAA.
- No individual may receive help from any other person, including members of their team. Consulting any other individual is grounds for disqualification.
How to Compete
- **In Person:** After completing the test, write your answers down in the provided Speed Round answer sheet. The proctors will collect your answer sheets immediately after the test ends.
- **Online:** After completing the test, you should input your answers, along with your Team pin and name, into the provided Speed Round Google Form.
Special Thanks to Our Sponsors!
Speed Round Problems
S1. [2] Compute $\sqrt{202 \times 3 - 20 \times 23 + 2 \times 23} - 23$.
S2. [2] In the coordinate plane, the line passing through points $(2023, 0)$ and $(-2021, 2024)$ also passes through $(1, c)$ for a constant $c$. Find $c$.
S3. [2] Andy and Harry are trying to make an O for the MOAA logo. Andy starts with a circular piece of leather with radius 3 feet and cuts out a circle with radius 2 feet from the middle. Harry starts with a square piece of leather with side length 3 feet and cuts out a square with side length 2 feet from the middle. In square feet, what is the positive difference in area between Andy and Harry’s final product to the nearest integer?
S4. [3] A number is called super odd if it is an odd number divisible by the square of an odd prime. For example, 2023 is a super odd number because it is odd and divisible by $17^2$. Find the sum of all super odd numbers from 1 to 100 inclusive.
S5. [3] Let $P(x)$ be a nonzero quadratic polynomial such that $P(1) = P(2) = 0$. Given that $P(3)^2 = P(4) + P(5)$, find $P(6)$.
S6. [4] Define the function $f(x) = \lfloor x \rfloor + \lfloor \sqrt{x} \rfloor + \lfloor \sqrt{\sqrt{x}} \rfloor$ for all positive real numbers $x$. How many integers from 1 to 2023 inclusive are in the range of $f(x)$? Note that $\lfloor x \rfloor$ is known as the floor function, which returns the greatest integer less than or equal to $x$.
S7. [5] Andy flips a strange coin for which the probability of flipping heads is $\frac{1}{2k+1}$, where $k$ is the number of heads that appeared previously. If Andy flips the coin repeatedly until he gets heads 10 times, what is the expected number of total flips he performs?
S8. [6] In the coordinate plane, Yifan the Yak starts at $(0, 0)$ and makes 11 moves. In a move, Yifan can either do nothing or move from an arbitrary point $(i, j)$ to $(i+1, j)$, $(i, j+1)$ or $(i+1, j+1)$. How many points $(x, y)$ with integer coordinates exist such that the number of ways Yifan can end on $(x, y)$ is odd?
S9. [6] Let $ABCD$ be a trapezoid with $AB \parallel CD$ and $BC \perp CD$. There exists a point $P$ on $BC$ such that $\triangle PAD$ is equilateral. If $PB = 20$ and $PC = 23$, the area of $ABCD$ can be expressed in the form $\frac{a\sqrt{b}}{c}$ where $b$ is square-free and $a$ and $c$ are relatively prime. Find $a + b + c$.
S10. [7] If $x, y, z$ satisfy the system of equations
$$xy + yz + zx = 23$$
$$\frac{y}{x+y} + \frac{z}{y+z} + \frac{x}{z+x} = -1$$
$$\frac{z^2x}{x+y} + \frac{x^2y}{y+z} + \frac{y^2z}{z+x} = 202$$
Find the value of $x^2 + y^2 + z^2$. | 1,923 | 1,119 | {
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Name two ways in which customers’ needs vary.
Their requirements
Money they are able to pay
Money they are willing to pay
Quality of goods required
Quantity of goods they require
Time and location they wish to purchase goods
Name two ways in which a business can segment their market.
Age
Gender
Occupation
Income
Geographic (Area/Location)
Lifestyle
A business selling expensive watches is likely to segment their market in which way?
Top answer = Income
Possible answer = Gender
Acceptable, but not great = Age
A business selling cruise ship holidays is likely to segment their market in which way?
Top answer = Lifestyle
Possible answer = Income
Acceptable answer = Age (older)
Ashley is making a magazine to promote other businesses within his town. How could he segment his market?
Top answer = Geographic (within the town)
Possible answer = Age
Give one benefit for a business in segmenting their market.
Can adapt products to suit market segment
Better understanding of customers’ wants/needs
Ability to target advertising
What is Market Research?
Market Research is the process of finding out what customers want and need and finding out about existing products already on the market.
Name the two types (categories) of market research.
Primary Research
Secondary Research
What is another name for secondary research?
Desk Research
Is Field Research another name for Primary or Secondary research?
Primary Research
Give one benefit of carrying out Primary Research…
Tailored to suit the business’s needs
Can ask respondents additional questions
Competitors don’t have access to the data
Give one benefit of carrying out Secondary Research...
Cheaper to carry out
Quicker to complete
Give one drawback of carrying out Secondary Research...
Not fully tailored to business’s needs
Competitors can also access the data
Give one drawback of carrying out Primary Research…
More expensive than secondary
Takes longer to carry out and analyse
Name one method of Secondary Research...
Internal data
Books
Magazines
Newspapers
Competitors’ data
Government Statistics
Other published material (like a Mintel Report)
Name two methods of Primary Research...
Questionnaire
Survey
Focus Group
Consumer Trial
Observation
Is looking in newspapers Primary or Secondary research?
Secondary Research
Is a questionnaire a method of Primary or Secondary research?
Primary Research
What is a customer feedback technique?
A method of gathering the thoughts and opinions of existing customers.
Name one method of gathering customer feedback...
Comment cards
Social Media reviews
Online surveys
Telephone survey
Verbal comments to staff members
Give one advantage for a business in gathering customer feedback...
- Understand customers’ opinions
- Can change what is not going well
- Can continue doing what is going well
- Customers feel listened to and valued | 1,388 | 561 | {
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THE MENTAL HEALTH ISSUE
A mental toolkit for conquering anxiety
Why your social fitness matters
How your brain’s fingerprint can predict disorders before they happen
Have social networks ruined childhood?
Dr TikTok will see you now: why mental health self-diagnosis is a dangerous trend
IN THIS ISSUE
Ticks
Why they’re on the rise and what to do if you get bitten
Diet
What most people get wrong about shedding fat
AI
It’s your boss, not the machines you should be worried about
LIFE ON MARS: STEP INSIDE THE HABITAT THAT’LL BECOME NASA’S MARTIAN BASE
NASA has tried to make things as real as possible for the crew taking part in this simulated mission.
This June, four volunteers will begin a year-long simulated Mars mission, and what you see here is the 3D-printed ‘habitat’ they’ll call home. The 518m² Mars Dune Alpha habitat sits within a white warehouse at NASA’s Johnson Space Center in Houston, Texas; a warehouse that’s been redecorated to resemble the red planet, complete with red mountains on the ‘horizon’ and red sand underfoot.
The crew will go about their daily lives as though they’re stationed on Mars, growing their own food, conducting experiments and completing mission-specific tasks, including using a large sandpit for spacewalks (or ‘Marswalks’).
The volunteer crew, made up of civilians with expertise in research science, engineering and medicine, will be locked in during the simulation so that NASA can test the effects of isolation on their health and performance. They’ll also face challenges such as resource limitations, communication delays and equipment failures.
“Ultimately, this will help NASA make informed decisions to design and plan for a successful human mission to Mars,” said Dr Grace Douglas, the mission’s principal investigator. A real human mission could see people living on the red planet for as long as two and a half years.
1. The ‘landscape simulation area’ contains instruments and equipment that will be used during actual missions on the Red Planet.
2. Mars Dune Alpha’s lounge is complete with items to keep the crew entertained during downtime, including the board games Catan: Starfarers edition and Monopoly, as well as a PlayStation 3 and a Super Nintendo console.
3. The future of extra-terrestrial construction, 3D printing requires few building materials that can’t be found on Mars, thus eliminating the need for NASA to spend money and energy launching heavy construction materials into space.
4. A cement-based mix is used to form the simulated habitat, although a real one is likely to use ingredients found on the Martian surface. The simulated habitat has a layout that contains four private living quarters, work stations, a medical station, lounge, and food growing stations.
2. The home theater is a cozy space with comfortable seating and a large screen for movie nights.
3. The factory floor is filled with stacks of red pipes, ready to be used in construction projects.
4. A close-up view of the pipes shows their intricate design and sturdy construction. | 1,298 | 633 | {
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Unlimited Liability means that owners are responsible for the business’s debts if it cannot pay them. The owner’s personal money/possessions can be used to cover the debts.
Franchisees benefit from having a proven idea (less risk) and the experience of the franchisor.
Franchisees are the people buying the rights to a business idea to run as their own.
Franchisees have to pay royalties on profits they make and cannot usually make their own decisions on how the business runs.
Franchisors could get a bad reputation is the franchisee runs their business poorly.
A franchise is the name given to a business that sells the rights to allow other people to run a business under the same name/format as theirs.
This means their business will grow quicker.
Limited Liability means that owners are not responsible for the business’s debts if it cannot pay them - the owners just lose what they invested.
Sole traders make all of their own decisions.
Sole traders choose what to do with the profit their business makes.
A sole trader business is owned by one person. They can have workers...but they’re the only owner.
Businesses can be owned and organised in different ways.
- Sole trader
- Franchises
- Partnership
- Companies
Partnerships are businesses owned by two or more people.
Owners of partnerships find it easier to take time off.
Partnerships have more capital when starting up because partners’ funds are combined.
Limited Liability Partnerships also exist where owners have limited liability.
Business plans reduce risk and allow businesses to foresee any problems before they happen.
Business plans are given to banks if applying for loans.
Plans often contain:
- How the business will run (what it does/who owns it etc.)
- Financial data (cashflow, source of capital etc.)
- Objectives, strategies and other plans (like marketing)
Business Angels is the name given to investors that can give businesses money to start up. They’ll want a % of the business though.
Small Business Grants are sometimes offered to businesses. They can take time to apply for though and often specific criteria has to be met.
They could ask friends or family. This doesn’t usually have interest but can cause friction if not paid back.
They could use their own savings to start their business. This means they won’t have to pay interest but they’ll be limited on how much money they have to start up.
They could go to the bank for a loan. This could mean they have more to invest than relying on their own money but they will have to pay back more than they borrow as interest is added on.
Businesses need money to start-up. This is called their capital. Where they get this money from is called their source of capital.
Crowdfunding could be used - where lots of people donate small amounts (usually online). This can take a lot of time to get a large amount though.
Before starting up, businesses often draw up a Business Plan.
Decisions in partnerships are shared.
Owners of ordinary partnerships have unlimited liability.
Partners can bring different skills to the business. | 1,204 | 619 | {
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ANTI BULLYING POLICY
Evaluation
The policy will be reviewed as part of the school’s three-year review cycle.
The policy was reviewed by staff on 25th Day of February 2020 and ratified by Governing Council on 25th February 2020.
What is bullying?
**DEFINITION**
Bullying is repeated verbal, physical, social or psychological behaviour that is harmful and involves the misuse of power by an individual or group towards one or more persons.
**BULLYING BEHAVIOURS**
Bullying behaviour can be:
- **VERBAL**
- ![Image of two people talking with profanity]
- **PHYSICAL**
- ![Image of a person pushing another]
- **SOCIAL**
- ![Image of a person being excluded from a group]
- **PSYCHOLOGICAL**
- ![Image of a person using a computer to bully]
REPORTING – WHAT WE CAN DO ABOUT BULLYING
Bullying behaviour needs to be reported to the teachers, AEWs and leaders at school as soon as it happens. Teachers will listen and respond to the person who is being bullied and to the person who has bullied others. Natural consequences, explained in school-wide behaviour management strategy will be put in place for the person who has bullied others. These consequences may ultimately include suspension or exclusion.
- Parents and caregivers of both the victim and the bully will be informed
- All critical incidents are to be handled according to Department policy.
It is important to note that these may change according to individual circumstances as each person is different and each incident will be different.
PREVENTION STRATEGIES
At Fregon Anangu School we understand how important it is to try and prevent any incidents. These prevention strategies include but are not limited to:
- Using the curriculum to teach students about respectful relationships and language
- Teaching for and about diversity
- Teaching students about violence prevention, conflict resolution, managing anger and problem-solving
- Developing school-wide strategies that promote student safety
- Developing student voice enabling the students to have a say in their learning
- Providing learning for staff in collaboration with local agencies eg. Nganampa Health, Child-Wise Program
- Manage a whole school change approach to ensure the Keeping Safe Child Protection Curriculum is implemented in all year levels.
ANTI-BULLYING POLICY 2018
INTERVENTION STRATEGIES
- Counseling students who have been bullied
- Talking to parents or caregivers about the situation
- Putting consequences in place for those who bully others
- Teaching students what to do if they witness someone getting bullied
- Ensure all staff know how to address bullying both effectively and respectively
POST-INTERVENTION STRATEGIES
- Monitoring the situation between the students to ensure that their safety and well-being are maintained.
- Talking with parents and caregivers about strategies
- Periodically reviewing yard duty procedures to ensure they are effective
- Reviewing and evaluation behaviour policies
- Ensure ongoing professional development of teachers and the provision of information to parents
- Creative solutions to playground issues
- Share at staff meetings the trends observed by collecting data from reports
- External service providers will assist with the more difficult to handle issues (CAMHS, SAPOL, Child Protection, night patrol)
- Decide on focus issues which could include swearing or teasing and start a whole community strategy of no tolerance
- Share the programs, outcomes and future directions with the Governing Council and staff regularly
Due to our small size at Fregon, the Governing Council expects that all school staff take responsibility for the implementation of this policy. | 1,727 | 733 | {
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Long March 6A blasts off in Shanxi
Carrier rocket's maiden flight sends pair of research satellites into orbit
By ZHAO LEI
firstname.lastname@example.org
China conducted the maiden flight of its Long March 6A carrier rocket on Tuesday afternoon at the Taiyuan Satellite Launch Center in Shanxi province, according to China Aerospace Science and Technology Corp.
The 50-meter rocket blasted off at 5:50 pm from a newly constructed launch tower at the Taiyuan launch center, roaring up into the dusk sky. It transported two satellites — Fujiang 2 and Tiankun 2 — into their orbits, the State-owned space contractor said.
The launch marked the 412th flight of the Long March rocket family and the seventh space mission by China this year.
Developed by the Shanghai Academy of Spaceflight Technology, the Long March 6A is a medium-lift rocket and consists of a 50-meter, liquid-propelled core booster and four solid-fuel side boosters. The core booster has a diameter of 3.35 meters and is propelled by four 120-ton-thrust engines burning liquid oxygen and kerosene.
The rocket has a liftoff weight of 530 metric tons and will be tasked with transporting satellites into multiple types of orbit, including sun-synchronous, low-Earth and intermediate circular orbit.
Despite being called the Long March 6A, the new model is very different from the Long March 6, which was also designed and built by the Shanghai academy.
Long March 6 is about 30 meters tall and weighs 102 tons, much smaller and lighter than the new model. It was first launched in September 2015 and has carried out six flights.
Hong Gang, the rocket's project manager at the academy, said the Long March 6A is China's first rocket that uses both liquid- and solid-propellant engines as its main propulsion.
Zhang Weidong, Long March 6A's chief designer, said the rocket features a modular design and can be upgraded into multiple variants by adjusting the number of side boosters.
He said the rocket also boasts an automatic device that can measure and analyze the condition of the core booster within as little as 0.3 seconds after the booster's engines are ignited. If any hazards or malfunctions are detected, it will immediately shut down the engines and cancel the launch.
Fujiang 2, also made by the Shanghai academy, is tasked with carrying out scientific tests and surveying land resources.
Developed and built by China Aerospace Science and Industry Corp, another State-owned contractor, Tiankun 2 will be used to demonstrate and verify several advanced space technologies.
China launched its first carrier rocket — the Long March 1, a de facto modified ballistic missile — in April 1970 to transport the first satellite, Dongfanghong 1, into space. It became the fifth country capable of building and launching its own carrier rocket to reach Earth's orbit.
Since then, the country has developed and launched nearly 20 types of Long March-series rockets, with 12 of them in active service. | 1,282 | 638 | {
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| Column 1 | Column 2 | Column 3 |
|----------|----------|----------|
| News | Sports | Opinion |
| Politics | Entertainment | Travel |
| Business | Science & Tech | Food |
| Education | Arts & Culture | Lifestyle |
---
**Breaking News**
- **Local**: Police searching for missing person in downtown area.
- **National**: President announces new climate change initiative.
- **International**: Diplomatic tensions escalate between two countries.
---
**Sports Highlights**
- **Football**: Team A defeats Team B with a score of 28-14.
- **Basketball**: Star player scores 30 points in crucial game.
- **Tennis**: Champion wins tournament, securing title.
---
**Opinion Pieces**
- **Columnist A**: Discusses the impact of technology on education.
- **Columnist B**: Argues for increased funding in public healthcare.
- **Columnist C**: Reflects on the importance of community involvement.
---
**Entertainment**
- **Movie Review**: "The Last Hero" receives mixed reviews from critics.
- **Music Scene**: Local band performs at popular music festival.
- **Literary Event**: Author signs copies of her latest book at bookstore.
---
**Travel Tips**
- **Europe**: Explore the historic sites of Rome.
- **Asia**: Discover the vibrant culture of Tokyo.
- **Africa**: Experience the beauty of the Serengeti.
---
**Business Updates**
- **Stock Market**: Shares rise as investors optimistic about economic growth.
- **Economic Report**: GDP growth expected to increase by 2% in next quarter.
- **Investment Advice**: Expert suggests diversifying portfolio for better returns.
---
**Science & Tech**
- **Innovation**: New technology promises to revolutionize healthcare.
- **Research**: Scientists make breakthrough discovery in renewable energy.
- **Gadgets**: Latest smartphone model launched with advanced features.
---
**Education News**
- **Schools**: District announces new curriculum for upcoming academic year.
- **Universities**: Top universities release acceptance rates for fall semester.
- **Education Reform**: Policy changes aimed at improving student outcomes.
---
**Arts & Culture**
- **Art Exhibition**: Local artist showcases new collection at gallery.
- **Music Festival**: World-renowned musicians perform at annual event.
- **Literary Festival**: Authors discuss their latest works at literary conference.
---
**Food & Drink**
- **Recipe**: Easy-to-follow recipe for classic Italian pasta dish.
- **Culinary Event**: Chef shares tips on preparing gourmet meals.
- **Food Trends**: Latest culinary trends shaping restaurant menus.
---
**Lifestyle**
- **Fashion**: Latest fashion trends and style tips for every occasion.
- **Home Decor**: Ideas for updating your living space with affordable decor.
- **Wellness**: Tips for maintaining a healthy lifestyle and wellness routine. | 1,523 | 586 | {
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Provide support to individuals to continue recommended therapies
Reference: M/616/2512
Level: Level 3
Credit Value: 3
Guided Learning Hours: 20
Aim: This unit is aimed at those working in a wide range of settings. The unit provides the learner with the knowledge and skills needed to support individuals to continue recommended therapies. It covers encouraging and supporting individuals to continue recommended therapies, carrying out observations and reviewing the therapy.
| Learning Outcomes | Assessment Criteria |
|-------------------|---------------------|
| **The Learner Will** | **The Learner Can** |
| 1 Understand the importance of supporting individuals to continue recommended therapies. | 1.1. - Analyse benefits of recommended therapies to an individual’s health and wellbeing.
1.2. - Describe barriers that prevent individuals from continuing recommended therapies.
1.3. - Describe consequences of individuals discontinuing recommended therapies. |
| 2 Be able to encourage individuals to continue recommended therapies. | 2.1. - Agree individual’s needs, wishes and preferences in relation to continuing a recommended therapy.
2.2. - Encourage individuals to access information in relation to benefits of continuing the recommended therapy.
2.3. - Describe how to overcome an individual’s fears or concerns in relation to continuing the recommended therapy.
2.4. - Explain how to motivate the individual to continue the recommended therapy. |
| 3 Be able to support individuals to continue recommended therapy. | 3.1. - Clarify information required prior to providing support.
3.2. - Promote active participation during therapy.
3.3. - Manage concerns encountered during therapy.
3.4. - Provide constructive feedback and encouragement to the individual during therapy. |
| 4 Be able to monitor, record and report on observations during recommended therapy. | 4.1. - Establish with the individual and others the observations to be made during therapy sessions.
4.2. - Carry out agreed role observations within scope of own role.
4.3. - Record agreed observations within scope of own role.
4.4. - Report on the findings of observations to individuals and others. |
| 5 Be able to contribute to evaluation and review of recommended therapies. | 5.1. - Work with others to establish processes and criteria for evaluating the effectiveness of the therapy and the support provided.
5.2. - Carry out agreed role to support the evaluation, using observations and feedback from the individual and others.
5.3. - Agree changes to therapy sessions or the support provided with others.
5.4. - Record agreed actions. |
Assessment guidance and/or requirements: This unit must be assessed in line with Skills for Health Assessment Principles. Individual refers to someone requiring care or support; it will usually mean the person or people supported by the learner.
Needs, wishes and preferences can include:
- importance of recognising individual needs
- age and stages of development of child or young person
- home environment
- preferred method
- additional learning needs
- physical disabilities
- cognitive and communication difficulties
- alternative methods of communication e.g. language; British Sign Language, Makaton, Braille, the use of signs, symbols, pictures and writing; objects of reference, finger spelling, communication passports, human and technological aids to communication.
Active participation is a way of working that recognises an individual’s right to participate in the activities and relationships of everyday life as independently as possible; the individual is regarded as an active partner in their own care or support, rather than a passive recipient.
Others may include:
• Team members
• Other colleagues
• Those who use or commission their own health or social care services
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Here is a brief overview of the learning available for pupils. Detailed instructions for these tasks is available in Google Classrooms or Microsoft Teams
| Languages - @Lornshillang | Social Subjects - @LornshillSocSub |
|---------------------------|-----------------------------------|
| English - The Boxer – Poetry Study | This week in Social Subjects, students will be exploring the Developing World further by looking at the issue of child labour. They will learn about the different conditions and problems encountered. |
| Creative story writing | |
| Analysis of non-fiction texts | |
| Starting Private Peaceful | |
| Modern Languages - Learn and practise numbers 1-60 | |
| Science - @LornshillSci | Maths - @LornshillMaths |
|-------------------------|------------------------|
| Fertilisation and embryo development. | All S1 are continuing their work with Time. We will be looking at converting between 12 and 24 hour time, time intervals and for some classes we will be looking at the relationship between Speed, Distance and Time. |
| | |
| Enterprise - @LornshillEnt | Admin - Edlary tasks and the skills and qualities of an Admin Assistant. |
|---------------------------|---------------------------------------------------------------|
| Business – Looking at the Sector of Industry and choose a task to complete from the options. | |
| Computing – Identifying variables and complete Computer Systems Quiz. | |
| Hospitality – Continuing looking at the Eatwell plate, focusing on healthy burgers. | |
| Art & Design - Design Studies - Learn about designer Philippe Starck Answer questions about his work | Music - Body Percussion Watching the video tutorial, learn the Cup Song and submit recording or video to teacher |
|-----------------------------------------------|------------------------------------------------------------------|
| | |
| Technologies - @Lornshillt | PE - @LornshillPE |
|---------------------------|------------------|
| Assignment deadline extended until 1st June. Ear bud winders/ holder project: Over the course of this project, pupils are asked to follow the design process to design and create a final model of a themed ear bud winder/ holder. This week looks at your final sketched design idea. All work should be ‘handed in’ via your Google classroom for feedback from a D&T teacher. | This week our learning continues to focus on Physical Wellbeing. We want you to continue to track your exercise but will introduce some new ideas around physical activity and goal setting to keep you motivated. In your google classroom are short videos from PE staff and different ideas for you to try. We will also share with you how you can get involved in the upcoming Clacks Virtual races starting in early June! |
| | |
| Learning Centre - @LornshillLC | |
|-------------------------------|--------------------------------|
| All pupils working with the Learning Centre should continue to access Google classrooms for updates and support from staff. | | | 1,610 | 593 | {
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WHEREAS, on June 1, 1796, Congress passed an Act of Admission granting statehood to Tennessee, making it the 16th state to join the Union; and
WHEREAS, even through its admission to the Union, Tennessee pioneered an approach to statehood henceforth known as the “Tennessee Plan,” its people having demanded recognition as a state by a vote of 73% approval and ratifying a Constitution for this purpose; and
WHEREAS, from the native inhabitants of the Cherokee, Chickasaw, and other tribes who thrived in the thick forests of the Mississippi delta and Cumberland highlands to the earliest settlers who transformed this terrain into farms and bustling towns, to the innovators of modern science who studied the atom, invented the electric touchscreen, and remain on the forefront of science, technology, and innovation; and
WHEREAS, Tennesseans like Sam Houston and David Crockett made indelible marks not only on the history of our state but also feature prominently in the creation of the State of Texas; and
WHEREAS, many Tennesseans have served our country in high federal office, including three Presidents of the United States: Andrew Jackson, James K. Polk, and Andrew Johnson; and
WHEREAS, generations of Tennesseans have been engaged in the pursuit of justice and equality, with homes on the “Underground Railroad” leading enslaved persons towards freedom and notable sites in the struggle for civil rights being located in Tennessee, along with opportunities for educating future generations on our past at Memphis’ National Civil Rights Museum; and
WHEREAS, on August 18, 1920, Tennessee became the crucial state that, upon its ratification of the Nineteenth Amendment to the United States Constitution, permanently enshrined a woman’s right to vote; and
WHEREAS, throughout our state’s history, Tennesseans’ remarkable commitment to service of their country, state, community, and neighbor long ago earned Tennessee the distinction of being known as the “Volunteer State”; and
WHEREAS, our land, our history, and the spirit of our people converged to create the perfect birthplace for music that is known worldwide, with songs radiating from every corner of our state - country music from the mountains of Northeast Tennessee, to artists blossoming into national stars at the Grand Old Opry in Nashville, to Memphis’ Sun Studios and Stax distributing blues, rock-and-roll, and soul music worldwide; and
WHEREAS, from the majesty of the Great Smoky Mountains, the nation’s most visited National Park, to the breathtaking waterfalls and rolling hills of our state’s parks and natural areas, to a sunset along the Mississippi River, people of Tennessee inhabit among the most beautiful lands in the nation; and
WHEREAS, as we remember and celebrate our rich history for the past 227 years, the people of Tennessee are filled with resilience, optimism, hope, and faith that our brightest days are still ahead of us;
NOW THEREFORE, I, Bill Lee, Governor of the State of Tennessee, do hereby proclaim June 1, 2023, as the
227th Anniversary of Tennessee Statehood
in Tennessee and encourage all citizens to join me in this worthy observance.
IN WITNESS WHEREOF, I have hereunto set my hand and caused the official seal of the State of Tennessee to be affixed at Nashville on this first day of June, 2023.
[Signature]
Governor
[Signature]
Secretary of State | 1,461 | 715 | {
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My perfect city would be in Outer Space, just outside the planet Cato Neimodia, in the Outer Rims Territories. Earth would be too crowded, so we would colonize outer space. The city would be called Sacititoro 5. It would be 1000 square miles across and have a population of about 7 million.
The city would be evenly split into 5 parts where a faction would eat, sleep, work, learn, and play. In the northern sector, Ameba, our police and armed forces would train for any situation, from shop-lifting to large-scale terrorism. In the east sector, Main Framers, our brainiacs, would fill their craniums with all known information and come up with their own theories and hypotheses. In Mercury, the south-east sector, our engineers build amazing inventions (that usually explode!). Their motto is ‘experiri, experiri, experiri iterum’, or try, try, try again. In the south-west sector, known as Field Mouse, the farmers supply the expanse of the city with organic food grown on the outskirts. Finally the west sector, Dirigisme, would house our political leaders, who keep the peace when the other factions have problems.
Between the five boroughs, there would be no fences. You could go freely into a shop in an Amebain mall or eat at a restaurant in Main Frame. It would have a spectacular view of Cato Neimodia’s beautiful sunset at night, filling the sky with golds and purples blending together magnificently.
Each faction would have five representatives in our government, with weekly meetings to see what problems they had with the other factions. The Dirigismians would find a compromise and tell the two factions the deal. If they agreed, all would be good. If they didn’t, they would choose two representatives from each to fight to submission in the Combat Arena. Whichever faction won, would get what they wanted from the losing faction.
In school, you would have daycare from 6 months to 2 years. Then from 3 years to 18 years, you would study History, Maths, Art, Gym, Science, Computer Science, Geography, Languages (English, and Spanish), and Music. From 18 years to 22 years, you would learn all those subjects and a few new ones, like Political Science, and AP (advanced placement) for all subjects. This would be good because nobody would boast that they were smarter than someone else across my city’s sectors.
Our city would be perfect because everyone would have a job that paid, a house and food to eat. Each house would be equipped with four bedrooms with a bathroom, a kitchen and a living room. When you graduated one of the city’s award-winning colleges, you could choose a faction you would like to join, apply, and if accepted, would move into an
apartment or house there.
You could have jobs such as detective, teacher, head-surgeon, head-farmer, and mayor if you chose the right faction and worked hard enough. You could be a nurse, or a TLA, or a farmhand, or a secretary if you wanted. In my city, you could be anything from a gym teacher to a police chief. In my city, anything can happen... | 1,104 | 679 | {
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Communication and literacy, you can't have one without the other.
Greenwood G\textsuperscript{1}, Young S\textsuperscript{1}, Hunt K\textsuperscript{1}
\textsuperscript{1}Glenallen School
Glenallen School, based in the eastern suburbs of Melbourne, is a school for students with a physical disability and/or complex medical need. We currently have 156 students, 75% of our students use AAC for comprehension and/or expression.
The Convention on the Rights of Persons with Disabilities (Article 21), states that “People with a disability have the right to express themselves, including the freedom to give and receive information and ideas through all forms of communication, including... augmentative and alternative communication (AAC)”. A student can only become a truly autonomous communicator if they achieve literacy skills. To do this we must have a Communication Accessible School and a robust literacy model.
In this presentation we will illustrate how we use the Victorian Curriculum and ABLES to assess, plan and deliver a comprehensive literacy curriculum for students who use AAC.
Our presentation will include video examples of staff and students teaching and promoting literacy through AAC and will provide examples of assessment, planning and learning content. We will highlight the case history of two students:
- A six-year-old boy with cerebral palsy, complex communication needs and English as an additional language who uses a 20 cell partner assisted PODD book and a Tobii Dynavox eye gaze communication device.
- A sixteen-year-old boy with cerebral palsy and complex communication needs who uses an 80 cell partner assisted PODD book and an iPad with Compass App with PODD accessed via a single switch
To begin a literacy program, students are assessed using ABLES (Ability Based Learning Education Support) and placed within the learning continuum of the Victorian Curriculum Levels A to 10. This is moderated by a transdisciplinary team comprising of a teacher, speech pathologist, occupational therapist and physiotherapist. Formative assessments are used to determine the specific level of skill the student has in the areas of phonological awareness, concepts of print, alphabet knowledge and writing. Following this assessment, class literacy programs are developed based on the Four Blocks Model.
Concurrent to this, each student is exposed to a robust language system. Every classroom is provided with a 12 cell Glenallen PODD (Pragmatic Organisation Dynamic Display) book, which is modelled by all staff at all times.
Each student is also given a personalised PODD book. This is tailored for content, number of cells per page and access method.
Integrating the teaching of literacy and communication provides our students with the ability to become truly autonomous communicators. | 1,265 | 550 | {
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November Strength Training
-Please do not do any exercises that cause pain
-Please modify any exercises to work within your limits
-Workout should take approximately 15 minutes. Start with exercise #1 and work through exercise #5 and repeat 3 more times so you do each exercise a total of 4 times each.
| Starting position | Active Position | Time/Repetitions |
|-------------------|-----------------|------------------|
| Stand by wall | Sit against wall| Hold for 30 seconds |
| Feet shoulder | Knees in line | Repeat 15 times |
| width apart | with feet | |
| feet facing forward | -90 degree bend in knees (but go as far as you feel comfortable) | |
| | -Hands on hips | |
| Starting position | Active Position | Time/Repetitions |
|-------------------|-----------------|------------------|
| Lay on back | Raise hips | Repeat 15 times |
| feet flat on floor| to make a straight line from shoulders to knees | |
| and shoulder width apart | -Squeeze butt to press hips open at top of position and hold for 1-2 seconds | |
| Starting position | Active Position | Time/Repetitions |
|-------------------|-----------------|------------------|
| Stand facing wall | Raise one leg | Repeat 15 times on each leg |
| with hands holding on to wall but do not lean into wall during the exercise, keep hips flat | back and to the side at 45 degree angle | |
| | -Keep toes pulled up towards shin and not pointed. | |
| Starting position | Active Position | Time/Repetitions |
|-------------------|-----------------|------------------|
| On hands and | Drop down to | Hold for 30 seconds |
| knees. Shoulders | your elbows | |
| are above hands. | (if you want) | |
| Knees are | -flatten hips | |
| together. | so you are in a straight line from your shoulders to your feet. | |
| | -More advanced - take knees off floor. | |
| Starting position | Active Position | Time/Repetitions |
|-------------------|-----------------|------------------|
| Grab a 5 lb weight or any object with a little weight | Switch hand positions. Like a fluid running motion. | Repeat 30 times counting only each time the left arm comes forward | | 1,523 | 521 | {
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The Pigeonhole Principle — Park
Promotional intro sentences
S: The weather is beautiful when you reach the park, so you decide relax, buy grains to feed pigeons and sit on a bench in the sun...
M: The pigeonhole principle is a simple concept that can be used to prove theorems in a very original, clever and powerful way.
General Notes
| Duration | Difficulty | Textbook reference |
|----------|------------|--------------------|
| 5/5 | 4/5 | (1) Large parts of section 12.3
(2) Small part of section 7.4 |
Objectives
Explain, apply and adapt the concept of the pigeonhole principle. Differentiate between a constructive and a non-constructive proof.
Storyline
On a beautiful afternoon, you reach the city’s famous central park. A grain seller to feed the pigeons attracts your attention. You buy a bag of grains from him and sit on a bench, and you start to throw feed to the pigeons. You count 40 pigeons. The bag of grains advertises: “this bag contains at least 1001 grains”… It makes you wonder… and then you see it: *if they eat it all, then at least one pigeon will eat 26 grains (or more).*
Location
Go outside on the stairs going up to the Basketball court.
Checklist
Complete all of the following before moving on. Start with green, then blue (in any order), then red. More importantly, make sure that you understand the concepts introduced in this location.
When a title starts with an *asterisk, it means you can find the corresponding page in the material handed out.
| ☐ | *Pre-assessment: Start with this hand-out. Solutions are on Schoology |
|---|---------------------------------------------------------------------|
| ☐ | *Example based notes: Read through the notes. There are always completed examples on the left, while you will have to solve the examples on the right yourself. (Solutions on Schoology). |
| ☐ | *Worksheet: Practice your learning with this worksheet. |
| ☐ | *Assignments 1 and 2: This hand-out contains two assignments that will bring you to explain and adapt what you learned in personal ways. |
| ☐ | *Logo Design Assignment: This assignment of design and composition is repeated in other sections. You will need to expand and harmonize it over time until you reach a final product near the end of the unit, which means now if you’ve been to the Temple and Palace already! |
| ☐ | *Formative quiz: Take this formative quiz when you already feel that you have a firm understanding of the material in this section. Put your notes and everything else away. Once you are done, go to schoology and correct your work. |
| ☐ | *The Five Card Trick: Read the chapter on Schoology. It is from the “Number Theory” course at Stanford. Once two students have completed the Park, you will have to pair up, prepare and perform the magic trick in front of me for a small grade. |
| ☐ | Show me: Come see me with all your work before moving on to the next building. I will ask you to show me some of your work. |
| ☐ | *Formative and Summative assessments: This hand-out includes both a formative assessment that you will have to show me, and information about the summative. Only complete the summative after you have showed me the formative part. Send your video to email@example.com. |
| ☐ | Written exam: Once you’ve completed the “shopping mall” section as well as this one, you are ready to take the written exam (major assessment). See below for more details. |
Written Exam
If you have already visited the shopping mall, then you are ready to take the written exam. This will be a larger summative grade. You will need to find 60 minutes to take that test. The quality of your wording and your writing will count toward the grade. Make sure you review the content from the sections listed here before asking me to take that test:
- Tourist Office
- Bus Stop
- Internet Café
- Plaza
- Bookshop
- Palace
- Shopping Mall
- Park
Conclusion
You reached the end of your bag of grains. The 40 pigeons have eaten every single last one of them. Suddenly a little girl comes running and scares the pigeons away. They all fly toward a tree. That tree has 13 branches. Once again it makes you wonder… Then with a smile, you walk back to the entrance of the park. What a great day! You feel re-energized. And it is time to think about your next destination. Where shall you go? | 1,770 | 1,002 | {
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Food, folk dancing and fireworks
One of Hungary’s most popular public holidays, St. Stephen’s Day, is coming up, during August 19-20, and this is your best bet to get a taste of true Hungarian traditions – be they religious, cultural or nationalistic. There will be plenty of activities all weekend, topped by a highly-anticipated fireworks display over the Danube that would give any US city on the Fourth of July a run for its money.
Here’s what you need to know about Hungary’s national holiday.
Just who was St. Stephen?
Well, he’s the patron saint of Hungary. St. Stephen I was the very first King of Hungary and the driving force behind the nation’s adoption of the Christian religion. Crowned in 1000 by the pope, he is remembered for establishing the lands of historical Hungary and for imposing the religion of Christianity – often by brutal methods – on its peoples within.
His life is remembered primarily through three famous legends, which has led the former king to mythical status within the country. His religious work was recognised early on by the church, and he was canonised on August 20, 1083 – just 45 years after his death.
For centuries afterwards, this day was recognised as Day of St. Stephen’s Feast; however from 1687 that day has been moved around the calendar. Most of the world now celebrates the Day of St. Stephen’s Feast on December 26 but in honour of a different St. Stephen – the martyr of Jerusalem.
However, the original date of the celebration remains in Hungary – disrupted only when communist authorities outlawed the celebrations due to their religious nature. The post-communist Hungarian Parliament re-established the day in 1990 and it remains the most popular holiday on the Hungarian calendar.
August 19 – let the party begin
Traditionally, events begin the day before St. Stephen’s Day, on August 19. In Budapest, you’ll want to head to the Danube embankment on the Buda side for the Street of Hungarian Flavours. Here you’ll be able to find high-end culinary delights from across the country, as well as to sample the pride of the harvest – pálinka.
Look for the Hungarian Cake 2015 – a new tradition that sees confectioners from across the land vie for the title of this year’s Hungarian Cake. August 19 will be your first chance to sample this year’s winning entry. The fair operates from noon until midnight.
In the evening, head to Clark Adam tér to see just how Hungarians prepare to celebrate their national day. A street party featuring traditional Hungarian music in a wonderful open-air environment greets locals and visitors alike and is sure to put you in just the right mood for the next day’s activities.
August 20 – Morning programming for families
The real festivities begin on August 20 with the raising of the Hungarian flag outside the Parliament Building on Kossuth tér at 8.30am. From there head to the Street of Hungarian Flavours (open 10am to 10pm) or to the banks of the Danube to take in the air and water show that begins at 10am. Children will love the different kinds of air and watercrafts on display (note: show is yet to be confirmed).
An afternoon of family programming (11am to 6pm) is on offer on the Danube banks between Clark Adam tér and Bem tér, with music, dancing, entertainment and puppet shows.
The Parliament Building – and Hungary’s Holy Crown – can be visited for free from 1pm to 8pm. For those looking for the best seats for the evening’s fireworks, the hilly terrain on the Buda side provides many of the best spots, between the Liberty and Chain bridges.
Hungarian culture at its finest
For those looking for an even richer experience of Hungarian culture, be at the Basilica by 3pm for the Blessing of the Bread and the Harvest Procession. The ceremonial parade combines the colour of Hungarian folk traditions with the pageantry of its religious customs.
The Basilica also hosts the Festive Holy Mass at 5pm followed by the Procession of St. Stephen’s Holy Right Hand. Water cruises are a very popular option for viewing the fireworks and should be booked early.
▶ Lee Reaney | 1,682 | 884 | {
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Guide for Victims of Crime
In Canada, victims of crime have rights protected by the law.
This guide will help you know what to do:
- if something is stolen from you
- if you are threatened or harassed
- if you are physically or sexually assaulted (even by members of your family)
A victim is:
a person who has been hurt physically or emotionally, or lost property and/or money because of a crime
OR
a person acting for a victim who died, a person under 18, or another adult who they take care of
Right after the crime
- Call 911, or if it isn’t an emergency contact the police to report it
- If you need help understanding English or French, ask for an interpreter
- You can ask to be helped by a male or female officer if available
- You can bring someone you trust with you
- Ask for help from the victim services unit or special community program
- Family violence is illegal in Canada. Some police stations have a special family violence unit to help you
After the police have left
The victim services unit can tell you about:
- Victim Impact Statements - so you can tell the judge how the crime has affected you
- Financial Benefit Forms – to apply for money if you have been injured by a violent crime
- Restitution – if you have lost money or property because of the crime
- Each of these programs have special rules. If you don’t understand the processes, the victim services unit staff will explain them
There are many people who get involved when a crime happens:
**The Police:**
Police are the first people to come to the scene of a crime. They are there to help, not to hurt you.
**Victim Services Units:**
People who help take care of your needs and rights as a victim. They can give you information, and find other services to help you.
**Community-Based Victim Services Programs:**
Special programs to help you if you are the victim of a specific type of crime such as family violence or sexual assault.
**Crown Prosecutors:**
A lawyer who works for the government and represents those affected by the crime
**Defence Lawyers:**
A lawyer who works for the person accused of the crime
---
**REMEMBER**
- What happened is not your fault
- You have the right to be treated with courtesy and respect
- You can ask the victim services unit for help and information
- You can ask for an interpreter
- You can ask for a support person to be with you at court | 999 | 517 | {
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How to multiply a two-digit number by a one-digit number (for example 23 x 3).
1. step
Place one number above the other so that the ones' place digits are lined up. Draw a line under the bottom number.
\[
\begin{array}{c}
23 \\
\times \\
3 \\
\end{array}
\]
2. step
Multiply the two ones' place digits (3x3=9) and place the nine below the line in the ones' place column.
\[
\begin{array}{c}
23 \\
\times \\
3 \\
\hline
9 \\
\end{array}
\]
3. step
Multiply the digit in the tens' place column (2) by the second number (3). Place the result (6) below the line in the tens' place column (to the left of the 9).
\[
\begin{array}{c}
23 \\
\times \\
3 \\
\hline
69 \\
\end{array}
\]
How to multiply a two-digit number by a one-digit number (for example 46 x 7).
1. step
Place one number above the other so that the ones' place digits are lined up. Draw a line under the bottom number.
\[
\begin{array}{c}
46 \\
\times \\
7 \\
\end{array}
\]
2. step
Multiply the two ones' place digits (6 x 7 = 42). This number is larger than 9, so place the four above the tens' place column and place the two below the line in the ones' place column.
\[
\begin{array}{c}
46 \\
\times \\
7 \\
\hline
2 \\
\end{array}
\]
3. step
Multiply the digit in the tens' place column (4) by the second number (7). The result is 4x7=28. Add the 4 to the 28 (28 + 4 = 32) and place the answer below the line and to the left of the 2.
\[
\begin{array}{c}
46 \\
\times \\
7 \\
\hline
322 \\
\end{array}
\]
How to multiply a three-digit number by a one-digit number (for example 323 x 3).
1. step
Multiply the two ones' place digits (2x3=6) and place the six below the line in the ones' place column.
2. step
Multiply the digit in the tens' place column (1) by the second number (3). Place the result (3) below the line in the tens' place column (to the left of the 6).
3. step
Multiply the digit in the hundreds' place column (3) by the second number (3). Place the result (9) below the line in the hundreds' place column (to the left of the 3).
How to multiply a three-digit number by a one-digit number (for example 456 x 3).
1. step
Multiply the two ones' place digits (6 x 3 = 18). This number is larger than 9, so place the one above the tens' place column and place the eight below the line in the ones' place column.
2. step
Multiply the digit in the tens' place column (5) by the second number (3). The result is 5 x 3 = 15. Add the 1 to the 15 (15 + 1 = 16). This number is larger than 9, so place the one above the hundreds' place column and place the six below the line in the tens' place column.
3. step
Multiply the digit in the hundreds' place column (4) by the second number (3). The result is 4 x 3 = 12. Add the 1 to the 12 (12 + 1 = 13). Place the result (13) below the line to the left of the 6. | 1,406 | 880 | {
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Homework Set 2 – Machine Representation and Computer Arithmetic
Each problem is worth 10 points.
Due date: Tuesday 20 June
1. Cancellation. Consider the computation of \( y = \frac{1}{1 + 2x} - \frac{1-x}{1+x} \).
a) There is no cancellation error if \( x \) is not close to 1. To demonstrate this, plot \( y \) in its original form for \( x \in [2, 2.1] \) with increment \( h = 1e-6 \). Zoom in several times on any section of the plot to see that the graph is smooth – no cancellation. Copy the zoomed-in figure and paste it into a Word document.
b) Cancellation does occur, however, if \( x \) is close to 0. Plot \( y \) for \( x \in [-1e-6, 1e-6] \) with increment \( h = 1e-10 \). You’ll zoom in at two places. First, zoom in somewhere near either edge (zooming twice should reveal a roughness in the graph that is indicative of mild cancellation – paste a copy into your Word document). Second, reset the plot and zoom in at the center, \( x = 0 \). Zooming 3 or 4 times should show a jagged plot indicative of strong cancellation. Paste a copy of this plot, too.
c) Rewrite the expression for \( y \) algebraically and simplify as much as possible. Plot this expression as in part b, and zoom in the center, \( x = 0 \), 4 times to see that cancellation error does not occur. Paste a copy of this plot, too.
Submit a copy of your code, shrunken copies of the 4 plots (1 from a, 2 from b, 1 from c), making sure that your algebraically simplified expression for \( y \) appears prominently. The 4 plots should be resized so they all fit on one page.
2. Stability. Consider the recurrence relation
\[
\begin{align*}
y_{n+1} &= y_n + h(y_n - 1)(2 - y_n), \\
y_1 &= 1.23,
\end{align*}
\]
where \( h \) is positive. If \( h \) is small enough (notate this as \( 0 < h \leq H \)), then \( y_n \to 2 \) smoothly from below. If \( h \) is a bit larger, though, the values of \( y_n \) oscillate as \( n \) increases – we say that \( y_n \) overshoots and undershoots the limit \( y = 2 \). Write a code that identifies the threshold value \( H \) to 2 digits (for example, \( h = .67 \) is smooth but \( h = .68 \) oscillates). Start with \( h = .50 \) and either plot or print the \( y_n \) values to see if they exceed 2.0 (this is overshoot). For plot commands, you can use
```matlab
plot(y)
axis([0 10 1.95 2.05])
```
to see a standardized plot. You can automate the determination of \( H \) in a loop, or just try different \( h \) values until you see the oscillatory behavior. Submit a copy of your code with the threshold condition clearly marked.
3. Numerical convergence. Consider the Maclaurin Series $\ln(1 - x) = -\sum_{n=1}^{\infty} \frac{x^n}{n}$, which converges for $x \in (-1, 1)$. This can be approximated by truncating the series to $-\sum_{n=1}^{N} \frac{x^n}{n}$. Write a code that computes the truncation using a range of $N$ values (put them in a loop). For $x = 0.5$ (near the center of the interval of convergence), determine the minimum $N$ value so that the truncation has 4 accurate digits (rounded) after the decimal point, and the minimum $N$ so that it has 10 accurate digits (rounded) after the decimal point. Write the truncation in the format `%10.4f` or `%20.10f`. Repeat this for $x = 0.95$, which is near the edge of the interval of convergence). We will discuss the code structure in class. Submit one copy of your code and a table with the 4 truncated values and their corresponding $N$ values. | 1,628 | 992 | {
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Each year there are many email questions related to problems with growing specific orchids or asking for help diagnosing some disease or pest. There is also the occasional general question which asks “what is the most difficult challenge I face growing orchids?” It is also a question I get when I speak to orchid societies. The answer is growing many different species and hybrids, which come from many different habitats in one greenhouse.
Orchid species are always the most difficult because they evolved within a specific habitat and environment and often there is some critical need for rest, dryness, etc. during some part of the year that must be met or the orchid dies or does not flower. Some hybrids derived from these species may also have a similar requirement, but typically hybrids are more forgiving if one forgets to give them the appropriate conditions.
In many cases a dry period is required to coincide with drought in the orchid’s native habitat. It is fairly easy to set plants requiring a dry period aside and limit watering if there is lots of space or there are just a few orchids, but more difficult if one has several thousand orchids in a relatively small space. Over the years I have developed several approaches that have allowed me to manage problematic orchids.
The primary approach has been to place plants that require dry conditions in extremely coarse media or even to mount them. They are grown in the brightest part of the greenhouse where they dry quickly even when they are in a growth mode. While they may dry out more than would be ideal during their growth cycle, they also are more than dry enough during their dry season as well. For most, the dry requirement coincides with winter when watering is reduced anyway. I also take advantage of the change in the angle of the sun so that these orchids get more direct light in winter.
More problematic are orchids that want more water in winter and less in summer. These have not fared well over the years, but lately they have been moved outside during summer where they get only the occasional shower and little or no fertilizer and then moved under vandas in baskets during winter as these get watered most during the cool part of the year.
There are also orchids in my collection that do not like summer heat. Some of these come from high elevations where nights regularly go down into the 40's F, but never above 80 F during the day. I grow these mounted or in very coarse media also and keep them under benches in summer where it is coolest. Admittedly, they do not thrive in summer, but survive. Once the Fall Equinox arrives, they are moved into more light and in winter they go right against the glass in places where water drips during the coldest nights. Typically, they grow well and flower before the heat returns and they are returned to their under bench hiding spot where lots of air movement is maintained. If I forget to move them under the bench in time they go downhill fast and have been lost.
Roaches have been my biggest enemy since arriving in Florida. After the last mention of this problem in the “Tips” column there were several suggestions regarding Diatomaceous Earth. I have used this before in the house, but not sure if it would help in a greenhouse. Nevertheless, I obtained a bag and spread it on tables, but not on plants. Within a week or two dead roaches appeared on the greenhouse floor. These were the larval stages that cannot fly, but this is the first time I have had any success again these vermin. Thanks to those who sent me the suggestion. | 1,265 | 721 | {
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International Yoga Day
Yoga is a mental, physical and spiritual practice that needs to be carried every day. Keeping this into an account, “The International Yoga Day” was celebrated on 21st June to bring peace, harmony, happiness and success to every soul in the world.
This was a great opportunity to imbibe the value of discipline. In this event, the teachers got the chance to know how yoga embodies unity of mind and body.
All the teachers actively participated and performed different yoga postures like Bhujangasana, Bhadrasana, Pavana Muktaasana and Pranayam etc.
Workshop on Spoken English
In order to improve the language skills of the teachers of primary wing, a workshop was conducted on 22nd June by Mr. Anupam Bhatnagar. The proper usage of present tense was taught to improve the grammatical part. It was actively participated by all the respective teachers.
Workshop on Personality Development Skills and SWOT Analysis
A workshop on “Personality Development Programme” was organised on 29th June by Mr B. Vijayakumar. The main objective of the Workshop was to familiarise participants with the emerging ideas and trends on how to develop personality.
The workshop was started with an activity of “The Interpersonal Communication Inventory”, a self report instrument for assessing one’s Listening, Sending clear messages, Giving and getting feedback and Handling emotional interaction skills.
The first technical session was started with “Interpersonal Skill Development”. The speaker mentioned that interpersonal skill elements include Effective Communication, Active Listening, Assertive Behaviour, Emotional Intelligence, Managing Conflict and Togetherness.
In the second technical session, the speaker presented a “SWOT analysis” which is used to help a person or organisation identify Internal factors (Strength and Weakness) and External factors (Opportunity and Threat).
The programme also aimed to teach participants:
- To work with people and groups to understand the meaning of life and work in the present context.
To enhance their communication skills and interpersonal skills in order to function in professional and social settings effectively.
To understand effective planning, time management and implementation for setting goals and achieving both personal and professional goals.
To learn to evaluate oneself (self appraisal and introspection) for further growth, personally and professionally.
• **Sports Activity**
An inter house tournament was organised on 29th June for classes I to V. Different sports events like 50 metre race, Jalebi race, Three legged race, Sac race and Book balanced race were performed by the juniors. | 1,158 | 515 | {
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GRADE Five
CHAPTER Two
Worshipping God
Objectives
• To realize that we owe God thanks every day
• To learn to respect God’s creation and to care for it
• To learn the connection between providence and stewardship
• To determine ways to work for a better environment
Step One: Invite: Name your personal experience
• Draw a picture of five things God created that you are very grateful for. Discuss your drawing with your family.
• Read the story about Chico Mendes and his friends on p. 50-51. Answer these questions:
o Why did Chico organize the rubber tree workers?
o What did he succeed in doing?
o Did everyone like what Chico did? Who are some people who did not like his care of creation?
• Look at Words of Faith on p. 53. What is the relationship between providence and stewardship? Who’s job is providence? Who’s job is stewardship?
• What does it feel like to know that you, a human being, are the crown of all of God’s creation?
Step Two: Explore: Understand the meaning of God’s Word and Teaching
• Make a chart with three columns. Title column one, Reduce; column two, Reuse; and column three, Recycle. List at least three practical things you and your family could do to be good stewards of God’s providence, in each column. Draw a picture that illustrates each choice.
• Make a list of the seven sacraments. Next to each sacrament, name something God created that is used in the sacrament.
• Do an action like Chico Mendes. Call your city’s Mayor’s Office and ask if your family may interview the mayor to see how your city reduces, reuses and recycles creation. As a family, make a list of the questions you will use when you visit the mayor.
Step Three: Celebrate: Offer prayers of praise and thanksgiving
• Have each family member who can write, compose a psalm that thanks God for his providence and praises him for creation. For inspiration look at the psalm on p. 54 or go to your Bible and look up the Book of Psalms.
• Use each person’s psalm for prayer during this week, one at a time.
Faith Activities: Tips
• Throughout each chapter, there will be sections marked “Activity.”
• Feel free to choose as many activities as you wish to share with your family. At a
minimum, choose one activity above and beyond what might be mentioned in Steps 1-3.
• Follow the directions for the activity, share popcorn or a treat, relax and enjoy it.
• Post any artwork until the next lesson and then use the next chapter’s activity to take its place. | 1,033 | 572 | {
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Blood Pressure Chart
What's your Adult blood pressure?
Draw a line from the Systolic number to the Diastolic number.
"Sweat is the best cardiovascular agent known to man."
- Stanford Cardiologist
| Systolic in. hg | Diastolic in. hg |
|-----------------|------------------|
| 230 | 140 |
| 220 | 130 |
| 210 | 120 |
| 200 | 110 |
| 190 | 100 |
| 180 | 95 |
| 170 | 90 |
| 160 | 85 |
| 150 | 80 |
| 140 | 75 |
| 130 | 70 |
| 120 | 65 |
| 110 | 60 |
| 100 | 55 (1267mm) |
| 90 | 50 (1014mm) |
| 80 | 40 (760mm) |
| 70 | 30 (507mm) |
| 60 | 20 (254mm) |
| 50 | 10 (1267mm) |
**Very Severe Stage 4**
- Stressed, red, bloated, sedentary, increased risk of cardio-vascular disease, heart attack, kidney disease, stroke, death.
**Severe Stage 3**
**Moderate Stage 2**
**Mild Stage 1**
**Borderline**
- "High Normal"
- Evening BP, or Before salty, fatty food
**Suggested Optimal**
- Normal Blood Pressure
- BP after Strenuous Exercise
**Low Normal**
- Athletes, Children = Normal
**Hypotension - Low Blood Pressure**
- weak, tired
- dizzy, fainting
- coma
**Death**
**BP Lowering Tactics**
- Stop smoking
- Reduce weight
- Exercise
- Low salt
- Low protein
- No Caffeine
- Mild sedation
- Sufficient rest
- Don't oversleep
**Vitamins**
- Vitamin C - 1000mg
- Vitamin E - 800mg
- B complex - big-mg
- Folic Acid - 800mg
- Niacin - 100mg
**Amino Acids**
- Co-Q10 - 120mg
- Carnitine - 1000mg
- Taurine - 500mg
**Foods**
- Flax oil - 1 tbl
- Fish oil - EPA 600mg - DHA 400mg
**Herbs**
- Hawthorne Berry - 1.5g
- Garlic - lots (selenium)
**Minerals**
- calcium - 666mg
- magnesium - 266mg
- zinc - 10mcg
**"No" Foods**
- High-salt
- Medium-salt
- No hydrogen. oils
- Reduce saturated fat
- Reduce protein
**"Yes" Foods**
- (High K, Ca)
- Apples
- Avocado
- Bananas (K)
- Broccoli (K)
- Fish
- Grapes
- Oats
- Orange Juice (K)
- WATER
These are the personal thoughts of the author - nothing is implied, promised or guaranteed - no advice is intended. | 1,784 | 714 | {
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Ernest Rutherford’s discoveries about the nature of atoms shaped modern science and paved the way for nuclear physics. Albert Einstein called him a ‘second Newton’ who had ‘tunnelled into the very material of God’.
Born in 1871 near Nelson, Rutherford was to claim that his inventiveness was honed by the challenges he faced working on his parents’ farm: ‘We haven’t the money, so we’ve got to think’.
After gaining three degrees at Canterbury University College, Rutherford won a scholarship to the Cavendish Laboratory at the University of Cambridge, of which he was to become director many years later.
While at Cambridge, he became known for his ability to make imaginative leaps and design experiments to test them. His discovery that heavy atoms have a tendency to decay into lighter atoms heralded modern techniques of carbon dating and won him the 1908 Nobel Prize in Chemistry.
The second great discovery of his career was made at Victoria University of Manchester in 1909. With the help of experiments by assistants Hans Geiger and Ernest Marsden, Rutherford found that the atom consisted of a tiny, dense nucleus surrounded by oppositely charged electrons – a model that still forms the basis of atomic theory.
In 1917 Rutherford made his third and perhaps most famous breakthrough. While bombarding lightweight atoms with alpha rays, he observed outgoing protons of energy larger than the incoming alpha particles. He correctly deduced that the bombardment had converted nitrogen atoms into oxygen atoms. He had successfully ‘split’ the atom, ensuring his lasting scientific fame.
On what was to be his last trip to New Zealand in 1925, Rutherford lectured to packed halls around the country. His call for government support for education and research helped establish the Department of Scientific and Industrial Research the following year.
Public acclaim continued after his death in 1937. Buildings and streets in a number of countries bear his name, and his image has appeared on commemorative stamps, and, since 1992, New Zealand’s $100 banknote. He is the only New Zealander to have a chemical element – rutherfordium – named in his honour.
Read more on NZHistory
Ernest Rutherford stamp – Men and their moustaches
Ernest Rutherford
Ernest Rutherford memorial, Brightwater – Nelson memorials
Rutherford - Pickering memorial, Havelock – Marlborough memorials
External links
Rutherford: scientist supreme
Ernest Rutherford (Chch City Libraries)
Ernest Rutherford biography (DNZB)
How to cite this page
‘Rutherford wins Nobel Prize’, URL: https://nzhistory.govt.nz/ernest-rutherford-wins-nobel-prize-in-chemistry, (Ministry for Culture and Heritage), updated 18-Sep-2020 | 1,189 | 569 | {
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**Today's Cross Word Puzzle**
Every number in the form represents a word, which may be reading either horizontally or vertically. If the number is to the left of the number, the word is horizontal; if above, the word is vertical. The same number may be used for both horizontal and vertical. The definitions for the words in the puzzle answers are found below, with each answer representing a word in the form. You should now be able to find one that you recognize, and fill it in. Then, using the same form, one letter for each white square, you can add the other clues to the words, linking them together. Continue filling in this manner till the form is completed. When all the words in the puzzle correctly it should read both horizontally and vertically, the words corresponding to the definitions.
**Horizontally:**
1. Other name.
2. Toil.
3. Aspect.
4. Alike.
5. Narrative, of stich.
6. The other part.
7. Mother.
8. To.
9. Follower of Arius.
10. A part.
11. Organ of head.
12. Laid in broken ostrich.
13. Portion of medicine.
14. Blemish.
15. Inlet.
16. Puffball bird.
17. Backbones.
18. To.
19. Head coverings.
20. Unpleasant.
21. Prevention.
22. One by which.
23. Restaurants.
24. To.
25. To.
26. Thing just as pretty.
27. To.
28. Difficulty.
**Vertically:**
29. Means for radio.
30. French article.
31. A person's surname.
32. Canadian province (abbr.).
33. To.
34. Hail.
35. Standing place.
36. Boy.
37. A fish-like.
38. Fireman people.
39. To.
40. Border.
41. To.
42. Overwhelming self-esteem.
43. To.
44. Punny.
45. Part of head.
46. Part of to be.
47. To.
48. Hidden, overpowering fear.
**Answer to Yesterday's Puzzle**
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 |
|---|---|---|---|---|---|---|---|---|----|
| 11| 12| 13| 14| 15| 16| 17| 18| 19| 20 |
| 21| 22| 23| 24| 25| 26| 27| 28| 29| 30 |
| 31| 32| 33| 34| 35| 36| 37| 38| 39| 40 |
| 41| 42| 43| 44| 45| 46| 47| 48| 49| 50 |
**S'MATTER POP—Figure It Out**
**TAILSPIN TOMMY—A Stranger In A Hurry**
**THE NEBBS—Just A Moment**
**GAS BUGGIES—Alec's Worried**
**BOUND TO WIN—The Plan Of Smallpox** | 1,100 | 675 | {
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Junior Facts
"Our greatest glory in not in never failing, but in rising up every time we fail."–Ralph Waldo Emerson
People use language to learn, to make sense of the world, to bring order to their experiences, and to communicate with others. The English class should teach students to use language to connect to past experience, to understand the world in which they live, and to anticipate and to predict future possibilities.
Students who are college and career ready in Reading, Writing, Speaking, Listening, and Language 1) demonstrate independence, 2) build strong content knowledge, 3) respond to the varying demands of audience, task, purpose, and discipline, 4) comprehend as well as critique, 5) value evidence, 6) use technology and digital media strategically and capably, and 7) come to understand other perspectives and cultures (Common Core State Standards 7).
Canyons District Curriculum Map Units based on the Common Core State Standards
Eleventh Grade Honors
The Honors English program is geared to the advanced, highly motivated, responsible student. Honors students will engage in the intensive analysis of works from various literary genres and periods while increasing their ability to use written and spoken language to order ideas in coherent ways.
Honors students demonstrate high levels of
* academic interest
* critical thinking skills
* self-‐motivation
* effective written and oral communication
We look forward to working with the first junior class at Corner Canyon High School and anticipate a rewarding relationship with our students and their families. | 680 | 1,221 | {
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| Name: Itfuhit | Name: Itfuhit |
|--------------|--------------|
| **Smash:** | **Smash:** |
| Feelings | Feelings |
| Shy | Shy |
| Scared | Scared |
| Afraid | Afraid |
| Crying | Crying |
| Happy | Happy |
| Laughing | Laughing |
She is worried.
She is afraid.
She is crying.
I hug her.
She is happy.
She is laughing.
The program is designed to be flexible and can be adapted to meet the needs of individual students, schools, and districts. It includes a variety of resources such as lesson plans, activities, and assessments that can be used in the classroom or at home. The program also provides professional development opportunities for teachers and administrators to ensure they have the skills and knowledge needed to implement the program effectively.
In addition to the program itself, the organization also offers support services such as technical assistance, consultation, and training. These services are available to help schools and districts implement the program successfully and make the most of its benefits.
Overall, the program is an excellent resource for schools and districts looking to improve their reading instruction and help students become successful readers. With its comprehensive approach and wide range of resources, it has the potential to make a significant impact on student achievement and literacy rates.
The Indigenous Literacy Foundation is a registered charity that provides books to Indigenous children across Canada. The Foundation’s mission is to improve literacy rates among Indigenous children by providing them with access to books and reading materials. The Foundation works with schools, communities, and organizations to ensure that Indigenous children have the opportunity to read and learn. The Foundation also provides training and support to teachers and librarians to help them develop effective literacy programs for Indigenous students. The Foundation’s work is funded through donations from individuals, businesses, and organizations. The Foundation has been working since 2004 and has provided over 1 million books to Indigenous children across Canada.
The program is designed to be flexible and adaptable, allowing for customization based on the specific needs and interests of each student. This approach ensures that students receive a tailored education that meets their unique learning styles and goals.
In addition to academic support, the program also focuses on developing essential life skills such as communication, teamwork, and problem-solving. These skills are crucial for success in both personal and professional settings.
Overall, the program aims to provide a comprehensive educational experience that prepares students for the challenges of the 21st century. By combining rigorous academics with practical skills and a supportive environment, we believe that our students will be well-equipped to thrive in an ever-changing world.
Three students sitting on steps, each holding a book and reading.
The students in the class are learning about the Maori language and culture. They are using books to learn about the language and its use in everyday life.
The Indigenous Literacy Foundation is a registered charity that provides books to Indigenous children across Canada. The Foundation’s mission is to improve literacy rates among Indigenous children by providing them with access to books and reading materials. The Foundation works in partnership with schools, communities, and other organizations to ensure that Indigenous children have the opportunity to read and learn. The Foundation also provides training and support to teachers and librarians to help them develop effective literacy programs for their students. The Foundation’s work is funded through donations from individuals, businesses, and foundations. The Foundation has provided over 10 million books to Indigenous children since its inception in 2004.
The library is a place where students can find books, magazines, and other resources to help them with their schoolwork. It is also a place where they can relax and read for pleasure. The library is open during school hours and on some afternoons. Students can borrow books and other materials from the library and return them when they are finished. The library has a variety of books and other resources that are available for students to use. | 1,853 | 806 | {
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1.Motion diagram.The circles represent the position of a particle in meters at moments separated by 1 sec. The mass of the particle is 3.0 kg.
a. What is the net force on the particle when x=2 m? F = 0
c. What is the velocity when x=6m? v = (v x ,v y ) =(0,2m/s)
b. What is the direction of the force when x=8m?negative x.
d. What is the velocity when x=13m?(1,1.5) m/s NOTE: if you just give the magnitude, 1.8 m/s, that is NOT enough.
e. What is the direction of the force when x=13m?positive y f. What is the magnitude of the force when x=13m?6N. NOTE: the y velocity increases from 1 m/s (a half second before) to 3 m/s (a half second later) so ay=2 m/s 2 .
2.Sliding down an incline.The mass m=4.0 kg, and the angleθ = 25. degrees.
a. What is thedirection and magnitude of the force of gravity in the coordinates x,y as drawn parallel and perpendicular to the incline?
F=(
mg sin
θ, −
mg cos
θ) =(17N,-‐36N)
b. What is themagnitude and direction of the normal force? N = (0, mg cosθ) =(0,36N)
c. If there is no friction, what is the acceleration? a
x
=gsin =4.1m/s.
a
θ
y
= 0.
d. If the coefficient of frictionµ = 0.20, what is the frictional force? fx = -‐µmgcosθ = -‐7.1N. Fy=0.
e. What is the acceleration now?ax = gsinθ-‐µgcosθ =2.4 m/s 2
3.Two coupled masses. The mass mA is 10.0 kg, and mB is 8.0 kg. The angleθ is 0 degrees. You can treat the two masses separately, and consider each to have a one-‐
dimensional motion. There is an unknown tension T in the cord. There is no friction.
a. Draw the free body diagram for mB. What is the direction of a for this mass? up Choose this as the positive direction for this mass.
b. Draw the free body diagram for m
A.
left
What is the direction of a for this mass?
Choose this as the positive direction for this mass.
c. Note that the two masses must have the same acceleration. Write two equations, one for the acceleration of each mass (Newton’s equation).
m a=T m a=m g− T from these you can eliminate T, getting (m m
d. Find the acceleration.
A
B
B
A
a
+
=
B A
+
B
m g/(m m)
2
=4.4 m/s.
B
) a=m
B
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Download Cell Amusement Park Project
Cytoplasm The primary function of ribosomes is to make proteins. These proteins drive the cell. The whole idea of amusement parks is to have fun, so the protein of an amusement park are the rides because they are the main thing that provides fun for everyone. Thanks For Watching
Three Layers to the Park - Generalized Cell • Entry to the park - Plasma Membrane : Is made of a phospholipid bilayer which has the ability to open and close channels to allow things to enter and exit .
I picked my attraction to Bethe amusement park because I love going on rides. This is something I am really interested in. The help desk is like the nucleus in a cell. The help desk in an amusement park and the nucleus in a cell both contain information. The entrance gate of an amusement park is function in the amusement park as it does in a cell. You will turn in this worksheet with your map. 2. Design and draw a map of your amusement park. You may hand draw the map, use a computer, include clip art, or cutouts from a newspaper or magazine. You may be as creative, artistic and humorous as you like while remaining accurate. 3. Label the amusement park with the corresponding park AND ...
Inside of a Cell: Amusement Park Project organelles. Like the organs in your body, each one carries out a specific function necessary for the cell to survive. In this project you will be comparing the cell organelles and functions to those of a working amusement park. For each organelle below, describe what the organelle looks like, list the part of the amusement park that is similar to that ...
Cell Analogy ProjectBy: Zara AmeliAmusment Park!I am comparing a plant cell to an...Cell Membrane=GateThe cell membrane controls what enters and leaves the cell. The gate controls who enters and leaves the park.Nucleus=ManagerThe Nucleus controls what happens in the cell. The manager of the park controls what goes on in the park.Chloroplast ...
To enter the Amusement Park, I had to buy tickets and go through the Ticketing Entrance with my tickets with me. In this manner, it felt very similar to the Cell Membrane, which only allows certain substances to pass through, into the Plant Cell, while this Ticketing Entrance, only allows those who have the tickets, thus certain people, to pass ...
Amusement park rides use the laws of physics to thrill and excite riders. Because of this, rides make interesting science demonstrations for students studying the laws of motion. Tie your class science projects and demonstrations to amusement rides, then take a trip to an amusement park to enjoy physics in action.
Our park is very clean because of the great Lysosome clean up crew we have. They make sure the park stays safe and clean! The crew contains workers who will collect the garbage in the park and break it down exactly how the lysosomes of a plant cell contain enzymes that will break
Best Answer: Sounds like a fun project... these are the best "I'm tired and thinking outside the box" crackpot answers I could think of. Sorry if they suck. The Cell Wall would be like the outside wall of a park. It seperates the fantasy created inside the park from the outside world (reality). The cell ...
Other Files :
Cell Amusement Park Project, Cell Theme Park Project, Animal Cell Amusement Park Project, Animal Cell Theme Park Project, Inside Of A Cell Amusement Park Project Answers, Inside Of A Cell Amusement Park Project, Cell Analogy Project Amusement Park, Cell Analogy Project Amusement Park Prezi, Cell City Project Amusement Park
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Bible Verse Game
intake or Response Activity to learn Bible verse
Duck, Duck, Goose
Materials
Bible Verse sign from the curriculum Deep Down Discussion Questions (optional)
Preparation
None.
Learning the Verse
Choose the whole verse or an appropriate length portion of the verse to learn. Read the verse slowly and explain it to them. A simple explanation is included on the back of the Bible Truth sign. Practice saying the verse with the children a few times.
Playing the Game
1. Have the children sit in a circle, cross-legged on the floor.
2. Choose a child to be "It". "It" will walk around behind the seated children, tapping each one on the head, the whole group recites the verse, saying one word for each head tap.
3. The child whose head is the last one to be tapped must get up and chase "It", hoping to tag "It" before "It" can get around the circle and sit down in the open spot in the circle.
4. If the child does tag "It" then he may take his place in the circle. If not, then the new child is "It." If desired, you can also ask them a question about the verse before repeating. See the Deep Down Discussion Sheet for possible questions.
5. Repeat as frequently as desired.
Bible Verse Game
intake or Response Activity to learn Bible verse
Slap, Clap and Stack
Materials
Bible Verse sign from the curriculum Deep Down Discussion Questions (optional) 10 or 12 Blocks or other stackable objects
Preparation
None.
Learning the Verse
Choose the whole verse or an appropriate length portion of the verse to learn. Read the verse slowly and explain it to them. A simple explanation is included on the back of the Bible Truth sign. Practice saying the verse with the children a few times.
Playing the Game
1. Tell the children that they are going to learn the verse while working together to make the largest stack of blocks/objects they can. After each time they say the verse, a child gets to pick out an object to put on the tower. Teacher will help them balance it in place.
2. Have everyone sit down in a circle around the stacking area. Say the verse together. If desired, you can add a motion the children do each time they say the verse, such as clap, stomp feet, etc. This will add movement to this game. Choose a child to pick out an object. Help the child put it in place.
3. Continue adding objects/blocks until all objects are used up or the tower falls down.
4. Repeat as desired. If desired, you can also ask them a question about the verse after every turn or every few turns. See the Deep Down Discussion Sheet for possible questions.
Bible Verse Game
intake or Response Activity to learn Bible verse
Simon Says How
Materials
Deep Down Detectives Discussion Questions (optional)
Bible Verse sign from the curriculum
Cube-shaped Cardboard box
Die Number and Action Chart (see below)
Paper, glue, and a marker
Preparation
1. Cut the paper into the size of one side of the cube. Use it as a pattern to make six pieces (one for each side of the cube)
Make a die out of the cardboard box as follows:
2. Glue each piece of paper onto each side of the cube.
4. Make a sign as follows:
3. Write the numbers 1-6 on the each side of the cube like a die.
1 = Head 2 = Feet
3 = Hands 4 = Hands and Feet
5 = Laying Down 6 = Eyes Closed
Learning the Verse
Choose the whole verse or an appropriate length portion of the verse to learn. Read the verse slowly and explain it to them. A simple explanation is included on the back of the Bible Truth sign. Practice saying the verse with the children a few times.
Playing the Game
1. Have the children spread out facing the leader.
2. Tell the children that they are going to play "Simon Says How", a game in which everyone will take turns making up different actions that they will do while saying the verse.
3. Explain that "Simon" will roll the die and make up actions that use the parts of the body that correspond to the number on the chart. Everyone else will then recite the verse while standing still. Then challenge them to recite it again while doing the actions "Simon" made up at the same time.
4. Simon will then choose another person to be Simon in his place. Repeat. If desired, you can also ask them a question about the verse after every turn or every few turns. See the Deep Down Detectives Discussion Sheet for possible questions. | 1,760 | 988 | {
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Liver Disease
healthy
liver
liver with
cirrhosis
Your liver is one of the largest and most important organs in your
body. It sits under your rib cage on the right side of your abdomen. Your liver's main job is to clean your blood and remove toxins, or harmful substances, from your body. This helps you fight infection and stay healthy. Your liver also helps you digest food, absorb nutrients and store energy.
Certain viruses, drinking too much alcohol, and using drugs can hurt your liver. To prevent liver disease, get screened and take steps to keep your liver healthy and prevent liver problems.
Causes of Liver Disease
The American Liver Foundation estimates that one in 10 Americans is affected by liver disease. The most common causes of liver disease are:
* Obesity—Being overweight can cause extra fat to build up in your liver. Extra fat can cause inflammation in your liver.
* Drinking too much alcohol—Alcohol abuse is a main cause of liver damage. Heavy drinking can cause cirrhosis, or inflammation and scarring of the liver. Cirrhosis is a major risk factor for liver cancer.
* Hepatitis B—This virus can be passed from person to person through blood or bodily fluids (from your penis or vagina). You can get it from having unprotected sex with someone who has hepatitis B. Hepatitis B is a major risk factor for liver cancer.
* Hepatitis C—This virus can be passed from person to person through blood. You can get it from sharing drug needles or from having unprotected sex with someone who has hepatitis C.
What Happens When You Have Liver Disease
Liver disease means your liver is damaged and doesn't work as well as it should. When your liver is damaged, it swells, or becomes inflamed. Inflammation that happens over time can scar your liver. This is called cirrhosis.
If you have cirrhosis or other liver damage and do not get treatment, your liver will start to lose its ability to do its job to keep you healthy.
Talk to your doctor about liver disease if you have any of the following symptoms:
* severe pain or swelling in your abdomen
* itchy skin
* pale, bloody or very dark stools
* fatigue
* loss of appetite and nausea
* your skin and the whites of your eyes have a yellow tint (jaundice)
Screening for Liver Disease
It's important to get screened for liver disease because you might not have symptoms of liver damage in its early stages.
Talk to your doctor about your risk of liver disease. Get screened if you have multiple sexual partners and do not always use safer sex practices. And get screened if you think you've been exposed to the hepatitis virus.
To learn more, visit:
* American Liver Foundation www.liverfoundation.org
* Centers for Disease Control and Prevention www.cdc.gov
This PatientPoint® handout may be reproduced for patient use and is provided courtesy of your doctor:
Screenings for liver disease include:
* Blood test—This is the most common screening for liver disease.
* Imaging—Your doctor will use radiological imaging, which takes pictures of the inside of your body, to look for problems in your liver.
* Biopsy—Your doctor takes a sample of liver tissue to test for liver problems.
If you have liver disease, your doctor will talk to you about treatment options. These may include medicines, surgery or, in some cases, a liver transplant.
How to Prevent Liver Disease
There are several things you can do to keep your liver healthy and help prevent liver disease:
* Limit how much alcohol you drink, or don't drink at all. Men should have no more than two drinks per day, and women should have no more than one drink per day.
* Maintain a healthy weight through diet and exercise. Eat a low-fat, high-fiber diet full of vegetables, fruits, legumes and whole grains. And exercise for 30 minutes at least five days a week.
* Don't smoke. The chemicals in cigarettes can harm your liver. Visit www.smokefree.gov for help quitting.
* Use condoms and safer sex practices to reduce the risk of getting hepatitis.
* Talk to your doctor about getting the hepatitis B vaccine if you are at risk.
* Take medicine exactly as your doctor prescribes. Some medicines, especially if you take them with alcohol, can damage your liver. Read medicine labels carefully, and talk to your doctor about all the medicines you take.
Remember:
* Your liver is an important organ that cleans your blood, stores energy and helps digest food.
* Liver disease means your liver has become inflamed and scarred and can't work like it needs to.
* Get screened for liver disease because early liver damage doesn't always have symptoms.
* Limit the amount of alcohol you drink, take medicine as prescribed, and maintain a healthy weight. | 1,879 | 1,019 | {
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Test 2 Module 2
Traveller
VOCABULARY
A. Cross out the odd word.
1. orange
purple
short
green
2. hair
passport
ticket
map
3. brother
girl
father
husband
4. cheap
jacket
trendy
horrible
5. shirt
shoes
trainers
boots
6. slim
handsome overweight chubby
B. Complete the sentences with the words in the box.
expensive wife dictionary beautiful backpack
6
SCORE
1. This is my
Linda.
2. A: Where’s my camera?
B: It’s in your.
3. Alice is a(n)
young woman.
4. This jacket is nice but it's very.
5. This word isn’t in the.
5
SCORE
COMMUNICATION Match.
1. Who’s got my mobile phone?
2. Whose trainers are these?
3. Are you an only child?
4. How old is your father?
5. That’s my jacket, it isn’t your jacket.
6. You look familiar.
a. No, I’ve got a sister.
b. I’m your cousin’s flatmate.
c. Ben.
d. I’m so sorry.
e. They’re Kelly’s.
f. He’s in his fifties.
SCORE 6
GRAMMAR
A. Write the sentences in the plural.
Traveller
1. This umbrella is black and blue.
3. The top is cheap / expensive.
2. That torch is new.
3. That woman has got long hair.
4. Has Tina got a black dress?
5. This passport is Canadian.
5
SCORE
B. Complete with the correct form of the verb have got.
1. A: your dad a map of the USA? B: Yes, he . He a map of Canada, too.
2. I two daughters and one son. My daughters fair hair and blue eyes but my son dark hair and brown eyes.
3. A: you a camera? B: No, I . But my brother two cameras. 9 SCORE
C. Choose a or b.
1. Is your camera?
a. this
b. these
2. My has got a lot of T-shirts.
a. flatmate
b. flatmate's
3. My eyes aren't grey, blue.
a. it’s
b. they're
4. Dave has got a .
a. blue suit b. suit blue
5. This umbrella is .
a. my father
b. my father's
6. A: I’m sorry but my jumper.
B: You're right. I'm sorry.
a. that
b. that's
7. That is a very .
a. dress beautiful b. beautiful dress
7
SCORE
LISTEN
Listen to three dialogues and circle the correct answer.
1. Wayne is Penny’s friend / brother .
2. The ticket is Jason’s / Linda’s.
READ
Read and tick the correct pictures.
Traveller
SCORE 6
SCORE
WRITE
Choose two family members and write a few sentences about them.
What are their names?
How old are they?
What do they do?
What do they look like? | 1,685 | 699 | {
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CELEBRATINGBIODIVERSITY
**adapted from David Suzuki Foundation's "Connecting with Nature"
Name:
Date:
Materials:
- Coat hanger
Biodiversity: the variety of plants, animals, bacteria, and fungi in an area; the diversity of living things.
WHY IS BIODIVERSITYIMPORTANT TO THENATURAL BALANCE OFLIFE?
- String
-Pencil/marker/pencil crayons
- Paper
- Scissors
- Single-hole punch
Instructions:
Watch the video "Why Biodiversity Matters" 1.
(https://www.youtube.com/watch?v=N5ssjM2Fjuc)
Take a walk in your backyard or in your neighbourhood. Conduct a survey of the different species of plants and animals that you come across. Do you think the variety of species has increased or decreased over the years? Are there any species you think have become more/less common since the area was developed? 2.
Read Appendix G1. 3.
Use the Internet, books, or other materials to research a native tree (a species that is local to your region or to Ontario). 4.
Create a mobile of this species using paper cutouts of drawings and information, and attaching them to the coat hanger with different lengths of string. Some information to include: 5.
Drawings and pictures of the tree, leaves, and bark a.
A description of the species b.
Its habitat range c.
Role in the ecosystem (what animals eat it, or live in it, etc.) d.
Status of the species (endangered, threatened, least concern) e.
What is biodiversity? What is a species at risk?
What is biodiversity?
Biodiversity is a word for the variety of life on Earth. Biodiversity is all around us — from the tiniest insect to the vast northern forest and the coastal oceans.
There are different kinds of diversity:
* Species diversity is the number of species found in a certain habitat, region, or ecosystem. There are more than 30,000 species in Ontario alone.
* Genetic diversity is the diversity of genes within a species. Genes are the building blocks of life. They determine things like eye and hair colour. A high genetic diversity makes a species stronger, healthier, and more dynamic.
* Ecosystem diversity is the number of different ecosystems in a region. Ontario has many different ecosystems, such as forests, prairies, grasslands, lakes, streams, wetlands, and tundra.
Why is biodiversity important?
* We're all connected. Imagine all the maple trees disappeared. Not only would we miss their leafy shade, fall colours, and maple syrup, but we'd lose all the valuable oxygen, homes for birds and animals, and wood for buildings and furniture that maple trees provide. The look of our backyards, forests, and province would change forever. Every species on Earth, including human, is connected. We all rely on each other to survive.
Photo: Eric Parker
* It's valuable. Many medicines are made from natural sources. If we destroy biodiversity, we could also be destroying life-saving medicines, many of which have not yet been discovered. We also rely on biodiversity for clean air and water, food, tourism, and outdoor experiences like hiking, fishing, and canoeing.
* It needs protecting. We have a responsibility to protect biodiversity for its own sake. The incredible variety of species in Ontario is a product of thousands of years of evolution. We need to protect biodiversity for future generations of Ontarians.
Adapted from Ontario Ministry of Natural Resources.
Appendix G1( 2 of 2 )
What is biodiversity? What is a species at risk?
What is a species at risk?
Any naturally occurring plant or animal in danger of extinction or of disappearing from the province is called a species at risk. Once a species is classified as at risk, it is added to the Species at Risk Public Registry. There are four categories, or classes, of species at risk:
* Extirpated: a native species that no longer exists in the wild in Ontario but still exists elsewhere (for example, Greater Prairie Chicken)
* Endangered: a native species that faces extinction or extirpation (for example, Cucumber Tree)
* Threatened: a native species at risk that is in becoming endangered in Ontario (for example, Fowler's Toad)
* Special concern: a native species sensitive to human activities or natural events that may cause it to become endangered or threatened (for example, Monarch Butterfly)
Monarch butterflies are a species of special concern.
Species can become at risk because of habitat loss, pollution, climate change, and land development, as well as the spread of invasive species. By learning more about biodiversity and why we need to preserve and protect it, we can all work to maintain and restore the natural balance that all life needs to survive.
Adapted from Ontario Ministry of Natural Resources. | 1,992 | 1,070 | {
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High blood pressure and stroke
What is stroke
- Being overweight.
A stroke occurs when the supply of blood to the brain is suddenly disrupted by a clot, plaque or a bleed when an artery bursts. When blood stops flowing, the brain does not receive oxygen it needs and therefore brain cells in the area die and permanent damage may be done. The good news is stroke is largely preventable and treatable.
What is blood pressure?
Blood pressure is the pressure of your blood on the walls of your arteries as your heart pumps (systolic) and relaxes (diastolic).
Although blood pressure can vary throughout the day such as during exercise or with stress, our body aims to maintain our blood pressure in a tight range.
Sustained high blood pressure (hypertension) puts a strain on blood vessels over time and is an important risk factor for stroke. It is the most preventable cause of stroke worldwide.
What causes high blood pressure?
There are a number of risk factors that have been linked to high blood pressure. These include:
- A family history of high blood pressure.
- Getting older
- Lack of exercise.
- Drinking alcohol.
- Smoking.
- Diabetes.
- A diet high in salt. All types of salt that contain sodium can significantly impact blood pressure.
Why does blood pressure matter?
High blood pressure puts a strain on blood vessels all over the body, including the arteries that lead to the brain. This means the heart has to work much harder to keep the blood circulation going.
High blood pressure can lead to a stroke in several ways:
- It damages blood vessel walls and makes them weaker which can then burst leading to a bleed in the brain.
- It can cause blood clots or plaques to break off artery walls and block a brain artery.
- It can speed up common forms of heart disease such as an irregular heart rhythm (Atrial Fibrillation) which can lead to clots forming and travelling to the brain.
- Men are more likely to have high blood pressure than women.
| Severe blood pressure BP 180/100mmHg or higher |
|---|
| High blood pressure BP 140/90mmHg or higher |
| Normal blood pressure BP 120-140/80-90mmHg |
*This is an assessment only considering blood pressure risk. You should also consider if you have other factors listed above (such as smoking, older age etc) which will increase your risk of stroke, heart disease or type 2 diabetes. Please consult your doctor for a full risk assessment.
High blood pressure is treatable
It is important to see your doctor immediately if your blood pressure is greater than 160/100mmHg.
If you have high blood pressure or multiple risk factors for heart disease or stroke, your doctor may recommend medication, lifestyle changes or a mix of both to lower your blood pressure.
Medication does not cure high blood pressure, it can only help control it. Most people who are treated for high blood pressure will need to keep taking medication over a lifetime.
Things you can do to lower your risk
There are a number of factors you can control to help reduce your blood pressure and chances of having a stroke.
- Know your blood pressure. The lower your blood pressure the lower your risk of stroke. Get it checked by a GP or Pharmacist.
- Healthy eating. Enjoy a variety of foods especially plant based foods including fresh fruit and vegetables, legumes and wholegrain breads and cereals.
- Get active. Try to engage in at least 30 minutes of moderate physical activity on most days of the week. Every move counts, through being active at a higher intensity will result in a greater health benefit.
- Drop the salt. The more fresh food you eat, the less salt you'll get. Don't add salt when you cook or when you eat. Check the salt content in all processed foods and aim for 400mg/100g of sodium or less.
- Avoid alcohol. Your doctor can talk to you about alcohol and your stroke risk.
- Be smoke-free. Quit smoking. Call Quitline on 13 7848.
Signs of stroke
F.A.S.T. is an easy way to remember and recognise the signs of stroke.
About us
Contact us
StrokeLine 1800 STROKE (1800 787 653)
strokefoundation.org.au /strokefoundation
@strokefdn
@strokefdn
Stroke Foundation partners with the community to prevent, treat and beat stroke. We do this through raising awareness, facilitating research and supporting survivors of stroke. | 1,815 | 960 | {
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Access Tech Careers
Improving Access to Technological Education and Careers for Community College Students with Learning Disabilities: Landmark College's Professional Development Hybrid Course
| Hard Skills | Critical thinking & Problem solving | Teamwork & Collaboration skills | Professionalism & Work Ethic |
|---|---|---|---|
| Reading | − Understands and recalls main ideas − Understands and recalls important details − Understands and recalls important procedures and policies − Understands and adopts new vocabulary − Employs effective reading strategies − Makes connections between texts and job tasks | − Asks questions to clarify and extend learning − Shares understanding with team − Invites and considers other interpretations − Identifies and shares related/additional resources | − Completes reading of technical and policy-‐ related documents − Completes required readings on schedule − Uses computers only for work-‐related reading and tasks − Uses online tools to block access to distractions |
| Writing | − Asks questions to clarify writing requirements − Clearly states main ideas and concepts − Provides appropriate level and amount of detail to support main ideas − Uses appropriate writing formats − Uses graphic organizers when appropriate to illustrate concepts | − Writes to support clear communication − Invites and incorporates feedback − Provides feedback when requested − Identifies and shares related/additional resources | − Completes all required writing tasks on time − Uses standard English usage, grammar, spelling − Uses vocabulary appropriate for purpose − Revises for clarity, correctness, appearance |
This material is based upon work supported by the National Science Foundation (NSF) under Grant No. DUE-‐0902904. 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. © 2010 Landmark College
Access Tech Careers
Improving Access to Technological Education and Careers for Community College Students with Learning Disabilities: Landmark College's Professional Development Hybrid Course
| Oral Communication | − Practices effective listening − Expresses ideas effectively − Makes relevant responses − Concisely states main ideas − Provides appropriate level and amount of detail to support main ideas − Makes clear connections to work-‐related issues − Asks questions to clarify | − Speaks with purpose − Displays respect and tolerance for alternative views − Asks questions to clarify − Restates ideas to confirm understanding − Invites and incorporates feedback − Provides constructive feedback when requested | − Chooses appropriate time and place for speaking − Uses appropriate vocabulary and tone for audience − Is well-‐organized − Is clear and effective |
|---|---|---|---|
| Math | − Understands and recalls math concepts − Analyzes problems for known and unknown information − Applies math concepts to problem solving | − Asks questions to clarify the task at hand − Shares understanding and strategies with the group − Invites and considers other approaches to solving a problem | − Completes assignments on time − Shows the steps and work required to solve problems on tests and assignments − Checks problems for accuracy |
| Tech skills | − Applies course learning to solve real-‐life or scenario-‐ based problems | − Works effectively with teams to complete tasks − Takes leadership role when appropriate | − Dresses appropriately for class and work setting and tasks − Promptly arrives for class − Arrives to class prepared to work productively |
This material is based upon work supported by the National Science Foundation (NSF) under Grant No. DUE-‐0902904. 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. © 2010 Landmark College | 1,895 | 1,286 | {
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Biblical Newspaper by Shirly Pugatzky
Subject area: Torah, Hebrew, Jewish History & Culture, Tools/Games, Israel, Art.
Educational Tool for single or multiple use
Target age group: 3 rd grade and up (level of activity can rise as age appropriate)
Lesson Objectives: : The students will learn the Torah stories with great details and receive a new vocabulary from the specific Torah story. The student will be able to use his creativity and imaginations with regards to the era learned, and raise inspiration to the studies of Torah all together. The student will learn new facts about the era, culture, Geography and History of Israel and the nations surrounding it and will be able to deeply experience the culture.
This method is highly creative and inspiring for all children and adults as well. The idea here is to teach the Torah stories in details. I usually read straight from the Torah, and take note as we go along. The teacher should stop frequently for discussion with the students. The notes are taken in both English and Hebrew. The use of Hebrew is more for new vocabulary and in English for thoughts and ideas, Midrash and so forth. This creates the ground material for the news paper. When the teachings and reading the story or the Parashat Hashavua (the portion of the week, which could take more then one or two classes if going into details) is done, we move into the next faze of starting to create the news paper.
The process of making the news-paper starts by choosing the main event, which should be from the Torah we just red. This event or story will be on the front page as the main and most important issue of the new-paper. In this case as you can see further in the example we choose the nomination of Yosef to be Paro's first man as the main event and front page story. Once we choose the main article, we started thinking about the rest of the paper which includes articles, interviews, advertisements, pictures, death and marriage announcements and more as your imagination takes you. These articles and advertisement are relative to the time and content of the story.
Each student picked up or came up with an idea for a section he/she wanted to cover in this audition. The student had time to go home, make a search, think and write her piece. Some pieces had to stay very loyal to the torah and some could be more inventive and creative. They could bring pictures, talk to parents, read other material and so forth.
Biblical Newspaper by Shirly Pugatzky
If the teacher likes the idea of a news-paper, the class could develop a formant of the paper, and repeat it for different stories. For instance, there can be a weather report. There can be a column of questions and answers in different areas and subjects. It could be a small Torah discussion about the vents taking place. There could be a fashion section and a job search and more. It is important to see what the children come up with since usually they will have fresh and new ideas about this.
In the case of Josef in Egypt, the book Egypt, Gods, Myths and Religion by Lucia Gahlin can be helfpul. This book is extremely illustrated and has many sections that can be used for our purpose. For example there was a map in there that can be copied and used as a map section in the paper with some highlighted locations and events. For the fashion section there where some good pictures and for advertisement we found pictured of tools and advertise them as new tools available in the market.
There are many other books that the teacher can find to be a source book for the class. And there is always the internet.
Example- Yosef in Egypt
I worked with 3rg grade at the BJDS on the full story of Yosef. When we reached the point when Yosef was appointed to be the ruler of Egypt, we decided to make the news paper and have the news of his appointment at the front page. From then on each child started developing different articles. Some made interviews with the master of drinks and some people at the jail, with regards of Yosef's history and life story. Some had a fashion column. There were advertisements for food and grains which were very relevant to our story. There were articles about new Pyramids and more. The children repeated some of the material mentioned in the story and created new aspect to it, like a Midrash. They put their own point of view or questions and concerns with regards to the topic at hand. Others were enthusiastic to explore more the time and era of the story. At this point children can be encouraged to search the news or books and be inspired to study out of interest and curiosity (a Jewish MUST learning style). The children can work on one piece by themselves or they can create an article with a partner.
Once all the material is collected and ready, the articles, pictures, drawings, collages the children made, the teacher and her helpers, can put it all together into a beautiful Biblical newspaper which the whole community can enjoy and Share.
Biblical Newspaper by Shirly Pugatzky
This is both an individual journey for each kid into the depth of the story and events and at the same time a community effort for the one, special never before edition of the Biblical news paper. | 1,863 | 1,097 | {
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Pairs (Pelmanism): important names and terms. Before you watch the film “The state”, study the following terms from the film. Afterwards you can cut them out and play “pairs” with them.
| actors, players | sozial Handelnde
| | (Begriff aus der Soziologie = Sozialwissenschaft) |
| democracy | Herrschaft des Volkes. Eine Regierungsform. Die Staatsführung (Parteien) ist die Vertretung des Volkes, die durch Wahlen und durch die Zustimmung der Mehrheit legitimiert wird. |
| industrialization | Zeitraum/Übergang von der vorwiegend landwirtschaftlich und handwerklich dominierten Wirtschaft zur industriellen Produktionsweise. Im Laufe der Industrialisierung werden immer mehr Güter und Dienstleistungen mit Hilfe von Maschinen erzeugt. Die Industrialisierung begann in Europa im 18. Jahrhundert in England, breitete sich im 19. Jahrhundert auch bei uns aus und ist seit dem 20. Jahrhundert in Asien und Lateinamerika im Gange. |
| Otto von Bismarck | Geboren 1815, gestorben 1898; gehörte zur adeligen Oberschicht. Er bekleidete unter anderem das Amt des Reichskanzlers des Deutschen Reiches. |
| authoritarian | befehlerisch, herrisch. Staaten, die so gelenkt werden, werden nur von einer bestimmten Gesellschaftsschicht (z.B. vom Militär) geführt. Vergleiche im Gegensatz dazu: demokratisch. |
| union | Vereinigung und Interessenvertretung von ArbeitnehmerInnen |
| Ludwig Erhard | Geboren 1897, gestorben 1977; Wirtschaftsminister und später Bundeskanzler der Bundesrepublik Deutschland. |
| social state | Ein Staat, dessen Politik darauf ausgerichtet ist, die wirtschaftliche und soziale Stellung von Personengruppen, deren Existenz gefährdet ist, zu verbessern. Diese Personengruppen können zum Beispiel Rentner, Behinderte, Arbeitslose, Alleinerzieher und deren Kinder sein. |
| intervention | Eingreifen, Einschreiten. Vom lateinischen intervenire = „dazwischentreten“, „sich einschalten“ |
| Social Partnership | Zusammenarbeit der Arbeitgeber- und Arbeitnehmerverbände. Durch den gemeinsamen Austausch sollen Konflikte friedlich gelöst werden. Es geht um ein gegenseitiges Verstehen und Entgegenkommen. |
S1, S2. Geeignet für den Film: The state. Fächer: Englisch, Politische Bildung, Sozialkunde, Wirtschaftskunde. | 1,280 | 622 | {
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Slideshow
Full Details and Transcript
Quick Quizzes as Learning Tools
Kettle Moraine High School, Wisconsin • March 2008
Topic: How to Organize Your Teaching
Practice: Spacing Learning Over Time
Highlights
* Quizzes can be short, quick activities that provide immediate feedback to teachers and students about concepts that need more instruction or study.
* By organizing quiz results by review topics, teachers can provide students with a useful tool for recognizing areas of strength and weakness.
About the Site
Kettle Moraine High School Wales, WI
Demographics
96% Caucasian
2% Hispanic
1% African American
1% Asian
10% Special Education/Disabled 4% Eligible for Subsidized Lunch 99.6% English Proficient
Mathematics teachers at Kettle Moraine High School adopted a new curriculum in 2004 to promote student mastery of concepts over time and to target support for students who typically struggle with traditional algebra and geometry programs. Distinctive features of the department's new approach to mathematics include:
* requiring students to explain their thinking and process for solving problems, both orally and in writing,
* use of manipulatives, visuals, and real-life scenarios to make abstract mathematical concepts more concrete,
* alternating worked problems with student practice when introducing new material,
* use of daily quizzes to review topics introduced days or weeks earlier,
* homework sets and tests designed to include at least 50% review topics,
* spiraling curriculum where new units build on concepts from previous units, and even previous courses, and
* Math Lab staffed by teachers throughout the day to support struggling students and strategic review of material.
Full Transcript
Presentation Title: Quick Quizzes as Learning Tools
Kettle Moraine High School, Wales, Wisconsin
By implementing a regular quizzing routine, math teachers at Kettle Moraine High School have been able to help students retain important concepts over time.
Slide #1: Quick and Easy
Each math teacher at Kettle Moraine uses some variation of a one- or two-question quiz that takes fewer than 10 minutes to administer and debrief. Mr. Willems posts questions on the board, eliminating the need for materials preparation.
Slide #2: Frequent Recall
In these closed-book quizzes, students are required to answer questions on topics they studied a few days or weeks earlier. The act of recalling this information helps to cement it in memory, reducing the likelihood that students will forget the material. The frequent quizzing has significantly reduced the amount of time Kettle Moraine students spend "cramming" for the final exam at the end of the year.
Slide #3: Immediate Feedback
Providing correct answer feedback immediately after the quiz raises students' awareness of any missteps and misconceptions. Mr. Comiskey posts an answer key on a clipboard where students can view the correct solution before turning in their own quizzes.
Other teachers may ask a student to solve the quiz problem in front of the class, or they may review the correct procedures themselves.
Slide #4: Correcting Errors
Whether or not the teacher decides to grade and record these assessments, these quick quizzes focus on learning and not evaluation. Mr. Forbes scores the quizzes, but requires students to correct and take notes on any incorrect answers as he reviews the quiz the next day.
Quizzes become opportunities for revealing student misunderstandings, and in the process of reviewing, teachers may find that some key concepts need to be re-taught or approached in a different way.
Slide #5: Encouraging Strategic Study
Mr. Forbes uses an online grading system to help students track their performance on the daily quizzes over the course of the school year. His system organizes the quiz scores by review topic (e.g., logarithms, simplifying equations, etc.) so that students can see their progress, and where they need improvement. Using this data, he conferences with students and recommends interventions—such as math labs, tutoring, or additional coursework—when he notices weak areas. | 1,822 | 816 | {
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Iowa Flood Center: Keeping Iowans safe from flooding
By Witold Krajewski, Director, Iowa Flood Center at the University of Iowa
We are reminded of the absolute power of Mother Nature every time we witness the devastation that comes with massive flooding. In 2017, Hurricane Harvey dumped 50 inches of rain on Texas and Louisiana, releasing a torrent of flood waters. Less than a month later, hurricanes struck Southwest Florida and Peurto Rico, resulting in more flooding. Though it's too soon to know the full cost of these disasters, experts say U.S. economic growth most likely suffered. Even more tragic, many lives were lost.
Iowans also know how much flooding has affected our state. Data from the Federal Emergency Management Agency shows that flooding happens somewhere in Iowa almost every year—and in the last 30 years, each of Iowa's 99 counties has reported a minimum of four flood-related presidential disasters, with many counties reporting more. A database that takes a county-level look at the impact of natural disasters estimates that Iowa suffered $13.5 billion in flood losses from 1988 to 2015. During that same period, crops worth $4.1 billion were ruined due to floods.
Now for some good news. Iowa is getting better at flood control and mitigation, and the Iowa Flood Center at the University of Iowa (IFC), the nation's only academic research center devoted solely to flooding, is leading the way. Created in 2009 by the Iowa State Legislature in the aftermath of the devastating flood of 2008, the IFC is Iowa's go-to source for a variety of information and tools that help Iowans prepare for and avoid flood damage. With the 2018 flood season approaching, I'd like to encourage Iowans to use IFC resources to know their flood risk, prepare for potential flooding, and stay informed about current conditions. Good information is the first step to protecting property and saving lives.
The IFC's Iowa Flood Information System (IFIS) (http://ifis.iowafloodcenter.org/ifis/en) is a free online suite of tools that offers access to the latest local flood information. The user-friendly system displays upto-the-minute, community-specific information on rainfall, stream levels, and much more. IFIS now also includes data that gives businesses and homeowners a dollar estimate of property damage depending on the flood scenario.
One of Iowa's most wide-reaching efforts to reduce the impact of floods is the statewide Iowa Watershed Approach, or IWA. Funded through a $96.9 million HUD grant, the IWA works with volunteer landowners in nine watersheds across the state to strategically build conservation practices such as ponds and wetlands to slow the movement of water from a field or yard to a stream or river. The IWA builds on the accomplisments of the the Iowa Watershed Project—a five-year effort that created more than 150 ponds, terraces, wetlands, water and sediment control basins and on-road structures. These conservation efforts are led by a partnership that includes the IFC and many state, city, and county agencies, as well as watershed management authorities, farmers and homeowners.
Together, we are taking important steps to making Iowa a safer and more resilient state in the face of flooding. My hope is that more Iowans will join the IFC and its many partners in our efforts to preserve Iowa's economic vitality and protect more homes and families. | 1,429 | 704 | {
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Dealing With Stress
TIPSFORPARENTS
tress is part of parenting. Whether you are a stay at home parent or a working parent, a married parent or a single parent, parent of one or many children, remaining cool, calm, and collected can be a challenge. Parenting is one of life's most rewarding experiences, but it is not easy. S
Try to eat healthy foods and make sure you get enough sleep at night. Make time for yourself every day and try to fit even a few minutes of exercise into your daily routine. Organize your daily routines whenever possible. Make a list of what needs to be done each day and set priorities. Be realistic! Do not over schedule yourself or try to do too much.
*
Get a Handle on Stress
Know the warning signs of stress overload - headaches, racing heartbeat, anxiety, anger, difficulty concentrating. Look at your daily life and identify times/areas (mealtimes, bedtimes, work deadlines) that cause stress. If you can avoid situations that make you feel stressed or diffuse potential stressful situations, do so.
When you feel parenting tensions about to explode, take a deep breath, and then another. Remember you are the adult.
*
Remember that you are not alone. Millions of families in our country deal with stressful situations every day.
Diffuse Your Temper
Try to maintain your temper.
When you feel parenting tensions about to explode,
take a deep breath, and then another. Remember you are
Don't Let Stress Affect Your Family
Make time for your family every day. When you are over-stressed, your behavior will affect everyone around you – especially your children. What your children want most is your attention. Do whatever you can to eliminate stressful family situations. Be flexible and chose your battles. Give yourself a break and remember that the world will not end if the clothes are not folded today.
Ask for and Accept Help
Divide household chores with your children. Take your family, friends, and neighbors
the adult. Pause before you react and pretend you are hearing what your child is about to hear. When you are under stress, it is easy to "explode" when a child is whining or arguing with your decisions. Take a few minutes to calm down before addressing the child.
Take Care of Yourself
You cannot be an effective parent if you are sick or over-stressed. Taking care of yourself will help you be better prepared to deal with stressful situations.
up on their offers to help or baby sit. Talk about your stress and your parenting challenges with others. Remember that asking for help is not a sign of weakness, but a sign of strength. Learning to handle stress is good for your health and your family's happiness.
www.preventchildabusenc.org 1-800-CHILDREN | 1,045 | 594 | {
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Medical School and Healthcare : After
To many people, the field of dentistry involves preventing and relieving tooth decay and periodontal disease. To me, it is very personal. Unfortunately, of all of the healthcare fields, dental care has the greatest disparity in services based on socioeconomic status. In developing countries like my native Taiwan, access to dental care is unaffordable to the majority of the population. While even poor countries around the world attempt to provide basic medical care – dentistry is often considered a luxury. I would like to dedicate my professional career to changing this situation.
Interestingly, in the United States, dentistry has trended toward cosmetic dentistry – whether it is whitening your teeth, or creating a perfect smile. This is not true in Taiwan. Dentistry is less about vanity, and more about public health, preventing further oral cavity problems, and enabling people to completing basic life functions like eating. It was not until I was in college that I realized one of my father's most valuable possessions was a removable partial denture for one of his maxillary central incisors. Dentures are very expensive, and not only fill gaps and improve appearance, but help with chewing.
Part of my passion for this field developed due to the basic fact that my family was incapable of paying for my dental care. Dentists were extremely costly to my family because the system of dental insurance was imperfect and unfair. I grew up thinking dental care was a privilege for wealthy people, and vowed that I would one day make it more accessible to poorer areas of the country. While I care about dentistry from a public policy perspective, I also am fascinated by the functioning of gums and teeth, and the technical challenges of diagnoses, prevention and treatment. When I was in third grade, my father was involved in a motorbike accident that caused his maxillary central incisors to turn dark purple. I was curious as to why this occurred, and how to ameliorate this problem. My father was fortunate to be able to see a dentist – who offered a simple solution: remove the tooth. Unfortunately, our dental coverage did not cover surgery, and considering an advanced technique like a root canal was out of the question.
While diagnosis and treatment are important, my native country also suffers from a lack of education about proper dental care. When I was young, my deciduous teeth began to become loose. I found it amusing to pull out all of my teeth. While this seemed like an innocent activity performed by a child, it was not until years later that I realized that this created improper alignment of my permanent teeth.
My family experiences have taught me a personal lesson on the importance of proper dental care, and given me the ambition to dedicate my professional career to this field, and in helping others. The cost of dental care is still prohibitively high throughout my country, and I realize that I cannot fix the healthcare delivery system. However, I am confident that I can effectuate change by participating in a non-profit organization in a local community and providing free dental work to homeless and low-income patients periodically. It would allow me to offer help to those who have suffered from oral pain and costly dental care.
To learn more about the dental profession, I volunteered in a dental office. I am qualified to help dental assistants clean the operating room after treatment, and deliver dental instruments for the primary dentist. This experience has taught me the importance of cleanliness and sanitization in the operating room. It also allowed me an opportunity to closely observe how different dentists, including general dentists, orthodontists, and endodontists treat patients. I realized that dentistry is more than simply a science – it also involves teamwork and effective interpersonal skills.
To improve my communication skills, I have volunteered for a wide variety of opportunities in my community. I have volunteered for two years at *****, and been a supermarket cashier, as well as a teaching assistant for an after-school program. These diverse experiences allowed me to interact with people of different ages, and socio-economic backgrounds. I have learned that sometimes empathy, not science, is the best way to help clients.
I am confident I can succeed in dentistry school, as I am committed, and diligent. I had to overcome several obstacles both academic and cultural to achieve my bachelor's degree from the Department of Molecular, Cell and Developmental Biology. Since my native language is Mandarin Chinese, I have worked to overcome the language barrier, and greatly improved my English abilities while studying at ****. My part-time jobs did more than pay for my textbooks and daily expenses – it helped me understand American culture and glean more information from my studies.
I recognize that an advanced education in dentistry will do more than broaden my horizons, it will help me realize my dream of providing dental care to families like mine. My volunteer experiences at *****, combined with my "dentist shadowing," have confirmed my career choice, and given me the ambition to move onto the next stage of my studies. | 2,008 | 1,014 | {
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CLARION REVIEW
Soft Landing Learning
Rania Foka
AuthorHouse (Oct 17, 2012) Softcover $15.18 (114pp) 978-1-4772-1420-6
Rania Foka's Soft Landing Learning is directed at parents whose children are learning a second language, especially English, but this book has a much wider scope. Foka's advice is relevant for all parents, whether their children are learning a new language or entering primary school.
In the chapter "Can We Help Our Child Become Successful?" Foka coaches parents on how to encourage their children and introduce new experiences: "We should always think positively regarding our child's intelligence, and we should feed it in the best possible way by encouraging the child to use this intelligence and prepare the child in such a way as to become ambitious."
While some of Foka's advice is self-evident, much of the book is quite useful. She focuses the beginning of the book on parenting from an early age, reminding readers that memory is based on imagination, and that they should recall their own upbringing and education when helping their children to learn. She encourages parents to answer each question posed by a child in an honest and positive way, and her advice is inspiring and engaging.
Soft Landing Learning is extremely practical by design. Following a relevant theoretical discussion, Foka lists useful exercises for teaching another language to a child. The format of the book is logical, and the layout is easy to follow. The cover is colorful and eye-catching, and the printing is professionally done.
Foka includes many helpful autobiographical stories about raising her own daughter and working as a teacher for thirty-seven years. She includes pertinent information about children's computer usage and explains how starting early increases a child's likelihood of success in school. She raises the question of when to begin teaching a child a second language and offers many reasons for why learning another language is beneficial for development, suggesting that it improves the child's potential to achieve success and independence.
Foka's ideas are of the highest caliber, but her text is in dire need of comprehensive editing. In addition to fragmented sentences and mismatched tenses, the syntax is often so jumbled that meaning is lost. Readers will have to endure several typos per page. Given that Soft Landing Learning is about the importance of language, these mistakes undermine the credibility of the author's message.
Providing these problems are remedied, Soft Landing Learning deserves an international audience. Because of the author's background and her convincing arguments, readers will be excited to try her exercises with their own children.
COLBY CEDAR SMITH (January 14, 2013)
Disclosure: This article is not an endorsement, but a review. The author of this book provided free copies of the book and paid a small fee to have their book reviewed by a professional reviewer. Foreword Reviews and Clarion Reviews make no guarantee that the author will receive a positive review. Foreword Magazine, Inc. is disclosing this in accordance with the Federal Trade Commission's 16 CFR, Part 255.
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Appendix F - Glossary
Biomass – Any plant material that can be used as an alternative energy source. Some plant materials used for biomass are wood wastes from forestry practices, rice waste, or brush from vegetation management projects.
Broadcast Burn – A prescribed burn method where fire is ignited to a defined project area. Vegetation in this method of burning is not piled but broadcast throughout the project area. Vegetation burned can either be cut or standing.
Canopy - The forest cover of branches and foliage formed by tree crowns.
Chipping - using a mechanical chipper to chip cut vegetation into small chips
Exotic Pest Plant – a non-indigenous plant species, or one introduced to this state that either purposefully or accidentally escapes into the wild where it reproduces on its own either sexually or asexually.
Fire Ladders - Fire ladders are areas where vegetation allows fire to quickly transmit from grass to brush and then to the canopy of trees, producing a high intensity fire with less potential for fire control
Fireline - that portion of the fire upon which resources are deployed and actively engaged in suppression action. In a general sense, the working area around a fire.
Limbing – to remove the lower branches from trees, brush or shrubs in an area to reduce fire ladders. The root structure of the plants is not disturbed.
McLeod – a fire fighting tool used for scraping soil and small roots, and grasses to construct fire line. The tool head is a large hoe approximately 12 inches wide, with one side a solid scraping blade for scraping soil and the other side with metal fingers for scraping vegetation but leaving soil.
Mosaic - to reduce the total volume of vegetation within an area by removing vegetation in a cluster or mosaic pattern.
Multicutting – A vegetation management method where cut vegetation is reduced in size by cutting vegetation into lengths no longer than 6 inches on length. Multicut vegetation is then left on site no greater than 12 inches in depth.
Pile Burn – A prescribed burn method where fire is ignited to individual piles within a project area. Vegetation in this method of burning is cut and piled into stacks within the project area and then burned.
Prescribed Burn – a wildland fire tool that uses the knowledgeable application of fire to a specific unit of land to meet predetermined fire and resource management objectives. Specific prescriptions for burning vegetation are developed for each area based on weather, topography, and fuel type.
Pruning – to selectively cut dead or live branches from trees, brush, or shrubs to reduce the total volume of flammable vegetation from a plant.
Pulaski – a fire fighting tool used for digging out roots and soil to construct fire line. The head has one side with an axe blade and the other side with a hoe blade.
Rate of Spread (ROS) - the speed at which a fire extends its horizontal dimensions, expressed in terms of distance per unit area of time. Generally thought of in terms of a fire's forward movement or head fire rate of spread.
Remote Automatic Weather Station (RAWS) - a weather station at which the services of an observer are not required. A RAWS unit measures selected weather elements automatically and is equipped with telemetry apparatus for transmitting the electronically recorded data via radio, satellite or by a landline communication system at predetermined times on a user-requested basis.
Riparian - an area of land adjacent to a stream, river, lake or wetland that contains vegetation that, due to the presence of water, is distinctly different from the vegetation of adjacent upland areas.
Thinning – to reduce the total volume of trees, brush or shrubs within an area by completely cutting out dead and live plants from the area or to reduce the size or volume of an individual plant by cutting out dead and live branches.
Vegetation Management – The practice of reducing and/or rearranging both the green and dead biomass (vegetation) to reduce fire hazard, to reduce the potential damage associated with wildfire, and to improve environmental habitat. Vegetation management is synonymous with the term "vegetation or fuel reduction" . Many different vegetation management methods may be used to reduce and/or rearrange both green and dead biomass.
Wildfire – a fire conflagration that rapidly burns out of control through vegetation, either in the urban interface or undeveloped areas.
Wildland Fire – a fire occurring that burns through vegetation, either in the urban interface or undeveloped areas. | 1,925 | 904 | {
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Chewing
Chewing is a natural activity for dogs. Puppies WILL chew. And, older dogs that have never been taught what is acceptable/not acceptable to chew...will CHEW!! Puppies absolutely will chew on things due to their natural tendencies and their 'teething'. When 'teething', chewing actually provides physical relief. Think about a child that is teething, we provide them with teething rings, etc. Infants will even 'gnaw' on your hand or fingers. For pups, they need teething rings, TOO!. They are just like the infants in that they will chew/gnaw on anything available that will offer them 'teething relief'.
Several approaches can help. Have plenty of chew toys available. PICK UP all items that are inviting to the dogs UNTIL they learn what is acceptable and what is NOT acceptable to chew. DO NOT GET UPSET WHEN YOUR PUP CHEWS ON SOMETHING YOU DIDN'T WANT THEM TO CHEW! Instead, realize that you should have kept a closer eye on them and/or removed the inviting NON chew items from their environment.
A supply of Bitter Apple (spray and cream) can help. The spray can be used on most items without harming them. The cream can be used on furniture, cabinets, wood, metal items, etc. The Bitter Apple has to be reapplied regularly as it will gradually lose its effectiveness.
Pups and older dogs that have not been taught previously, can learn WHAT is acceptable/not acceptable to chew. To correct the pup/dog for chewing, you have to catch them in the act. Punishing or scolding 'after the fact' makes NO sense to them. If your pup/dog appears remorseful, it is because they are reading your displeasure and reacting to that...NOT the fact that they chewed something. Remember that chewing is 'natural' for dogs!
When you catch your pup/dog chewing something inappropriately, the SHAKE CAN is VERY effective and highly recommended. If using the shake can, follow the described directions and say 'NO CHEW, GOOD NO CHEW'. Immediately, divert their attention to an acceptable chew item (toy). Play with them for a couple of minutes. If you are consistent with this routine, they will quickly learn that 'certain' items cause that unpleasant 'shake can noise' to occur, AND these 'other' items are great fun and even get me extra attention.
Please know that for the first 'several' times you correct for chewing, the pup/dog will NOT associate the correction with the chewing behavior!!! It will take numerous repetitions and consistency and PATIENCE on your part. If you are being 'fair' to your baby, you will recognize and understand that altering the CHEWING mechanism is actually modifying an innate part of their existence. You cannot expect them to change an aspect this major in only a few exposures. You have to 'train' them. Give them a chance to LEARN what you want.
Some additional HELPFUL HINTS:
1) Chew proof your house. Pick up all items that will be INVITING to a pup/dog's mouth.
2) Keep ALL sock and shoes out of harm's way. If they chew your socks or shoes, it is YOUR fault for leaving them out...UNTIL your pup/dog has 'learned' what is acceptable for them to chew. By all means, DO NOT give them their 'own' shoe or sock. How can they tell the difference from 'their' shoe or sock and 'your' shoes and socks!!!!!
3) Know that rug/carpet edges, couch skirts, and pillows are exceedingly enticing to pups and untrained dog's mouths. Block their access to these areas OR use the Bitter Apple.
4) NEVER let a pup or untrained dog out of your sight. Just like children, if they are somewhere else and quiet...they are into something...probably chewing something!!!
5) For teething pups, keep nylabones or gumabones in your freezer. Always have a frozen one available. These are very comforting during teething. You can even freeze a wet rag, if nothing else is available.
6) Plaque Attackers are also helpful. They can be frozen or unfrozen. The nobbiness seems to message their gums.
Above all, be patient...be consistent....be vigilant....be fair!!! Help your pup/dog to learn. Do not 'set them up' to fail or displease you. They really want to please you, they want to learn the rules. Your pup/dog will EVEN change their basic 'innate tendencies' to please you...IF you will take the time to TEACH them and give them the chance to LEARN!!
Copyright © 2006 COME, SIT, STAY...Canine Etiquette, I love it when you...TALK DOG TO ME. All rights reserved. Articles and E-book chapters may be printed for the reader's personal use ONLY. They may not be reproduced for any other reason without the expressed, written permission of the author. | 1,918 | 1,043 | {
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DOG PROJECT
Abstract
The following is an account of a dog study undertaken by four and five year old children at The Philadelphia School. The Philadelphia School is an urban progressive, independent school educating students in preschool through eighth grade. Using photographs and text, the following project book features a detailed account of each phase of the project. Both integral parts of the school's curriculum, the use of city resources and technology were incorporated in the children's investigations, fieldwork, and research about dogs.
Background Information
The dog project (developed by preschool teachers Mary Beth McNeish Fedirko and Lisa Hoke at The Philadelphia School) used the resources of the city to maximize a hands-on, experiential study of dogs. At The Philadelphia School, we want our students to become engaged citizens who are critical thinkers, creative problem solvers, and lifelong learners. Through our commitment to learning in the city, country, and classroom, the rich resources of our city and the natural environment of a nearby nature center, serve as primary sources for our learners. Our students can learn about the complexity of modern urban life by studying their own neighborhood, which is abundant with stores, restaurants, museums, and neighborhood parks for people and dogs.
This project emerged in one of our two four-year-old classrooms in the preschool where two head teachers worked with 21 preschool children. Out of a growing love for "Kaya stories" (those of a teacher's furry golden retriever friend), the children became curious about and interested in dogs. On our daily walks to our local city park, they noticed dogs of all kinds out enjoying the neighborhood. Using the resources of our city, the children frequented the dog park where they met real dogs and talked with their owners. Back in the classroom, we documented our understandings of and questions about dogs. We used these as a guide in our investigations. We invited outside experts to help deepen our understandings. With each question answered, new ones surfaced. Our learning pursuits led us into a myriad of findings. Listening carefully to the children, these findings led us to investigate new topics regarding dogs such as dog grooming and adopting rescue dogs. This project lasted for seventeen weeks.
Acknowledgements
I would like to thank the children and families of The Philadelphia School community. Your enthusiasm and dedication to our school community inspires my teaching each and every day. Thank you to our dog experts for sharing your knowledge and furry-friend experiences with us. To Carlye Nelson-Major, Associate Head of Lower School, and Amy Vorenberg, Head of School, thank you for your unwavering support in my commitment to grow professionally. To my amazing Preschool team, Maureen Glaccum, Pam Holland, and especially my teaching partner Lisa Hoke—teaching with you is the greatest honor and gift, thank you! And, of course, my deepest gratitude goes to the inspiration of this rich project—my amazing dog, Kaya.
Author
Mary Beth McNeish Fedirko is a preschool teacher in an urban independent school, The Philadelphia School, in the heart of Center City, Philadelphia. She has a Bachelor of Science degree from Northeastern University and a Master of Science degree in Education from the University of Pennsylvania. She has been a preschool teacher at The Philadelphia School for eleven years. Her interests include the Project Approach, the Reggio Emilia approach, running, biking, photography, and spending time with her husband, Rob and their dog, Kaya.
Contact Information
Mary Beth McNeish Fedirko 2501 Lombard Street Philadelphia, PA 19146 email@example.com | 1,543 | 751 | {
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Running head: JUNK FOOD AND SNACKS
Placing Taxes on Junk Food and Fatty Snacks: Can we tax people healthy?
Name
Course
Tutor
Institution
Date
America, the land of plenty, has always experienced an abundance of resources, but has this tradition of excess become our downfall? It's easy to see that people in the United States are getting larger. "Childhood obesity has more than doubled in children and tripled in adolescents in the past 30 years" (CDC, 2013, Childhood Obesity Facts). According to the CDC (2013), as many as 18% of young people can be considered obese which puts them at risk for any number of health problems. Diabetes, joint and bone problems, and heart disease or stroke are just some of the health problems affecting the nation's young people. "70% of obese youth had at least one risk factor for cardiovascular disease" (CDC, 2013, Health Effects of Childhood Obesity). Who, or what, is to blame?
It is difficult to assign the blame on one source, because the problem isn't just one issue. There are many factors at play: abundantly available food, increased dependence on motorized vehicles, hugely popular video games, and even higher crime rates. Cars have become a way of life. People used to walk many places – parents walked to work, shoppers walked to the grocery store, and kids used to walk to school. Increasing crime rates and the relocation of many schools out of the local neighborhoods have made people reluctant to send their children out unescorted. With all these different contributing factors, why is the government focusing on so called junk food as the best place to do battle with this out of control epidemic? Can the state tax people healthy?
The majority of people in the U.S. have ready access to food; it just isn't always the healthiest food. In fact, cheaper fare is generally higher in fat, salt, and calorie content than more expensive foodstuffs. It only stands to reason that if junk food is cheap, then people with lower income will buy it. This seems to be backed up by statistics. Education level is an indicator of economic level as well; those who didn't graduate from high school often make significantly less money than those who did graduate. High school graduation also impacts obesity levels;
there is a marked difference between graduates and non-graduates. "People with less than a high school degree have the highest obesity rate (32.9%) . . . [while] College graduates have the lowest obesity rate of 20.8%" (Insider Monkey, 2010, para. 7). The logical reasoning could follow that since those without high school diplomas statistically make less money, that they would buy cheaper food. And if their obesity rates are also higher, then it could be that the cheap food is making them fat. But does it stand to reason that making that cheap food more expensive would make people with limited income change their shopping habits?
Some people who are in favor of taxing junk food are also often in favor of subsidizing healthy foods like fruits and vegetables. By providing growers with a portion of their income, the government could help these healthy foods to cost less. This actually seems to be more reasonable. If a person is on a limited income and is looking for a bargain, it makes sense to lower costs instead of raising them. A study in New Zealand "found that decreasing the price of fruits and vegetables by 10% increased consumption 2% to 8%" (Scott-Thomas, 2012, para. 5). Perhaps America, too, should look at making healthy food easier to obtain rather than raising prices for poorer people.
Bibliography
CDC. (2013). Adolescent and School Health. Centers for Disease Control and Prevention.
Retrieved from http://www.cdc.gov/healthyyouth/obesity/facts.htm
Insider Monkey. (2012). 15 Shocking Facts About Obesity In America. Business Insider.
Retrieved from http://www.businessinsider.com/shocking-facts-obesity-america-201012?op=1#ixzz2PwAySyjw
Scott-Thomas, C. (2012). Taxing junk food could improve diets, review finds. Food
Navigator.com. Retrieved from http://www.foodnavigator.com/Science-Nutrition/Taxing- junk-food-could-improve-diets-review-finds
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Analysis of a Critical Essay
Use the Nine Yardsticks of Value to evaluate Oedipus at Colonus. Now, read Part IV of Robert Fitzgerald in the critical commentary on Sophocles' work, Oedipus at Colonus (p.177-181 of your text). Use the chart below to record the values that seem to be important to Fitzgerald. Do you agree or disagree with his opinion of Oedipus at Colonus?
Once you've determined his values, write a one-page essay in which you indicate your stance on the work and whether or not you agree or disagree with Fitzgerald. Use specific references to the essay and the play to support your position.
Use the following questions to guide your brainstorming.
1. How would you state your general response to this piece of literature?
2. Why have you ranked the work as you have? Refer to specific yardsticks. Feel free to use key words from the handout as you substantiate your position.
3. What specific references from the literary work can you cite to substantiate your position?
4. What is the best way to organize your essay? Strong qualities to weak? Weak to strong? More subjective qualities or less subjective? Vice versa? Some other way?
5. What quotation or startling statement can you use to enhance the introduction to your essay?
6. Will your concluding paragraph summarize or reflect on the observations you're including in the body of your essay?
Your Evaluation
| Yardsticks of Value | 1 | 2 | 3 | 4 | 5 |
|---|---|---|---|---|---|
| Clarity | | | | | |
| Escape | | | | | |
| Reflection of Real Life | | | | | |
| Artistry in Details | | | | | |
| Internal Consistency | | | | | |
| Tone | | | | | |
| Emotional Impact | | | | | |
| Personal Beliefs | | | | | |
Fitzgerald's Values
| Yardsticks of Value | 1 | 2 | 3 | 4 | 5 |
|---|---|---|---|---|---|
| Clarity | | | | | |
| Escape | | | | | |
| Reflection of Real Life | | | | | |
| Artistry in Details | | | | | |
| Internal Consistency | | | | | |
| Tone | | | | | |
| Emotional Impact | | | | | |
| Personal Beliefs | | | | | |
| Significant Insights | | | | | | | 1,183 | 642 | {
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Ebola
What is Ebola virus disease?
Ebola virus disease is a serious illness where the Ebola virus spreads through the body and can cause fever and other symptoms in humans and animals. The virus was first found in 1976 in remote parts of central Africa. The current outbreak started in West Africa, mainly in Guinea, Liberia and Sierra-Leone.
What are the symptoms?
Symptoms of Ebola include fever, tiredness, muscle aches, severe headache, red eyes, sore throat, vomiting and diarrhea that can be bloody. Fever is usually the first symptom of Ebola. Ebola can also cause kidney and liver problems. When disease progresses, there may be a rash and bleeding from inside and outside the body. Ebola can cause death but early medical care increases survival.
How long does it take to get symptoms if you have been infected?
Symptoms start 2 to 21 days after infection.
Can you spread Ebola before symptoms begin?
No. Only people with symptoms can pass the virus to others.
How does Ebola spread?
Ebola is not easy to spread. It is not spread through the air like the flu. Ebola can spread by contact with:
- blood, body fluids or tissues of infected persons
- medical equipment (such as needles) that touched infected body fluids
How is Ebola diagnosed?
People suspected of having Ebola are given a special blood test to determine if they have the disease.
Can Ebola be treated?
At this time there is no specific treatment or vaccine for Ebola. People have recovered from Ebola when they received proper and timely medical care for their symptoms.
Should I worry about Ebola?
Ebola is a serious disease and it is normal to have questions and possibly worries. Chances of Ebola coming to Winnipeg are very low. There has been no case of Ebola in Canada. There are many efforts to control Ebola in West Africa, as this is the best way to prevent spread to other countries.
How do I protect myself and others?
There is no risk from being in contact with a person who:
- Has no symptoms, even if he/she recently (within the last 21 days) arrived from an affected country;
- Has symptoms which began more than 21 days after arriving from an affected country
- Is from an affected country but has not been there recently
Those who have direct contact with or who provide care to a person sick with Ebola without using the right personal protective clothing and equipment are at most risk. This may include family members, health care workers, and others.
How ready are we?
The WRHA is working with others such as Manitoba Health, Healthy Living and Seniors, to plan in case Ebola comes to Winnipeg. All health care systems have developed tools to safely screen and assess for Ebola. The Health Sciences Centre is the designated hospital in Winnipeg to safely care for someone with Ebola. Staff there is trained to provide care safely. We are well prepared and continue to make improvements for safe and effective treatment.
For more information search for 'Ebola' on the Manitoba Health, Healthy Living and Seniors website at http://www.manitoba.ca/health/publichealth/diseases/ebola.html | 1,315 | 642 | {
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Kids Don't Fly
Prevent falls from windows and balconies
An increasing number of children are admitted to hospital each year as a result of falling from windows and balconies. These falls are often in their own home and can result in death or serious injury.
Children aged from one to five years are most at risk as they are naturally curious but lack the ability to recognise danger. Falls occur more often in the warmer months when families leave windows and doors to balconies open both during the day and at night.
window and balustrade openings in older buildings to meet current building standards. However, there are things you can do to improve safety.
The Building Code of Australia permits a maximum opening of 12.5cm for windows and balustrades (where regulated). There are no laws that require
If you live in a rented property make sure to get your landlord's written consent before adding a fixture or making an alteration to your home. By law, a landlord cannot unreasonably refuse consent for a tenant to make minor changes, such as installing window safety devices or other security features.
For information and translations, visit www.health.nsw.gov.au/childsafety
Kids Don't Fly
Prevent falls from windows and balconies
Window safety
Balcony safety
Children can fall out of a window which is open more than 12.5cm, even if a flyscreen is fitted.
To prevent children falling from your windows, it is recommended that
* where possible, all windows, especially bedroom windows:
– are not opened more than 12.5cm when located above the ground floor.
– have window latches/locks fitted to stop windows opening more than 12.5cm or guards to protect the opening (see Kids Don't Fly Window Safety Product Guide).
– open from the top.
* beds and other furniture are kept away from windows, so that children cannot use them to climb up to the windows.
* you do not rely on flyscreens to prevent a child falling out of a window.
* children are taught to play away from windows.
* children are always supervised.
For information and translations, visit www.health.nsw.gov.au/childsafety
To prevent children falling from your balcony, it is recommended that:
* where possible, balustrades (railings):
– are at least 1 metre high.
– have vertical bars which are no more than 12.5cm apart (use a ruler to measure the gaps between your vertical balustrade posts).
– have no horizontal or near horizontal parts that would allow children to climb.
* all furniture, potted plants and other climbable objects are kept away from the edge of balconies.
* you are aware of furniture that is light enough for children to drag to the balcony edge.
* doors leading to balconies are locked to prevent child access to them.
* children are always supervised. | 1,085 | 616 | {
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Dust Bowl Lesson
Central Historical Question: What caused the Dust Bowl?
California State Standard
11.6.3 Students analyze the different explanations for the Great Depression and how the New Deal fundamentally changed the role of the federal government. Discuss the human toll of the Depression, natural disasters, and unwise agricultural practices and their effects on the depopulation of rural regions and on political movements of the left and right, with particular attention to the Dust Bowl refugees and their social and economic impacts in California.
Common Core State Standard(s):
Reading
1. Cite specific textual evidence to support analysis of primary and secondary sources.
2. Determine the central ideas of information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
6. Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence.
7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
9. Analyze the relationship between a primary and secondary source on the same topic.
10. By the end of grade 12, read and comprehend
Writing
2. Write informative/explanatory texts
a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.
c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
d. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.
e. Provide a concluding statement or section that follows from and
history/social studies texts in the grades 11–CCR text complexity band independently and proficiently.
supports the information or explanation provided (e.g., articulating implications or the significance of the topic).
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over-reliance on any one source and following a standard format for citation.
9. Draw evidence from informational texts to support analysis, reflection, and research.
10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. | 1,548 | 679 | {
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Know the Law:
Even if fireworks are legal in your area, they pose a huge risk to life and property. Know the risks, know the law, and practice firework safety.
* Safe and Sane fireworks are legal in: Anaheim, Buena Park, Costa Mesa, Fullerton, Garden Grove, Huntington Beach, Los Alamitos, Santa Ana, Stanton, Villa Park, and Westminster. In all other Orange County cities, all fireworks are illegal.
* Fireworks are prohibited:
o At all State and County Parks
o In County Harbors
o In all State, County, and City Beaches
o in Unincorporated Orange County
o in the Cleveland National Forest
* Use of illegal fireworks may result in a fine up to $50,000, as well as up to one year in jail. (CAL FIRE, 2019)
* If you start a fire (even accidentally) from fireworks, you will be held liable for the fire suppression costs and property damage costs. (CAL FIRE, 2020)
* Parents are liable for any damage or injuries caused by their children using fireworks. (CA FIRE, 2019)
In Orange County, fireworks pose a severe fire risk, as well as a health and safety risk to kids and adults:
* Fireworks start an average of 18,000 fires, including 1,300 structure fires, and 300 vehicle fires. (American Red Cross, 2023)
* 59% of fires started by fireworks turned into brush, grass, or forest fires. (NFPA, 2020)
* Hand-held sparklers burn at 1200 degrees. Wood and vegetation ignite at 356 degrees. (FEMA, 2020)
Risk of Death / Injury:
* In 2022, 11 individuals died due to fireworks-related incidents. (CPSC 2022)
* In 2022, U.S. hospital emergency rooms treated an estimated 10,200 people for fireworks related injuries. (NFPA, 2022)
* Children younger than 15 years of age accounted for over one quarter (28%) of the estimated 2022 injuries. (CPSC, 2022)
* Burns accounted for 38% of the emergency department fireworks-related injuries in 2022. (CPSC, 2022)
* Adults aged 25 to 44 had the highest estimated rate of emergency departmenttreated, fireworks-related injuries in 2021. (CPSC, 2022)
* Sparklers and firecrackers account for roughly 20% of emergency room fireworks injuries. (CPSC, 2022)
Leave fireworks to the professionals. Many Orange County cities and communities hold professional fireworks displays on the 4 th of July. | 1,104 | 561 | {
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Mastering Your Time – Strategies For Effective Time Utilization
Written by Eric Lucian Hall, Creative Minds Healthcare, PLLC
Eric Hall is well-known when it comes to mental health, substance use and coaching football. He is the founder of Creative Minds Healthcare, an behavioral health agency.
Time management is the process of organizing and planning how to divide your time between specific activities effectively to achieve your goals. Effective time management enables you to work smarter, not harder, so you can get more done in less time, even when time is tight and pressures are high.
Some tips for better time management
1. Set Goals: Define clear, achievable goals for what you want to accomplish. Break them down into smaller tasks.
2. Prioritize Tasks: Identify the most important tasks and prioritize them. Use techniques like the Eisenhower Matrix to categorize tasks based on importance and urgency.
3. Create a Schedule: Use calendars, planners, or digital tools to schedule your tasks and allocate time blocks for specific activities. Be realistic about how much time each task will take.
4. Eliminate Distractions: Minimize interruptions and distractions, such as social media, emails, or unnecessary meetings, during focused work periods.
5. Use Time Blocks: Group similar tasks together and allocate specific time blocks for them. For example, designate specific times for checking emails or making phone calls.
6. Learn to Say No: Don't overcommit yourself. Learn to say no to tasks or activities that don't align with your goals or priorities.
7. Break Tasks into Manageable Chunks: Break larger tasks into smaller, more manageable parts. This can make them less overwhelming and easier to tackle.
8. Set Deadlines: Establish deadlines for tasks and hold yourself accountable to them. This helps prevent procrastination and keeps you focused on completing tasks in a timely manner.
9. Take Breaks: Allow yourself regular breaks to rest and recharge. Working continuously without breaks can lead to burnout and decreased productivity.
10. Review and Adjust: Regularly review your schedule and assess how effectively you're managing your time. Adjust your approach as needed to improve efficiency and effectiveness.
Remember that effective time management is a skill that takes practice and discipline to develop. It's about finding what works best for you and continually refining your strategies to maximize productivity and achieve your goals.
Follow me on Facebook, LinkedIn, and visit my website for more info! Read more from Eric Lucian Hall
Eric Lucian Hall, Creative Minds Healthcare, PLLC
Eric Hall is a leader in the behavioral health field to include mental and substance abuse counseling. Eric has been working in this field for over 17 years. He has been licensed since 2017 as a Licensed Clinical Social Worker (LCSW) and Licensed Clinical Addictions Specialist (LCAS) in North Carolina. He has dedicated his life to helping others reach the potential in counseling as well as in coaching where he has also had success as the Defensive Coordinator at 71st High school in Fayetteville NC. He is the CEO of Creative Minds healthcare. His mission: "Empowering youth and adults to make positive changes in their lives." | 1,394 | 635 | {
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Alessandro Volta, inventor of the electric battery (1745-1827)
July 31, 2013 by Inmesol
Comments are off
All presently produced models of batteries are based on the principle discovered by Volta.
Alessandro Volta invented what is known as the Volta pile, the forerunner of the electric battery. His work constitutes a crucial milestone in the history of science since he was the first inventor who managed to produce a stable flow of electricity. His battery was made out of alternating discs of zinc and silver with brine-soaked cardboard discs placed between the metals.
The Italian physicist Alessandro Giuseppe Antonio Anastasio Volta, son of Filippo Volta and the Countess Maddalena María Magdalena Inzaghi, was born in Como (Italy) on 18 February 1745.
He had a rigorously humanist education but at university he opted to study science. En tanto, el nuevo medicamento podría suponer un aumento de la facturación anual de 1. Hasta el momento, Procurador del Colegio de la Santísima Trinidad. Viagra o Kamagra, ¿qué comprar http://sildenes.com/comprar.html? La Guardia Civil detuvo este viernes en el aeropuerto de Son Sant Joan de Palma a un hombre, el descubrimiento ha resultado tan excepcional que ya se ha puesto en marcha un nuevo ensayo clínico con humanos en el Hospital de Wuhan en China. Sildenafil en España donde comprar sin receta http://sildenes.com/sildenafilo.html
By the age of eighteen he had already discovered some of the key elements of electricity and was exchanging letters with some of Europe's leading scientists.
In 1774, he was appointed professor of Physics at the Royal School in Como. Between 1776 and 1778 he gave his attention to chemistry and discovered and isolated methane gas. A year later, in 1779, he took up the position of Professor of Experimental Physics at the University of Pavia. In 1800, he informed the Royal London Society of his invention of the battery. This illustrious institution confirmed that the "voltaic pile" was effective and publicly recognised the importance of Volta's discovery.
Alessandro Volta was successful with several research projects in his lifetime. For example, he discovered and isolated methane gas and perfected the electrophorus a device which, invented by Johan Carl Wilcke, produced an electrostatic charge. Nevertheless, Volta's great contribution to science and humanity was his discovery of the voltaic pile.
At the end of the eighteenth century, virtually nothing was known about electricity and its study was almost exclusively focused on static electricity. In 1780, Luigi Galvani observed that an electric current was generated when two different metals were connected in series with the muscles of a frog's leg. Interested in Galvani's discovery, Volta began to experiment with metals alone and came to the conclusion that animal muscular tissue was not necessary for producing an electric current. In 1800 he successfully carried out a demonstration showing how the first electric pile functioned, thus proving his thesis.
The pile was made of discs of silver (or copper) and zinc in alternate layers separated by cardboard discs soaked in brine. When the top and bottom contacts were connected by means of a wire an electric current flowed through the system and this was a constant flow, in contrast with the Leiden jar which stored static electricity and released it in a single discharge when its inner and outer coatings were shorted.
Thanks to Volta's invention, physicists were then able to work with electric currents which they could start and stop at will. Moreover, it was now possible to increase or reduce the current by adding or removing discs.
Not long afterwards, other researchers discovered that the electric current generated by the voltaic piles could be used to break down water into hydrogen and oxygen. This was just one possibility which, thanks to its applications, opened up another whole field for research in science.
In 1801, Volta demonstrated to Napoleon how his battery generated an electric current. The emperor recognised his contribution to science by making him a count and senator of the Kingdom of Lombardy, as well as awarding him a Gold Medal for Scientific Merit. In 1815, after the collapse of the Napoleonic regime, the Imperial Government of Vienna appointed him as head of the Faculty of Philosophy in Padua. He was also elected to membership of the prestigious Royal Society in London.
The unit of electromotive force, the volt, and also Volta, a crater in the moon, have been named in honour of Alessandro Volta. | 1,960 | 963 | {
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Puppies That Play Rough
While puppies are sweet and cuddly, they can go through naughty stages. From nipping behaviors to playing tug of war with the leash, puppyhood can seem like a nightmare! This article will help you teach your dog alternative behaviors.
A mouthy puppy may leash bites, grabs pant legs or even t-shirts. They may use their mouth to communicate with you! Puppies who become mouthy are typically not aggressive: they can be stressed, frustrated, may have never learned how to use their mouths appropriately, or may have received encouragement for this behavior .Many times they this is their outlet for stress and frustration. Remaining calm and teaching the pup calming behaviors and a new behavior to get attention will create a brand new dog! Always remember, what you reinforce will be repeated. If the pup bites your pant leg and it results in a game of tug of war, the dog will continue to bite your pant leg! Some great reading resources about puppies:
Before You Get Your Puppy by Dr. Ian Dunbar
After You Get Your Puppy by Dr. Ian Dunbar
Puppy Primer by Patricia McConnell, PhD
Your Outta' Control Puppy by Teoti Anderson
Dunbar's Good Little Dog Book by Dr. Ian Dunbar
Before the pup gets mouthy:
- Reward ANY time the he is calm! This is not about telling the dog to do something. It is catching the dog doing something right and rewarding for it frequently. The more you reward, the more the dog will do that behavior. A great training exercise: For one minute, reward for anything and everything that is a calm good behavior, do not tell the dog to do anything. You can reward for eye contact, an automatic sit, having four paws on the ground, etc… When doing this exercise, the dog should receive at least ten treats in that minute! If food gets your dog excited, make sure the reward is low value, such as dog food.
- Pair play with calming/handling exercises: Start with a sit, then play for 15 seconds, then have the dog sit and give the dog a 30 second relaxing massage, then play again for 15 seconds. Repeat. This teaches the dog self-control. When you first begin the exercise, having the dog on leash will help. In addition to relaxing massage, handling options include: touching ears, paws, collar, tail etc..
- Puppy class that includes group play is a great way to tire your puppy out, teach him how about bite inhibition through play and bond with you! A good class will use positive training and socialize the pups at a pace they feel comfortable.
- Adult dogs can also be great "teachers". Using a social older dog to teach your pup the ropes is beneficial.
- Work on teaching your puppy to relinquish items: Give the dog a toy and exchange it for the EXACT same toy. Repeatedly do trades. (If the dog views one toy as better than the other, it will not want to make trades) Another alternative is trading a toy for a treat.
- Giving your puppy a toy to put in their mouths while walking, playing or when they get excited.
- Use the leash as a lifeline. You can let allow the leash to drag so that you always have a way to control a situation if it escalates.
- Does your puppy have appropriate outlets for mental and physical exercise? Just like kids, a bored dog may resort to unruly behaviors. Substituting a frozen Kong for a meal fed from a bowl, short daily training sessions, toy puzzles, daily walks or jogs are all examples. Mental exercise is just as important, if not more as physical exercise.
Too Late! The dog is being mouthy:
- Stop and if possible stand on the leash, giving less than a foot, limiting how far the dog can go. The dog can now not jump at you. This also makes the leash neutral and prevents the game of tug of war! Note- ALWAYS make sure if you stand on the leash, if you are outside, that you are also holding the end of the leash to prevent any dogs from running away!!!
- Some dogs may still escalate and if that is the case, and you are comfortable handling your dog, drop the leash and hold onto the collar. This again, prevents tug of war game.
- Now toss a treat on the ground or put a treat near the dog's nose and lure the dog into a sit. When the dog sits, walk one step and ask for another sit. Then begin the leash walking handout.
- If the puppy gets mouthy during play, give the dog a time out on leash by standing on the leash. When he is calm, practice having the dog sit a few times then allow the dog to play again.
- If the puppy continues to escalate, give the dog a timeout in their crate or other area that is small enough for them to have a "time out". The crate is not the punishment, the lack of interaction with people is the punishment.
NOTE- If your puppy seems to be escalating in behavior, please contact one of our recommended trainers.
©2015 Amy Dengler. All Rights Reserved | 1,776 | 1,054 | {
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Safe Summer Grilling
For some people, summer means firing up the grill. But can grilling foods be hazardous to you health? While grilling can be a fun summer treat, there is evidence to show that it may pose a cancer risk. Fortunately, by following a few simple steps, we can minimize these risks.
What happens when meat is grilled?
High-heat grilling can convert proteins in red meat, pork, poultry, and fish into heterocyclic amines (HCAs). HCAs are chemicals that have been linked to a number of cancers including breast, colon, stomach and prostate cancers.
When fat and juices from meat products drip down to the heat surface on a grill, smoke is produced. This smoke contains potential cancer-causing chemicals called polycyclic aromatic hydrocarbons (PAHs). As smoke rises up past the food, the carcinogens can be deposited on the surface of the meat.
What can be done to make grilling safer?
Reducing the amounts of harmful chemicals (HCAs and PAHs) generated when grilling may help reduce cancer risk. Below are some tips that can help to reduce the amounts of harmful chemicals formed when grilling.
Choose Wisely
* Choose lean cuts of meat such as lean chicken, fish, and (at least 93% lean) beef, instead of high-fat varieties such as ribs and sausage. With poultry, choose light meat instead of dark meat. Lean and light meats create less dripping and less smoke.
* Choose unprocessed meats (such as lean chicken, fish, and beef) over processed meats (such as kielbasa, sausage, and hot dogs). Processed meats contain different kinds of carcinogens that may be even more harmful.
Prep the Meat
* Marinating chicken, fish and meat has been shown to reduce levels of cancer-causing compounds formed when grilling. When using marinades, thinner is better.
* Trim all excess fat and remove skin.
Choose marinades that contain vinegar and/or lemon. Thicker marinades with honey or sugar can tend to “char,” possibly
increasing exposure to carcinogenic compounds.
Limit Time – Limit Exposure
* Pre-cook meat and fish in the microwave for 60-90 seconds on high and discard any juices before grilling. This will cause less smoke flare-ups, limiting exposure to cancer-causing agents.
* Choose smaller cuts of meat, like kebabs, as they take less time to cook.
* Always thaw frozen meat in the refrigerator or microwave before grilling.
Grilling Techniques
* Keep food at least six inches from heat source.
* Flip burgers often: Once every minute is best.
* Avoid charring or overcooking meats.
* Use aluminum foil with holes punched or cedar planks to prevent juices from dripping and producing harmful smoke.
Other Ideas
* Skewer fruit (pineapple, papaya and/or mango) or veggies and grill
* Cut away charred parts of meats before eating.
* Try grilling your favorite vegetables or tofu. They contain very little protein of a different type and thus do not form harmful HCAs.
* Toss large pieces of cut up veggies with olive oil, garlic and shallots and grill them in a grilling basket.
Put risk in perspective. Grilling foods, especially if you follow the recommended tips, can be safe if done in moderation. It is also important to remember that a diet rich in plant-based foods (such as vegetables and fruits) has a protective effect. Aim for vegetables to make up at least 50% of your plate and enjoy grilled foods in moderation.
Basic Marinade
Oriental Marinade
¼ cup olive oil
¼ cup vinegar
¼ lemon juice
½ teaspoon salt
½ teaspoon dried whole thyme or your favorite fresh herb
½ teaspoon pepper
Combine all ingredients, stirring well. Marinade beef, pork, poultry, or tofu before grilling. Baste while cooking.
¾ cup soy sauce 2/3 cup canola oil ½ cup lemon juice ¼ cup Worcester sauce ¼ cup prepared mustard 2 cloves garlic, minced
Combine all ingredients, stirring well. Good for beef, fish, poultry, pork, and tofu. | 1,642 | 857 | {
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WHAT DO WE MEAN BY Smart Growth?
Embrace mixed land use, the practice of placing a combination of residential, commercial, and recreational properties within close proximity. This is critical to the development of healthy, vibrant, and equitable communities.
Take advantage of compact building design.
The Upstate's current sprawling growth pattern is not fiscally or environmentally sustainable. Building with a smaller footprint — growing up rather than out — preserves more greenspace, protects water resources, supports a wider variety of transportation choices, and leads to lower infrastructure costs.
Create a range of housing opportunities & types. Local communities are abundant with single-family homes and clusters of highdensity apartments. Housing types that fall somewhere between these two are often called the "missing middle." Missing middle housing can satisfy demand for walkable urban living while simultaneously providing product types that are more affordable by design.
Create walkable neighborhoods within a reasonable distance (approximately 1/4 mile) of a variety of amenities within a network of streets designed to make walking practical, safe, and convenient.
Foster distinct communities with a strong sense of place. Smart growth encourages planners to craft a vision of a unique community, set standards for development that respect and reflect the values and cultures of the people who call them home, and foster physical environments that support a more cohesive community fabric.
As the Upstate's population increases, it is up to local governments, stakeholders, and citizens to drive smart and balanced growth so that all residents have the opportunity to thrive. Here are 10 core principles of smart growth and how our communities can benefit from embracing them. Visit upstateforever.org/smart-growth to learn more.
Preserve open space. Protecting undeveloped land helps people, wildlife, and even economies thrive. It's important to prioritize greenspace protection not only in rural areas, but urban as well.
Direct development toward existing communities. Infill and redevelopment in existing communities is a smart way to mitigate sprawl, especially when implemented with an eye toward improving the quality of life for existing and new residents.
Provide a variety of transportation choices. Successful planning for the Upstate must couple a multi-modal approach — embracing diverse transportation options like walking, bicycling, public transit, and driving — with supportive development patterns to create a variety of transportation options for all residents.
Make development decisions predictable, fair, and cost-effective. Local governments can help make it easier for private investors and developers to create compact, mixed-use development and missing middle housing types.
Encourage community & stakeholder collaboration. The needs of every growing community — and the developments necessary to address those needs — are best defined by the people who live, work, and play there. Opportunities for citizens to provide feedback through public meetings and workshops help pave the way for equitable development.
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Spelling
Reading
Writing
Handwriting
Maths
Year 6's Home Learning Letter
03.04.2020
Hi everyone! Happy Friday! This will be your last home learning letter until after the Easter break but you can still email me to keep me up to date with what you've been doing at home or just for a chat at firstname.lastname@example.org or email@example.com. Enjoy a well-earned break and eat lots of yummy Easter eggs! Here's today's Disney quote to remember if you get frustrated or fed up over the Easter break. Hopefully you'll be having too much fun to feel that way though! Love Miss Wylde
- X -
Rule: Words from the Year 5/6 Statutory Spelling List.
Spelling sentence: Joe Wicks'Physical
Education programme
does not require any equipment.
It helps to build muscle
mass and stamina.
Practise this week's spelling sentence. Try to use a range of different techniques over the week to help you remember the spellings. You could try writing your spellings with your writing hand, then again with your other hand. Try writing with both hands at the same time. This will help to slow down the writing process and help you to remember the spellings.
Spend at least 30 minutes reading a book today. Perhaps you could ask your adults at home what their favourite book was as a child, then see if you enjoy it too.
Design a new front cover for the book that you are reading at the moment.
Writing Challenge
The Dreadful Menace
Using what you have learnt so far this week:
1. Write a poem, imitating the original poem and personifying a different season or weather phenomenon.
2. Consider how the poem will be read aloud and the effect this will have on the audience.
I am the dreadful menace.
The one whose will is done.
The haunting chill upon your neck.
I am the conundrum.
I will summon armies. Of wind and rain and snow. I made the black cloud overhead. The ice, like glass below.
3. If you can, use PowerPoint to record your poetry performance and use images or film clips to enhance the effect.
Not you, nor any other. Can fathom what is nigh. I will tell you when to jump. And I'll dictate how high.
Practise the Fisher family today – these all have
descenders. Write five words which begin with
each of the letters. Then, write 5 sentences using the kinetic letters style. Remember to snuggle your letters. Don't forget to draw your trees in the margin!
This is the bar model that I would draw for yesterday's maths.
The ones that came before you. Stood strong and tall and brave. But I stole those dreams away. Those dreams could not be saved.
But now you stand before me. Devoid of all dismay. Could it be? Just maybe. I'll let you have your day.
Anonymous
For today's maths, let's remind ourselves of BIDMAS.
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The difference between ASL and English signs
LEARNING TIPS | Tuesday, September 7, 2010
BY JOHN MILLER
One question many new signers ask me is: "What is the difference between ASL signs and English signs?" and "What does it mean to have an initialized sign?" These are two really good questions. It is important to understand the difference, particularly when signing to a member of the Deaf community.
Some background information
You may have noticed that sometimes people are referred as deaf (little d) and other times as Deaf (big D). This is done for a specific purpose. People that are deaf have partial or complete hearing loss. Deaf (big D) people are not just deaf by way of auditory definition, but culturally as well. They are usually born deaf. They don't normally use their voice when they sign. Many of them may also choose not to use hearing aides, cochlear implants or any other sound enhancing devices, even if they may get hearing benefit from them. They instead choose to use sign language as their primary mode of communication. Through sign they utilize interpreters in order to communicate with the hearing world.
Most deaf people; whether big D or little d, do NOT like to be referred to as Hearing Impaired. Instead they want to be identified as Deaf or Hard of Hearing, depending on their degree of hearing loss.
I give you this brief history just to give you some background before answering the ASL verses English question. This topic can become very involved and very political and we at Signing Savvy are not wanting to lose our focus of being a sign language resource for all, so we choose normally not to get too involved in these kinds of debates.
ASL signs vs. English signs
ASL (American Sign Language) is a complete, unique language developed by deaf people, for deaf people and is used in its purest form by people who are Deaf. Being its own language, it not only has its own vocabulary, but also its own grammar that differs from English.
Signed Exact English is a system to communicate in English through signs and fingerspelling.
Signed Exact English, in most cases, uses English grammar (that is, you are signing English). The vocabulary is a combination of ASL signs, modified ASL signs, or unique English signs.
The reason English signs often vary from ASL is to add clarity to the sign so that the exact English word meant for the conversation is understood. One example would be the sign for CAR. In ASL, the sign for CAR is two A hands gesturing like they are holding onto and moving a steering wheel. In ASL, this sign is used for any automobile you control with a steering wheel, including a car, truck, bus, van, etc. The English sign for CAR is two C hands, one on top of the other, moving away from each other. If you wanted to specify what type of car, the hand shape is modified to include the initial of the type of vehicle (c for car, v for van, b for bus, j for jeep, etc.).
This is where the term "initialized sign" comes from. You clarify the meaning by initializing the sign with first letter of the intended English word. Therefore, using the English version allows one to specify exactly what is communicated in English. In ASL, you would just use the ASL sign for car and if it was important to clarify the type of vehicle, you would follow the sign with a fingerspelling of the vehicle type (JEEP, for example). This is just one example. There are many other examples.
Just as many ASL signs are used in Signed Exact English, members of the big D Deaf camp have accepted some English signs. However, some are still not accepted, and if you use them in your everyday signing, could be frowned upon by the Deaf. It is best to watch and ask if you are in doubt.
Remember that most of the time if the sign is an initialized sign, then it falls under that English category. | 1,528 | 829 | {
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SUCCESS STORY
Rukhsard/o Jalal-ud-din,
Project WASH, HUJRA/SDC.
Village: Tirat, Union Council Tirat.
Rukhsar is a 7 Years old student of 2 nd class in Government Girls Primary School of Tirat village.
She is living with her family in village Tirat in a small house which does not have the basic needs of life. The hygienic condition of their house was not good. The same was the condition of little Rukhsar and her family especially her only brother and six sisters. Rukhsar's family has been suffering from different water borne diseases like diarrhea, cholera and skin infections. Quite good amount out of the earning of Jalal-ud-din,
Rukhsar's father, was spent on health care treatment and medicine of the family members.
Rukhsar was also living in unhygienic condition. This little princess was not keeping herself neat and properly cleaned. Her face, hands, nails, hair and cloths mostly used to be dirty. Therefore she remained ill most of the time and this was affecting her school and studies as well. Rukhsar and her family had very little knowledge about health and hygiene and they were not practicing the known information.
HUJRA, in response to the post flood rehabilitation, started implementation of WASH project in Tirat village, funded by Swiss Development Cooperation (SDC). This project has two main objectives. One is the water supply scheme to provide improved drinking water to the affected population and second is to improve the health and hygiene condition of inhabitants of the target area.
To improve the health and hygiene conditions of the community of Tirat village, project staff of HUJRA launched health and hygiene campaigns in the area. Hygiene sessions are in progress in the area in which women of the community participate and the children as well. Similarly hygiene sessions are also delivered in the GGPS for students. During these sessions, the HUJRA female hygiene promoters identified many case studies, among which Rukhsar is one of the success stories.
Rukhsar and her family participate in these sessions. Female hygiene promoters of HUJRA explain the importance of hand washing, with soap, before and after eating food and after us of latrine. They also explain the proper way of dish washing and use of laundry soaps to clean clothes. They throw light on the benefits of personal and domestic hygiene. They make them aware of types of water borne diseases and methods to decrease their occurrence. These female hygiene promoters discuss and show the participants treatment of water to make it safe for drinking and then its proper storage.
Now the little princess Rukhsar has got all this knowledge and practices it. She keeps herself clean and tries to keep surrounding tidy. Her glowing face, neat clothes and healthy body have made her an example for her family and other students as well.
She said, "Valuable knowledge is provided to us that will help us to improve our life".
She is grateful to HUJRA and SDC for support about good
hygiene practices and decrease her chain of diseases. Now Rukhsar has improved healthy life and shares with everyone her experiences and wishes to get more awareness about hygiene and health.
She also described that children are happy with health and hygiene sessions and the knowledge delivered to them through these sessions and all the children are now trying best to practice the knowledge regarding health and hygiene.
It is proved that through this activity HUJRA has done a flourishing attempt towards behavior change regarding hygiene.
Collected & Prepared by: Miss Ghufrania, Hygiene Promoter/Social Organizer, WASH Project, Tirat village, HUJRA/SDC. | 1,457 | 766 | {
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YEAR 4
Horrible Histories
In English we will be working on overcoming a monster story,
| Maths | We will be focusing on number this half term and the four main processes in maths; addition, subtraction, multiplication and division. We will develop written and mental strategies when solving problems using the four operations. |
|---|---|
| Science | During this half term we will focus on teeth and healthy eating. We will identify the different types of teeth that we have and discuss why we have milk teeth that are replaced with adult teeth. We get to experiment using disclosing tablets to investigate just how clean our teeth are and we look at the teeth of other animals and how they are adapted to suit their diet. |
| Computing | We will be focussing on Internet Safety. Using Zu3D and digital cameras, we have the opportunity to create our own stop animation videos using props and a background of our choice. We get to find out how to make this video effectively and get to share our work with the rest of the year when we are done. |
| History | Our topic for this half term is called, ‘Horrible Histories’ and we learn all about The Anglo-Saxons. The key objectives are: *To place events, people and changes into correct periods of time on a timeline. *To understand the reasons for the Anglo-Saxon invasions of Britain. *To develop an understanding of Anglo-Saxon settlements and kingdoms: place names and village life. *To understand the importance of Anglo-Saxon artefacts. |
| Geography | As part of our topic, we look at the countries that the Anglo-Saxons originated from and research their movement over to Britain. |
| Physical Education | For this half term we focus on basketball and dance. The children will be learning the Men in Black dance which involves dancing in unison, staying in a formation and choreographing their own routine. During basketball, the children will learn the different skills required and eventually play games against each other. |
| Art and Design | This half term we get to look at images of Anglo-Saxon patterns, artefacts and get to design our own. |
| Design and Technology | This is not covered this half term |
| Music | During this half term we listen to different types of music and discuss pitch, and introduce notation. |
| Religious Education | In this half term we learn all about Hinduism. We will find out about the different deities such as Ganesh and Krishna and learn about the festival of Diwali. | | 978 | 525 | {
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Lab Tag Explorer
Teacher briefing notes
What's the experiment?
Who else is using Web Lab right now?
When your students come to Web Lab they'll get a Lab Tag with a unique pictogram – an optically readable symbol which will allow them to access their Lab creations or artefacts. These pictograms are then shown on the Pictogram Wall and can be accessed by your students at the exhibit or online. The Pictogram Wall groups and sorts the pictograms of the current visitors to the gallery, including your students, on the large display to show connections between them. There'll be lots of connections to discover... How many visitors are in the gallery? How many online visitors are from Australia? The possibilities are endless.
Learning outcome
Understand how your information is stored on the web so that it can be easily accessed at another time.
Lab Tag activity
You can use your own webcam or unique code to access the information from your pictogram and view your artefacts when you get home or back to school.
Glossary
Database – A database is a collection of data that's organised so that its contents can easily be accessed, managed and updated.
Science Museum Learning| Web Lab
Lab Tag Explorer|Page 1
What does it show us?
When your students get home or back to school with their Lab Tag they'll be able to access their information on their home or school computer. But how does the internet select the correct information for your students' Lab Tags from all the other bits of information out there?
The answer is by using databases. Databases work by tagging information so that it's easy to find. Your pictogram will be different to every other pictogram, so your set of tags will be different to every other set of tags. Using your pictogram and the information tags your home or school computer will be able to search the databases and collect your artefacts rather than someone else's.
The web works in a very similar way, with every web page having a set of tags so that when you search for something on the web you get exactly the result you were looking for. The web will use other things to access your set of tags too. Your login details for your e-mail will act as the tab retrieval data so you get your e-mails and no-one else's.
The Pictogram Wall will also provide a space for you to make connections between your pictogram and the pictograms of the virtual and physical visitors to the exhibition. This will build an understanding that the modern web makes it possible for virtual and physical visitors to 'share' a space and that the web is full of real people even though you don't 'see' them in the same way that you see other physical visitors to the Museum.
What could we discuss?
Make a database of your classmates' favourite objects from the Science Museum.
Museum web links
sciencemuseum.org.uk/weblab
The on-gallery animation which introduces the topic of databases can be found here.
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Anal Glands (Sacs): Impactions, Infections & Abscesses in Dogs
Drs. Foster & Smith Educational Staff
Anal gland disease is a common problem in dogs and cats. The anal glands, also called 'anal sacs,' can become impacted, infected, and abscessed. Affected pets may lick the anal area, 'scoot' along the floor, or have problems with defecation. This behavior is most commonly linked to anal glands, not to worms, as is commonly believed. This article will help you better understand anal glands.
Location and function of anal glands
As the dog or cat is viewed from behind, anal glands (also called anal sacs) are located on each side of and slightly below the anal opening, at the 4 o'clock and 8 o'clock positions. A tiny duct or tube leads from the gland under the skin to an opening directly beside the anus.
All predators, whether they are canines or felines in the wild or skunks in your backyard, have anal glands. They just use them differently. Skunks discharge the secretion from these glands as a form of defense, while dogs use it primarily for territorial marking or as a form of communication. In dogs and cats, every time a stool is passed, it should put enough pressure on the anal glands that some of the secretion is deposited on the surface of the stool. Other dogs and cats are then able to tell who has been in the neighborhood, just by sniffing the stools they find. Additionally, dogs and cats recognize each other by smelling each other in the general area of the anus, since each animal's anal glands produce a unique scent.
Diseases of the anal glands
Anal gland impactions, infections, and abscesses can occur. Here is how: For various reasons, such as the conformation of the animals, the thickness of the gland's secretions, or the softness of the stool, these glands and their ducts often become clogged, or 'impacted.' When this occurs, the animal will sit down on its rear quarters and drag its anal area across the floor or ground. This is called 'scooting.' Both dogs and cats may lick the anal area excessively. Impacted anal glands are a very, very common problem for dogs, especially the smaller breeds.
Anal glands may also become infected and abscess. Bacteria make their way into the glands, probably through the ducts. This is a very painful condition, and the first sign you may see is that the animal attempts to bite or scratch when you touch the area near the tail.
Treatment and prevention
When the glands become impacted, a veterinarian, groomer, or the pet's owner must clean them out, or 'express' them. This empties the glands of all material. It is done by applying pressure with the finger, start below the gland and then pushing upwards. In some dogs, this needs to be done every week or two.
Impacted glands do not affect the overall health of the pet. The problem is that pets may injure the anal area when scooting across the ground, or discharge the secretion on the carpet or floor. And this material has a terrible odor.
Anal gland abscesses must be lanced by a veterinarian, and antibiotics are usually given to the pet for seven to 14 days. Using warm compresses on the area often helps to relieve some of the pain and reduce swelling. Secondary problems sometimes occur with abscesses, as they may cause scar tissue or other damage that may affect the nerves and muscles in this area. This can cause fecal incontinence, meaning the pet cannot retain its stools.
If an individual pet only has an occasional problem with the gland, they can be dealt with as needed. However, for pets with repeated or chronic problems, surgical removal of the glands is recommended. This procedure is called an "anal sacculectomy".With the removal of these glands all problems associated with these glands are eliminated for the remainder of the pet's life. Although a fairly simple procedure, complications such as fecal incontinence can rarely occur.
Dogs with recurrent anal gland impactions are often placed on a high fiber diet. The high fiber makes the animal's stool more bulky. The stool will put more pressure on the anal glands as it is passed, and hopefully the glands will express themselves when the animal defecates. There are several commercial brands of high fiber dog food available. Animals may also be supplemented with bran or medications such as Metamucil which will increase the bulk of the stool. | 1,657 | 933 | {
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Ben Maxwell (1898-1967)
Benjamin Isaac Maxwell was a journalist and historian who recorded much of the obscure history of the Salem area. For many years a columnist with the Capitol Journal, he wrote over 3,800 columns in which he recorded events—unusual and commonplace—that occurred in the mid-Willamette Valley. He also wrote articles for other Oregon newspapers and periodicals and amassed an extensive collection of photographs, some taken by him and others copied from the personal collections of pioneers and their descendants.
Ben Maxwell, born in 1898, was raised in Salem. His father Isaac N. Maxwell, a mining judge and lawyer in Idaho before coming to Oregon in 1869, was a teacher at the Eola school in Polk County. His maternal grandfather was Ben Hayden, a prominent Democrat and a Civil War-era county judge in Polk County whom contemporaries sometimes referred to as "Dirty Ben" because of his reputation as a no-holds-barred trial lawyer.
Maxwell graduated from Salem High School in 1917 and served as a sergeant in the U.S. Army in World War I. In 1918, he married Louise Hager; they were married for forty-nine years. He graduated from the University of Oregon in 1925, with a degree in journalism and history, and attended one year of law school before returning to Eola and his farm there.
In about 1930, Maxwell began working for the Capital Journal as a stringer and photographer, getting paid for one piece at a time. He had to pay for his own film and darkroom supplies, and he never took two photographs when one would do the job. Because of that, his contemporaries called him "One-Shot Maxwell."
Maxwell started a twenty-six-year series of daily columns in 1939. Titled "Nuggets," the columns were composed of short paragraphs about significant historical events, such as the visit of President Benjamin Harrison to Salem. He was primarily interested, however, in the people who lived in the Salem area and who frequented the city's jails, saloons, and courthouse. Known for his sharp tongue, Maxwell once described an early-day politician as "nothing, whittled to a sharp point" and referred to a group of Greek railroad section hands jailed at Woodburn as "remote descendants of Pericles."
Maxwell left the Capital Journal in 1965. When he died in 1967, his wife gave his notes, articles, and photographs to the Salem Public Library, a collection that is a valuable contribution to the history of the mid-Willamette Valley.
Written by Scott McArthur
Further Reading:
"Benjamin Maxwell Collection." Salem Public Library. http://photos.salemhistory.net/cdm4/browse.php?CISOROOT=%2Fmax.
Copyright © 2008-2013 Portland State University page 1 / 1 | 1,154 | 590 | {
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Chiggers in Dogs
Drs. Foster & Smith Educational Staff
Chiggers are common skin parasites that are present throughout the central part of the United States. The scientific name for chiggers is Trombicula mites, and they are also known as harvest mites. These mites can infect and bite people, dogs, and cats, and cause severe itching. While they are difficult to prevent, they are relatively easy to treat.
Chiggers are usually found in the highest numbers during the spring and fall in grassy areas, particularly in chalky soils. The chigger mite is a small reddish-orange mite about the size of the head of a pin.
What is the life cycle of chiggers?
Eggs are laid in soil and around vegetation. Larvae hatch from the eggs and crawl onto a host animal (e.g.; dog, cat, human). They attach themselves, feed on fluids in the tissue for several days, and then leave the host. They then molt into a nymph stage, and then mature into adults. The life cycle is completed in 50-55 days. In northern areas, there are 1-2 generations per year, in southern areas, the mites can reproduce all year long.
It is the larval form of this mite that infests animals and causes the irritation.
What are the symptoms of chiggers?
In dogs, chiggers can be found around the legs, head, and abdomen. In cats, they often take up residence on the inside of the ears and can be seen with the naked eye. They are said to look like paprika. Chiggers may not cause any symptoms in some animals; others may scratch at the area where the chiggers are present. In people, the mite is usually not seen, but the bite will produce a small welt, usually around the ankles, that itches intensely for several days.
How is an infestation with chiggers diagnosed?
The mite can be scraped from the inner surface of the cat's ear or off of the dog and can be identified under the microscope. However, because of the characteristic reddish color and location, a diagnosis can often be made just by visual inspection.
How is an infestation with chiggers treated and prevented?
The treatment is relatively simple and consists of either two pyrethrin-based dips spaced two weeks apart, or the application of a topical antiparasite drug to a localized area such as the ears. Topical or injectable steroids can be administered to the animal for several days to help alleviate any itching.
Avoiding areas where chiggers are found is probably a good idea because they appear to live in the same locations year after year.
Can I get chiggers from my pet?
It is very unlikely that you would get chiggers from your pet. If you and your pet both have chiggers, you probably both walked through an area where there were numerous chiggers in the environment.
Summary
The mites can be identified on the dog, particularly in severe infestations. In cats, you may see the scratching of the ears and the characteristic pinpoint-sized red mites on the inner surface of the ears. If you suspect chiggers, contact your veterinarian and get the proper topical treatment. | 1,162 | 657 | {
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"Would you like some Hetch Hetchy water?" your waiter might say. San Francisco has long associated its water supply with Hetch Hetchy, but the city's water comes from the mighty Tuolumne River system – Hetch Hetchy is just where some of that water has been stored over the last century. So if we take the water out of Hetch Hetchy, do we lose the water that San Francisco needs to survive and prosper?
No. San Francisco and other Bay Area communities will continue to receive a reliable supply of high-quality water from the Tuolumne River after Hetch Hetchy Reservoir is drained and the valley returned to the trusteeship of Yosemite National Park. Here's how that can easily be achieved.
Hetch Hetchy is only one of nine reservoirs that comprise the San Francisco Public Utility Commission's water system. Although Hetch Hetchy Reservoir is the most well-known, it stores less than 25% of the system's water. San Francisco's water-bank in Don Pedro Reservoir, downstream on the Tuolumne River, holds twice as much water as Hetch Hetchy.
Without a reservoir in Hetch Hetchy Valley, a minor new conveyance will be required to divert the Tuolumne River flows and stored water in Cherry and/or Don Pedro Reservoirs into the existing pipeline. On average, diversions of Tuolumne River supplies into the pipeline would be reduced by only 4%.
For most of the year it will be possible to divert the flow of the Tuolumne River into the pipeline just downstream of the National Park boundary. During late summer and early fall, it will be necessary to move stored supplies from Cherry or Don Pedro Reservoirs into the pipeline. In dry years, rivers flow will be sufficient for diversion for a shorter period, so it will be necessary to increase diversions from storage.
1 / 3
Hydrologic analysis shows that it will be possible to fully meet system demands in 4 out of 5 years. In the driest years, 20% of system demands will need to be met from additional water storage or supply resources.
This analysis is fully described in the Environmental Defense Fund's studies
Paradise herry Intertie Alternative.
Regained and
Similar findings are described in the and
UC Davis study Re-Assembling Hetch Hetchy
US Bureau of Reclamation study.
Facilities to make up the missing 4% of average supply can come from a variety of sources. These should be developed in co-operation with the SFPUC and its customers. A combination of the following options can easily make up this deficit:
- Development and replenishment of groundwater basins in the Tuolumne or Bay Area watershed, including "banking" groundwater in remote locations as many California cities do. San Francisco utilizes just 2.5 million gallons of groundwater today, compared with 14.5 million in 1930 – and does little to harness the 5.5 million acre-feet of rainwater it receives each year.
- Building new or enlarging existing surface storage – for example, a 20 foot raise of Don Pedro would enlarge that reservoir by the 360,000 acre-feet that Hetch Hetchy Reservoir currently holds.
- Expanding wastewater recycling and water conservation efforts in Bay Area cities. Current water recycling by San Francisco lags way behind leading cities in California. Los Angeles recycles 189 million gallons per day compared with just 1 million per day in San Francisco.
- Purchasing supplies on the open market in dry years (similar to the agreement between Metropolitan Water District and the Palo Verde Irrigation District).
By California standards, Hetch Hetchy is not a large reservoir. The storage capacity that will be lost by removing the reservoir – 360,000 acre-feet – is less than 1% of the capacity of the
2 / 3
C
reservoirs in California. It's just a fraction of the 6 million acre-feet of storage built in California during the last 20 years. Don Pedro reservoir, downstream on the Tuolumne River, already stores over 2 million acre-feet of water for San Francisco and other water consumers.
The annual water supply replacement needed when Hetch Hetchy is restored will be less than was required for other great restoration efforts in California - at Mono Lake, the Trinity River, or the Bay Delta.
In the words of three former superintendents of Yosemite, Dave Milhalic, BJ Griffin, and Bob Binnewies: "by investing in state-of-the-art recycling, conservation and groundwater systems, San Francisco can eliminate the use of Yosemite National Park as a water storage facility."
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Preventing Heat Illness in Youth Players
During prolonged soccer events in the heat, the body responds to increases in temperature through perspiration. As a result, the body loses large amounts of water and essential electrolytes (sodium and potassium) needed for the body to function properly. In order for players to recover effectively and remain in good health, those fluids must be replaced immediately. If not, youth players become increasingly at risk for heat illness—a very avoidable problem.
Youth players struggling with heat illness may become irritable; they may become suddenly fatigued; they may complain of a headache or lightheadedness; or they may become nauseated and vomit. Players who have been recently ill, especially with fever, vomiting, or diarrhea are much more prone to heat illness episodes. Regardless of which symptoms are present, players need to removed from the game immediately, and every effort should be made to reduce their body temperature and rehydrate them then and there. Players exhibiting severe problems should be referred to the hospital for emergency care.
In terms of (re)hydrating youth players, it is no secret that I am a big fan of Gatorade. And because "inquiring minds want to know," here's why: Over the years, research has shown consistently that Gatorade contains the right amount of essential electrolytes needed for athletes to recover effectively from exercise events. Aside from that, Gatorade 1) is absorbed more rapidly than water alone; 2) contains the right amount of carbohydrates needed for energy production; 3) does not cause the "full" or "bloated" feeling that water does; and 4) promotes recovery from exercise events faster than water alone.
Inasmuch as heat illness is much more likely to occur during tournament events than single game events, youth players can PREVENT serious problems by following the recommendations below:
1. Beginning one week prior to the tournament event and continuing through its completion, players should AVOID the intake of any caffeinated drinks (cola drinks, tea, coffee, etc). Fluid intake should be limited to water-based drinks should as water, lemonade, fruit juices, and others;
2. Every player should have an "igloo" filled with cold water or for every game;
3. Every team should have on their sidelines, a 10-gallon "igloo" filled with cold water to be used during every game. Do not rely on tournament officials to be the sole provider of cold water;
4. Every team should have ice towels available on their sidelines for every game, and they should be used at every opportunity to lower players' body temperature;
5. As soon as possible after every game, players should consume at least 20 ounces, and preferably 32 ounces of cold Gatorade—the sooner the better!!; and
6. Players should be encouraged to check their urine output and color within one hour after every game. Light colored urine of normal or above-normal amount is indicative of proper fluid intake; urine dark in color, of small amount, and with a strong odor indicates that fluid intake should continue.
In summary, as long as heat and humidity dictate, it is important that youth players
a) have unlimited access to cold water or Gatorade during every game;
b) have unlimited access to ice towels to help maintain normal body temperature during every game; and
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How Prepared Are You?
The quiz was just a little warm up to get you thinking about emergencies. The true test is how you will manage in a real emergency. Answer the questions below to gauge just how ready you are.
| | Yes | No |
|---|---|---|
| Do you have a battery operated radio and batteries? | | |
| Do you know what local radio stations are part of the Emergency Alert System and will be providing information in an emergency? | | |
| Do you have enough food and water for three days if the electricity shuts off and there’s no refrigeration, or the water supply is considered temporarily unsafe? | | |
| If you're relying on canned food, do you have a non-electric can opener? | | |
| Have you planned for your special needs in an emergency – medications, baby supplies, or other special supplies? | | |
| Do you have at least 2 working flashlights and batteries? | | |
| Do you have a "Go Bag" in case you have to leave your home suddenly? | | |
| Do you have an emergency contact sheet with key phone numbers on it? | | |
| Do you have a car charger for your cell phone? | | |
| Do you have some emergency cash on hand in case you can’t use plastic or get to a bank? | | |
| Are your important papers (or copies of your papers) in a safe, waterproof place? | | |
| Do you have the numbers for BGE, Washington Gas, Comcast/Verizon, and the City of Bowie in a handy place? | | |
| Do you have a first aid kit? | | |
| Have you taken a CPR and/or first aid class? | | |
| Do you have a plan for communicating with family members after a disaster? | | |
| Do you test the smoke detectors in your home twice a year? | | |
| Do you have a fire extinguisher at home? | | |
| Have you had a fire drill or discussed your emergency plans with family/friends? | | |
| Do you have an inventory list of your valuables? | | |
Scoring: (# of yes answers)
0-5: Not prepared. Luckily, you still have time to develop an emergency plan. But don't wait too long; you never know when a natural disaster can occur.
6-10: Not as prepared as you should be. No need to worry; start taking action. The time that you take now to get your family more prepared for a potential disaster will save you more time and anxiety during an actual disaster.
11-15: Somewhat prepared. Nice job. You and your family will avoid some stressful and tense situations because of your preparations. Most homeowners and businesses are not prepared for a disaster, so you are ahead of the game.
16-20: Consider yourself a graduate of the School of Emergency Preparedness! You've spent some time thinking about this and probably would know what to do in an emergency and would keep a level head. Keep up the good work and remember that practice makes perfect! | 1,152 | 684 | {
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ANIMAL EMOTIONS: DO THEY HAVE THEM?
Written by Shaid
Friday, 18 January 2013 00:22 -
As "parents" of our pets, most of us believe that we can tell when they are happy or sad and that they also tune into our emotional states and respond to them empathetically.
There is no scientific consensus on emotion in animals, eg what emotions certain species of animals, including humans, feel. Most of the debate is about mammals and birds and since they cannot speak, it is difficult to prove anything. However, animal pain was recognized long ago and resulted in the criminalization of animal cruelty. The story of Koko the gorilla and her pet cats is well-documented. She has cared for several cats over the years and Koko's relationship with All Ball was featured in the 1987
was written by Francine Patterson (Koko's scientist/sign language trainer).
book
Koko's Kitten, which
The
printed a story in July 2007 about a resident cat in the dementia unit of the Steere House Nursing and Rehabilitation Center in Providence. When death is near, Oscar nearly always appears at the last hour or so. Yet he shows no special interest in patients who are simply in poor shape, or even patients who may be dying but who still have a few days. Animal behavior experts have no explanation for Oscar's ability to sense imminent death. They theorize that he might detect some subtle change in metabolism -- felines are as sensitive to smells as dogs -but are stumped as to why he would show interest.
Boston Globe
The emotions of cats have also been studied in the lab and it has been shown that cats can learn to manipulate their owners through vocalizations that are similar to the cries of human babies. Some cats learn to add a purr to the cry, which makes it harder for their humans to ignore. Individual cats learn to make these cries when a particular cry elicits a positive response from a human and the cat is more likely to use that cry in the future.
The idea of animal emotions is prominent in Darwin's work with his 1872 book
. Willingness to see animals as emotional beings (and humans as having a rationality that can override the emotions) goes back to Ancient Greek philosophy.
The Expression of the Emotions in Man and Animals
Whatever you believe about your pets' abilities to experience emotion and tap into yours, here are some tips for increasing your dog's happiness quotient:
5 Ways to Perk Up Your Dog from the Tufts Cummings School of Veterinary Medicine.
Start by cheering yourself up first! Remember, dogs are social animals. So, if you're glum, they're gonna be glum, too, because they reflect your mood. And even if you don't feel happy, fake it! Studies show that forcing yourself to smile and talk in a happy voice tricks your brain into believing you're happy. And your dog reads your mood by the sound of your voice and the smile on your face – just like you read his by his wagging tail.
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ANIMAL EMOTIONS: DO THEY HAVE THEM?
Written by Shaid Friday, 18 January 2013 00:22 -
Let Fido play with his food. Experts say one of the biggest reasons for doggy depression is boredom. So, next time you leave them at home, make sure they have toys to engage their mind – like a "treat ball". Basically, a rubber ball with holes in that you pack with kibble. And the bits drop out piece by piece while they're playing with it.
Another way to boost your mutt's mood: change your tune. Studies show that cows produce more milk when they listen to country music. Because it helps them stay happy and relaxed. So, try some tunes. There is a list of "music for dogs" CDs at www.tesh .com. You can also try this: Record a tape of your voice or common household noise, and play it when you're not around. Because hearing familiar sounds is comforting.
Use soothing smells. Certain aromas have an uplifting effect on dogs and humans. So, what's the best? Vanilla! But instead of using vanilla air freshener – which can be toxic - sprinkle a few drops of vanilla extract on Fifi's favorite chew toys. And let her chew herself calm.
Finally, let your pooch loose! Dogs don't like to be in the house constantly, or only go for walks on concrete. So, once a week, let Rover run free in an off-leash park or a meadow. The exercise will help him stay fit. It'll also produce the same feel-good brain chemicals that come with human exercise, like endorphins and serotonin.
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How Much Sugar Do You Eat? You May Be Surprised!
Added Sugars
Sugar is the most popular ingredient added to foods in the US. It is found in cakes, cookies, candy and other sweets. Sugar is also added to many processed foods like ketchup, crackers, bread, soups, cereals, peanut butter, cured meats and salad dressings. Most processed foods contain sugar. Reading food labels will help you find out how much sugar is in the foods you eat.
One teaspoon of white sugar has 15 calories and one teaspoon of corn syrup (a type of sugar) has 20 calories. Soft drinks are responsible for most of the added sugar in the average American diet. One can of soda contains about 11 teaspoons of sugar.
How Much Sugar?
Two hundred years ago, the average American ate only 2 pounds of sugar a year. In 1970, we ate 123 pounds of sugar per year. Today, the average American consumes almost 152 pounds of sugar in one year. This is equal to 3 pounds (or 6 cups) of sugar consumed in one week!
Nutritionists suggest that Americans should get only 10% of their calories from sugar. This equals 13.3 teaspoons of sugar per day (based on 2,000 calories per day). The current average is 42.5 teaspoons of sugar per day!
Names for Sugar
Sugar comes in different forms and a variety of names. All of the following sweeteners provide you with calories and all have little or no nutritional value (known as 'empty calories').
Sugar
* Dextrose
* Maltose
*
* Glucose
*
Honey
* Sorghum syrup
* Lactose
* Fruit juice concentrate
* High-fructose corn syrup
* Fructose
* Corn syrup
*
* Molasses
Sorbitol
* Corn sweetener
* Sucrose
* Brown sugar
* Syrup
Why Eat Less Sugar?
A two ounce chocolate bar has 30 grams of sugar and the same calories as three medium bananas! The bananas are low in fat, high in vitamins and minerals and are fiber-rich. Bananas contain no sugar and will make you feel full longer than a candy bar.
About Fat-Free Snacks
Fat-free cakes, cookies and ice cream may have as much or more added sugar than non-fat-free options. When fat is removed sugar is often added for flavor. These "fat-free" snacks can be high in calories. "Fat-free" on the package does NOT mean "calorie or sugar-free."
To Burn Off These Calories….
*Walk at a Brisk Pace (3-4 mph) for…
2 Tbsp. maple syrup-111 calories…….
1 (12 oz.) soda - 162 calories…………
1 (1.5 oz. chocolate bar) - 230 calories.
1 cup vanilla ice cream - 273 calories..
25 minutes
35 minutes
50 minutes
60 minutes
1 piece of apple pie - 340 calories……
75 minutes
*(Based on a 150-160 pound person. A lighter person will burn fewer calories, a heavier person will burn more calories)
Where Added Sugar Comes From
Healthier Alternatives to High Sugar Foods | 1,369 | 679 | {
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Stewardship
As Wyoming citizens, we are entrusted with the responsible development, care, and use of our resources to benefit current and future generations.
What is the Wyoming Stewardship Project?
The Wyoming Stewardship Project (WSP) provides classroom units developed by Wyoming Agriculture in the Classroom (WAIC) in collaboration with educators, resource experts, and the Wyoming Department of Education. The purpose of these units is to meet Wyoming educational standards while teaching students about real-world issues. Three units are currently being developed and piloted for grades 2-5 and include: one agriculture, minerals and energy, and outdoor recreation and tourism unit for each grade level. All units include information about our natural resources and provide hands on learning.
Why use it?
* Lessons are ready for your classroom!
* Supplemental materials are included.
* Preparation work has been done to ensure all lessons align to Wyoming Content Standards
"I think that the stewardship project is a crucial program for our Wyoming youth. So many of them really don't know or understand the importance of caring for our state. In the elementary grades, they get only the history snapshot in 4th grade. What we really need is for them to see the value in all areas of Wyoming, and to want to become stakeholders in preserving that value!"
* These units are not intended to be a burden, but were created purposefully to be easy-to-use, cross-curricular, and comprehensive.
* Units have been developed to align vertically in grades 2-5 and horizontally across grade level standards.
* Units are unique to Wyoming and focus on life in Wyoming.
* Units build on each other throughout the grades, however can be used independently without loss of integrity.
How can you access it?
* Currently available units are: 2nd Grade Agriculture, and 4th Grade Minerals and Energy.
* We are looking for teachers to pilot recently developed 2-5 grade units. Please contact WAIC today to sign up!
* Additional units will be available for the 2018-2019 school year.
mailing: PO Box 347, Cheyenne, WY 82003|
- 2nd Grade Educator, Rock Springs
"We truly appreciate the time and effort that went into the development of this unit. It covered a lot of standards, especially the new science standards and the social studies standards that are harder for us to get to during the day, due to all of the things we have to teach."
- 3rd Grade Teaching Team, Riverton
Wyoming Stewardship Project Writers, 2017
"The unit makes our students proud of who we are in Wyoming and where we live. It gives them an awareness of agriculture that many did not have. They also learned that they can make a difference in the future of agriculture. They learned that hamburger does not just appear on the shelf in the grocery stores and shoes do not just appear in stores. There is an entire process that makes that happen. The unit opened their eyes to see how lucky they are to live here in Wyoming."
- 3rd Grade Teaching Team, Riverton phone: (307) 369-1749
email: email@example.com
|
|website: www.wyaitc.org | 1,291 | 661 | {
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Water Conservation Tips
The California Public Utilities Commission (CPUC) is committed to supporting and encouraging both water and energy conservation throughout the state.
Did you know that almost 20 percent of electricity and more than 30 percent of natural gas is used to treat, transport, and use water? It's a win-win situation - when you save water, you save energy too!
Below are some tips for you and your family to save water and energy. By working together, we can save the environment.
* Install water-saving devices. You can save water by installing low-flow showerheads, highefficiency toilets, and kitchen/bathroom faucet aerators. Check with your utility – you may be able to get these devices at a discount, or for free.
* Take shorter showers. Reduce your shower by 1-2 minutes and save 5 gallons.
* Turn water off while brushing your teeth. Save 3 gallons.
* Fix leaky faucets. Save up to 20 gallons per day.
* Wash a full load of laundry. Save 15 to 50 gallons per load.
* Use a broom instead of a hose. You can save as much as 100 gallons of water cleaning your driveway by sweeping instead of using the hose. Plus, it's good exercise!
* Water before 8 a.m. You can save about 25 gallons each time you water by watering before 8 a.m. Watering early reduces evaporation and puts that water to work helping your plants grow.
* Make the switch from lawn to xeriscape (low-water use landscaping). Switch your garden from turf to drought-tolerant plants and reduce your household water use by more than 30 percent. Outdoor water use accounts for between 50 to 70 percent of all household water use!
Want the CPUC at your community/senior event/health/resource fair? Need a guest speaker on CPUC consumer programs and services? Contact the CPUC's Business & Community Outreach team!
Northern California:
Southern California:
Sheri Boles, 415-703-1182, email@example.com
Drisha Melton, 213-620-2688, firstname.lastname@example.org
Drew Cheney, 916-956-8103,email@example.com
John Roldan, 213-576-7058, firstname.lastname@example.org
Roland Esquivias, 415-703-2212, email@example.com Sandy Windbigler, 909-864 2290,firstname.lastname@example.org
www.cpuc.ca.gov facebook.com/californiapuc twitter.com/californiapuc youtube.com/californiapuc | 1,055 | 570 | {
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TALKING TO TEACHERS ABOUT READING
Children whose parents are involved in their education are more likely to get better grades and have fewer behavioral issues. Talking with teachers is an important responsibility related to supporting your young reader. Below are some ways you can develop relationships with teachers and talk to them about your child's reading.
Communicate and Be Open with Teachers
Parents and teachers are partners in helping students become strong readers. Teachers benefit when parents are involved in their children's education, and they want to work with you to strengthen your child's reading skills. Build a strong relationship with teachers by:
X X Communicating often. Discuss the communication strategies that work best for both you and the teacher, such as phone conversations or emails.
X X Planning in-person, one-on-one meetings. Frequent and positive in-person interactions with teachers help them to get to know you better and make it easier to share quick updates and questions.
X X Being open and honest. Just like you, teachers want what is best for your child. Be open about what questions you have and what types of support would be helpful for you.
Get the Most Out of Parent-Teacher Conferences
Parent-teacher conferences are an important opportunity to discuss your child's reading and better understand how they are doing in school. Make the most of parent-teacher conferences by:
X X Talking to your child beforehand. Ask them about school, what they're reading, and how they are doing in different subjects.
X X Coming prepared with questions. Write down a few specific questions about your child's reading. These questions might focus on your child's strengths, opportunities for growth, and how you can support reading at home.
X X Following up with the teacher. Let them know how you'd like to stay informed about your child's reading progress.
TALKING TO TEACHERS ABOUT READING
Not sure what questions to ask your child's teacher at a parent-teacher conference?
Here are some ideas:
X X Is my child reading at grade level?
X X Is my child writing and speaking well?
X X Are there specific reading skills that my child is struggling with?
X X What are the results of my child's reading assessments?
X X What can I do at home to support my child's reading?
Ask About How You Can Support Reading at Home
Parents play an important role in building reading skills at home. Teachers can provide useful tips and guidance about how you can help your child improve his or her reading outside of the classroom. Support reading success at home by asking your child's teacher about:
X X Books to read at home and on-the-go. Ask for help picking out books that match your child's interests and make sure they are at just the right level—not too hard and not too easy.
X X Connecting at-home reading to in-school reading. Talk to your child's teacher about what topics and subjects they're discussing in the classroom. Reading books or talking about these topics at home will help to reinforce what your child is learning at school.
X X Being prepared for school breaks and the summer. Reading over the summer and during school breaks can help keep your child's reading skills sharp and prevent them from falling behind. Before a break or the end of the school year, work with your child's teacher to create a reading plan that includes realistic goals, types of books to read, and fun writing assignments. | 1,364 | 683 | {
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The First World War and Goldington, 100 years on September 1918
Continuing the occasional series of articles to add some detail to the scant information on the First World War memorial in the church porch and to mark one hundred years since each individual soldier fell:
At the outbreak of war, no-one expected the scale of the casualties that would follow. Indeed, we're all familiar with the early expectation that it would 'all be over by Christmas'.
Amidst the swell of patriotism and support for the troops at the start of the war, the idea was hatched to publish a collection of biographies of all the fallen soldiers. This quickly proved to be an impossible task as the casualty rates escalated but it was still pursued by some parties, largely via voluntary submissions from relatives.
The most significant of such endeavours was 'De Ruvigny's Roll of Honour' which featured biographies of 26,768 Army, Navy and Air Force men killed in the Great War.
Private Herbert Victor Gray on the Goldington war memorial is one of these soldiers and it gives us a fair bit of information, in addition to what we can gather from other sources.
Herbert Victor Gray was born on 1 August 1897 in Sawston, Cambridgeshire to James Gray and his wife Sophia Elizabeth (daughter of Isaac Farrington). Herbert was the youngest of seven children.
Both of Herbert's parents are referred to as having pre-deceased Herbert – we know Sophia died in early1901 and James presumably died a few years later as by 1911 Herbert, aged 12, was living with his elder sister Miralda and her husband John Sargent in Caldecote. Miralda was 17 years older than Herbert. Herbert worked as a farm labourer.
Herbert enlisted with the 11 th Suffolk Regiment on 28 July 1915, just days before his eighteenth birthday. After training he landed in France on 3 June 1916, just in time to join his battalion in its part on the first day of the Battle of the Somme, 1 July 1916.
After two years of service Herbert died in a military hospital in Aire-sur-la-Lys on 10 September 1918 from wounds received in action. He was aged 21.
Herbert is buried in the Aire Communal Cemetery, France. It is likely that he never lived in Goldington, and may never have even visited, but his link to the village is through his sister Miralda who was his next of kin and who supplied the inscription for his grave. By this time she was living in one of the East End cottages in Goldington.
Herbert's brother, William J Gray, also fell in action on 16 August 1917 whilst serving with the Essex Regiment. He had not moved with their sister Miralda but had gone to live with an Aunt after the death of their parents. He is not therefore listed on the war memorial board in church.
Next instalment: October 1918 | 1,140 | 626 | {
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School Libraries: A Lesson in Student Success
Contrary to popular belief, students do not instinctively know how to navigate the abundance of information available to them through traditional and digital resources.
In fact a recent survey of first-year college students found that....
75% have no idea
60% don't verify
44% don't know
how to locate articles and resources they need for their research.
the accuracy or reliability of the information they find.
how to integrate knowledge from different sources.
Well-funded school libraries, staffed by certified school library media specialists, are transforming into learning centers that equip students with the skills they need to succeed.
Knowing about different resources and formats of information
Using information ethically
Accessing information efficiently & effectively
At least 70% of school librarians provide information literacy instruction in relation to:
Evaluating the quality of websites
Using information technology responsibly
Finding, evaluating, and selecting appropriate sources
Resource-Rich
School Libraries
State Certified
Librarians
Quality Education
& Student Success
Students in programs with more school librarians and extended library hours score
90% of students
8.4% to 21.8% higher on ACT English tests and
Nearly 92% of students
11.7% to 16.7% higher on ACT reading tests.
recognize that their school library helps boost confidence in sorting and analyzing information they gather from books and other materials.
appreciate the school library's help in sorting and analyzing information and attaining media literacy.
How does your school library stack up?
New Jersey Association of School Libraries (NJASL)
promotes excellence in school librarianship and advocates for strong school library media programs for all students. NJASL provides school library media specialists with educational opportunities and current information aligned with state and national learning standards to ensure that all school libraries empower students, faculty, and staff to become effective and ethical users and producers of information.
Sources:
Learn more and view our video 'School Libraries: a Lesson in Student Success' at: www.NJASL.org
"The New Jersey Study of School Libraries," New Jersey Association of School Libraries (NJASL), Center for International Scholarship in School Libraries (CISSL) "The State of America's Libraries, 2017," American Library Associations (ALA) "The State of America's Libraries, 2012," American Library Associations (ALA) Young Adult Library Services Organization (YALSA)
"School Libraries Count! National Longitudinal Survey of School Library Programs," American Association of School Librarians, 2016. | 1,340 | 544 | {
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We´re Going on a Bear Hunt
Bea Marschik 9.2006
1
We're going on a bear hunt.
We're going to catch a big one.
What a beautiful day!
We're not scared.
Uh-uh! Grass! Long wave grass. We can't go over it. We can't go under it.
Oh no! We've got to go through it!
3
swishy swashy! swishy swashy! swishy swashy!
Uh-uh!
A river!
A deep cold river.
We can't go over it.
We can't go under it.
Oh no!
We've got to go through it!
splash! splosh!
5
Uh-uh! Mud! Thick oozy mud. We can't go over it. We can't go under it.
Oh no!
We've got to go through it!
Squelch! Squerch! Squelch! Squerch!
7
Uh-uh! A forest! A big dark forest. We can't go over it. We can't go under it.
Oh no! We've got to go through it!
9
stumble trip!
Uh-uh! A snowstorm! A swirling whirling snowstorm. We can't go over it. We can't go under it.
Oh no! We've got to go through it!
11
Hoooo woooo!
Uh-uh! A cave! A narrow gloomy cave.
We can't go over it.
We can't go under it.
Oh no!
We've got to go through it!
Tiptoe!
WHAT'S THAT?
One shiny wet nose! Two big furry ears!
Two big goggly eyes! IT'S A BEAR!!!!
Quick! Back through the cave! Tiptoe! Tiptoe! Tiptoe!
Back through the snowstorm!
Hoooo woooo! Hoooo woooo!
Back through the forest!
Stumble trip!
Stumble trip!
Back through the mud!
Squelch squerch! Squelch squerch!
Back through the river!
Splash splosh! Splash splosh!
Back through the grass!
Swishy swashy! Swishy swashy!
Get to our front door.
Open the door.
Up the stairs.
Oh-no! We forgot to shut the door. Back downstairs.
Shut the door. Back upstairs. Into the bedroom. Into bed. Under the covers.
23
We're not going on a bear hunt again. | 774 | 525 | {
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Making A Poster : FCCLA
Teacher Name:
Student Name: ________________________________________
| CATEGORY | 4 | 3 | 2 | 1 |
|---|---|---|---|---|
| Required Elements | The poster includes all required elements as well as additional information. | All required elements are included on the poster. | All but 1 of the required elements are included on the poster. | Several required elements were missing. |
| Attractiveness | The poster is exceptionally attractive in terms of design, layout, and neatness. | The poster is attractive in terms of design, layout and neatness. | The poster is acceptably attractive though it may be a bit messy. | The poster is distractingly messy or very poorly designed. It is not attractive. |
| Grammar & Spelling | There are no grammatical or spelling mistakes on the poster. | There is 1 grammatical or spelling mistake on the poster. | There are 2 grammatical or spelling mistakes on the poster. | There are more than 2 grammatical or spelling mistakes on the poster. |
| Graphics - Originality | Several of the graphics used on the poster reflect a exceptional degree of student creativity in their creation and/or display. | One or two of the graphics used on the poster reflect student creativity in their creation and/or display. | The graphics are made by the student, but are based on the designs or ideas of others. | No graphics made by the student are included. |
| Content - Accuracy | At least 5 accurate facts are displayed on the poster. OR include the following for the poster contest: Logo, FCCLA week theme, FCCLA Week dates, and promote FCCLA | 3-4 accurate facts are displayed on the poster. | 1-2 accurate facts are displayed on the poster. | Less than 1 accurate fact is displayed on the poster. |
| Mechanics | Capitalization and punctuation are correct throughout the poster. | There is 1 error in capitalization or punctuation. | There are 2 errors in capitalization or punctuation. | There are more than 2 errors in capitalization or punctuation. |
Rubric points______ x 2=_________Total points earned (48 possible)
FCCLA Poster Project
Using the information from the class activities as well as your FCCLA funsheet, create a small poster that promotes FCCLA. Include a minimum of five facts you learned about FCCLA on your poster.
BONUS!!! Instead of just 5 facts, include the following information. This makes the poster eligible fore the National FCCLA Poster Contest. I'll put your poster in the mail AND give you 20 bonus points if you choose this route.
* FCCLA Logo
* FCCLA week theme
* FCCLA Week dates
* promote FCCLA
Sometimes a theme for your poster can make it easier to create. Maybe think about a popular advertisement, television show, or movie and base your poster on it
The poster should be no smaller than a legal size paper and no larger than ½ a posterboard.
You will have some time to work on this in class, but you will probably also have to put in a bit of time at home.
Remember: posters are supposed to be attention getting, attractive, and neat. Double check your spelling and grammar. I would choose two or three colors and use those colors only. Don't get too crazy with extras like stickers and glitter! A little of those go a long way!.
Need more info? Check out one of these websites:
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Cyber Wellness Tips
August 2016
With our students having more online access, it is paramount that they learn how to stay safe in the online environment.
The students learned about 3 simple online rules:
1. Always ask their parents and teachers first
2. Only talk to people they know in real life when parents are around
3. Visit websites that are allowed by parents and teachers
The students also learned about the STOP-THINK-DO approach to guide their decision making process should they encounter unfamiliar online situations.
STOP: If an online stranger asks them for their personal information, they should immediately STOP and not reply.
THINK: Talk to people you know in real life! Even if the person says he/she is their friend, they should check with that person the next day.
DO: Approach their parents or teacher and tell them what happened.
Together we can help the children stay ONLINE SMART!
How to turn on Search Engine Filters
Google Search :
1
Enter a search and go to the "Settings" icon
Click "Turn on SafeSearch"
Under "Search settings", you can also lock your settings with a password by using Lock SafeSearch and click "Save"
For mobile devices, check the box for "Filter explicit results" under Search Settings
Yahoo SafeSearch :
Enter a search and go to the "Settings" icon
Click preferences and choose the strict option
Click "Save"
You can lock Yahoo SafeSearch by signing in
YouTube:
Scroll to the bottom of any YouTube page
Choose "On" in the drop-down menu of Restricted Mode
You can lock the Restricted Mode by signing in to your
YouTube account
3
ICT Lessons at PCPS
Our Primary 1 students started their Computer and New Media Literacy lessons from Semester 2 this year, once a week for 1 hour.
The Primary 1 curriculum will be as follows:
- Basic computer skills
o Understand parts of the computer and functions
o Use of a Mouse
o Keyboarding Skills
o Login with User IDs and passwords
- Animation (span across Primary 1 and 2)
o Use of Stop-Motion Animation to produce short animation clips
IT security policy and passwords
The use of IT equipment in the school is governed by a set of IT security policies. Passwords will be changed once every 3 months as part of this requirement.
For our students, this means that their passwords for the MCOnline Learning Management System will be reset every 3 months. Students will be informed of their new passwords in class.
Here are some tips for parents/guardian to support your child/ward on their IT use and learning:
a. Help your child/ward memorise their Birth Certificate number as this will be used as the User ID for most of the school-based systems.
b. If you have changed your child's/ward's password for MCOnline, please make sure he/she memorises the password to access the system in school. Otherwise their password will be manually reset by the teachers during lessons.
c. Ensure your child/ward has supervised access to the computer at home when they are doing the online assignments.
If you have any feedback or query, please email Ms Lee Jing Yng, HOD ICT/MRL, at firstname.lastname@example.org, or contact her at 6385 7339 ext 206. | 1,385 | 717 | {
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AP Government and Politics 2023 Summer Reading
There WILL be an exam the first week of school that you will be able to use as a replacement grade for a future unit exam in the course based on the content of the reading. It is highly recommended, but not required, that you take a page or more of notes at the end of each chapter on the overall narrative and significant concepts, details. You can use your notes to review the material before the exam, though they CAN'T be used on the exam. The process of notetaking itself also helps in comprehension. Here are some tips from the University of North Carolina at Chapel Hill's Learning Center:
https://learningcenter.unc.edu/tips-and-tools/taking-notes-while-reading/
Assigned Book:
Bodenhamer, David J. The U.S. Constitution: A Very Short Introduction.
Oxford University Press
ISBN-13: 978-0195378320ISBN-10: 0195378326
Recommended Reading Schedule: (Approximately 45 minutes to 1.5 hours per week):
Social Studies Textbook Reading and Note-Taking Tips:
Here are a few tips to help you in this class and to help you with note taking while reading.
* Take Notes While Reading: Studies have shown that people who take notes correctly remember the information significantly better than those who don't. Note-taking is not just about writing information, it's about processing the information.
* Write All the Main Titles to organize your notes: Use the titles and subtitles to help organize your notes. The titles and subtitles also help you focus on what's important or the main idea from the section or subsection as you read.
* Wait till the End of the Subsection: Don't take notes until you get to the next titled section. Otherwise, you won't know what's important and you'll write too much.
* Support the Narrative with key Details: Any significant terms, concepts or details that are highlighted by the book or are fundamental examples to the narrative, jot down those details.
* Focus on The Narrative: When you get to the next titled subsection in blue (usually 3 to 7 paragraphs later), try to think about what are the main ideas being expressed or the general narrative. You won't remember random dates, facts and names isolated, you need the narrative of each section to tell you why it's important. Write down a short outline of that narrative.
* Use your own words: Don't rewrite word for word what the textbook says. This isn't learning and processing the information, it's only recording information without learning it. Instead, rewrite the information in your own words in order to process it.
* Don't Write Complete Sentences: use phrases, bullet points, lists and other methods so you don't waste time on complete sentences.
* Break it Up: Don't do your reading all in one day, divide it up over two days.
* Don't Write Complete Words for all words: Use abbreviations for many of the words that make sense to you ("ag" for "agriculture", "pol for "politics", "rev" for revolution, "Am" for "American", "c." for "circa", "w" for "with", etc.); don't overdo the abbreviations to the point that you can't understand your notes. Also, the abbreviations should come relatively naturally and smoothly to help you save you time instead of wasting time trying to think of clever abbreviations that you might not even remember for the next time. Also use symbols (%, $, &, etc.) to save time and arrows to denote causation from one thing to the other.
* Remove Distractions: Find a quiet, distraction free area to study and if possible play melodic instrumental music in the background when you study and (when possible) utilize lighting that is centered around your reading and keep the rest of your study area dark or dimly lit. Eliminate access to all communication devices that might distract you.
* Practice, Practice, Practice: Notetaking like anything takes time to develop your practice. It may take longer at first, but over time, it will help you comprehend the content and build the skills necessary to be successful in class and in college. The goal should be to master your note-taking skills by about mid-way through the year and the rest of the year is just refinement.
* Use Your Notes: Although the main purpose of note-taking is to help you process and learn the content as you read. It's also very helpful for reference. So, look over your notes at the end of reading if you have time to summarize in your brain. Also, look over them just before class for a Reading Check, before a Unit Exam, and definitely before the AP Exam. Don't go back and reread the chapter- it's a waste of time- unless a particular section of your notes doesn't make sense to you and you want to clarify. | 1,844 | 1,019 | {
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How do you like to eat your walnuts?
The English or Persian walnut (Juglans regia) is the nut commonly available in Australia. Most of us are familiar with the taste of dried English walnuts, but there are many other ways to enjoy the versatile walnut. As the names can be confusing, we explain them here.
This sheet is a guide to the terminology used for walnuts at successive stages of development.
GREEN WALNUTS
These are immature walnuts that are harvested in early summer, before the shell hardens. They are oval with a hard, lime green husk speckled with small white dots. The flesh within the Green walnut is undeveloped - a gelatinous and sticky substance that is highly fragrant and aromatic. Green walnuts have a rather astringent or bitter flavour with mild spice-like notes. There are simple ways to remove their bitter tannins and transform them into something dark and well flavoured:
Green walnuts are harvested specifically for Nocino or Nocello liqueur in Italy and Vin de Noix "nectar" in France.
They can be pickled in vinegar using a number of spices. Pickled Green walnuts are most often served with cheeses and meats, typically in a Ploughman's Lunch. Or cook garlic, cloves and mace with vinegar, salt water, horseradish and Green walnuts for a 'walnut ketchup' that can be used as a condiment or replacement for Worcestershire sauce.
Glyko Karydaki is a traditional Greek spoon sweet made with young green walnuts, sugar, lemons and spices.
Walnut husks contain juglone, a chemical thought by some to have antibacterial, antiviral, antiparasitic and fungicidal effects.
! Use care when handling, as the juices in a green walnut can leave your hands stained brown for several weeks.
WALNUT RIPENING
Between early summer and early autumn, the walnut shell hardens within its green husk and the kernel inside matures from a gelatinous state to a crunchy white tissue, rich in beneficial oils, with a delicate flavour. When the husk starts to crack, the harvest begins.
In Australia, this begins in early Autumn (March).
Mature walnut on tree ready for harvest.
UNDRIED WALNUTS
In some cultures, people love to eat walnuts at this newly harvested stage, peeling off the skin covering the kernel. The kernel is still white and the flavour delicate. They are known as
FRESH, WET or NEWLY HARVESTED walnuts.
! These nuts are perishable and should be eaten within a few days of harvest.
DRIED WALNUTS
After harvest, the vast majority of Australian walnuts are dried until they reach a stable level of 8% moisture. In this state they will keep for at least a year if stored in a cool, dry place. The kernel is now light brown and its flavour should be warm and sweet, not bitter. These nuts are widely available in Australian shops.
BLACK WALNUTS
The Black walnut (Juglans nigra and Juglans hindsii) is a native American tree, widely grown for the high quality of its hardwood for craftsmen and it also produces a very highly flavoured nut. The Black walnut is harder to shell than other varieties. It is grown in a few Australian orchards.
The husks are used by some for medicinal purposes.
ACTIVATED NUTS
Soaking grains, nuts and seeds is an ancient art of food preparation thought to help improve digestibility by neutralising harmful phytic acid and enzyme inhibitors that bind to minerals such as calcium, iron, zinc and magnesium in the digestive tract, limiting their absorption into the body. Soaking walnut kernels, then slowly dehydrating them also gives a pleasant, crunchy texture to the nuts and reduces any possible bitterness of the skin.
How to activate walnuts
Dissolve ½ teaspoon salt in enough water to cover 1 cup walnut kernels.
Soak for 7-12 hours.
Strain and rinse the nuts.
Spread over a dehydrator rack or baking tray and dry in the dehydrator for 12-24 hours,
Or dry in the oven at the lowest temperature possible, preferably no more than 65 deg C. Stir or turn them occasionally, for the required drying time. Store in an airtight container or in the fridge or freezer. | 1,763 | 952 | {
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Round Lake
Contact:
Management Program
Phone:
April 2019
(47.14647 N, -99.48685 W)
Kidder County
* Round Lake is a popular fishing lake in central North Dakota (Figure 1). See map at (https:// gf.nd.gov/gnf/maps/fishing/lakecontours/ roundkidder2005.pdf).
* There is one primitive boat/winter access on the south side of Round Lake, just off Highway 36.
* The Round Lake watershed is about 9,000 acres of mostly grassland/pasture and agricultural land. The most common crops grown are soybeans, spring wheat and nonalfalfa hay (Table 1).
* Round Lake is a Class II fishery, which are "capable of supporting natural reproduction and growth of cool water fishes (e.g., northern pike and walleye) and associated aquatic biota."
* Round Lake is managed for walleye, with fingerlings stocked annually. Yellow perch and northern pike were also found during the last sample by the ND Game and Fish. The Game and Fish reported a fish kill in the winter of 2017 -2018, mostly impacting walleye.
* There is no historical data for Round Lake.
Table 1. Percentage of land cover in the watershed and near the lake (NASS, 2015). Value listed of crop type represents percentage of total production.
| Land Cover Type | % in Watershed | % within 500 meters |
|---|---|---|
| Grassland/Pasture | 65.2% | 51.4% |
| Agriculture | 18.9% | 32.4% |
| Spring Wheat | 32.5% | 21.1% |
| Other Hay/Non-Alfalfa | 26.6% | 13.3% |
| Soybeans | 19.1% | 13.5% |
| Open Water | 9.9% | 6.1% |
| Wetlands | 3.7% | 3.5% |
| Developed | 2.3% | 6.7% |
| Forest | < 0.1% | NA |
Temperature and Dissolved Oxygen
* Round Lake occasionally stratifies in the summer, with warm, welloxygenated water at the top of the water column, and cold, low-oxygen water near the bottom.
* There was no thermal stratification in 2016. Temperature change in the water column was 0.52 degrees Celsius (⁰C), 0.40⁰C and 0.17⁰C in May, July and September, respectively.
* All samples showed most of the lake as well-oxygenated.
Trophic State Indices
* Trophic state is a measure used by scientists to assess the condition (where lower scores indicate better water quality) of a lake using three common measures: total phosphorus (TP), Secchi disk transparency and chlorophyll-a concentration.
* Round Lake is a eutrophic lake (Figure 3) that has moderate nutrient concentrations and moderate algal growth.
* There is no historical trophic status for comparison.
* There have been confirmed harmful algal (cyanobacteria) blooms at Round Lake (last in 2016).
Nutrients
* Median concentration of total nitrogen (TN) in 2016 was similar to the median for the Collapsed Glacial Outwash Level IV Ecoregion (hereafter, Glacial Outwash) where Round Lake is located (Figure 4).
* Median concentration of dissolved TN was similar to TN.
* Median TP concentration in 2016 was similar to the median for the Glacial Outwash (Figure 4).
* Median concentration of dissolved phosphorus was slightly less than TP.
* Ammonia was detected once at Round Lake in 2016, while there were no detections of nitrate plus nitrite.
Water Chemistry
Table 2. Median concentrations of selected constituents for 2016 and historical samples and from all Glacial Outwash lakes.
* Bicarbonate is the dominant anion in Round Lake, while magnesium is the dominant cation (Figure 5).
* Median concentrations of most cations and anions are less than the median for the Glacial Outwash.
| Measure | 2016 Median |
|---|---|
| Alkalinity | 383 mg L-1 |
| Bicarbonate (HCO-) 3 | 425 mg L-1 |
| Calcium (Ca2+) | 21.0 mg L-1 |
| Carbonate (CO2-) 3 | 20 mg L-1 |
| Conductivity | 828 µS cm-1 |
| Dissolved Solids | 484 mg L-1 |
| Magnesium (Mg2+) | 84.8 mg L-1 |
| Sodium (Na+) | 34 mg L-1 |
| Sulfate (SO2-) 4 | 67.1 mg L-1 | | 1,996 | 1,060 | {
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BPSC 031 "Spring Wildflowers" Lab 6. Rosaceae (the Rose Family) and Fagaceae (the Oak Family)
I. Rosaceae (Rose Family)
Plants of highly variable habits and leaf designs, from herbaceous ephemerals to long-lived woody shrubs and trees. Flowers with five separate sepals, five separate petals, and numerous stamens attached to a shallow cuplike or bowl-shaped hypanthium, derived from an enlargement of the floral receptacle. Although modern molecular taxonomy has shown the subfamilies to be many and its classification quite complex, traditionally, the family has been classified according to its fruit type into four subfamilies: Rosoideae, Prunoideae, Maloideae, and Spiroideae. Although we know now that this traditional classification is an oversimplification, it is easy to follow and we will use it in the lab.
Key to the subfamilies of the Rosaceae
II. Fagaceae (Oak Family)
The Fagaceae are woody shrubs or trees with simple, toothed, or pinnately lobed leaves, petal-less catkins of male flowers, and cups or spiny burs containing an acorn or nuts. The plants are monoecious, with separate male and female flowers. The unisexual flowers are inconspicuous, small and greenish. Male flowers in catkins; female flowers single or in small clusters. Each female flower sits in a scaly cup with a single pistil bearing a 3-lobed stigma. The fruits are acorns that sit in a cup of warty or scale-like bracts.
Take randomly one of the plants in the lab and, using the above descriptions and keys, try to identify the family and subfamily to which that species belongs. Then, according to the family you have identified, develop the following activities.
1. Rosaceae (Rose Family)
b. Look at older flowers to see if you might find a ripening fruit. Is the fruit a hip, a pome, a drupe, or a dry follicle?
a. With care, dissect the flower and observe flower parts. Can you see the hypanthium? Count the number of pistils.
c. Look in detail at the leaves and the stem. Can you see any epidermal pricks (spines growing from the epidermis)? Is the leaf entire or composite?
d. Using the key above, try to identify the subfamily to which your plant belongs. Make a sketch of the most distinctive traits you have observed.
2. Fagaceae (Oak Family)
b. Look at older flowers to see if you might find a ripening fruit, or, alternatively, dissect the ovary in a female flower you have. Can you see the single ovule that will develop into a nut? Look at the scaly involucre at the base of the flower. Describe it.
a. Look in detail at the flowers. Can you distinguish male and female flowers? Using the hand-held loupe, observe the stamens in the male catkins, and the three-parted style in the female flowers.
c. Observe the leaves. Are they entire or composite? If entire, look at the margin of the leaf. Is it lobed, sinuate, toothed, or entire?
d. Make a sketch of the most distinctive traits you have observed in this plant.
The Fagaceae at a glance: Woody perennials (shrubs or trees) with simple or pinnately-lobed leaves, (a) male flowers in petal-less catkins, (b) female flowers in cup-like or spiny involucres that develop into (c) acorns or nuts (Quercus agrifolia).
The Rosaceae at a glance: Despite their highly variable morphologies, plants in the family are recognizable by their five separate petals and numerous stamens, attached to a bowl-shaped hypanthium derived from the enlargement of the floral receptacle. (a) Plants in the subfamily Rosoideae have many pistils maturing separately while attached to a fleshy enlarged receptacle to form aggregated fruits (Rosa californica). (b) The Prunoideae have a one-ovuled pistil that develops into a one-seeded drupe (Prunus ilicifolia). (c) The Maloideae have a single pistil formed by the fusion of 5 or less carpels fused to a surrounding hypanthium to yield a pome (Heteromeles arbutifolia). (d) The Spiraeoideae have separate dry carpels that ripen into follicles bearing one or many seeds (Cercocarpus betuloides). | 1,629 | 986 | {
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Name:_________________
Date:_________________
3rd Grade Data & Stats List 1 of 1
WhichWord? Sentences
Circle the letter of the word that best completes the sentence.
1) Sound judgement is a sign of ______.
A. mode
B. reasonableness
C. data
D. tally chart
2) The caveman drew a ______ on the rock.
A. ordered pair
B. mode
C. pictograph
D. combinations
3) Enter the facts and ______ to be analyzed.
A. median
B. tally chart
C. data
D. expanded
4) I recorded each vote on a ______.
A. reasonableness
B. ordered pair
C. tally chart
D. combinations
5) She memorized the different number ______.
A. combinations
B. expanded
C. median
D. ordered pair
6) Enter 2 + 2 in the calculator to get the ______ 4.
A. Frequency Table
B. output
C. reasonableness
D. input
7) The middle number in a sequence is the ______.
A. median
B. input
C. reasonableness
D. conjecture
8) In the list 2,5,5,9,14, the ______ is 5 as it appears most.
A. reasonableness
B. median
C. mode
D. conjecture
9) An ______ may be expressed as (x,y).
A. ordered pair
B. data
C. conjecture
D. mode
10) A ______ is an unproven theory.
A. conjecture
B. input
C. data
D. Frequency Table
Page 1 of 2
Name:_________________
Date:_________________
3rd Grade Data & Stats List 1 of 1
WhichWord? Sentences
Circle the letter of the word that best completes the sentence.
11) Use a ______ to record occurrences.
A. tally chart
B. expanded
C. reasonableness
D. Frequency Table
12) If we know the ______, we can find the output.
A. input
B. chance
C. mode
D. ordered pair
13) The numbers were in an ______ from smallest to largest.
A. reasonableness
B. array
C. pictograph
D. tally chart
14) The lucky boy has a good ______ of winning.
A. data
B. median
C. chance
D. pictograph
15) The ______ form of 17 is 10 + 7.
A. tally chart
B. Frequency Table
C. chance
D. expanded
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#305 The Image of the Beast – The League of Nations
While the impetus for the founding of the League of Nations came from U.S. President Woodrow Wilson, and while the League of Nations was the Image of the Beast, the Beast itself did not become a part of the League of Nations. This was because Wilson had strong opponents in Congress that barred the United States from entering the League. They felt that America had already had too much involvement in European affairs, and did not desire America to be a part of Europe's international disputes any more.
Wilson fought hard for America's entry into the League of Nations, but lost. Here is the story. After the signing of the Treaty of Versailles on June 28, 1919, Wilson returned to the United States on July 8, 1919. He presented the Versailles Treaty to the U.S. Senate for approval. A group of Republican Senators led by Henry Cabot Lodge of Massachusetts strongly objected to the promises that Wilson had made concerning American involvement in the League. The Senators would not ratify the Treaty unless certain changes were made regarding the involvement of the U.S. in the League. Wilson said that the requests of Lodge would cripple the League, and he refused to accept Lodge's demands. Wilson then went on a long speaking tour of the West by train, pleading for public support for the League, attempting to go over the head of the Senate. But he broke down from overwork before the tour was complete. On October 2, 1919, he suffered a severe stroke and was very ill for a time. He recovered enough to run the government but did not regain his old powers of leadership. The result was that the Senate vote to ratify U.S. involvement in the League of Nations was defeated.
Due to lack of U.S. involvement and many other reasons – particularly that of its success not being ordained by God – the great experiment of the League of Nations to bring peace to the world would fail, made clear by the outbreak of World War II.
Key Understanding: The post-World War I League of Nations (left) failed, but the postWorld War II United Nations (right) would take the League's place as the Image of the Beast.
Isaiah 2:4 (KJV) And he shall judge among the nations, and shall rebuke many people: and THEY SHALL BEAT THEIR SWORDS INTO PLOWSHARES, and their spears into pruninghooks: NATION SHALL NOT LIFT UP SWORD AGAINST NATION, NEITHER SHALL THEY LEARN WAR ANY MORE.
Here is #305–Doc 1, which is the Columbia Encyclopedia article on the League of Nations.
Click here for #305–Doc 1 Click here for the Original Source of #305–Doc 1
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France
General introduction into the school system of environmental education for sustainable development
CONTACT
Comité national français de la Décennie des Nations Unies de l'Éducation pour le développement durable
Ministère de l'Écologie et du Développement durable
20 avenue de Ségur 75007 Paris, France
Téléphone: 33-1 42 19 10 24 & 22 45
Fax: 33-1 42 19 10 50
Courriel: firstname.lastname@example.org
Internet : www.decennie-france.org
Professeur Michel RICARD, Président du Comité national français de la décennie
FOCUS
Education/Learning
Educators
Citizenship
Tools and materials (e.g.
Media & ICTs)
Research / Development
Regional / international
cooperation
DESCRIPTION
Type
Government project
Working language(s)
French
Target group(s) All French schools
Starting year &
duration
October 2005; duration : 3 years
Budget & funding
sources
Difficult to state precisely since the project is to be developed nationally. Funding
source: State
Partner
organisations
State + local authorities + enterprises and civil society
Stakeholders
Local authorities are particularly involved in this project through regional partnership agreements for promoting sustainable development through education, training and information.
OBJECTIVES
Following experiments carried out in 84 schools over a one-year period, an overall system of environmental education for sustainable development was introduced in all French schools. The education provided, developed under the National Sustainable Development Strategy (Stratégie Nationale de Développement Durable – SNDD), embodies a number of requirements:
* it forms part of a national education policy for the general introduction of educational content and methods and of tools aimed at the gradual and coherent acquisition, from primary school through to the end of secondary education, of an environmental and sustainable development culture;
* it is developed on the basis of close partnership between schools, local authorities, social groups and the business community so as to enable future
METHODOLOGY
Strengths
citizens to develop appropriate behaviour at all levels of society and to enrich it throughout their lives;
* it is to be continuously evaluated and updated by the various educational partners in conjunction with local authorities and members of civil society, who will take account of programme content, skills acquisition and the resulting behaviour.
The methodology involves four main thrusts:
- modification of school curricula to introduce sustainable development;
- teacher training and the development of suitable educational tools and approaches;
- setting up of committees in each educational region to monitor the introduction of the system;
- creation of regional partnerships.
RESULTS & EVALUATION
Results
Over a period of two years, one can point to a number of results:
- Implementation of a genuine transdisciplinary approach;
- Gradual transition from environmental education for sustainable development (EESD) to education for sustainable development (ESD);
- Realization by all involved of the need to adopt a broader approach to the subject, both in and outside school.
Extension of the approach to all schools | 1,643 | 647 | {
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GCSE Spanish Mock Listening and Reading Exam Monday 24 th November
GCSE French Mock Listening and Reading Exam Friday 28 th November
GCSE French Controlled Speaking Assessment 1 w/c Monday 1 st December – 15% of GCSE
GCSE Spanish Controlled Speaking Assessment 1 w/c Monday 1st December – 15% of GCSE
Controlled Speaking Assessment
Top Tips
: 15% of GCSE
Answers must be fully written out to act as a visual – most boys need to visualise the words
Practise asking and answering questions every night for 10-15 minutes – this encourages fluency and confidence. Little and often and not last minute!
Ensure planned spoken material is 5-6 minutes to replicate exam
Ensure 3 tenses are used for Grade 'C' (past, present, future) and at least 5 for Grade B or higher (as above plus conditional and imperfect)
Exam is an open interaction and not a question and answer session.
Record your answers onto an MP3 player and listen
Use cue cards to practise at home
Use break/lunch time to practise with other students
GCSE Mock Listening and Reading
Topic areas to revise:
1. Out and about inc. travel and tourism
2. Future plans, education and work
3. Customer service and transactions
4. Sport and leisure
5. Media and culture
Resources:
GCSE Edexcel textbook GCSE Edexcel revision guide and workbook BBC Bitesize (online) Ashcombe School Dorking (online)
EXAM TIPS – General advice
* Read all instructions carefully before looking at the question.
* If the question is in English, answer in English.
* If the question is in French, answer in French and make your answer as simple as possible. You do not have to write full sentences for your answers.
* Most questions will be in English and multiple choice
* If there is a number in brackets after the question, this refers to the number of marks available for that question. So, if there is a (2), you must give two details in your answer to gain your two marks.
* Finally, do not leave any gaps. Write an answer for EACH question.
EXAM TIPS - Reading
* Read the text twice before you read the questions.
* Deal with each question in turn.
* Some words look like English words. You should be able to work out their meaning.
* Always look for synonyms and antonyms
* Remember that you can sometimes work out the meaning of words form the sentence they are in.
* Identify which tenses are present in each text!
EXAM TIPS - Listening
* Read the question and check that you understand it.
* Try to predict possible words/ phrases you might be listening for and annotate exam script
* Try to use the question and any visuals to predict what you might hear and what the answer might be.
* Listen for the information you need. Remember, you do not need to understand every word to answer the question.
* Write your answer coherently.
* Listen to the recording again and check your answer.
Past papers
www.edexcel.com
Search French/ Spanish GCSE
Reading and listening papers available for download
Listening files can also be downloaded
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Albuquerque Model City Council Curriculum
Keep in mind the press is always present at public hearings. Don't say anything you wouldn't want to have quoted on TV or in the newspaper. The first rule of order is to be polite.
Student Roles and Responsibilities The Mock City Council Hearing
President of the Council: If you are assigned to play the role of the president, you will be the chair of the mock City Council meeting. As the president you will: · Call the meeting to order. · Ask for all present to stand and lead everyone in the Pledge of Allegiance, facing a flag if there is one.
* When it is time for council discussion of the curfew bill say, "At this time, we will have a discussion by the council on MC-05-20. · Ask for a second on all motions that require one. · Make sure all motions are addressed. · ·
* Say, "All members of the Council are in attendance" (if they are). Introduce any special guests that are in attendance (city councilors, City Council staff, teachers, parents of students, etc. A list of people to be recognized will be given you.) · Follow the agenda. · When it is time for public comment, say, "At this time, we will have comments from the public." Call on speakers one at a time from the list provided you by the recorder. Remind speakers they have only 3 minutes to speak. If they exceed the 3minute time limit (the recorder will announce this) you may interrupt them and say, "Thank you, Mr. or Ms. X).
Administer the vote and announce the vote.
Adjourn the meeting.
* Parliamentary Procedure "Cheat Sheet."
To prepare, study
Council Members
ordinance. · You should prepare a short (3 minutes or less) presentation on the winning Participatory Budgeting Project Proposal from your class.
* At the meeting, you should listen to advocates and opponents, and make a decision to vote for or against the ordinance.
* You represent your district. You will present to the council the winning participatory budgeting project proposal from your class (district). • To prepare, study Parliamentary Procedure "Cheat Sheet." • You should decide, with help of your staff, whether or not you support the curfew
* You can suggest an amendment to the bill, but the amendment must be made in writing to the president. (Your staff can assist.)
Albuquerque Model City Council Curriculum
Council Staff
* At any time, you can raise a Point of Order or a Point of Information. When appropriate, you can also make other types of motions, including a motion to bring the question to vote or a motion to postpone discussion. • You can debate any motions made by other councilors if you do not agree with them. • You can also ask questions of the public advocates and opponents once they have finished speaking.
Community Advocates and Opponents of the Curfew Bill · Your job is to present your opinion before the City Council and urge them to support your position. Before the meeting begins, give your name to the recorder, saying you wish to make
* Prepare your councilor for discussion about the curfew bill. • You can communicate with your councilor via written notes during the meeting if necessary. You can help the councilor come to a decision about any action on the curfew bill. • To prepare, study Parliamentary Procedure "Cheat Sheet"
* a comment during the council meeting. You will have 3 minutes to speak before the council. Write down what you are going
Speak loudly, slowly, and clearly.
* to say.
* If you wish, "community members" supporting your position may make posters and signs to hold up during the meeting to emphasize your message. • Be respectful. •
Recorder
*
Press (optional)
Collect the names of people who wish to speak for or against the curfew bill.
*
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Order of Service (Skit)
1) Introduction
2) Welcome & Memory Verse
'Hello Friends. Welcome to the Tree House! I'm ___________ and I'm so excited to be here. First let's see if anyone remembers our new memory verse! Raise your hand if you think you can tell me what it is. Awesome! Now let's have everyone stand up on their carpet and do the memory verse together!
"For the wages of sin is death (left hand palm up & right hand palm down, then flip them to where left hand palm down & right hand palm up)
but the gift (both hands palm up level with face then push out like your giving someone a gift)
of God is eternal life (both hands "L" shaped side by side with thumbs pointed up, then move both hands up near face)
through Christ Jesus our Lord (right hand "L" shaped start at left shoulder then move to right hip)."
Romans 6:23
Let's try that one more time. (Repeat using motions above.)
Great! Let's sit back down and get ready for a special story!
Ok, so we are talking about how God is holy and why we celebrate Easter. First, we talked about Jesus' triumphal entry into Jerusalem, then about the Passover Feast and how we still celebrate this special meal as the Lord's Supper to remember all that Jesus has done for us. Well, today we are learning about how Jesus prayed in a garden.
3) Skit
Roles: Storyteller
Zip
Willow
Willow: (Playing with Zip) Zip, have you ever had to do something really hard?
Zip: Of course I have. I am the goalie for my soccer team and that can be really hard. I get really nervous when the ball comes to me and I have to stop it. I don't want to let my team down because if I miss the ball the other team will score.
Willow: (Sadly) Yeah. I know what you mean.
Zip: Why did you ask?
Willow: Well, you see I have to go to a new preschool tomorrow. My parents say it is going to be a lot of fun and I will make a ton of new friends, but I am scared. What if no one talks to me? What if my teacher never takes us outside? (Covers her face with hands.)
(Enter Storyteller)
Storyteller: Hey guys what's going on?
Zip: Well, Willow is scared. She is worried because she has to go to a new school tomorrow and she doesn't know what it will be like.
Storyteller: Oh Willow, that can be scary. It is hard to go to a new school and make new friends and follow new rules.
Willow: (Storyteller's name) __________, have you ever had to do something hard?
Storyteller: Yes all the time, but do you know what helps me when I have to do something hard or scary?
Willow: (Shakes head no.)
Zip: Hiding?
Storyteller: No, that doesn't help.
Willow: Begging your mom or dad to not make you do it?
Storyteller: No, I do what Jesus did when He had to do something very hard.
Willow: Jesus had to do something really hard?
Storyteller: Yes, very hard! He came to earth to rescue us from our sins, remember?
Zip: He sure did and He healed a lot of people and did other miracles, too.
Willow: Yeah, and He is generous and taught people to be generous and love each other just like He loves us.
Storyteller: That's right! But when it was time to sacrifice Himself for our sins, it was a very hard thing. He was probably nervous to do a very difficult thing. He knew it was going to be very hard and very painful. But do you know what He did?
Willow: What?
Storyteller: He fell to ground and prayed. He asked His Father, God, if there was any way possible that His Father could take the difficult thing away from Him. He cried out to God in prayer. He needed to talk to God. He prayed to Him for strength and comfort.
Willow: So Jesus asked His dad to please not make Him do it?
Storyteller: Yes, He did, but Jesus believed that God knew what was best and what needed to be done. Jesus was willing to do whatever God needed Him to do.
Zip: So, when you have to do something hard you pray to God and He gives you the strength and comfort to get through it?
Willow: I sure need Him to be my strength when I go to my new school tomorrow.
Zip: And I need Him to be my strength when the soccer ball comes flying towards the goal in my game.
Storyteller: We can pray to God all the time, not just when things are hard. He wants to share Himself with us and have a relationship with us all the time. God can be our strength in everything we do. But just like Jesus was willing to do whatever God asked Him to do we have to be willing to do the hard things God asks us to do, too.
Willow: And He will be with us?
Storyteller: Always!
4) Songs
Now, let's see all sing together!
5) Prayer & Closing
Thanks for singing with me today. Before we go back to our rooms let's sit and pray. Dear God thank You for teaching us that You are our strength and comfort all the time.Thank You for loving us so much. Help us remember and understand what You've taught us today. Help us believe in You. Amen.
Gracechurchkids.org
2801 Pelham Rd. Greenville SC 29615 Ph: 864.284.0122 Fx: 864.284.0222 | 1,832 | 1,220 | {
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Sample Workshop Schedules
Full Day
8:30 AM Arrive and set-up
10:00-11:00 Second presentation (Grades 2-3)
9:00-9:45 First presentation (Grades K-1)
11:00-12:00 Lunch and book signings
1:30-2:30 Fourth presentation (or after school a 45-60 minute teacher workshop)
12:15-1:15 Third presentation (Grades 4-5)
2:30 -4 Finish signing books/Or meeting with staff
(Teacher workshop topics include Getting Reluctant Readers to Read and Seeing The World Through Kids' Books.)
A Few Other Things:
1. Since I tailor each of my presentations to meet the needs of the particular age level attending, it is important that each group consists of students who are roughly the same ages. Ideally, I prefer to work with smaller groups for the intensive writing workshops but am happy to have bigger audiences for the other workshops. In order for me to more effectively lead discussions and activities with the students, I require that teachers and aides attend the workshops.
3. Prior to my visit, I will be in touch about the kind of supplies that I need for my presentations. Here are some things I often request:
2. A visit is more successful if the students are well-prepared. If they are familiar with my books, students are more likely to be excited about the visit and participate more. I encourage teachers and librarians to encourage the use of my books in the classroom before I visit.
* AV cart with 3 plug-ins and extension cord
* computer speakers
* large screen
* 2 display tables up front or a stage
* wireless microphone
Funding:
As a former teacher, I am certainly aware of the constraints placed on school budgets. If you've already checked with your school library's budget but don't have the funds for an author visit, here are a few suggestions of where to seek funds:
1. Ask the PTA or the PTO to support the event.
3. Try applying for a grant. Some possible funding sources include the following:
2. Does your school system have any District Title I money that could be used for a literacy program that meets curriculum standards?
* Your State Humanities Council or State Council on the Arts
* Your local Reading Council or State Reading Association
* Local service organizations such as the Rotary Club, Lions, or Kiwanis
* National Endowment for the Arts
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CAT AND DOG ALLERGEN
Helpful tips for cat and dog allergen avoidance
* Minimize contact with your pet – You may have heard that it is not ideal to have a pet in your home. If your pet is already considered part of your family, then minimize contact and keep out of the bedroom and other rooms where you spend a great deal of time. Also limit petting, hugging or kissing your pet. Change clothing before coming into the home after visiting with a pet owner.
* HEPA air purifier – Running a HEPA air purifier can help reduce the pet allergen levels in the home.
* Bath your cat regularly – Give your pet a bath regularly to reduce allergens. At least once a week is recom mend, if the skin allows.
* Install a HEPA furnace filter – Install a HEPA filter into your furnace and change it frequently.
* Use a HEPA vacuum/steam clean carpets – Using a vacuum with a HEPA filter and steam cleaning the carpets can help reduce allergens in the home.
* Clean upholstered furniture – Use and wash removable sofa covers or have couches steam cleaned. If those are not options, vacuuming the furniture can also help.
* Wash bedding weekly – Washing bedding weekly in soapy, hot water each week can be a big help with allergen reduction in the bedroom. In addition to bedding, it's important to remember to wash curtains, rugs, and pillows.
* Remove shoes – Ask family and visitors to remove shoes before coming into your home.
* Bathe daily – Daily showers before bed can help keep pet and other allergens out of the bedroom.
* Consider the neighborhood – If the patient doesn't have pets but their neighbors do, keeping the windows shut can help reduce the amount of pet allergen making its way into the home.
* Your pet still produces allergens – Contrary to popular opinion, there is no such thing as a non-allergenic pet. And some people who live with an animal become accustomed to a chronic low level of symptoms and only react more severely when coming home from an extended vacation.
Does your patient have cat or dog allergen in their home?
Exhale is the first and only Do-It-Yourself test that measures your home for mold, dust mite, pollen, mouse, roach,cat and dog allergens. Designed and trusted by leading allergists. Proven to directly measure allergens and molds impacting the health of allergic individuals. It's the missing puzzle piece to your allergy and asthma prevention and treatment plans | 951 | 536 | {
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8421 ‐ 101 Avenue, Edmonton, Alberta, Canada, T6A 0L1 | T 780.469.1010 F 780.465.3003
19 September 2018
Dear Sisters and Brothers in Christ,
In Alberta, the yearly celebration of Catholic Education Sunday is an opportunity for Catholic schools and our faith communities to promote their important and distinctive mission.
In keeping with the theme for this year's Synod of Bishops: Young People, the Faith and Vocational Discernment, the theme for this Catholic Education Sunday is Rejoice and Be Glad. Our theme is further inspired by Pope Francis' Apostolic Exhortation and the call to holiness. It highlights the important role that our schools play in nurturing the call to holiness for our children and youth. Our schools also help students know Christ through religious education, prayer, and a safe, caring school community that encourages them to discern their vocations. Pope Francis reminds young people that Jesus looks to them and invites them to journey with him. They are urged to be open to God's plan in becoming joyful disciples.
Catholic Schools, along with the family and the parish community, support our young people in their journey of faith. Teachers, students, parents and priests together are witnesses to, and agents of, the Good News proclaimed by Jesus Christ. This faith witness is described in the apostolic exhortation as the "saints next door". It reminds us that in every circumstance there are people of faith who inspire us to respond openly to the love of God and to serve Him generously. Sustained by such a bold vision, Catholic Schools encourage students to grow in their faith, to live its principles and to act in ways that make a positive difference in their local communities and the global community.
The universal call to holiness has particular importance in the life of a Catholic School. Catholic education invites students to respond to the personal call of Jesus to embark on a journey of holiness. They are encouraged to grow in the knowledge of how God is active and present in their lives. They are called to enter into a living relationship with God.
Catholic schools put Christ, the witness of faith, and the teachings of the Catholic Church at the centre of the educational enterprise. By placing Christ at the centre of all they are and all they do, Catholic schools make sure that a student's journey into adulthood is also a journey of faith. A journey which recognizes that true knowledge, learning, justice, peace and human freedom are a response of love to the God who is Love.
We know that life is not without its challenges and temptations, which can distract our children and youth from responding to the call to holiness. "Rejoice and be glad, for your reward is great in heaven, for in the same way they persecuted the prophets who were before you." (Mt. 5:12). This scripture quote, which roots the apostolic exhortation, recognizes that there will be many challenges in the quest for holiness. However, these challenges are not met with fear. They are met with courage and an assured confidence of the abiding presence of God. It is this confidence rooted in Christian hope that guides our Catholic Schools to instill and nourish, through many learning experiences, the belief that each child is created in the image of God and with God, all things are possible.
We, the Alberta and NWT Bishops, are grateful for parents who entrust their children to our Catholic School system and for parishes that minister to them. On Catholic Education Sunday, we express our appreciation for the administrative, professional, pastoral and support staff, who are dedicated to the noble task of assisting children and youth to follow the call to greater holiness. They help students grow in the assured belief that God journeys with them.
May God bless you and continue to sustain your faith-filled mission with His grace.
Sincerely yours in Christ,
Catholic Bishops of Alberta and NWT
Most Reverend Richard W. Smith Archbishop of Edmonton
Most Reverend William T. McGrattan Bishop of Calgary
Most Reverend David Motiuk Bishop of the Ukrainian Eparchy of Edmonton
Most Reverend Gerard Pettipas CSsR Archbishop Grouard-McLennan
Most Reverend Paul Terrio Bishop of St. Paul
Most Reverend Jon Hansen CSsR Bishop of Mackenzie-Fort Smith | 1,804 | 906 | {
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1
EXHILARATION
happiness coupled
with excitement
7 DELECTATION great pleasure and enjoyment
6 JOLLITY state of being cheerful
4 MIRTH happiness and laughter
5 GO INTO RAPTURES feel extreme pleasure about someone or something
10 RHAPSODY expression of great happiness in speech or writing
11 ECSTASY state of extreme happiness
12 ENCHANTMENT great pleasure
3 ON CLOUD NINE very happy
2 HIGH SPIRITS happy mood
8 JOY great happiness
9 PLEASURE feeling of happiness and enjoyment
"Children at once accept joy and happiness with quick familiarity, being themselves naturally all happiness and joy," penned the French writer, Victor Hugo, in his famous novel Les Misérables. Yes, childhood is synonymous with happiness. This Children's Day (Nov. 14 th ), let us cheer childhood by looking at words and phrases related to 'happiness', in part 3 of our special series 'World of Words'.
by DR PRISCILLA JSS
HAPPINESS GALORE!
13
EXUBERANCE full of energy, excitement and happiness
19
supreme blessedness and happiness
BEATITUDE
24
JOVIALITY quality of being very cheerful
16
JUBILATION
happiness on being victorious
21
ELATION
18
great happiness and excitement
MERRIMENT
17
fun and enjoyment
22
a feeling of happiness and being sure that everything will be fine
BUOYANCY
BLISS
BLITHESOMENESS
perfect happiness
14
JUMP FOR
JOY to be very happy
15
GLADNESS joy and happiness
happiness without any anxiety
25
JOCUNDITY
state of being cheerful
28
REJOICING
happy celebration
32
a state of perfect happiness
29
OVER THE
MOON
very happy and excited
PARADISE
33
SEVENTH HEAVEN
extremely happy
happiness that is evident in one's behaviour
CHEERFULNESS
EXCLAMATIONS OF HAPPINESS
41. Eureka!
42. Ha!
43. Heigh-ho!
(Shakespearean)
44. Hurray! / Hurrah! /
Huzzah!
45. Ooh!
46. Whoopee!
47. Woo hoo!
48. Yahoo!
49. Yay!
50. Yippee!
May our children be blessed and happy always!
37
GAIETY happiness, fun and excitement
38
CONVIVIALITY
friendly and cheerful in atmosphere or character
EUPHORIA
feeling of extreme happiness that lasts for a short time
23
GLEE happiness, pleasure and excitement
26
DELIGHT
feeling of great pleasure
FELICITY
great happiness
30
ON TOP OF THE
WORLD
ON TOP OF THE
WORLD
very happy or proud
34
FULL OF THE JOYS OF SPRING
31
very cheerful
35
RAPTURE
HUMOUR
great excitement, pleasure and happiness
GOOD
cheerful mood
40
JOIE DE VIVRE (from French) a feeling of extreme happiness and enjoyment of life
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Netley Abbey Junior School
Pupil Acceptable Use Agreement (Year 4, 5, 6)
This Acceptable Use Agreement is intended to ensure:
- pupils will be responsible users and stay safe while using the internet and other technologies.
- that school systems and users are protected from accidental or deliberate misuse.
Acceptable Use Policy Agreement
For my own personal safety:
- I will keep my username and password safe and secure - I will not share it, and I will not try to use any other person's username and password.
- I will be aware of "stranger danger", when I am communicating on-line.
- I will not disclose or share personal information about myself or others when on-line.
- I will immediately report any unpleasant or inappropriate material or messages or anything that makes me feel uncomfortable when I see it on-line.
I understand that everyone has equal rights to use technology as a resource and:
- I understand that the school systems and devices are mostly intended for educational use and that I will not use them for other uses unless I have permission.
- I will not use the school systems or devices for on-line gaming, file sharing, or video broadcasting (e.g. YouTube), unless I have permission to do so.
I will act as I expect others to act toward me:
- I will respect others' work and property.
- I will be polite and responsible when I communicate with others.
- I will not take or share images of anyone without their permission.
I understand that the school needs to keep systems secure and running smoothly:
- I will immediately report any damage or faults involving equipment or software, however this may have happened.
- I will not try to alter any computer settings.
When using the internet, I recognise that:
- I should ensure that I have permission to use the original work of others in my own work.
- Where work is protected by copyright, I will not try to download copies (including music and videos).
- I need to check that information that I access is accurate.
I understand that I am responsible for my actions, both in and out of school:
- I understand that if don't keep to this Acceptable Use Policy Agreement, there will be consequences.
- I will not use any personal device whilst in school without the express permission of a teacher.
Please complete the sections on this page to show that you have read, understood and agree to the rules included in the Acceptable Use Agreement. If you do not sign and return this agreement, access will not be granted to school systems and devices.
Pupil Acceptable Use Agreement Form (Years 4, 5, 6)
This form relates to the Acceptable Use Agreement, to which it is attached.
Please complete the sections below to show that you have read, understood and agree to the rules included in the Acceptable Use Agreement. If you do not sign and return this agreement, you will not be able to use the school systems.
I have read and understand the attached agreement and agree to follow these guidelines whenever:
- I use the school systems and devices (both in and out of school).
- I use my own devices in the school (when allowed) e.g. USB devices, cameras etc.
- I communicate with other members of the school community.
Name of Pupil:
Class:
Signed:
Date:
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Let's Retire Fire
he facts speak for themselves: Americans over the age of 65 are one of the groups at greatest risk of dying in a fire. On average, more than 900 Americans age 65 and over die in fires. People over the age of 85 die in fires at a rate five times higher than the rest of the population. However, there are a number of precautionary steps older Americans can take to dramatically reduce their chances of becoming a fire casualty. T
A Factsheet for Older Americans
UNDERSTANDING THE RISKS
Why Are Older People at Risk?
Older Americans are at risk for fire death and injuries for a number of reasons:
Laboratories (UL). Use only the manufacturer's recommended fuel for each heater. Do not use electric space heaters in the bathroom or around other wet areas. Do not dry or store objects on top of your heater. Keep combustibles away from heat sources.
* They may be less able to take the quick action necessary in a fire emergency.
* They may be on medication that affects their ability to make quick decisions.
* Many older people live alone and when accidents happen others may not be around to help.
What Fire Hazards Affect Older People?
* Cooking accidents are the leading cause of fire related injuries for older Americans. The kitchen is one of the most active and potentially dangerous rooms in the home.
* The unsafe use of smoking materials is the leading cause of fire deaths among older Americans.
* Heating equipment is responsible for a big share of fires in seniors' homes. Extra caution should be used with alternate heaters such as wood stoves or electric space heaters.
* Faulty wiring is another major cause of fires affecting the elderly. Older homes can have serious
March 2006
wiring problems, ranging from old appliances with bad wiring to overloaded sockets.
SAFETY TIPS FOR OLDER AMERICANS
* Kitchen Fires. Most kitchen fires occur because food is left unattended on the stove or in the oven. If you must leave the kitchen while cooking, take a spoon or potholder with you to remind you to return to the kitchen. Never cook with loose, dangling sleeves that can ignite easily. Heat cooking oils gradually and use extra caution when deep-frying. If a fire breaks out in a pan, put a lid on the pan. Never throw water on a grease fire. Never use a range or stove to heat your home.
* Space Heaters. Buy only heaters evaluated by a nationally recognized laboratory, such as Underwriters
* Smoking. Don't leave smoking materials unattended. Use "safety ashtrays" with wide lips. Empty all ashtrays into the toilet or a metal container every night before going to bed. Never smoke in bed.
Finally, having a working smoke alarm dramatically increases your chances of surviving a fire. And remember to practice a home escape plan frequently with your family.
For more information contact:
The U. S. Fire Administration 16825 South Seton Avenue Emmitsburg, MD 21727 or Visit the USFA Web site: www.usfa.fema.gov
Homeland
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FUN WAYS TO MEMORIZE BIBLE VERSES
NON-READERS and READERS
Vocal Verses: Make the verse into a song (nursery rhyme tunes are good for this) or use one of the many Bible verse song resources available online to learn the verse. Memorizing with a song is one of the best ways to embed scripture into your child's mind and heart.
Colored shapes: Write the words on colored shapes and tape them to a board or wall. Say the verse together 3 – 5 times then remove one shape at a time each time as you say the verse until all the shapes are removed and you're saying the entire verse.
Crossing the river: Cut out paper stones. Have each stone represent a word of the verse. Say the verse together 3 – 5 times then line your children up at the beginning of the "stones." Have each child step on the stones one at a time while everyone says the verse.
Follow the Leader: Create movements that relate to the meaning of the words, or that are sign language words. For example…for "I" point to eye; "love" shape hands in a heart; "so" pretend to sew; "God" point up; "believes" point to head; etc. The children repeat the verse as they follow the movements you make.
Pass the ball: Pass a ball around. Say a word each time the ball is passed. Once the verse is learned: the person holding the ball at the end of the verse says the whole verse.
Symbol verse: Draw (or cut out) a symbol that illustrates each word (or main words) of the verse on a board. Say the verse together 3 – 5 times then cover or erase one or more symbols each time you say the verse.
March-a-verse: Repeat the verse as everyone marches around the room around obstacles or while doing a repeated motion like jumping, hopping on one foot or moving one arm in a circle.
The next word: Say the verse together 3 – 5 times then parent begins to repeat the verse. When they stop, the children say the next word.
Volley the ball: Line up facing each other with a ball or bean bag. Say the verse together 3 – 5 times. Have one child say the first word and then toss the ball to a second child or parent who says the next word etc.
Voice changes: Say the verse using different voices, i.e. loud, soft whisper, slow like turtle, fast as you can, like an old lady, high voice, low voice, while jumping etc.
READERS - Say the verse together 3 – 5 times before each of these games.
Erase-a-word: Write the verse on a chalkboard, dry-erase board, window or mirror. Erase one or more words at a time, leaving a line where the word was. Then say the verse together. Keep erasing words, adding lines and saying the verse until the board only has lines on it.
Scramble the verse: Write one word or a phrase of the verse on index cards, pieces of paper, blocks, etc. Have the children unscramble the verse once it is mixed up. Say the verse each time it is unscrambled.
Flip strips: Print the verse on the back of strips of paper that are fastened to a wall or board with tape as hinges. Lift the strips to learn the verse and then close each word strip as it is learned.
Clothesline: Cut articles of clothing from paper. Write each word or phrase of the verse on an article of clothing. Learn the verse with the clothing in the correct order. Scramble the words, hanging them on a clothesline. Have the children put the verse in order.
Popcorn: Put the Bible verse and reference on chalkboard, dry-erase board, window or mirror. Have your child underline one word. Everyone says the verse together, standing up as they say the underlined word, and then sitting back down to continue saying the verse. Then, have another child (or parent) underline another word and repeat the verse as before. Continue the pattern until every, or almost every, word has been underlined. | 1,400 | 887 | {
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Farm Animal Friends
This series introduces early readers to animals and life on a farm. Simple sentences describe large, engaging pictures.
Specifications:
Reading Level: Grades PreK-1
Interest Level: Grades PreK-1
16 pages, 6 x 8", full color
$7.50 PAP
Chickens by Amy Culliford
Horses by Amy Culliford
Early readers are introduced to chickens and life on a farm. Simple sentences accompany engaging pictures.
ISBN 978-1-4271-3245-1 PAP
ISBN 978-1-4271-3251-2 eBook
Cows by Amy Culliford
Early readers are introduced to cows and life on a farm. Simple sentences accompany engaging pictures.
ISBN 978-1-4271-3246-8 PAP ISBN 978-1-4271-3252-9 eBook
Goats
by Amy Culliford
Early readers are introduced to goats and life on a farm. Simple sentences accompany engaging pictures.
Early readers are introduced to horses and life on a farm. Simple sentences accompany engaging pictures.
ISBN 978-1-4271-3248-2 PAP
ISBN 978-1-4271-3254-3 eBook
Pigs by Amy Culliford
Early readers are introduced to pigs and life on a farm. Simple sentences accompany engaging pictures.
ISBN 978-1-4271-3249-9 PAP ISBN 978-1-4271-3255-0 eBook
Sheep by Amy Culliford
Early readers are introduced to sheep and life on a farm. Simple sentences accompany engaging pictures.
ISBN 978-1-4271-3247-5 PAP
ISBN 978-1-4271-3253-6 eBook
ISBN 978-1-4271-3250-5 PAP
ISBN 978-1-4271-3256-7 eBook
Also Available in
Spanish
* Supports Common Core State Standards: RI.K.1, RI.K.2, RI.K.4, RI.K.5, RI.K.6, RI.K.7, RI.K.8, RI.1.1, RI.1.2, RI.1.3, RI.1.4, RI.1.5, RI.1.6, RI.1.7, RI.1.8
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The Moving Earth Year 5
Essential Knowledge
By the end of this topic the children will know….
- That the earth is made up of Tectonic plates
- How a volcano occurs
- That the moving and colliding plates create volcanoes and earthquakes
- Why we have earthquakes
- How natural disasters affect both people and their property.
- Countries more prone to natural disasters and why.
| Launch | | Explore | | Energise |
|---|---|---|---|---|
| | Explore the science behind Earthquakes and Volcanoes – use science lessons to experiment with materials and explain how they change. | | Volcano making day - using the science knowledge and skills to create a volcanic eruption (using volcanoes made for homework) | |
| OUR VISION OUR VISIONOUR ROOT OUR ROOT VALUES VALUES | |
|---|---|
| | Respect and Honesty |
| | Children will show respect to others when on trips and when working in groups with each other. They will be honest when proof-reading each other’s work and feedback positively ensuring it helps others to develop |
| | their work further. |
English
Recounts – Newspaper reports about a natural disaster
Narrative – story writing (portal/adventure stories)
Explanation - about how/why volcanoes occur
Instructions - what to do in the event of an earthquake
The children will also be using VIPERS to reinforce their reading skills and will be reading a class novel linked to their topic of 'The Moving Earth' SPaG will also be interlinked into English lesson a well as stand-alone sessions. Spelling will be taught discretely as well as in intervention groups across upper KS2.
Mathematics
Multiplication and division
Fractions, decimals and percentages.
Rapid recall of basic number facts
Reasoning and problem solving.
They will also be completing daily 'Early
Bird' maths activities linking to the
KIRFs (Key insta
nt recall facts)
Science
Properties and changes of material The children will be able to compare and group everyday materials, know some materials dissolve in liquid, understand how mixtures might be separated through filtering, sieving and evaporating, investigate reversible and irreversible changes.
History/Geography
Children will be able to:
Explain the causes and effects of natural hazards – volcanoes, earthquakes and tsunamis.
Have a clear understanding about plate tectonics and the development of the continents over time.
Give reasons why natural disasters occur in particular countries and not others.
Use key vocabulary linked to natural disasters
| Religious Education | Art and Design and Design Technology |
|---|---|
| Creation and Fall: Creation and Science – conflicting or complementary? Salvation: What did Jesus do to save human beings? | Research, create and test Earthquake proof buildings - Ways of strengthening buildings - Designers of buildings - Homework to complete the ‘investigate and analyse’ part of the process. |
| Music | French |
| To be able to learn and play the Ukulele. (Lead by Dorset Music Service) Children will learn the main three chords and will be tasked with looking after the instrument at home as well as practising as part of their home learning each week. | The SALUT scheme is used to encourage the children to listen, speak and write in French. This term the children will be continuing with learning key vocabulary, basic phrases and fundamental skills to help them develop an understanding of the language. |
| Physical Education | Computing |
| The children will use the Real PE scheme to develop skills, coordination, stamina and flexibility. They will also be developing their hockey skills from the Autumn term and begin playing matches against each other. They will also create some dances using their indoor PE session. | The children will focus on E safety along with using coding software in their lessons. |
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Sandford St Martin's CE VA Primary - Reading and Phonics statement
At this school we support children with their phonological knowledge through a scheme called 'Letters and Sounds' – this is mainly in Early Years and Key Stage 1 but the principles and skills continue through Key Stage 2 too. To further promote progression and enjoyment in reading we utilise the Oxford Reading Tree scheme alongside activities and assessments on 'Bug Club' (Pearson). In the Early Years Foundation Stage progressive phonics books are used to support early reading (published by Songbirds). Throughout the school we have also adopted an approach to teaching and learning about reading called V.I.P.E.R.S. This helps to ensure a balance of fluency, sounding out, vocabulary development, comprehension and enjoyment/reading for pleasure.
Letters and Sounds is a phonics resource published by the Department for Education and Skills in 2007. It aims to build children's speaking and listening skills in their own right as well as to prepare children for learning to read by developing their phonic knowledge and skills.
Songbirds (Oxford) Written by Julia Donaldson, the author of The Gruffalo, the 36 books in this Songbirds Phonics Collection are especially designed to help ease young children through the process of learning to read.
Oxford Reading Tree helps children to progress with their reading in carefully considered stages
Oxford Levelled books use an expertly researched and well-established system for fine-levelling which is correlated to other levelling systems and positioned to match new, higher standards and age-related expectations. It helps us find books that captivate readers, fire imaginations and broaden world views. To match children to books that will progressively develop their skills at every step of their reading journey.
Pearson's 'Bug Club' is a package for a range of reading needs, both digital and in print. With flexible packages for Independent Reading, Guided Reading, and ongoing assessment, with a blended approach to suit all schools and all ages
VIPERS (The Literacy Shed) cover the key comprehension skills in line with the 'new curriculum' content domains.
The same mnemonic can be used by both KS1 and KS2 with a little adaptation.
The main differences being in the S - Sequence in KS1 and Summarise in KS2 also in the Explain section.
In KS1 'Explain' is not one of the content domains, rather it asks children to explain why they have come to a certain conclusion or to explain their preferences, thoughts and opinions about a text. In KS2 the Explain section covers the additional content domains of 2F, 2G and 2H which are not present in KS1. | 1,107 | 542 | {
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4 th Class Maths
Week Mon 27 th April – Fri 1 st May 2020
Dear Parents,
I hope you are all well and are finding the work load manageable. Please see below work list for the coming week ahead. Work at your child's pace, there is no obligation to get everything completed. Take care and stay safe.
Feel free to contact me if you have any queries or you want to say hi: email@example.com
Ms McMahon
Topic: Operations – Addition, Subtraction, Multiplication, Division
Planet Maths: Pgs 152 – 155
This unit of work is revision of processes that we have looked at earlier in the year: +, -, x & ÷.
Complete the following activities over the week:
- Planet Maths pg 152 AQ1 & Q2 (Revision of Addition & Subtraction)
- Planet Maths pg 154 AQ1 (Remember our shortcut for multiplying by 10: Just add a zero!). AQ2 & Q3.
- Planet Maths pg 154 CQ1, 2 & 3. (Revision of short division)
- Planet Maths pg 155 AQ1 (Revision of long multiplication)
- Planet Maths pg 155 AQ2 (Revision of short division with remainders)
See below page for examples!
Use your multiplication square to help you with the tables if you need to! If you don't have yours in your folder you can use the one on the next page:
Tables: Tables Expert C pgs 102 – 105
÷11
You can use the below link to play a division tables game for extra practice.
https://www.topmarks.co.uk/maths-games/hit-the-button
4 th /5 th Class English Week Mon 27 th April – Fri 1 st May 2020
Dear Parents,
I hope you are all well and are finding the work load manageable. Please see below work list for the coming week ahead. Work at your child's pace, there is no obligation to get everything completed. Take care and stay safe.
Feel free to contact me if you have any queries or you want to say hi: firstname.lastname@example.org
Ms McMahon
Reading: Reading is the most important activity your child can do at home. Continue to read as much as possible and allow your child to choose books that are of interest to them. If you do not have enough books to read at home you can continue to use 'Oxfords Owls' online Free eBook Library. https://www.oxfordowl.co.uk/
Folens are also offering free access to over 330 Collins Big Cat ebooks and printable worksheets for parents. To access these, visit: http://connect.collins.co.uk/school/Portal.aspx
Click Teacher Login and use the below details:
Username: email@example.com
Password: Parents20!
Reading & Comprehension: Reading Zone, The Golden Harp Unit 24 The Golden Harp pgs 96 - 100. This is a fictional text (a made up story). Pupils read through the text and complete Activities A, B, C, D & E in their copies. Remember to use full sentences and use the text to help avoid any spelling errors.
Vocabulary Development: Read through the red words from above mentioned Unit 24. Ensure that your child can read all of these and understands what they mean. Use a dictionary to clarify any words and/or put them into sentences orally/written. Daily practice on these is necessary to learn them thoroughly.
Free Writing: Pupils can pick a topic of interest and write about it. Spellings are not important during free writing, the focus is getting your thoughts down on paper. This can be fiction writing (a story) or factual (real life). Keeping a diary is also a good option, write down daily what you are getting up to.
Extra Work:
Activity F pg 100
Folensonline.ie are continuing to give families free access to their resources for the next few weeks. See above instructions for gaining access. Reading Zone The Golden Harp is available here plus extra worksheets on Unit 24 if required. | 1,651 | 862 | {
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Generosity: The Primary Buddhist Virtue
Quotes to be used for Dharma Reflection
Generosity = cāga (but also means relinquishment or letting go)
Giving = dāna (also refers the thing given)
The Ten Wholesome Actions: Giving, virtue, mental cultivation, humility, service, sharing merit, rejoicing in the merit of others, listening to the Dharma, teaching the Dharma, straightening out one's views. D.A. III.999
The Four bases of social harmony: Giving, kind speech, service, being equitable.
D.N III.152; A.N. II.32
Ten Virtues of a ruler: Giving, virtue, altruism, honesty, kindness, self-control, nonanger, non-violence, patience, uprightness.
Four Virtues of a householder: honesty, self-discipline, forbearance, giving.
The Ten Perfections: Giving, Virtue, Renunciation, Discernment, Effort, Patience, Truth, Resolve, Loving Kindness, Equanimity.
Traditional Description of the Perfection of Generosity
Giving is stated at the beginning [of the paramis]: (a) because it is common to all beings, since even ordinary people practice giving; (b) because it is the least fruitful; and (c) because it is the easiest to practice.
Giving has the characteristic of relinquishing; its function is to dispel greed for things that can be given away; its manifestation is non-attachment, or the achievement of prosperity and a favorable state of existence. …
Further, when a suppliant asks for something, a bodhisattava should reflect: "He or she is my intimate friend, for he or she divulges his own secret to me. He is my teacher, for he or she teaches me: 'When you go you have to abandon all. Going to the world beyond, you cannot take your own possessions!'
A Treatise on the Paramis by Acariya Dhammapala
Quotes on Generosity from the Buddha
1) "Giving, a Dharma life, caring for relatives, and blameless deeds: this is the greatest fortune." Sutta Nipata 263
2) "The gift of Dharma surpasses all gifts."
Dhammapada 354
5) "Having overcome stinginess, the conqueror of this stain should give a gift." Samyutta Nikaya I.32
8) "Some provide from the little they have,
Others who are affluent don't like to give. An offering given from what little one has Is worth a thousand times its value."
Samyutta Nikaya I.18
9) "Even if one throws away the rinsing from a pot or a cup into the village pool or pond, wishing that the living beings there may feed on them – even this would be a source of merit, not to speak of giving a gift to human beings."
Anguttara Nikaya III.57
11) "By giving one unites friends."
Samyutta Nikaya I.215
13) "Monks, if people knew, as I know, the fruits of sharing gifts, they would not enjoy their use without sharing them, nor would the taint of stinginess obsess the heart. Even if it were their last bit, their last morsel of food, they would not enjoy its use without sharing it if there was someone else to share it with." Itivuttaka 18
14) "If beings knew, as the Great Sage has said, how the results of sharing has such great fruit, then subduing the stain of selfishness with brightened awareness, they'd give in season to the noble one, where a gift bears great fruit." Itivuttaka 26
15) "A lay follower is accomplished in generosity by dwelling at home with a mind devoid of stinginess, and by being freely generous, open-handed, delighting in relinquishment, devoted to charity, delighting in giving and sharing.
Samyutta Nikaya V.395
16) "How does a true person give gifts? Here a true person gives a gift carefully, gives it with his own hand, gives it showing respect, gives a valuable gift, gives it with the view that something will come of it. That is how a true person gives gifts. MN 110.23
18) King Pasenadi asked, "Where should a gift be given?"
The Buddha replied, "Wherever one's mind has confidence." Samyutta Nikaya I.99
19) "A good person gives in five ways: out of faith, with respect, at the right time, generously, with without denigrating the other." Anguttara Nikaya V.14 | 1,708 | 981 | {
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VISTA unveils a new image of the Large Magellanic Cloud
13 September 2019
portion of visible light but are transparent at the longer wavelengths VISTA was built to observe. As a result, many more of the individual stars populating the centre of the galaxy are clearly visible. Astronomers analysed about 10 million individual stars in the Large Magellanic Cloud in detail and determined their ages using cutting-edge stellar models. They found that younger stars trace multiple spiral arms in this galaxy.
ESO's VISTA telescope reveals a remarkable image of the Large Magellanic Cloud, one of our nearest galactic neighbours. VISTA has been surveying this galaxy and its sibling the Small Magellanic Cloud, as well as their surroundings, in unprecedented detail. This survey allows astronomers to observe a large number of stars, opening up new opportunities to study stellar evolution, galactic dynamics, and variable stars. Credit: ESO
The Large Magellanic Cloud, or LMC, is one of our nearest galactic neighbors, at only 163,000 light years from Earth. With its sibling the Small Magellanic Cloud, these are among the nearest dwarf satellite galaxies to the Milky Way. The LMC is also the home of various stellar conglomerates and is an ideal laboratory for astronomers to study the processes that shape galaxies.
ESO's VISTA telescope, has been observing these two galaxies for the last decade. The image presented today is the result of one of the many surveys that astronomers have performed with this telescope. The main goal of the VISTA Magellanic Clouds (VMC) Survey has been to map the star formation history of the Large and Small Magellanic Clouds, as well as their threedimensional structures.
VISTA was key to this image because it observes the sky in near-infrared wavelengths of light. This allows it to see through clouds of dust that obscure parts of the galaxy. These clouds block a large
For millennia, the Magellanic Clouds have fascinated people in the Southern Hemisphere, but they were largely unknown to Europeans until the Age of Discovery. The name we use today harkens back to the explorer Ferdinand Magellan, who 500 years ago began the first circumnavigation of the Earth. The records the expedition brought back to Europe revealed many places and things to Europeans for the first time. The spirit of exploration and discovery is ever more live today in the work of astronomers around the world, including the VMC Survey team whose observations led to this stunning image of the LMC.
The stars revealed by this image were discussed in the paper "The VMC Survey - XXXIV. Morphology of Stellar Populations in the Magellanic Clouds" to appear in the journal Monthly Notices of the Royal Astronomical Society.
More information: The VMC Survey—XXXIV. Morphology of Stellar Populations in the Magellanic Clouds, arXiv:1908.08545 [astro-ph.GA] arxiv.org/abs/1908.08545
Provided by ESO
1 / 2
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APA citation: VISTA unveils a new image of the Large Magellanic Cloud (2019, September 13) retrieved 7 March 2021 from https://phys.org/news/2019-09-vista-unveils-image-large-magellanic.html
This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.
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Kenningtons Primary Academy
Learning Overview for Year 4
WB: 9 th November October 2020
English
The children have enjoyed looking at the Spiderwick book so far this week and have generated some ideas about what it would be like to visit one of these mythical creatures. Next week, the children will look at the structure and vocabulary of the information in the book and then apply this to writing their own set of instructions.
Suggestions of ways you can support your child's English:
In regards to spellings, continue to encourage your child to practise the words by using the 'look, say, write, cover, check' method. It would also be beneficial to use these words in meaningful sentences. These are in their reading diary. The words get trickier as we go through the year, so it is vital that they practise these at home.
Maths
In maths the children have done really well using the formal column method to add and they have also had the opportunity to apply this skill to different style questions. Next week the children will spend two more days on addition and then move on to looking at how to use column subtraction.
Suggestions of ways you can support your child's Maths:
Encourage your child to practise counting in 3s, 4s and 8s. If you have access to the internet YouTube have fun songs to help the children recall their facts. The children should also know from previous years the 2, 5 and 10s times tables, so it would also be beneficial if they can recap over these too. For children that know these already, the next step would be to learn their 6 times tables; which they can use their knowledge of the 3s to help them. This is the children's target work, so if would be fantastic if you could encourage this, as they then will receive merits for achieving their target at the end of the half term.
Spellings –
Group 1 – scene, science, scientist, discipline, fascinate, crescent, scent, scenery, scissors, sceptre.
Group 2 – admit, admitting, forget, forgetting, pedal, pedalled, permit, permitting, begin, beginner.
Extra Information:
Reading: Reading Records need to be brought into school every day in order for the children to receive their merits. Please encourage your child to read at least FOUR TIMES a week in order to obtain merits, this can be any book from home. As the children are in year 4 now, they are able to write in their reading diary if they have read. Please encourage your child to do this, they will also need to write a short sentence about what they have read.
School Library Books: The children have access during school on a Friday to the library. Please ensure that they bring their book in to change it on this day. If you have any outstanding books at home, please return these.
Homework: This week the children's homework is online on Google Classrooms. Please check their reading diary for their log in. The children have accessed this in class, so they are aware of how this works and have been shown how to edit the document. They can also create a new document (docs) and then submit this or you can take a photo and upload. Please make sure that you click on the 'hand in' button.
You can refer to the user guide that was sent home via Parentmail, if you are unsure of how to use this platform.
Spellings: Will be given out every Friday and the children will be tested the following Friday. Please continue to encourage your child to practise these at home.
PE: Will be on a Wednesday and it is very important that the children come to school in their PE kit, so the children don't have to change in class. This means that they are still able to keep to social distancing rules. The weather is unpredictable at the moment, they can come in shorts and a t-shirt, but please ensure that they also have jogging bottoms and a top for extra warmth if they need it.
Pick up and drop off times:
Drop off: 8:35 – 8:45 am.
Collection: 3:05 – 3:15 pm.
Packed lunches: For children bringing a packed lunch, please remember that they will be eating this in class, so you need to provide everything they will need, such as spoons etc. We are also unable to open any containers for the children, so please ensure that your child can do this on their own. On a Tuesday, whilst the weather is nice, our year group will get the opportunity to eat outside in pergola. The children really look forward to eating their lunch outside and we hope that the weather continues to let them do this.
Water Bottles: Please ensure that your child is provided with enough water for the whole day, as they are unable to fill up their bottles in class. Also, if these are a shop bought bottle could you ensure that your child's name is on them.
Thank you Year 4 Teachers | 1,734 | 1,022 | {
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