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Wyoming County Literacy Facts
♦ 24.4% of the adult population of Wyoming County does not hold a high school diploma or equivalent
♦ 10.9% of Wyoming County’s residents live below the poverty line
♦ According to the National Center for Education Statistics, 13% of adults—**or more than 5,300 people**—in Wyoming County lack basic literacy skills
♦ Only **65%** of residents 16 years of age and older are currently employed
♦ In some Wyoming County school districts, as many as **63%** of children are not fully prepared for Kindergarten, which leads directly to increased dropout rates in high school
The Wyoming Works Learning Center is conveniently located in downtown Warsaw and offers space for many partner agencies to conduct interviews, meetings, and classes for Wyoming County residents.
If your agency is interested in becoming a partner, or would like more information, please contact Karen Six at the Learning Center (585) 786-3890 or email email@example.com.
Wyoming Works Learning Center
29 North Main Street
Warsaw, NY 14569
(585) 786-3890
firstname.lastname@example.org
Sponsored by Literacy West NY, Inc.
The Learning Center is funded by the New York Department of Education as a designated Literacy Zone Site.
Do you...
...need to improve your skills to get a job?
...want to find services available to help you?
...need help with your computer skills?
Are you...
...looking for a volunteer opportunity?
...ready to prepare for the GED?
Stop by the Wyoming Works Learning Center and Computer Lab!
Wyoming Works is a collaborative effort of more than 70 agencies, organizations, and businesses in Wyoming County dedicated to strengthening the community by developing opportunities for success for individuals and families. The group’s mission is to create partnerships to raise awareness and expand education and workforce opportunities within Wyoming County. Members work together to build relationships that help residents acquire the education and skills they need to get jobs in the 21st century workplace.
Services Available at the Learning Center
- Adult Education Classes
- Facilitated Insurance Enrollment
- Health and Wellness workshops
- Disability Services
- English for Speakers of Other Languages
- Assistance with Entrance Into College and Training Programs
- Transition Services for Those Reentering Society
Services Available Outside the Learning Center
- Community Literacy Projects
- Career Preparation Workshops
- Early Literacy Workshops for Preschoolers
- Character Skill-Building Programs for School-Aged Children
Career Pathways is a result of the collaborative partnership. Everyone who comes to the Learning Center seeking assistance with education and employment is given the tools needed to prepare for not just a job, but a career. Having a career goal and knowing the steps required to achieve that goal helps people gain the skills they need to provide for their families well into the future.
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Before lifting, think about the lift you are about to perform:
1. How am I going to lift the item?
2. How heavy is the item?
3. Where am I taking the item?
4. What hazards may obstruct my travel path?
5. Do I need to use mechanical assistance?
Also, you should always remember to make sure the item is packed correctly and easy to handle. Decide your hand placement prior to lifting the object so you don’t have to change hand positions while holding the item.
Two-person lifting is a great technique for lifting heavy or bulky objects with a difficult shape. However, team lifting does require an immense amount of communication between the people involved.
When you use smart lifting practices like two-person lifting, you are less likely to be injured or suffer from back sprains, muscle pulls, or wrist/elbow injuries. This can easily be caused by lifting a heavy object on your own.
When you lift an object with another person, divide the weight in half. You or the other person needs to be responsible for control during the entire process. This means this one person decides when you lift the object, when you put the object back down and speed of each process. Coordinate as much as possible with the other person. Communication is the most important part of two-person lifting.
Know the correct way to lift the object.
Be aware of stairs or other tripping hazards.
Choose the safest route.
If the load is slippery or wet, make sure it is dry before picking it up.
Use a sturdy ladder and other safe platforms to reach for objects out of your reach.
Concentrate on your actions while lifting the object – becoming distracted will be dangerous and can result in a serious injury.
Choose lightweight tools that will help you reach for a load.
The 6 L’s Lifting
1. **LOAD**
- Check the object for uneven weight or weird bulkiness. If you do find any uneven weight placement, make sure you plan the way you would like to lift the object before you attempt to so.
2. **LEGS**
- Your leg muscles should be primarily used to lift an object. Bend at the knees as you prepare to lift the object, don’t bend down with your back.
3. **LOWER BACK**
- Maintain a hollow point in your lower back to keep your back straight. Don’t slouch in any way.
4. **LUNGS**
- Take a deep breath before you lift and tighten your abdominal muscles.
5. **LEVER ARM**
- The closer the load is placed to your body, the less it weighs. You can thank physics for that!
6. **LOOK UP**
- Look up right before you lift the object. This will keep your back aligned properly.
*Wear your Personal Protective Equipment* gloves, high visibility safety vest, safety glasses, safety boots, hearing protection, head protection, dust masks and respirators, harnesses and lanyards, work clothes
*REQUIRED AT ALL DUMPS*
Safety starts here!
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1] In the late 1700s the German astronomer Johann Bode published a book whose title translates (i'm told) to “Manual for Knowing the Starry Sky”. He had a formula in it that he attributed to an earlier astronomer, Johann Titius. It seemed to predict where the orbits of the planets after Mercury should lie. If we number the planets by $n$, where Mercury is the first planet ($n = 1$), Venus the second ($n = 2$), etc., then the formula is
$$0.4 + \left(\frac{3}{40}\right) \times 2^n$$
where the 0.4 is taken from the Sun-Mercury distance. This is called the Bode-Titius Rule. Calculate the predicted distances from this rule and complete the following table. (The “S-m (AU)” column is the known distance.)
| Planet | n | S-m (AU) | BT Rule |
|--------|---|----------|---------|
| Mercury| 1 | 0.39 | .4 |
| Venus | 2 | 0.72 | |
| Earth | 3 | 1.0 | |
| Mars | 4 | 1.5 | |
| ??? | 5 | ??? | |
| Jupiter| 6 | 5.2 | |
| Saturn | 7 | 9.5 | |
| Uranus | 8 | 19.2 | |
| Neptune| 9 | 30.1 | |
The line with the question marks in it was a puzzle for Bode. He said “After Mars there follows a space ... in which no planet has yet been seen. Can one believe that the Founder of the universe had left this space empty?” What do we now think this space represents? Is there a significant disagreement with the predicted and the known distances anywhere else on the table?
Translate the column heading “S-m (AU)” above into plain English (see HW3).
2] The title of a scientific paper says “A lower limit of 9.5 Gyr on the age of the Galactic disk.” Translate this into plain English.
3] What are the reasons to believe in the theory that our solar-system formed out of a giant dust and gas cloud?
4] Which of the planets are likely to have hard surfaces?
5] The earth is the only planet that can support life because it is the only one with an atmosphere. True or false? Why?
6] Which of these is the best estimate we now have of the number of possible solar systems in the Universe: 0, 1, a million, a billion, a billion-billion? Why?
7] Have we sent missions to explore the outermost parts of the solar system? How were the fuel considerations dealt with?
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S308: Communicate in a business environment
Overview: Communicate in writing and verbally in a business environment.
Links: All categories
Specific skills:
- Analysing
- Communicating
- Organising
- Planning
Performance Indicators
Plan communication
1. Identify the purpose of the communication, the audience and the outcomes to be achieved
2. Decide which method of communication to use
Communicate in writing
3. Identify sources of information that support the purpose of the communication
4. Select information that supports the purpose of the communication
5. Present the information using a format, layout, style and house style that is appropriate to the subject matter, work situation and communication channel
6. Use language that is appropriate to the audience and the purpose of the communication
7. Organise, structure and present information to suit different audiences
8. Select and read written material that contains information that is needed
9. Identify and extract the main points needed from written material
10. Use accurate grammar, punctuation and spelling to make sure that meaning is clear
11. Proofread or check work and make any necessary amendments
12. Evaluate written material to identify how well it met its purpose
13. Produce the communication to meet deadlines recognising the difference between what is important and what is urgent
14. Keep a file copy of all communication
Communicate verbally
15. Present information and ideas clearly to others
16. Make contributions to discussions that suit the audience, purpose and situation
17. Use appropriate body language and voice tone
18. Listen actively to information that other people are communicating and respond appropriately
19. Ask relevant questions to clarify anything not understood
20. Summarise the communication with the person/people being communicated with to make sure the correct meaning has been understood
After communication
21. Seek feedback on whether the communication achieved its purpose
22. Reflect on outcomes of communication and
Knowledge & Understanding
Plan communication
A. The reasons for identifying the purpose of communication, the audience and the outcomes to be achieved
B. Methods of communication and situations in which to use them
Communicate in writing
C. Relevant sources of information
D. The principles of ‘netiquette’ in electronic communications
E. How to use language appropriate to the audience and the purpose of the communication
F. How to organise, structure and present information to different audiences
G. How to check the accuracy of the information
H. How to use grammar, punctuation and spelling accurately
I. How to write in Plain English
J. The reasons for proofreading or checking work
K. How to recognise when work is urgent or important
L. The organisation’s procedures for filing written work
Communicate verbally
M. How to present information and ideas clearly
N. Ways of contributing to discussions to achieve objectives and how to adapt contributions to suit different audiences, purposes and situations
O. How to use and interpret body language and tone of voice
P. Methods of active listening
Q. The reasons for summarising communication
After communication
R. How to seek feedback on whether the communication achieved its purpose
S. The benefits of reflecting on the outcomes of communication and of identifying ways to further develop communication skills
identify ways to develop communication skills further
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Culture in Cyprus
www.visitcyprus.com
Step back in time with a visit to mythology, arguably the best in Choirokoitia, one of the best preserved sites of a prehistoric underground settlement found in the Eastern Tombs of the Kings nearby. Mediterranean, with its carved out of solid rock and reconstructed round dwellings decorated with Doric pillars. Or giving a vivid representation of enjoy an ancient Greek play what life was like at the dawn of performed in a Roman civilisation. Admire the exquisite amphitheatre with the most floor mosaics of the Roman villas spectacular view on a cliff depicting scenes from overlooking the sea.
Mosque of Um Haram in Cyprus
Many fine examples of Byzantine art have survived on the island, in addition to the wealth of which you can see for yourself in outdoor sites, tour the priceless Cyprus' painted churches with their colourful frescoes, ten of which have been put on the UNESCO World Heritage List. Marvel at the sumptuous history, including pottery, coins, pageantry of Greek Orthodox jewellery, tombstones and religious festivals whose origins go back thousands of years.
Cyprus Tourist Office - Protaras Area
Museums and Galleries
Cyprus' 10,000 year old history has brought up innumerable finds over the years, so much so that it is said if you scratch the soil anywhere on the island you are bound to unearth a relic from the past.
All the island's main cities have an archaeological museum to house the regional findings, with early 20th century Cypriot folk art pride of place taken by the main capital, Lefkosia (Nicosia). Quite a few private and state galleries will guide you through the most recent years of arts and culture of the island up until today.
A number of specialist museums exist on the island where you can admire some exquisite examples of icons and ecclesiastical objects that have survived over time. You can also find small folk art museums all over the island where 19th and 20th century Cypriot folk art crafts, can be seen displayed often in beautifully restored old buildings, in whose rooms the way of life in years gone by is recreated.
Sites and Monuments
Testaments to Cyprus' turbulent history can be found all over the island. Long coveted by foreign powers due to its strategic position at the crossroad between three continents, the island is like a huge open air museum where you can see evidence of the passage of the various conquerors and rulers that controlled it through the ages.
Marvel at the spectacular views from cliff top spots where the ancient Mycenaean Greek settlers built temples to their various gods, with pride of place to Aphrodite, the goddess of love and beauty. Watch a performance in a Roman theatre still in use today, or admire the fabulous mosaic floors that once adorned the villas of Roman noblemen when the island was a distant outpost of the Roman Empire.
Discover hidden away in the pine forests, Cyprus' painted churches with their colourful frescoes on walls and apses, ten of which have been put on the UNESCO World Heritage List.
Cultural Routes
Take in the culture of Cyprus by following one of the themed routes around the island.
Follow in the footsteps of Aphrodite, the goddess of love and beauty and protectress of Cyprus. Wander through layers of history, culture and mythology connected with her cult, as well as plants and seashells associated with her.
Take a tour of the wineries and indulge in some wine-tasting, or sample other grape-based delicacies visiting an old monastery or a wine museum along the way.
See the Cyprus's famous ten Byzantine churches on UNESCO's World Heritage List as you learn all about her birth, mythology, character, the rituals connected with her cult, as well as their remarkable pitched wooden roofs, icons and frescoes.
Cyprus Tourist Office
Pathos Harbour Shops
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Reach Your Long-Distance Destination Safely This Summer
by Debbie Feldman
You're on summer vacation and you've been driving four hours straight, but you don't remember the last 10 miles. Everyone else in the car is napping and you don't want to be next. How can you avoid joining your passengers in slumberland?
"Before leaving on a long trip, ask yourself, 'How healthy and capable am I of making this trip?'" says Jim Solomon, technical specialist in the National Safety Council's Public Safety Group. "Professional drivers are limited in the number of hours they are allowed to drive. Automobile drivers aren't." So use your best judgment when considering how long to drive.
Plan your trip by setting a limit on the amount of time you drive without a rest. "A trip of more than 10 to 12 hours should be broken into a two-day drive," says Mike Ezzell, director of operations at the Texas Safety Association in Austin.
Avoid highway hypnosis
Driver fatigue and drowsiness lead to lapses in your attention and to slower reaction times. You can fall asleep at the wheel without warning. If you're driving alone and you've been on the road for more than a few hours, you may already be beyond the point of needing rest.
"When you are drowsy, you can't count on caffeine, an open window, or a loud radio to keep you awake. Your body needs rest or sleep," says George Carmignani, a traffic safety consultant in Albuquerque, N.M. Instead, keep the following tips in mind when traveling long distances.
Stop and rest frequently. "We teach students in Defensive Driving that they should not drive for more than two hours without taking a break for 10-15 minutes," says Ezzell. If you're very tired, stop in a safe place and take a 20 to 45 minute nap.
If you're driving alone, make sure you get enough sleep the night before you leave home. Avoid alcohol, medications or herbs that may make you sleepy. Keep your car cool — roll down the windows or use the air conditioner. Read road signs out loud. Turn the radio on and listen to lively music or a talk show. Sing along with the music.
When you stop the car at a rest area, don't stay in the car. Get out, stretch and walk around. This increases circulation, wakes up your body and gives your brain oxygen. You can also get a snack, splash cold water on your face, or place a cool, damp cloth on the back of your neck. "Take some time from behind the wheel," says Solomon.
**Plan ahead**
Of course you should plan ahead and never get to the point where you're tired and trying to find a place to stay. Set a limit on the number of miles you drive in one day. Stop for the night before you become tired. Get motel guides and call ahead for reservations. Make reaching the destination your goal, and stop even if you don't think you're tired — you may be more tired than you realize. Stop early enough to have your evening meal and rest before going to bed. That way you'll get a good night's sleep and be fresh the next morning. But avoid big meals while traveling. After a large meal, the impulse is to take a nap. Instead, eat light meals and healthy snacks.
Avoid eyestrain by wearing a good pair of sunglasses to cut glare. Staring straight ahead for long periods of time tires your eyes. Keep your eyes moving. Look at road signs. Glance from side to side now and then. Look at your mirrors every 3 to 5 seconds.
If you're traveling with passengers, switch driving duties every two hours or 100 miles. Drivers should talk to their passengers. The passengers' job is to keep the driver alert and look for signs that he or she is getting fatigued.
"Drivers who are drowsy will yawn frequently, drop their head down, close their eyes or drift from their lane," says Carmignani. If your driver gets to this point, make him or her stop to change drivers.
**Check it out**
Before you even get on the road, prepare your car for the trip. Check the tires, belts, hoses, liquids, lights and brakes. Carry an emergency road kit that contains a first aid kit, three orange triangles, road flares or reflectors, a flashlight, blankets and a fire extinguisher. Be sure you have a gallon of water and coolant for your vehicle's radiator.
If your car becomes disabled, pull far off the roadway. A drowsy driver or one who is not paying attention can drive onto the shoulder and hit your car. Turn on your flashers and wait in the car. If you have a mobile phone, use it to call for help.
If you follow these tips, you'll arrive at your destination safe and sound knowing that you've not only protected yourself, but made the roads safer for all drivers.
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FROM SITE SUPERINTENDENT MARTHA DOWNEY
The commemoration of the 150th anniversary of the Civil War has begun. Here at the Carl Sandburg State Historic Site Mike Hobbs, Barbara Schock and Christian Schock did a wonderful program about conditions on the eve of the war. This program in article form can be found at the Galesburg Planet website.
Born only thirteen years after the conclusion of the Civil War, Carl Sandburg spent a significant portion of his life studying President Lincoln and that conflict. His efforts yielded the four volume *Abraham Lincoln: The War Years*. Sandburg's knowledge of the Civil War began in Galesburg. In *Always the Young Strangers* he writes of learning about the Civil War and knowing Civil War veterans.
The first biography he owned was one he found. It was *A Short History of General P.T. Beauregard*. "The Beauregard book began with a little poem that made me expect he must be one of the greatest generals that ever lived....After reading the book I felt the poem went too far. The book made him out a just fair-to-middling general and a good deal of an actor...."
This Beauregard book was one of a series of books published by Duke Cigarettes. The subjects in this series included John Ericsson, a Swede, who designed The Monitor and James B. Eads who built ironclad gunboats for the Union. The Ericsson book was one that Sandburg coveted but never owned.
Writing about the Galesburg Opera House's destruction by fire, Sandburg told of entertainments he had seen there. One was the diorama of the Battle of Gettysburg to which the admission was 5 cents. However as the program went along and the curtains depicting the battle were explained, Sandburg's mind wandered. "I got to wondering if he [the lecturer] had children to support and what kind of children they were, and how many, and if there were five or six that was plenty to buy shoes for...."
Besides the more formal methods of learning he listened to the stories Union veterans told. These seem to have had the most impact on the young Sandburg. One man in particular remained strong in Sandburg's memory, Joe Elser, a renter at the Sandburg's Berrien Street home. Sandburg wrote:
"Joe Elser had been in The War. There was only one war then a man could have been in, the war over the Union and the slaves. Joe had had near four years of it. He went in as a private and came out as a private. He had been in battles. He would take stove wood and kindling, put one piece on the floor 'where they were lined up' and another 'where we stood.' Then he would change the wood pieces to show 'where they came at us' and 'where we counter-charged.' He had heard bullets flying and seen men fall and he named the places. He had never been wounded....He didn't make himself out any kind of a hero. 'You enlisted and then you took what come.'"
Elser discussed what the soldiers ate, wore, how they camped, talked, and cussed. He also related to the young Sandburg some of the less reported and more sordid details of the
war including the assault of a woman by soldiers.
After a few years Elser moved from the Sandburg house and disappeared from their lives, but not from Sandburg's mind. "I like to think about him. I don't get tired of trying to remember what he was like. Out of what he had he made a pretty good life of it....He learned somehow to get along without being afraid of what is or of what is to come."
From these glimpses of the Civil War in Galesburg Sandburg eventually became one of the major historians of President Lincoln and the Civil War. These next four years will give us time to remember the events, battles, and people, and think about how it expanded our country's definition of freedom.
knowledge and interest in Sandburg and local history.
A number of devoted members of our board have gone "out to pasture", including Patti Christianson, John Heasly, and Christian Schock. John devoted over eight years as treasurer and has promised to remain heading the Songbag concerts, his first love. Christian served over thirteen years of service to the Association. When Christian talked about issues, we always listened. His perspectives helped guide us in the right direction. Thanks to all for your contributions!
As we look forward to the future we have the generous support of Martha Downey, Site Manager of both the Sandburg Birthplace and the Richen Hill State Historic Site. A
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A few winters ago, while I was visiting my parents, my mother had bloomed *Cymbidium* Ivy Fung 'Demke' (a "miniature"—only three or four feet across) and had brought it into the living room to enjoy. It had one spike in full bloom and another in early bud. The weather was cold and we made a fire in the wood stove. We left the stove doors open to see the cheerful flames, even if a little of the smoke did get out into the room. By the next morning, all the flowers on the cymbidium had wilted and fallen off. The flowers had only been out for a week or two and should have lasted for months. The other spike was unscathed and later bloomed OK. What happened?
Maybe it was heat or dryness. But most likely, the culprit was ethylene gas from the wood smoke.
Ethylene is a gas produced by incomplete combustion and also produced by living things, such as ripening fruit. It seems to be a chemical messenger in the vegetable kingdom and can initiate flowering or fruiting. In orchids, unfortunately, it causes sepal wilt and bud drop, and, in general, makes flowers age prematurely. It has no effect on leafy growth.
Sepal wilt is a condition seen in cattleyas and some other genera where the sepals wilt prematurely, though the petals and lip continue in good condition. It can be caused by incredibly small concentrations of ethylene: a few parts per billion in the air. Larger amounts can cause bud drop in many different kinds of orchids.
Coal miners used to bring canaries into the mines for early warning of poisonous gases. The canaries would die before the gases reached toxic levels for humans. It would be nice if we had a plant equivalent to detect ethylene among our orchids, but, unfortunately, the "canaries" are the cattleyas themselves. Nothing else is so sensitive to such small quantities of the gas.
Ironically, in bromeliads, ethylene is beneficial—it triggers blooming. Books on bromeliads always recommend enclosing them in a plastic bag along with a ripe apple to force blooming. But be aware that not just apples give off ethylene. Almost all ripening fruits and vegetables do.
How can you avoid exposing your orchids to ethylene? In the greenhouse, heaters should be vented to the outside, of course. Don't use unvented kerosene heaters except in an emergency if your main heater fails, and then expect ethylene damage (which is better than losing the plants, of course). Don't grow orchids in your garage (car exhaust contains ethylene).
Inside the house, try to keep budding and flowering orchids away from your gas stove, and from ripening fruits and vegetables. It's easy to forget and put a tomato on the kitchen window sill to ripen, when you also grow orchids on that window sill. However, don't panic and give up eating fruits and vegetables. Damage from them is unlikely as long as your house has some ventilation. When you use your fireplace, avoid keeping orchids in the same room. Ditto for wood stoves if used with the stove door open.
Ethylene is really a very minor orchid problem, and not one to lose sleep over. Unless you're in the predicament of the grower who lived next to a busy superhighway and complained that ethylene from the exhaust was damaging his orchids. In that case, you have two choices. Either move away, or take up growing bromeliads.
Larry Kuekes
from the Connecticut Orchid Society Newsletter of November 1991; Roger Vars, editor
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The basic unit of the Chinese language is the zi (字), i.e. a Chinese word. Each zi has a written form (called a character, made up of strokes), a sound (made up of consonant and vowel) and a meaning (or multiple meanings). When we speak or write Chinese, we string zi together to form terms, phrases and sentences.
In Putonghua (the spoken form of Modern Standard Chinese) each zi is pronounced in one of four tones:
1st tone: 1 = diacritical mark — pitch: 5 to 5, highest prolonged
2nd tone: 2 = diacritical mark / pitch: 3 to 5, middle to high
3rd tone: 3 = diacritical mark U pitch: 2 to 1 to 4, low to lowest to high
4th tone: 4 = diacritical mark \ pitch: 5 to 1, highest to lowest)
To pronounce each zi below, follow its pinyin and the given tone number. Light-sound words, which have no definite pitch, carry no diacritical mark and are marked by 0.
This week: Words about translation
Putonghua pronunciation: e 2
Cantonese pronunciation: ngoh 4
Meanings: distorted, false, falsify, misrepresentation, rumour
訛 (radical 言 yan2, word/speech) means incorrect/false words. 訛音 (e2 yin1 = incorrect~sound) = wrong/distorted pronunciation. 訛字 (e2 zi4 = incorrect~written-character) = wrongly-written or mis-typed/mis-printed word. 訛誤 (e2 wu4 = incorrect~mistake) = inaccurate writing/record.
Crooks 綁架 (bang3 jia4 = bind~carry = kidnap) victim, 訛詐 (e2 zha4 = false~deceive = blackmail) victim’s family for 贖金 (shu2 jin1 = redemption~gold/money = ransom). 核訛詐 (he2 e2 zha4 = nuclear~false~deceive) means blackmailing other countries by threatening to use nuclear force.
訛傳 (e2 chuan = incorrect~communicate) means spreading incorrect/false information. 訛譯 (e2 yi4 = incorrect~translation) may result in 以訛傳訛 (yi3 e2 chuan2 e2 = with~ false~ communicate~false = incorrectly spreading an incorrect message), i.e. departing further and further from the original story/message.
by Diana Yue
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Young scientists learn about Mars research
Westlake Elementary science club speaker focuses on red planet
NASA
By Emily Benson
email@example.com @erbenson1 on Twitter
SANTACRUZ>> Amid the basketball hoops and music stands lining the walls, potential future astronauts gathered around cafeteria tables early Wednesday morning to listen to a presentation on NASA programs at Westlake Elementary School.
The first speaker in Westlake’s six-week Young Scientist Club series was Gary L. Martin, director of partnerships at NASA’s Ames Research Center. He told the crowd of about 100 students and parents about NASA’s plans to send astronauts to Mars.
The Young Scientist Club will feature five more scientists this fall, including presentations by researchers from UC Santa Cruz and the National Oceanic and Atmospheric Administration. The scientists will discuss volcanoes, El Niño, and pumas, among other topics.
The club meets before school on Wednesdays mornings, at 7:30 a.m.
Members of the Westlake Elementary School Young Scientists Club watch with rapt attention as Director of the Partnerships Directorate at NASA Ames Research Center, and Santa Cruz resident, Gary Martin kicks off the Westlake program’s fourth year with a presentation about sending people to Mars.
SHMUEL THALER — SANTA CRUZ SENTINEL
“To get kids here that early in the morning is pretty impressive,” said Deana Tanguay, Westlake parent and co-founder of the club. “They get excited about science.”
Tanguay and fellow Westlake parent Gabrielle Prochaska founded the Young Scientist Club in 2012. In their efforts to expose elementary school students to science and scientific careers, they decided to focus on the wealth of research happening in the Santa Cruz area.
The two founders of the club encourage speakers to include a hands-on or visual element in each presentation, which occasionally leads to unintended consequences. One researcher brought squid, Tanguay said, which turned out to be smelly enough to fill the room with their scent.
“Squid look really weird,” remembered her son, fourth-grader Luke Tanguay. Though the students didn’t like how the squid smelled, they were still excited to see them, said Deana Tanguay.
Wednesday’s presentation focused on NASA’s past and future efforts to explore Mars and other objects in space.
“Have you guys heard we’re going to go to an asteroid?” Martin asked, to gasps of surprise from the audience. Martin explained that asteroids may harbor water that can be used to fuel rockets or keep astronauts alive. He also mentioned that scientists recently discovered flowing water on Mars. The red planet contains all the elements needed for life, he said.
“Can you drink the water on Mars?” science-minded fifth-grader Larissa Balsley asked.
“You probably couldn’t just drink it right away,” Martin said, because it’s very salty. But, he added, you could purify it.
Martin said that children are natural explorers, so it makes sense that they would be interested in NASA’s space programs.
“NASA’s all about answering things we don’t know the answers to,” he said.
Westlake parents Angela Dobkin and Kimberly Sanford-Yi took over leadership of the club this year. The club is sustained by parents and speakers who volunteer their time, Dobkin said. There’s no charge for the students to attend.
Larissa, the fifth-grader who asked about drinking water, said she was excited about recent revelations on Mars.
“I think it’s really cool that they discovered water,” she said. “There might be life on there.”
NASA’s Gary Martin speaks at Westlake Elementary School on Wednesday.
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Instructions: For each of the situations below, set up an appropriate hypothesis test. State the two hypotheses with correct notation and then conduct the test. What is the standard score (z-score) of the test? What is the P-value of the test? How does it compare to the stated level of significance (use 0.05 if none is stated)? What do you conclude? Reject or Fail to Reject the null hypothesis? Interpret the results in the context of the problem (how would you describe what the results mean to someone who does not know statistics)?
1. A paint manufacturer fills cans of paint using a machine that has been calibrated to fill the cans to contain an average $\mu$ of 1 gallon (128 ounces) each. To test whether their machine has come out of calibration, the manufacturer takes a random sample of 25 cans and finds that they average 128.2 ounces with a standard deviation of 2 ounces. Is this strong evidence that the filling machine is set too high and thus is no longer calibrated properly?
\[ Z_{\text{Test}} = \frac{\bar{x} - \mu_0}{\sigma / \sqrt{n}} \]
\[ H_0: \mu = 128 \]
\[ H_a: \mu \neq 128 \]
\[ \mu_0 = 128 \]
\[ \sigma = 2 \]
\[ \bar{x} = 128.2 \]
\[ n = 25 \]
\[ \mu > \mu_0 \]
\[ Z = \frac{128.2 - 128}{2 / \sqrt{25}} = 0.5 \]
\[ p = 0.3085 > 0.05 \quad \text{fail to reject} \]
This is not strong evidence that the machine needs recalibrated.
2. The Survey of Study Habits and Attitudes (SSHA) is a psychological test that measures the motivation, attitude, and study habits of college students. Scores range from 0 to 200 and follow (approximately) a normal distribution with mean of 115 and standard deviation $\sigma = 25$. You suspect that incoming freshman have a mean $\mu$ which is different than 115, because they are often excited yet anxious about entering college.
\[ H_0: \mu = 115 \]
\[ H_a: \mu \neq 115 \]
\[ Z_{\text{Test}} = \frac{\bar{x} - \mu_0}{\sigma / \sqrt{n}} \]
\[ \mu_0 = 115 \]
\[ \sigma = 25 \]
\[ \bar{x} = \]
\[ n = \]
\[ \mu \neq \mu_0 \]
\[ Z = \frac{\bar{x} - 115}{25 / \sqrt{n}} \]
Data not provided.
3. A city ordinance requires that more than 75% of its residents must agree to the construction of new public buildings (using tax dollars) before any such structures can be built. A proposal has been made to build a new recreational facility in the city, and sponsors of the proposal want to conduct a small survey to see if it would be approved if put to an official vote of all residents. A simple random sample of 150 residents revealed that 123 supported a change (and 27 did not).
\[ \text{1 Prop Z Test} \]
\[ H_0: p_0 = .75 \]
\[ H_a: p_0 > .75 \]
\[ p_0 = .75; \]
\[ x = 123 \Rightarrow z = 1.97989... \]
\[ n = 150 \]
\[ p = .02385... < .05 \text{ reject null } H_0' \]
There is good evidence to think the true proportion is greater than .75
4. Scientists think that robots will play a crucial role in factories in the next several decades. Suppose that in an experiment to determine whether the use of robots to weave computer cables is feasible, a robot was used to assemble 500 cables. The cables were examined and there were 15 defectives. If human assemblers have a defect rate of 0.035, does this data support the hypothesis that the proportion of defectives is lower for robots than for humans? Use a 0.01 significance level.
\[ H_0: p = .035 \]
\[ H_a: p < .035 \]
\[ \text{1 Prop Z Test} \]
\[ p_0 = .035 \]
\[ x = 15 \Rightarrow z = -.60835 \]
\[ n = 500 \]
\[ p = .2714 > .05 \]
fail to reject \( H_0 \)
There is not good evidence to think rate of defectives is less for robots than for humans
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Good Afternoon students, today I will be talking to you about the two texts that I have studied that show a clear understanding of the term "Into the World". These texts are 'Educating Rita' by Willy Russell and 'Almost Famous', a play written by Willy Russell and 'Almost Famous', a film written and directed by Cameron Crowe, released in 2000.
I will be discussing how other people can encourage or prevent the individual's experience of moving 'Into the world'. In my opinion, from these texts that certain characters can encourage or hold that individual back from accomplishing
there dreams to change and transition into the world!
‘Educating Rita’ a play written by Willy Russell, is about a woman named Rita who is stuck in two worlds. She is a woman who is sick of her old world and has realised that there is more to life. For example, in Act One, Scene One, she seeks this transition through education and decides to enter a university as a mature aged student who will be tutored by a man named Frank.
In Act One, Scene One, she arrives at Frank’s office. She knocks at his door and waits for a reply “come in” said Frank. Rita struggles to enter with an unwilling door handle, which
is a metaphor for Rita struggling to move into the world.
Frank is a person who will teach and educate her. Frank has been put into this play as a character who will help and encourage her to move and transition away from her old world.
Denny, Rita's husband, is a symbol of her old world and also a character in the play who will try prevent Rita from gaining an education. This is shown when Denny burns all of Rita's books.
An important quote that shows that Rita wants more in her life and wants to change is "I've been realizing for ages."
that I was 'y' know slightly out of step. I'm twenty-six. I should have had a baby by now. I don't & won't one yet. I won't to discover myself first". This quote explains that she feels dissatisfaction and unhappy with her life back home with Denny.
All Rita wants in life is choice not to be held back. In order for Rita to do that she has to change and become educated. Frank has what Rita wants "a better way of life." Dream
Willy Russell shows in Act One Scene one that Rita has a far way to go before she becomes 'educated'. Frank tries to find out Rita's name but there is a misunderstanding in the language that Frank has
used "you are?" Rita replies "what?" This has clearly shown that Frank's use of polite use of dialogue has made Rita confused as Rita uses strictly colloquial and slang.
At the end of the play Act two scene seven shows that Frank has succeeded in 'Educating Rita' as he asks her what she will do in her life "What are you going to do? Rita's reply is "I might go to France, I might go to my mothers, I might even have a baby, I dunno, I'll make the decision, I'll choose" This quote has shown that Rita has choice and that is all she wanted, Frank has encouraged her to do so.
Almost Famous was a film directed and written by Cameron Crowe. This film is about a young adolescent boy 'William Miller' who goes on tour with a rock band "Still Water".
William lives with his mother who represents a safe and secure life. She does not however like the idea of him going on tour as she would much rather him go into law school. "He is not ready for diminished values and compromised brain cells that you throw away like confetti" this scene shows a heated argument that Russell the lead guitarist has with William's mother. Crowe has used a shot reverse/shot editing to report the argument between them.
Russell is Williams
Russell symbolises William's transition into the world! Russell encourages him to move into the world where William's mother tries to prevent him from.
Both of these texts show that certain individuals can either encourage or prevent whatever transition an individual makes there will always be people to encourage or prevent them from moving out of their old world or moving into a new one.
Both Rita and William are stuck in two worlds, but through the encouragement and internal determination they have
Successfully moved into the world; symbolised through Rita doing her final exam in Act two scene six and William writing a front page critical for Rolling Stone.
Transitioning into the world you will come across obstacles and people who will either encourage or prevent you from doing so. Educating Rita, Willy Russell's Educating Rita and Cameron Crowe's Almost Famous have clearly shown this.
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LET’S GO — YOUR FIRST TROOP MEETING!
The first troop meeting is always exciting! It is really where you will see the adventure of being a Girl Scout Troop Leader start to unfold. Remember to have fun! As you help the girls on their journey to discover, connect and take action in the world around them, those experiences will be a part of your Girl Scout journey too. Enjoy it!
Your first troop meeting is a great chance to:
- Get to know the girls!
- Brainstorm all of the exciting things the girls want to do this year.
- Introduce girls to Girl Scout traditions.
- Introduce the whole troop volunteer team to the girls and their parents/guardians.
If you are feeling a little nervous about leading troop meetings and experiences with your girls – that’s ok! Working directly with girls can be challenging at times but it is always rewarding and can be a lot of fun. As a Girl Scout Troop Leader you are encouraged to listen to the girls with an open-mind and lead them with your heart.
Many adults feel that, when working with kids, they have to be the expert and have everything perfect. But this is not the case in Girl Scouts. When preparing for your first (or any) troop meeting, keep these things in mind:
- **It doesn’t need to be perfect.** – There are lots of resources with information and guidance to help you facilitate great troop meetings and experiences but you are encouraged to be creative. And, if you forget a part of the troop meeting or the field trip doesn’t go the way you planned or you run out of time – that’s ok! The girls aren’t expecting perfection from you; your time, attention and guidance are the best part of your leadership.
- **Learn with your girls!** – As you use the girl-led process in the development of your troop’s meetings and experiences, the girls will, at some point, want to earn a badge or complete a project in a subject unfamiliar to you. Be open with the girls when you don’t know something but don’t use that as a reason to keep them from exploring the topic or doing the project. Instead, become their partner in figuring out how to learn more. When they see you learning alongside them, their confidence in their current knowledge and skills as well as their ability to learn will rise. It will also help them to understand that learning is a lifelong process.
---
**First Meeting Preparation Checklist**
- Cover the basics. Review the details about when and where the meeting will take place and that all the parents know that information. You might find it helpful to visit the location beforehand.
- Get ready. Use the Volunteer Toolkit to verify your troop roster and email your parents. This might be a great time to ask parents to provide you with any needed items such as health history form, uniform order form, or troop dues.
- Know the agenda. Use the “Six Elements of a Troop Meeting” on the next page and the Volunteer Toolkit meeting agenda to customize your meeting plan.
- Review and practice your agenda. This will help you feel calmer and be flexible during the actual meeting.
- Expect to have fun! When the girls and parents see that you are prepared for the meeting and ready to have a great time, they will follow your lead!
6 ELEMENTS OF A GREAT TROOP MEETING
Most important – your meetings should be fun! Girls come to Girl Scouts to learn how to be leaders, make decisions, and have fun in the activities they choose.
1. **Start Up** – Plan activities for girls as they arrive at the meeting so they have something to do until the meeting begins. It could be as simple as coloring pages, journaling or talking with each other. (5 minutes)
2. **Opening** – Each troop decides how to open their meeting – most begin with the Girl Scout Promise and Law, a simple flag ceremony, song, game, story, or other activity designed by the girls. (5-10 minutes)
3. **Activities** – Use the meeting plans found in the Volunteer Toolkit (VTK). Activities are already designed to fit easily into this part of your meeting as you help your troop earn badges and complete Journeys. (30-45 minutes)
4. **Clean Up** – Girl Scouts should always leave a place cleaner than they found it! (5 minutes)
5. **Closing** – Just like the opening, each troop can decide how to close – with a song, a game, or a story. (5-10 minutes)
6. **Business** – Collect dues and make announcements, or plan an upcoming event or trip while parents/guardians are present – this gives you a chance to keep families informed. (5 minutes)
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Solve each problem. Show your work.
1. Hannah wants to meet her friends downtown. Before leaving home, she does chores for 60 minutes and eats lunch for 20 minutes. The walk downtown takes 15 minutes. Hannah starts her chores at 11:45 A.M. At what time does she meet her friends?
2. Katie practiced the flute for 45 minutes. Then she ate a snack for 15 minutes. Next, she watched television for 30 minutes, until 6:00 P.M. At what time did Katie start practicing the flute?
3. Nick gets out of school at 2:25 P.M. He has a 15-minute ride home on the bus. Next, he goes on a 30-minute bike ride. Then he spends 55 minutes doing homework. At what time does Nick finish his homework?
4. The third-grade class is going on a field trip by bus to the museum. The bus leaves the school at 9:45 A.M. The bus ride takes 47 minutes. At what time does the bus arrive at the museum?
Lesson Check (CC.3.MD.1)
1. Gloria went to the mall and spent 50 minutes shopping. Then she had lunch for 30 minutes. If Gloria arrived at the mall at 11:00 A.M., at what time did she finish lunch?
A) 11:30 A.M.
B) 11:50 A.M.
C) 12:20 P.M.
D) 12:30 P.M.
2. The ball game begins at 2:00 P.M. It takes Ying 30 minutes to get to the ballpark. At what time should Ying leave home to get to the game 30 minutes before it starts?
A) 12:30 P.M.
B) 1:00 P.M.
C) 1:30 P.M.
D) 3:00 P.M.
Spiral Review (CC.3.OA.2, CC.3.OA.4, CC.3.NBT.2, CC.3.NF.3d)
3. Which lists the fractions in order from least to greatest? (Lesson 9.5)
A) $\frac{2}{8}, \frac{2}{4}, \frac{2}{6}$
B) $\frac{2}{4}, \frac{2}{8}, \frac{2}{6}$
C) $\frac{2}{8}, \frac{2}{6}, \frac{2}{4}$
D) $\frac{2}{4}, \frac{2}{6}, \frac{2}{8}$
4. Find the unknown factor. (Lesson 5.2)
$6 \times \square = 36$
A) 4
B) 6
C) 7
D) 8
5. There were 405 books on the library shelf. Some books were checked out. Now there are 215 books left on the shelf. How many books were checked out? (Lesson 1.10)
A) 620
B) 220
C) 210
D) 190
6. Savannah has 48 photos. She places 8 photos on each page of her photo album. How many pages in the album does she use? (Lesson 6.3)
A) 5
B) 6
C) 7
D) 9
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As the federal government and at least 11 states have now begun a legal battle over transgender bathrooms, I can imagine the villagers of Nyaera, in rural Kenya, sitting at the ringside, watching in bewilderment. Given their own bathroom problems, they couldn’t begin to understand our fight over whether your birth certificate and the bathroom you’re using are in alignment, or should be.
If we explained how we’re addressing our distinctly First World problem of using the courts to figure out who gets to use which bathroom, these villagers couldn’t begin to grasp what the fuss is about. And they’d be joined by the rest of the 54 percent of the world’s population who, according to the World Health Organization, also lack basic sanitation. For all of them, their concern is much more basic: to secure access to any bathroom.
Then the villagers would probably ask, “Why can’t they just talk to each other and sort this out?” And that’s what their community meeting on May 19 was about. The 90-
this out.” And that’s what their community meeting on May 19 was about. The 90-minute event was facilitated by Gad Obuya, a community health assistant. About 40 villagers crowded into a rudimentary mud and brick hut, probably the size of your living room. After explaining the meeting’s purpose, Obuya drew a rough outline of the village boundaries on the mud floor, using handfuls of fine ash to trace the lines. Next, someone from each of the village’s 29 households wrote his or her family name on a piece of cardboard torn from a box, and Obuya placed it in the appropriate location on the map, showing everyone’s place in the community.
Then came the crucial part. Those nine homes without a latrine were marked with a yellow blossom, plucked from a nearby tree. The flower enabled all to see at a glance where the remaining latrines were needed. Having learned how the health of all the villagers is endangered by defecating out in the open, and the implications for their community’s water supply, they were easily persuaded to take action. The village appointed six people to a committee to oversee the building of the last nine latrines. Younger villagers pledged to help the elderly who couldn’t easily construct their own.
Thanks to Obuya’s role, the village had taken several significant steps, each of which holds a lesson for our leaders who are currently girding for battle over the transgender bathroom issue. First, they clarified the problem and the threat to community health. (By contrast, it seems that right now the two sides doing battle here at home struggle even to define the problem; one side sees it as a matter of rights, the other as a concern for children’s and women’s safety.) Then, the Nyaera villagers actually talked to each other, at times animatedly. They reached an amicable conclusion rather than talking past each other.
Even if it were somehow possible for all of us in this country to sit down together in a nationwide problem-solving session, we are so predisposed to resolving our differences in the courtroom that we wouldn’t even try. People who taught us the now all-too-familiar adage that it takes a village to raise a child must feel sorry for us. They’d see that the problem we face isn’t with our nation’s toilets, it’s with people who can’t figure out how to use them without going to court.
And so, as we collectively flush millions of times a day, the showdowns in U.S. courtrooms over how to resolve the transgender bathroom issue will continue. As the lawyers of various sides of the great transgender-bathroom feud prepare their briefs, and organizations lined up on each side of the divide pay thousands of dollars to prepare friend-of-the-court arguments, we’re indulging in a problem-solving luxury only a developed country can afford.
Meanwhile, Kenyans and others in developing nations will continue building one latrine at a time. And of this you can be sure: When the nine remaining latrines in Nyaera village are finished, nobody will be worrying about possible lawsuits; all the villagers’ latrines will have been completed.
village's latrines will be gender neutral.
Gordon Jackson, a retired journalism professor, serves on the board of Partnering for Progress, a Spokane nonprofit organization doing development work, including building latrines in rural Kenya, which he visited in May.
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Hank’s Beach Forest Conservation Park
Hank’s Beach lies within the traditional lands of the Klahoose and Sliammon First Nations. Hank’s Beach Forest Conservation Park is 62 hectares (153 acres) of forested property on Cortes Island’s southeast shoreline, gifted by the Tides Foundation to the Strathcona Regional District (SRD) as a result of a major donation by a private individual who wished to see the property preserved. The SRD is managing the land as public park, offering respectful levels of public use in keeping with the primary management goals of maintaining ecological integrity and mature forest ecosystems.
Access is by road and water. To reach the northern road entrance to the trails, park at the signed parking area off Bartholomew Road, 1 km east of the junction of Sutil Point and Bartholomew Roads.
The West Gate and East Gate trails run parallel north/south and provide direct access to Hank’s Beach, a long-standing favourite recreational destination for Cortesians. The beach offers incredible views and is a sought after picnic site for kayakers and boaters traveling the southern shoreline of Cortes Island.
In the winter of 1970/1971, Macmillan Bloedel, then owner, extensively logged the property. When walking the West Gate & East Gate trails, watch for the delineation between young forest (replanted 1973) and mature forest (80-100 years).
In 1922, the Crown granted homesteader, Henry Herrewig, this parcel of land. Henry was affectionately known in the Cortes community as ‘Hank’ and the property has been known as Hank’s Beach ever since. Photo circa 1912 of Hazel & Henry Herrewig.
Dramatic intrusions of biotite granodiorite form inland and coastal bluffs which support complex mosaics of woodland and herbaceous sensitive ecosystems that shelter numerous species and ecological communities at risk in B.C. The bluffs form an important wildlife corridor utilized by cougar, coastal gray wolf and Columbia black-tailed deer. The bluffs also maintain the integrity of a cross-island biodiversity linkage system, providing connectivity across the greater Cortes Island landscape.
For your own protection and to protect the park forests & wildlife:
PLEASE STAY ON TRAILS;
BICYCLES & HORSES WELCOME.
NO CAMPING & NO FIRES ALLOWED AT ANYTIME.
Exercise caution at all times in the park as you are in ungroomed wilderness. Trails may not be safe during high winds due to falling branches and tree blow-down. To reduce wildlife conflict there may be seasonal closures for dogs. Always keep dogs on leash and under their owner’s control.
Strathcona Regional District
301 - 990 Cedar Street, Campbell River, BC V9W 7Z8
Tel: 250-830-6700 • 1-877-830-2990
Email: email@example.com
Web: www.strathconard.ca
Hank's Beach Forest Conservation Park
PLEASE... STAY ON TRAILS - REDUCE WILDLIFE CONFLICT; KEEP DOGS ON LEASH
PACK OUT WHAT YOU PACK IN – NO CAMPING & NO FIRES ALLOWED AT ANY TIME
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12-th Croatian National Mathematical Competition 2003
High School
Pula, May 7–10, 2003
1-st Grade
1. Show that a triangle whose side lengths are prime numbers cannot have an integer area.
2. Show that if \(x, y, z\) are positive numbers with product 1 and \(\frac{1}{x} + \frac{1}{y} + \frac{1}{z} \geq x + y + z\), then
\[
\frac{1}{x^k} + \frac{1}{y^k} + \frac{1}{z^k} \geq x^k + y^k + z^k \quad \text{for all } k \in \mathbb{N}.
\]
3. In an isosceles triangle with base \(a\), lateral side \(b\) and height to the base \(v\), it holds that \(\frac{a}{2} + v \geq b\sqrt{2}\). Find the angles of the triangle. Compute its area if \(b = 8\sqrt{2}\).
4. How many divisors of \(30^{2003}\) are there which do not divide \(20^{2000}\)?
2-nd Grade
1. Find all pairs of real numbers \((x, y)\) satisfying
\[
(2x + 1)^2 + y^2 + (y - 2x)^2 = \frac{1}{3}.
\]
2. Let \(M\) be a point inside a square \(ABCD\) and \(A_1, B_1, C_1, D_1\) be the second intersection points of \(AM, BM, CM, DM\) with the circumcircle of the square. Prove that \(A_1B_1 \cdot C_1D_1 = A_1D_1 \cdot B_1C_1\).
3. For positive numbers \(a_1, a_2, \ldots, a_n\) (\(n \geq 2\)) denote \(s = a_1 + \cdots + a_n\). Prove that
\[
\frac{a_1}{s - a_1} + \cdots + \frac{a_n}{s - a_n} \geq \frac{n}{n - 1}.
\]
4. Find the least possible cardinality of a set \(A\) of natural numbers, the smallest and greatest of which are 1 and 100, and having the property that every element of \(A\) except for 1 equals the sum of two elements of \(A\).
3-rd Grade
1. Let $a, b, c$ be the sides of triangle $ABC$ and $\alpha, \beta, \gamma$ be the corresponding angles.
(a) If $\alpha = 3\beta$, prove that $(a^2 - b^2)(a - b) = bc^2$.
(b) Is the converse true?
2. For every integer $n > 2$, prove the equality $\left\lfloor \frac{n(n + 1)}{4n - 2} \right\rfloor = \left\lfloor \frac{n + 1}{4} \right\rfloor$.
3. In a tetrahedron $ABCD$, all angles at vertex $D$ are equal to $\alpha$ and all dihedral angles between faces having $D$ as a vertex are equal to $\varphi$. Prove that there exists a unique $\alpha$ for which $\varphi = 2\alpha$.
4. Given 8 unit cubes, 24 of their faces are painted in blue and the remaining 24 faces in red. Show that it is always possible to assemble these cubes into a cube of edge 2 on whose surface there are equally many blue and red unit squares.
4-th Grade
1. Let $I$ be a point on the bisector of angle $BAC$ of a triangle $ABC$. Points $M, N$ are taken on the respective sides $AB$ and $AC$ so that $\angle ABI = \angle NIC$ and $\angle ACI = \angle MIB$. Show that $I$ is the incenter of triangle $ABC$ if and only if points $M, N$ and $I$ are collinear.
2. A sequence $(a_n)_{n \geq 0}$ satisfies $a_{m+n} + a_{m-n} = \frac{1}{2}(a_{2m} + a_{2n})$ for all integers $m, n$ with $m \geq n \geq 0$. Given that $a_1 = 1$, find $a_{2003}$.
3. The natural numbers 1 through 2003 are arranged in a sequence. We repeatedly perform the following operation: If the first number in the sequence is $k$, the order of the first $k$ terms is reversed. Prove that after several operations number 1 will occur on the first place.
4. Prove that the number $\binom{n}{p} - \left\lfloor \frac{n}{p} \right\rfloor$ is divisible by $p$ for every prime number $p$ and integer $n \geq p$.
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PLAN AHEAD:
This activity requires waiting overnight, so plan two days for completion
PURPOSE:
Determining the amount of sand, silt, and clay particles in a given soil sample helps you understand what type of soil you have in your garden.
MATERIALS:
• A sample of soil that likely contains sand, silt and clay (from schoolyard garden or yard)
• Clear jars with lids
• Water
• Felt tip marker
• Ruler
• Layers of Soil worksheet
PROCEDURE:
1. Fill a jar half full with soil. You can use soil from your garden or just from the ground. For an interesting comparison, take a sample from both places.
2. Add water to the jar until it is full.
3. Tightly close the jar with the lid.
4. Shake the jar until the soil and water are mixed well.
5. Allow the jar to sit undisturbed for 24 hours.
6. After the 24 hours have passed, you should see layers forming in the jar. Use a felt-tipped marker to mark the layers on the jar.
7. Identify each layer as sand, silt, or clay and write it in the chart.
8. Using a ruler, take measurements to determine the composition of the soil in percent and record it on the worksheet.
9. Complete the data and questions sections of the soil worksheet to complete this experiment and find out what kind of soil your schoolyard garden has.
Layers of Soil Worksheet
Introduction:
In science, matter is referred to as either organic or inorganic. Organic matter is of plant or animal origin. Examples of organic matter would be compost, leaves and wood chips. Inorganic matter is of mineral origin. Iron, salts, and sand are examples of inorganic matter. Soil is composed mostly of inorganic matter. This inorganic matter is classified by particle size, as can be seen in the chart below:
| Particle Size (mm) | Less than 0.002 | 0.002 to 0.06 | 0.06 to 2.0 |
|--------------------|-----------------|---------------|-------------|
| Particle Name | Clay | Silt | Sand |
When suspended in water, the particles will settle according to their size. The larger particles will settle first, and the smallest particles will settle last. In this way, the different soil components of a given sample can be separated out and measured.
Soil Data:
| Layer | Particle Type | Height of Layer | Total Height | Height of Layer ÷ Total Height x 100 = % |
|-------|---------------|-----------------|--------------|----------------------------------------|
| High | | | | |
| Mid | | | | |
| Low | | | | |
To figure percentage of particle layer height use this example:
- The height of the lowest layer is 7 inches
- The height of the entire soil sample is 10 inches
- 7 inches of 10 total inches are composed of the lowest layer
- 7/10 = .7 and .7 X 100% = 70% of soil compose by the lowest layer
Questions:
1. Which particle type made up the highest percentage of your soil sample? _______________________
2. What type of soil is in your jar? _______________________
Using the percentages you found and the soil triangle to the left, you can determine what kind of soil you have. Just find the spot in the triangle where two of your percentages line up.
For example, if you found that the soil contained 40% sand, 40% silt, and 20% clay:
1. Start along the bottom of the triangle and find the line marked “40.”
2. Follow that line up and to the left until it crosses the horizontal line marked “20.”
3. Read the name of the soil type. In this case, the soil is “loam.”
The point at which the line for 40% sand and 20% clay cross is also the point where the line for 40% silt crosses. (That line goes up and to the right.) You can find your soil type by looking at just two of your percentages. The third one will line up with the other two every time.
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Information on Covid-19 for children
Parent to Parent
connect • inform • support
Covid-19 is the name of the illness a lot of people around the world are getting at the moment.
Lots of people are catching it because it is new, but there are scientists all around the world working very hard to understand how it works so we can create medicines.
In New Zealand we are listening to the government about how to keep everyone around us safe and not let Covid-19 spread around too many people.
This means that we need to stay at home unless there is a very important reason to go out, such as getting food or medicine.
Some adults have to still go to work because their jobs are providing food or medicine.
The best way children can help is to wash your hands with soap and water and tell your parents/caregivers if you feel ill or if you are worried.
It is normal to be a bit scared or worried about this. It is a very unusual situation.
Remember that even though we might not be able to visit our friends and family we can still talk to them on the phone or the internet. Ask your parents/caregivers about maybe having a video chat with your friends and family.
Things are going to look a bit different now.
Meetings and visits might be online through video chat or a phone call.
If you have to go out for essential things, people might be wearing masks and gloves – this is to protect other people from the virus as well as themselves.
If you or your family have to go and get tested for Covid-19, it might look a bit scary with people in protective equipment.
It is OK to feel worried when people are all dressed in suits and masks, it does look strange.
Your family might be cleaning a lot more at home, even things like door handles and light switches.
This is to stop the virus from spreading so it might seem weird but it’s a good idea.
While we are staying at home, we should only spend time with the people in our ‘bubble’ – these are the people you live with at home. They could be your parents/caregivers, or your brothers or sisters.
Stay safe in your bubble and we will all get through this together. Kia kaha.
Self-isolating with children: Tips for parents
Parent to Parent
connect • inform • support
Tips and tricks for self-isolation
- Keep a daily routine to give children a sense of structure that they understand.
- Use a visual schedule if it is suitable for your child.
- Don’t feel like you must replicate a school day at home, kids learn in all sorts of ways – some ideas of how you can continue learning at home are:
- playing board games together
- reading books, both schoolbooks and library books
- learning life skills such as: doing the washing, daily household chores
- Planning a weekly menu, giving your child a budget and then letting them do the online grocery order
- keeping a daily diary
• Take regular breaks and time off screens.
• Get outside in the fresh air, even if it’s just to sit in the garden and look at shapes in the clouds.
• Slow down. No school run, no after-school clubs and sports. Dinner together as a family. Evening board games or reading together. Take the time to relax and just hang out together.
• Limit media and news intake. There is a lot of information that might be scary for children. Keep updated with the situation using the Ministry of Health but try and avoid 24hr news overload.
• If possible where there is another adult in the house, work in shifts to supervise the children so everyone gets a chance to have a break
• Challenging behaviour is likely to happen more than usual. This is normal and understandable. Try and take a breath, count to 10 and pick your battles.
• Remember your children are having their world turned upside down so in the case of challenging behaviour take a minute to see what’s really bothering them, it might be something you haven’t even thought of.
• If you can, lock yourself in the bathroom for 5 minutes to catch your breath.
• Take care of your own mental health. You are doing the best you can in a tremendously difficult situation. If you feel overwhelmed there are support lines you can call. On the next page is a link to a list of some of the services available in New Zealand that offer support, information and help. All services are available 24 hours a day, seven days a week unless otherwise specified.
Helplines
A list of National helplines is available on our website – click here to view.
Activities
A list of activities for kids to do when stuck at home is available on our website – click here to view.
We will be adding to this list for the whole of the Rāhui (lockdown). All the sites will be checked over by our Information Officers to ensure they are suitable for children, and we will note age range where appropriate along with a short blurb about what the website contains.
Parent to Parent is here for you and your whānau.
Our Information Officers and Researchers can provide accurate information and strategies for you and your children, and our Regional Co-ordinators are working on ways to support parents while we can’t meet face to face.
For free, confidential information and strategies on supporting your loved ones and keeping yourself safe and well, contact us on:
www.parent2parent.org.nz
© Parent to Parent NZ 2020
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OBJECTIVES
• Students will learn that animals have different body coverings depending on what class they belong to:
o Mammals - fur or hair
o Birds - feathers
o Reptiles - dry scales
o Amphibians - moist, smooth skin
o Fish - wet, slimy scales
BACKGROUND INFORMATION
• Many cats, such as leopards, jaguars, ocelots, and cheetahs wait, camouflaged among the leaves, until their prey is within striking distance.
• Baby animals sometimes have spots to keep them hidden while they are otherwise defenseless. A deer fawn will lie perfectly still curled up on the forest floor, and remain undetected by predators that may pass.
• Ground-nesting birds, such as whippoorwills, woodcocks, plovers, and quail, have feathers with patterns that make them blend into the leaves or underbrush. Their eggs are brown in color to help with camouflage as well.
• Types of Body Coverings
o So we can study them more easily, animals are grouped into classes according to their characteristics.
o One of the main characteristics that is used to distinguish one class of animals from another is type of skin covering. Mammals have hair or fur, birds have feathers, reptiles have dry scales, amphibians have soft, moist skin, and fish have wet, slimy scales.
o Although each skin covering is useful in many ways, the focus of this information is how various colors and patterns help an animal’s chances for survival.
o Animals often find it necessary to hide in order to escape enemies or to catch something to eat. Skin that helps an animal blend into its surroundings is an obvious advantage for both predators and prey.
• Body Coverings that Help Hide Animals
o Birds and mammals that hide among the bushes often have spotted skin. Up close, their coats look like patches of sunlight in a forest.
PROCEDURE
• Give each student a copy of the “At the Zoo I Saw…” worksheet.
• Ask them to predict how many animals they will find with each type of body covering; record their predictions for comparison after the trip.
• Instruct the students to make tally marks in the appropriate boxes as they walk around the zoo.
• When they return to the classroom, students can count their tally marks, and compare the actual numbers with the predictions they made before the trip.
RECOMMENDED ASSESSMENT
• Check to be certain each student has found an animal for each category listed on the attached worksheet.
EXTENSIONS
• I Spy: While small groups of students are walking through Dr. Diversity’s Rain Forest Research Station, give them a few minutes to choose an animal that will be their “secret animal.” When everyone has chosen, let them take turns giving clues about their animals until someone guesses the identity of their “secret animal.”
AT THE ZOO I SAW...
Learning about animal body coverings
Name ____________________________
Animals with fur
Animals with dry scales
Animals with wet scales
Animals with feathers
Animals with smooth, wet skin
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Lesson
Sloths are slow moving Tree dwellers that live in the tropical rainforests of Central & South America. Sloths Hang in the tree canopy & spends around 19 hours a day sleeping. They eat twigs & leaves; Sloths have such a slow metabolism, they only got to the bathroom once a week! They have an algae that grows on their fur. They are mammals that are related to armadillos & anteaters. Sloths live for about 10 years & grow to be about 2-2.5 Feet long. There are two different types of Sloths, Two-toed & Three-toed, & 6 species. The Pygmy Sloth is critically endangered & the Maned Sloth is vulnerable.
Questions For Students
Why do they move so slow?
What advantage does the algae that grows on their fur give the sloth?
What does herbivore mean?
Why is it important to save animals that are endangered?
Why are trees so important to everyone?
Links for more info on Sloths:
http://www.sciencekids.co.nz/sciencefacts/animals/sloth.html
https://www.worldwildlife.org/species/sloth
https://www.activewild.com/sloth-information-and-facts-for-kids/
Links For Videos About Sloths
https://www.ted.com/talks/kenny_coogan_why_are_sloths_so_slow#t-839702
https://video.nationalgeographic.com/video/00000144-0a1d-d3cb-a96c-7b1d7d3f0000
https://www.youtube.com/watch?v=OTp8W251aiQ
Materials
Fabric or thicker paper
White Fabric for face
Permanent Markers
Good Scissors
Fabric Glue (Like Tacky Glue)
Velcro or Button (would need thread to attach)
1. Gather your fabric or paper, Resource Depot’s Fabric Sample books are the perfect size.
2. Cut out/disassemble books to get the fabric ready to be traced on.
3. Trace sloth template on fabric or paper.
4. Cut out sloths; depending on the age of students you are working with they can help with this step & tracing (step 3).
5. Cut out ovals for the face, & small pieces of Velcro for the claws & butts of the sloth. If using paper just draw your design.
6. Adults can pre attached two small pieces of rough sided Velcro to the back of the claw area & one larger piece of the soft sided Velcro to front bottom of the butt of the Sloth. Make sure the Velcro pieces line up before glues or peeling off plastic to reveal sticky side for attachment. You may also sub Velcro for a button.
7. Have students pick out their Sloth body, making sure the size fits on their wrists. Faces could be pre-attached with glue by adults or students can glue the face on after step 8.
8. Have students draw their sloth faces (I recommend showing them pictures of what sloths look like; a few are attached)
9. Glue face if not executed already
10. For best results let dry before wearing, but can be attached to wrist immediately.
1. For longer lasting wearing, have cut edges of the fabric lined with a little glue to prevent fraying.
2. Have fun with your sloth buddy hanging around your wrist.
Template
Suggestion- transfer template onto thicker paper for easier tracing.
(use old file folders or cardboard scrapes for template)
RESOURCE DEPOT
turning waste into wonder
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Iris Čaušević
Born in Foča, Bosnia and Herzegovina in 1979. A graduate of the Royal Academy of Art in Stockholm, he lives in rural northern Sweden. An artist with a preference for traditional forms of painting, he loves Sweden’s northern landscapes and the countryside.
Peter Åström
(Astrom NYC). Born in Stockholm in 1946. Based in New York since 1973, Åström is a successful artist who returns to Sweden every summer attending exhibitions whenever he can. He works with painting, photography and collage. In Sweden he attended Sweden’s renowned Stockholm design school, yet also studied at the School of Visual Arts in New York in the 1970s.
Eva Nilsson
A Swedish textile artist who has exhibited widely in Germany and Japan. Her work can be found in numerous museums, hospitals and councils across Sweden.
Sven Ljungberg
1913–2010. Living to the age of almost 100, he continued painting right up until his death in the summer of 2010 in Italy. While he loved Italy, he also had a passion for his hometown of Ljungby in Sweden, the centre of his life, which housed his studio as well as a museum dedicated to his work. He studied at the Royal Academy of Art in Stockholm and later also served as its director and principal in the 1970s. He specialised in oil painting, wood etchings, sculptures and fresco-paintings in churches. He was an eccentric, at times difficult yet nonetheless warm and curious person who played an important role in the history of Swedish art. This scene probably depicts the countryside around Ljungby.
Lennart Rodhe
1916–2005. Educated at the Royal Academy of Art in Stockholm. During his time there, he enveloped himself in the world of modern art following, which he and a number of major Swedish artists came to be known as “The concretetists”. Rodhe created a lot of public art and was also a prolific graphic artist. A talented teacher, he was an inspiration to many young artists.
Sven Jonson
1902–1981, a member of the Halmstad Group. The Halmstad Group represents Sweden’s most celebrated group of artists, made up of six members all of whom painted in the surrealist style. They were active from 1929–1979. Aniara is an epic work of poetry and opera by the renowned Harry Martinson, winner of the 1974 Nobel Prize for literature. In Martinson’s epos, Aniara was a spaceship which evacuated humans from planet earth following the damage wrought by an atomic bomb. Though written in the 1950s, the opera Aniara continues to be popular to this day.
Erland Cullberg
Born in 1931, he enjoyed his most important period of success in the 1980s. He is an expressionist. A visit to the studio where he lives and works is a veritable kaleidoscope of colour and an unforgettable experience.
Peter Dahl
Born in 1934, he is currently the most famous living artist in Sweden. His decision to produce graphic prints based on themes taken from songs of the 18th century’s most famous troubadour was the key to his success. His pictures much like the well-loved songs on which they are based. The troubadour’s name was Carl Michael Bellman, and his main character in the songs was called Fredman, his alter ego.
Josef Frank
Born in Austria in 1885, he moved to Sweden where he lived until his death in 1967. He was one of the leading figures behind the introduction of modern design to Sweden in the 1920s and 1930s. Although he arrived in Sweden as a Jewish refugee in the 1930s, he had already begun making objects for the Swedish market, including Svenskt Tenn, in the 1920s. Josef Frank’s fabric prints are still very much in vogue today.
Robert van Bolderick
Born in Sweden in 1968. Robert Bolderick works also as graphical and web-designer.
He is also involved with the Swedish Parliament, the Swedish Embassy and the Swedish Defence Research Institute.
Inga-Karin Eriksson
Born in Sweden in 1956. A trained illustrator and engraver, she produces advertisement, stamps and children’s books. She has also recently worked as an artist and has done a number of exhibitions. She has a special love of the forest, its associations with childhood and its sense of continuity. Trees – she feels – are vital for all forms of life.
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Help children get excited about reading! Each month, a list of featured books will be available to: Assist teachers, librarians, and families in finding quality books to encourage independent reading; offer titles that allow students to see themselves, explore other cultures, and discover more about the world in which they live; and ignite a passion for reading.
**PRESCHOOL**
*Clothesline Clues to Jobs People Do*
by Kathryn Heling & Deborah Hembrook
Who wears oven mitts, an apron, and a puffy hat? Who uses safety glasses and a saw? Clothes and special gear associated with an array of different professions appear on a clothesline, with an accompanying description asking the reader to guess what job that person does. Turn the page, and the worker wearing and using the featured items is revealed.
**PRIMARY (GRADES KINDERGARTEN – 2)**
*That Is Not a Good Idea*
by Mo Willems
This is a hilarious, interactive picture book from bestselling author and illustrator Mo Willems. Inspired by the evil villains and innocent damsels of silent movies, Willems tells the tale of a hungry fox who invites a plump goose to dinner. Kids will be calling out the signature refrain and begging for repeated readings.
*Finding the Music/ En pos de la musica*
by Jennifer Torres
When Reyna accidentally breaks Abuelito’s vihuela—a small guitar-like instrument—she ventures out into the neighborhood determined to find someone who can help her repair it. No one can fix the vihuela, but along the way Reyna gathers stories and mementos of Abuelito and his music.
**INTERMEDIATE (GRADES 3 – 5)**
*Just Like Jackie*
by Lindsey Stoddard
For as long as Robinson Hart can remember, it’s just been her and Grandpa. He taught her about cars, baseball, and everything else worth knowing. But Grandpa’s memory has been getting bad—so bad that he sometimes can’t even remember Robbie’s name. If Robbie tells anyone how forgetful Grandpa’s been getting lately, they’d take her away from him. He’s the only family she has—and it’s up to her to keep them together, no matter what.
*Stella Diaz Has Something to Say*
by Angela Dominguez
A sweet novel by award-winning author and illustrator Angela Dominguez about a shy Mexican-American girl who makes a new friend.
**As Brave as You**
by Jason Reynolds
Genie and his brother Ernie leave Brooklyn for the first time to spend the summer with their grandparents in Virginia. When their grandfather comes up with a crazy idea for how to celebrate Ernie’s upcoming birthday, Ernie wants no part of it. Genie thinks it’s because Ernie isn’t brave enough. But is being brave doing something or knowing when not to?
**Us in Progress: Short Stories about Young Latinos**
by Lulu Delacre
In this book, you will meet many young Latinos living in the United States including a young girl whose day at her father’s burrito truck surprises her, two sisters working together to change the older sister’s immigration status, and more.
Turn the pages to experience life through the eyes of these boys and girls whose families hail from many different countries. See their hardships, celebrate their victories, and come away with a better understanding of what it means to be Latino in the U.S. today.
---
**A Long Walk to Water**
by Linda Sue Park
The *New York Times* bestseller *A Long Walk to Water* contains two stories, told in alternating sections, about two eleven-year-olds in Sudan: a girl in 2008 and a boy in 1985. The girl, Nya, is fetching water from a pond that is a two-hour walk from her home; she makes two trips to the pond every day. The boy, Salva, becomes one of the “lost boys” of Sudan, refugees who cover the African continent on foot as they search for their families and for a safe place to stay. Enduring every hardship from loneliness to armed rebels to contact with killer lions and crocodiles, Salva is a survivor, and his story goes on to intersect with Nya’s in an astonishing and moving way.
**I Am not Your Perfect Mexican Daughter**
by Erika L. Sánchez
Perfect Mexican daughters do not go away to college. And they do not move out of their parents’ house after high school graduation. Perfect Mexican daughters never abandon their family.
But Julia is not a perfect Mexican daughter. That was Olga’s role. Then a tragic accident leaves Olga dead and Julia is left behind to reassemble the shattered pieces of her family. And no one seems to acknowledge that Julia is broken, too. Instead, her mother channels her grief into pointing out every possible way Julia has failed.
But it’s not long before Julia discovers that Olga might not have been as perfect as everyone thought.
For more books, visit: mpsmke.com/mpsreads
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California has set its sights on 100% clean energy by 2045, and the Central Valley will play a vital role in getting there. The same Mediterranean climate that make Westlands an ideal farming location, make it well-suited for solar. As water supplies have become more unreliable, farmers have turned to solar development as an alternative use for the land.
A SECOND LIFE FOR NON-IRRIGABLE LAND
Solar development in Westlands is largely on lands that are no longer irrigated due to inadequate water supply—giving land a second life while helping avoid the need to develop solar projects on undisturbed lands. Due to this land’s previous agricultural use, there is significantly lower risk of negative impact to native species from solar development. Below are a variety of projects bringing a second life to non-irrigable land in Westlands.
The Westlands Footprint
Westlands Solar Park
- Upon completion, Westlands Solar Park will be the largest solar generating facility in the United States – sprawling across more than 20,000 acres in the San Joaquin Valley.
- With a projected 2.7 GW total capacity, Westlands Solar Park will generate enough clean energy to power more than 2 million homes and offset more than 3.2 million tons of carbon dioxide.
Tranquillity Project
Producing enough clean electricity to power nearly 300,000 homes, the Tranquillity Project is comprised of 8 projects with a total of 400 MW capacity on over 3,500 acres in Fresno County.
Little Bear
Little Bear consists of 5 projects with a total of 180 MW capacity – producing enough clean electricity to power nearly 135,000 homes. It is situated on over 1,200 acres in Fresno County.
Scarlet Solar Energy Project
Located on over 4,000 acres in Fresno County, 3.5 miles west-southwest of Tranquillity with a total of 400 MW capacity – generating enough energy to power nearly 300,000 homes.
Slate Solar Project
This Kings County project sits on 400 acres and is part of a larger project that expands over 2,400 acres with a total of 300 MW capacity – generating enough energy to power nearly 225,000 homes.
Silverado Power Project
Just two miles southwest of the City of Mendota, the Silverado Power Project is located on over 161 acres in Fresno County. This solar development is comprised of two projects with a total capacity 40MW – generating enough energy to power nearly 30,000 homes.
Adams East Solar Project
Approximately seven miles southwest of Tranquillity and sprawling on over 200 acres in Fresno County, the Adams East Solar Project totals 34 MW of capacity – generating enough clean electricity to power nearly 25,500 homes.
Clenera Solar Project
The 60 MW project produces enough clean electricity to power nearly 45,000 homes. It was built on over 500 acres in Fresno County.
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A Cat-Borne Threat to Monk Seals
Mauka to Makai: How *Toxoplasma gondii* Makes Its Way from Mountains to Ocean
**A Microscopic Parasite**
*Toxoplasma gondii* (*T. gondii*) is a parasite that causes the disease toxoplasmosis.
**Develops in the Guts of Cats**
*T. gondii* can infect any warm-blooded animal (including humans, birds, and seals), but it only reproduces in the digestive system of a cat.
**Spreads Via Cat Feces**
Millions of *T. gondii* eggs can be spread into the environment—surviving for many months—via the feces of just one cat. These eggs are the source of *T. gondii* infection in monk seals. It only takes one egg to cause an infection.
**Travels Through Waterways**
Rainwater and runoff transport the eggs to the ocean through streams and gutters.
**Contaminates Natural Resources**
*T. gondii* eggs contaminate water and soil, along with the plants that grow in it. Wildlife and livestock can consume the eggs and become infected. Even people can get infected by accidentally ingesting cat litter/fecal particles or consuming under-cooked meat or unwashed produce.
**Exacerbated by Human Behavior**
People unintentionally contribute to the spread of *T. gondii* by allowing pet cats to roam outdoors, abandoning unwanted cats, and not controlling feral cat populations.
**Impacts Marine Environment**
Hawaiian monk seals become infected with *T. gondii* by consuming contaminated water or prey.
Why is toxoplasmosis a major threat to monk seals?
Toxoplasmosis is a leading cause of Hawaiian monk seal mortality and a growing concern for the species in the populated main Hawaiian Islands. Eradicating toxoplasmosis requires dealing with the threat at the source—free-roaming cats.
**Difficult to Treat**
A seal suffering from toxoplasmosis is difficult to detect and treatment options are extremely limited. Once a seal becomes sick with toxoplasmosis, it often dies rapidly.
**No Vaccination**
There is no preventative vaccine for toxoplasmosis in monk seals.
What is the outlook?
The continued growth of outdoor cat populations in Hawai‘i (estimated in the hundreds of thousands) increases the number of infectious eggs being spread in the environment. This increases the risk of monk seals being exposed. NOAA Fisheries and its partners continue to study the relationship of seals and *T. gondii*. The lack of treatment options for infected seals and other species means that solving this problem requires multiple approaches aimed at preventing cat feces from contaminating Hawai‘i—mauka to makai (mountains to ocean).
Where can you go for more information?
- Centers for Disease Control and Prevention: [www.cdc.gov/parasites/toxoplasmosis/](http://www.cdc.gov/parasites/toxoplasmosis/)
- Toxoplasmosis and Its Effects on Hawai‘i Marine Wildlife: [https://www.fisheries.noaa.gov/pacific-islands/endangered-species-conservation/toxoplasmosis-and-its-effects-hawaii-marine](https://www.fisheries.noaa.gov/pacific-islands/endangered-species-conservation/toxoplasmosis-and-its-effects-hawaii-marine)
- Hawai‘i Veterinary Medical Association: [https://hawaiivetmed.org/pono-pet-parent/](https://hawaiivetmed.org/pono-pet-parent/)
How can you help?
You can prevent toxoplasmosis from affecting monk seals and other wild animals by doing your part to reduce the spread of infectious eggs from the *Toxoplasma gondii* parasite.
- Keep cats exclusively indoors to prevent the spread of toxoplasmosis to Hawaiian monk seals and native birds. This also protects native birds from cat predation while increasing your pet’s lifespan.
- Spay and neuter your cats to prevent contributing to the free-roaming cat populations across Hawai‘i.
- Surrender your cat to a local animal shelter for adoption if you are no longer able to care for your pet.
- Properly dispose of cat feces and litter in the trash—and not into the environment.
- Do not feed feral cats. This may perpetuate colony growth and poor quality of life for these free-roaming cats, and put precious island resources at risk.
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Junior Surf Guiding Principles
Key outcomes...
- Diverse and inclusive opportunities for participants and their whānau
- Personal and interpersonal skills
- Knowledge of the coastal environment
- Physical movement skills
- Surf and beach safety skills
- Surf lifesaving and lifesaving sport knowledge and techniques
Our programme is designed to...
- Enrich the lives of the participants and their whānau
- Use engaging and fun activities focused on an authentic surf lifesaving environment
- Create water safe people – tangata moana
JUNIOR SURF
Is SLSNZ’s education programme that develops our under 14 members and their whānau. Is delivered by clubs with support from regional and national staff through a nationally lead framework.
Junior Surf key outcomes
Diverse and inclusive opportunities for participants and their whānau
- All programmes are actively working to ensure that they engage with both the wider community and existing members to tailor the experience to meet the needs and desires of these people.
- Programmes grow and nurture social, emotional and physical development in a fun and safe environment.
- Retention and progression of members through to the next age and stage is a core focus for clubs within youth programmes.
Personal and interpersonal skills
- Participants in programmes are actively taught through modelling and instruction on how to develop their personal and interpersonal skills including positive teamwork and friendships.
- Focused around SLSNZ’s volunteer strategy values of wellbeing, respect, growth, support and relationships.
- Identification of how involvement in surf lifesaving contributes to an individual’s hauora (wellbeing).
Knowledge of the coastal environment
- Participants have opportunities to explore the physical, historic and cultural aspects of their local coastal environment.
- Participants have opportunities to develop kaitiakitanga (guardianship) relating to their local area and of their decision making around activities in coastal environments.
- Provide opportunities and experiences that builds knowledge and skills at the participant’s beach and club.
Physical movement skills
- Participants have structured development opportunities to explore fundamental movement skills relevant to surf lifesaving and lifesaving sports.
- Participants build a lifelong love for physical activity and movement to support wellbeing and health, through exploration of fundamental movement skills across a wide range of Junior Surf activities.
- Participants have opportunities to learn, experience and develop a range of movement skills for lifesaving sports activities in a manner that meets their physical development needs.
Surf and beach safety skills (authentic open water)
- Participants will learn surf safety rules, how to identify wave types and how to use waves in a range of situations.
- Participants will learn what to do in an emergency, including some commonly encountered surf lifesaving and lifesaving sports situations.
- Participants will learn how to identify rips, the 3R’s and how to apply them in practical situations.
Surf lifesaving and lifesaving sport knowledge and techniques
- Participants will learn what to do in case of an emergency including; calling for help, self-rescue and survival using the 3R’s.
- Basic identification of patrol operations including first aid and awareness of environmental risks to personal safety.
- Introduction to and participation in lifesaving sports activities including rules and race techniques in an age appropriate way.
| 1,568
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Meet a cat for coffee
Come in.
Drink a coffee.
Pet the cats.
Take one home.
The BC SPCA brings the cats
Furbacher works with the BC SPCA.
They find homes for cats.
Meet the cats at the Catfé
This café is in Vancouver.
It’s called the Catfé
Michelle Furbacher owns the café.
Michelle wants cats to live in the café.
She wants people to come and enjoy the cats.
The SPCA brings friendly cats to the café.
They want people to enjoy the cats.
They want people to adopt the cats.
The SPCA is the Society for the Prevention of Cruelty to Animals.
Montreal was the first.
The first cat café in North America opened in Montreal.
The café is called the Happy Cat Café.
Cat cafés are popular.
Cat cafes are now open in Vancouver, Montreal, New York, San Francisco, Portland and Oakland.
The Catfé is successful.
People adopt the cats.
They take their adopted cats home.
“Kitty lovers adopt them,” says Furbacher.
“There’s a bit of a cat shortage.”
The cats enjoy a good cup of tea, too.
The cats warm your chair for you.
Relax and enjoy a little kitty love.
Story adapted from The Vancouver Sun by Patty Bossort
Exercise - scrambled letters
Put the letters in the right order to make words. Put the word in the sentences below.
1. apdot ________________ People _________________________ the cats.
2. eomh ________________ People take the cats _________________________.
3. nepo ________________ Cat cafés are ________________ in many cities.
4. efefco ________________ Have a cup of ___________________________.
5. ridnk ________________ _________________________ your coffee and pet a cat.
6. eolepp ________________ They want ________________ to enjoy the cats.
7. sact ________________ The _________________________ live in the café.
8. jyone ________________ People ___________________________ the cats.
ANSWER KEY
1. adopt People adopt the cats.
2. home People take the cats home.
4. open Cat cafés are open in many cities.
5. drink Drink your coffee and pet a cat.
6. people They want people to enjoy the cats.
7. cats The cats live in the café.
8. enjoy People enjoy the cats.
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Missing Awareness and Safety School Program (MASSp)
Frequently Asked Questions
This is a first-of-its-kind school safety program that is designed to address the personal safety and empowerment needs of adolescents. MASSp will provide systematic awareness to prevent online/offline abuse and exploitation.
The curriculum is creatively designed to address both the online and offline safety concerns of adolescents whose lives constantly weave in and out of physical and virtual spaces.
This is an online course that students can access through a bespoke web application massprograms.com. This web application allows educators and facilitators easy access to schedule and evaluate the program with minimal effort.
1. What’s in this Course?
The program facilitates learning around five core topics essential for adolescent today-
- **Awareness 101**: Against abuse and exploitation
- **Cyber Safety**
- **Adolescent Education**
- Create Your Own board game
- Launch Your Own Awareness Campaign
MASSp is a 15-hour program that a school can choose to do over any duration between 1 to 4 months with as little as 40 minutes of academic calendar dedicated to this every week.
2. Who is it for?
- Class VII to Class XII
- Between the ages of 13 and 18
3. Who is it open for?
- All schools across India
- Students should be able to access the program through a digital device such as a smartphone, tablet or a computer
4. What makes MASSp the first-of-its-kind?
- Innovative digital pedagogy, compelling narratives, art, technology for an immersive storytelling
- Designed specifically for adolescents
- Holistic approach towards addressing abuse and exploitation
Actionable points on how to identify and report instances of abuse and exploitation and comprehensive sex education
5. What makes MASSp engaging for students?
- Facilitate systematic learning
- Interesting videos, fun activities around the topics and thought provoking assignments
6. Wider benefits of MASSp
- Students learn how to keep themselves safe
- Opportunity to process meaning of information through activities
- Students share their learnings with peers, parents and the public
7. How is MASSp designed to work within an existing school curriculum?
- Designed in line with the National Education Policy guidelines
- A systematic approach to address these issues with clear mapping of impact that it has on each student
- Perfect fit for schools with CAS/SEWA program requirements or any school that’s looking to streamline learning regarding adolescent well being
8. Is MASSp only available for schools?
- Designed to work within a school academic schedule
- Open for all organisations working with a group of adolescents
- Any body that works within school or out of school adolescents can take up MASSp
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Raymor R. Brown (1898-1918)
The conflict which became known as World War I began in Europe in 1914. The United States did not enter the fighting until April 6, 1917 when Congress issued a Declaration of War against Germany. President Woodrow Wilson speaking prior to the declaration being issued naively called it the “war to end all wars”.
Raymor Riley Brown enlisted in the United States Navy on June 11, 1917 and became a member of the Medical Department serving as a Pharmacist Mate. His enlistment date was a mere two months after the United States entered the war.
Killed in combat in France on October 7, 1918, Brown lost his life trying to save a fellow wounded soldier. He was twenty years old. His next of kin was listed as his mother, Lucy W. Brown.
Brown is buried near his parents and sisters, Bertie Brown and Opal Brown Carpenter. Mrs. Carpenter will be remembered by some as a long-time teacher in the Rockmart area.
In 1929 when the American Legion Post 12 was formed in Rockmart, Brown’s service and sacrifice was remembered and honored with the naming of the Post as the Raymor Brown American Legion Post 12.
John Preston Wright (1917-1942)
World War II began on September 1, 1939 when Germany invaded Poland. Other nations were drawn into the conflict which would eventually include all the major powers of the world. The United States was reluctant, as it had been in World War I, to get involved actively although it had provided aid to the Allies. The Japanese attack on Pearl Harbor on December 7, 1941 changed that and a Declaration of War was passed by Congress the next day. The nation’s youth once again lined up in large numbers to enlist and support the effort.
John Preston Wright was the son of James Banks Wright and Ludie Legrand Wright. Born in 1917 and growing up in Rockmart, he undoubtedly knew the story of Raymor Brown’s sacrifice. He would have been entering his teenage years when the American Legion honored Brown by naming Post 12 after him. What he would not have known, and could not have imagined during those carefree years, is that the same honor would be bestowed on him when another worldwide conflict would claim his life.
2nd Lieutenant John Preston Wright was killed in action during World War II in 1942. A pilot, Wright lost his life in a secret bombing mission over the Pacific Ocean. Declared Missing in Action, his remains were not recovered. The marker here in Rose Hill was placed by his family as a memorial to him and sits on an empty grave. The marker is inscribed “In loving memory of our husband who gave his life for his country”. A chilling reminder that the loss of young lives in war is a profound family sacrifice as well. He was survived by a young wife, his parents and two siblings.
Overcome by unfathomable grief, Wright’s parents refused for months to believe that their son was not coming home. The grief was intensified since no remains were returned to provide closure. Decades after their son’s disappearance when Mr. Wright died in 1995, the couple had been married for an astonishing seventy-nine years.
After Lieutenant Wright’s death the name of the American Legion was again changed to honor a fallen soldier. The Brown-Wright America Legion Post 12 of Rockmart stills bears the name today. The honor bestowed by the American Legion forever links these two brave young men.
We remember and pay homage to Navy Pharmacist Mate Raymor Riley Brown, Army 2nd Lt. Preston Wright and the other brave soldiers buried in Rose Hill Cemetery who paid the supreme sacrifice in defense of our country. The other brave men are Army Private Cecil Abner (1896-1919), Army Private Wesley Nichols (1889-1918), Navy Quartermaster Ernest N. Morgan (1922-1944), Navy Petty Officer 2nd Class R.D. Countryman (1925-1945), Army Specialist Guy Mears (1950-1970).
Source: “Polk County, Georgia, The First One Hundred Years”, Larry D. Carter, 2012
Findagrave.com
Newspaper clippings, John Preston Wright, Newspapers.com, 1942
Compiled by: Rockmart Sesquicentennial 2022
Rose Hill Cemetery Tour Committee
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The Office of Strategic Communication and Outreach is a branch within the Colorado State Patrol. It is comprised of the Community Outreach, Creative Services and Public Affairs units and acts as a forward facing department of the organization. Working together with schools, businesses and news outlets, the primary focus of the unit is to bring information, education, and relevant events to the public.
The PILLAR Program is an educational development tool created by the Community Outreach unit to partner with local schools and businesses. It is a modular system used to deliver traffic safety, well-being and critical thinking lessons based on the requests of teachers and managers.
Use the link below to schedule a PILLAR instructor today!
https://csp.colorado.gov/pillar
Colorado State Patrol
Strategic Communication and Outreach
15055 South Golden Road
Golden, CO 80401
303-273-1917
The Colorado State Patrol, in alignment with our mission and vision statements, has implemented and supported several educational safety programs in the past. These programs include G.R.E.A.T. (Gang Resistance Education and Training), Alive at 25 (AA25), ADoD (Attitudinal Dynamics of Driving), Impact Teen Drivers and Take it to the Track.
These programs did not typically include content for younger, non-driving audiences. It is the Chief’s vision to change the culture of Colorado’s student population when it comes to safety in and out of the classroom. Our ultimate goal is partnering with Colorado’s youth to help them become future leaders in safety, wellness and crash prevention.
The Colorado State Patrol has developed an age specific curriculum targeting personal well-being and informed decision making as well as traffic safety. By structuring the PILLAR Program to begin in early-childhood, we look to positively impact the future of Colorado’s youth when faced with the choices they will make regarding traffic and personal safety. It is our hope that by bringing the PILLAR Program into your school, we reduce injury and fatal crashes throughout the state.
Each topic in the curriculum has several modules the presenter may choose to instruct from. Below is a brief description of what each topic can cover.
For a more detailed look at the modules please visit the PILLAR website listed in this brochure or speak with your instructor to tailor the presentation to your class.
**Bicycle and Pedestrian Safety:** Students will learn about being safer pedestrians and cyclists in a motor vehicle dominant society.
**Bullying:** Students learn how to deal with bullying in a constructive manner as well as recognize bullying behaviors. Additionally, they can work on critical thinking skills and conflict resolution.
**Emergency Services:** In this topic we go over recognizing emergency situations, what to do if there is an emergency and when to call 9-1-1. We also go over the State Patrol and the role of a CSP Trooper.
**Distracted Driving:** Students can learn the dangers of being distracted while operating a motor vehicle as well as how to be responsible passengers. Other modules in this topic will review the graduated driver license.
**Wellness:** This topic is primarily focused on stress management and emotional wellbeing. We can also cover the warning signs of emotional distress.
**Laws, rights and responsibilities:** Students will learn the rights and responsibilities of Colorado citizens as well as laws that apply to them and how to positively interact with law enforcement.
**Alcohol, Tobacco, and Drugs:** Students will learn about all three substances, DUI and their consequences.
**Cybersecurity and Internet Safety:** This topic covers how to be secure on-line and communicate safely when using the Internet.
**Traffic Safety:** Modules in this topic cover titles in defensive driving, road conditions and vehicle safety features.
**Newton’s Laws for Crashes:** Students will learn how Newton’s Three Laws of Motion relate to motor vehicle crashes.
**Seatbelts:** Their importance, the law and how they reduce the chance of injury when used properly.
**Safety In and Out of the Home:** Students can cover information from parents and strangers and gun safety to animals and unsafe objects.
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Welcome
Though small in size, Point Dume State Beach at the northern edge of Santa Monica Bay has many significant features including panoramic views and opportunities to see increasingly rare plants and animals.
Two miles of scenic trails through grasslands, coastal bluff scrub, and southern foredune areas allow visitors to view an island of delicate biological integrity.
Local History
The Native Californian Chumash tribe inhabited this coastline for thousands of years and used this area as a sacred space.
In 1542, the point was an important navigational marker for Spanish explorer Juan Rodriguez Cabrillo, but only received its name in 1793 when British sea captain George Vancouver named the craggy headlands Point Dume after Father Francisco Dumetz from the Mission San Buenaventura.
During World War II, the U.S. Army used this site as an anti-aircraft artillery training area. It is believed that the top of the headlands was flattened after the war for commercial construction purposes.
In 1979, Point Dume was acquired by the State of California and is being carefully and gradually restored to its pristine state.
Natural Environment
Point Dume State Beach is 63 acres in size, and is one of the last and finest examples of coastal bluff scrub in Southern California. In 1992, a 34-acre parcel of Point Dume was designated a State Natural Preserve, one of the highest levels of protection afforded by law.
The volcanic rock cliffs provide living areas for cliff-roosting birds, and the sparkling tide pools provide habitat for rich intertidal and sub-tidal marine life including protected sea stars, octopi, anemones, sea urchins, mussels and crabs.
The Natural Preserve is also the southern-most limit for the giant coreopsis (giant sea dahlia, pictured here) and also dudleya, false heather, and quite possibly the California spineflower.
Though small, the Preserve provides habitat for a surprising amount of wildlife. A visitor may encounter coyotes, skunks, raccoons, ground squirrels and rabbits in broad daylight. One may also find five species of butterflies, six types of snakes, various lizards including the silvery legless lizard, and over one hundred types of birds including brown pelicans, plovers, wrens, roadrunners, burrowing owls, falcons, and hawks.
The incredible vistas here at the point provide an opportunity to view sea lions, harbor seals and dolphins in the surf only a few dozen feet away. This promontory also provides one of the few dry-land viewing sites for migrating gray whales that lets you get close enough to count their barnacles! The best viewing time for these majestic creatures is November through April. To see the newborn whale calves migrate, be here from February on into the spring.
Important Information
Help us protect and maintain this beautiful place by following these simple rules.
Always stay on fenced trails. Going off the trails creates new paths that erode the sandy cliffs and can destroy potential wildlife habitat.
Dogs are strictly prohibited. Please don’t bring your dogs to the Preserve; even the scent of a dog disrupts wildlife and prevents migrating birds from nesting.
Absolutely no fires are allowed at any time.
Please do not touch or remove anything from the tide pools. Don’t turn over rocks, and walk gently—these delicate homes are very sensitive.
All natural and cultural features are protected and may not be collected, moved or harmed.
Visitor Services
Additional parking is available on Westward Beach Road. (Take Cliffside Drive to Birdview Avenue, and park free along Westward Beach Road, or pay a fee at Westward Beach lot, and take a trail to the Preserve.) FREE shuttles on weekends, holidays and during the summer months run every 20 minutes between 10 am and 4 pm from Westward Beach Road.
There are no public phones or restrooms at the Preserve. Restrooms can be found on Westward Beach Road. Park hours are sunrise to sunset.
How You Can Help
If you would like to join the Volunteers in Parks program at Point Dume and help protect and maintain the Preserve, please call (310)457-8144.
We Would Like to Thank:
The California Coastal Commission for a Whale Tail Grant, the California Conservation Corps, Boy Scout Troop #8, California State Parks, and the Point Dume Volunteers.
For information about tours, parking or accessibility, please call (310) 457-8144 or visit our website at http://www.parks.ca.gov
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SALTY SCIENCE
1 TRY THIS INDOORS .... CRYSTALS
Put about half a litre of warm water into the jug. Stir in a large spoon of salt until you can no longer see all the grains of salt which means they have dissolved. Keep on stirring in salt, a spoon at a time, until you reach the point where no more salt will dissolve. Then pour a small amount onto a flat coloured plate or tray and leave the plate somewhere warm.
WHAT DO YOU NOTICE?
Things to talk about …
Over the next few days have a close look at what is happening on the plate. What do you notice? Where do you think the water is going? Can you see the salt again? Does it look the same as the salt that you started with? What is the same about it? What is different about it?
You will need
- Warm water
- Salt
- Large jug or container
- Several different shaped and sized small containers
- Coloured plastic plate or shallow dish
2 TRY THIS OUTDOORS .... EVAPORATING WATER
Take the rest of your salty water and put a small amount into each of your different shaped and sized containers. Try to put the same amount of salty water into each container. Find a sunny place to put the containers close together, or you can find a warm place indoors. Over the next few days, watch to see what happens.
WHAT DO YOU NOTICE?
Things to talk about …
What do you notice is happening to the levels of the salty water? Can you see any salt crystals appearing? Which containers do you see salt in first, the tall and thin or the shallow and wide ones?
3 WHAT IS THE SCIENCE?
Salt dissolves in water. It might look as though it has disappeared but it has actually become mixed in with the water to form a transparent (see-through) solution. When the salt solution is left in a container and it dries up to leave new salt crystals, it is because the water has evaporated. This happens when some of the water gets enough energy to change from being liquid to a vapour (a gas). The water vapour mixes with the air above the water. If it is warm or windy, evaporation happens faster: think about a puddle on a sunny day. Evaporation also happens faster when there is a bigger surface area next to the air, so the water in a shallow, wide container will evaporate faster than the same amount of water in a tall, thin container.
4 MORE ACTIVITIES YOU COULD TRY
FIND OUT MORE ABOUT WHICH SOLIDS WILL DISSOLVE IN WATER https://www.science-sparks.com/exploring-which-solids-dissolve-in-water/
GROW YOUR OWN SUGAR CRYSTALS https://www.science-sparks.com/how-to-grow-sugar-crystals/
Join in with THE GREAT SCIENCE SHARE - register for this year’s event and take a look at these question maker tools to SHARE YOUR SCIENTIFIC QUESTIONS!
IMPORTANT NOTICE: Science Sparks and The Primary Science Teaching Trust are not liable for the actions or activity of any person who uses the information in this resource or in any of the suggested further resources. Science Sparks and The Primary Science Teaching Trust assume no liability with regard to injuries or damage to property that may occur as a result of using the information and carrying out the practical activities contained in this resource or in any of the suggested further resources.
These activities are designed to be carried out by children working with a parent, guardian or other appropriate adult. The adult involved is fully responsible for ensuring that the activities are carried out safely.
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Wetumpka impact crater
History and origin
Asteroids and comets travel around the Sun at great velocity in orbits that bring them near the Earth … sometimes near enough to strike the Earth with great energy …
The impact of an asteroid or comet causes damage to the Earth’s crust resulting in an impact crater …
Impact craters look like a circular or semi-circular rim of hills.
The map at right shows Wetumpka impact crater (a semi-circular rim of hills) next to the Coosa River.
The following sequence of slides shows the order of events that scientists have uncovered in the history of Wetumpka impact crater.
A marine reptile bites a fish in the Gulf of Mexico waters that covered central Alabama during the Cretaceous Period.
A small tyrannosaurid dinosaur is beachcombing on the island shoreline just north of Wetumpka when he witnesses the asteroid or comet impact 15 miles offshore.
Heat from the blast has set the shoreline woods on fire and now the tsunami wave from impact arrives onshore as the impact crater forms at sea.
After impact, the rim stood above sea level and excluded sea water, but eventually
View from the southwest, looking northeast at the sea that filled the crater after impact. Pterosaurs, including *Eudimorphodon*, were abundant in the fluvial-influvial environment.
Wetumpka is shaped like an impact crater, but how do we know that this feature is the spot where an asteroid or comet hit the Earth?
Drilling down to 685 feet at crater center Allowed scientists to recover minerals that had been shocked by sudden force of pressure from the asteroid or comet impact.
Drilling during July 1998.
Shocked quartz
Rows of drill core.
Shocked minerals like the shocked quartz from Wetumpka are found only inside impact craters and the craters made by nuclear weapons tests.
Scientists estimate that the energy released by the Wetumpka impact event was over 175,000 times the energy of the nuclear bomb detonated at Hiroshima, Japan, in 1945.
The energy released by the Wetumpka impact event is estimated to have been the equivalent of about **2.3 billion tons of TNT**.
The dark spot shows the area of total destruction around the crater and the thin circle line shows the extent of heavy damage and death. The impact affected both land and sea.
In 2002, Wetumpka was added to the Earth Impact Database, which is an international list of proven impact craters.
Wetumpka is one of 59 recognized impact craters in North America. About 200 craters are recognized worldwide.
In 2002, the Alabama Historical Association placed an historical marker at Wetumpka impact crater, site of Alabama’s greatest natural disaster.
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Now it's time to make your #USvsHate message!
Your task is to make a message that will do one or more of the following:
- explicitly address, explore, and refuse racism, xenophobia, homophobia, Islamophobia, anti-Semitism, sexism, or other forms of hate, bias and injustice in schools and society;
- communicate that people across lines of difference contribute to our communities, region, and nation, are equally valuable, and deserve access to opportunity and well-being;
- bust a myth (challenge a stereotype) about a “type of” kid too often misrepresented;
- ask people to treat each other kindly, fairly and respectfully, so schools stay safe for learning and society includes us all.
You can make #USvsHate messages as individuals or in groups.
Your anti-hate message can be made in any media. That means hand-drawn or digital images, to become stickers and posters or be shared digitally; essays; poems; performances or public actions documented in photos or on video; public service announcements, videos, memes, speeches, and spoken word; op-eds; t-shirt designs; etc. An anti-hate message can be drawn by hand on paper, or created digitally using a phone or computer. A speech into a smartphone camera, a great letter to the editor, a photograph, a comic book, an infographic, a public event, or an animation can be an anti-hate message! Don’t limit your creativity!
Messages can offer powerful words and powerful visual images. You don't have to be an amazing artist or filmmaker. The real power is the message!
To be considered for a “Winning” #USvsHate message, the message also must do the following:
- Include the hashtag #USvsHate. (If you don't put it on there, we'll add it for you.)
- Be both creative and original. (Use original words and other material. Don't plagiarize. A design could make a common slogan original, but our preference is new words and ideas. Do not use clips from music, videos, or other media that is copyrighted by others. If you use others' publicly available material, credit the creator whenever possible.)
- Successfully communicate the #USvsHate message of inclusion and justice for all, to a group of peers.
No message submitted should be harmful or hateful to others! #USvsHate!
- A submission to our national challenge should be high quality enough to be reproduced for many. (No pencil; no tiny writing: make sure images are clear and not blurry).
- Those submitting images can
a) scan a paper submission or
b) create the image digitally. You can submit messages like Op Eds, poems, or letters to the editor in Word. You will upload documentation of art installations or performances. If you want to submit a paper submission and don't have access to a scanner, you can upload a photograph of a piece of paper.
If you win, we may ask you to mail us the original for reproduction.
Any message submitted must be ready to share publicly as is.
Submit Here:
http://usvshate.org/submit/
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All About Me
Preschool
Say Please!
Wipe your feet
Table of Contents
All About Me
All About Me…and My Hair
Going Places
All About Me…and My Favorite Things
My Dream Pet
My Favorite Outfit
All About Me…and My House Rules
Eye Wonder
My Favorite Color
All About Me…and You
Memory Game for Kids
Face Race Game!
Certificate of Completion
Want more workbooks? Join Education.com Plus to save time and money.
http://www.education.com/education-plus/
Copyright © 2012 Education.com. All Rights Reserved
All About Me... and my hair!
There are many different styles of hair. What does your hair look like?
Color: Circle the color that is closest to your hair color.
Don’t see it here? Color the last box with your hair color.
Length: Circle the length that is closest to your hair.
Texture: Circle the texture that is closest to your hair.
Portrait:
Draw a picture of what your hair looks like now.
More worksheets at www.education.com/worksheets
Copyright © 2012-2013 by Education.com
There are many different types of transportation in the world.
Can you name some?
Ask an adult to help you cut out the images below.
Can you put these images in the correct spots in the next picture?
What types of transportation have you used before?
What are some of your favorite things?
Ask an adult to help you cut out a few of your favorite things from these pages and make a collage with them. For a fun activity, ask a friend to make one too. Then compare them to see which favorite things you have in common. If you don’t see one of your favorites here, draw a picture of your own to add to your collage!
All About Me... and my favorite things!
FUN TIP
Print out page 1 and 2 on sticker paper and cut them out for instant stickers at home! Take one step further and put the stickers on a magnet sheet, then cut around them for repeat collages and stories!
All About Me... and my favorite things!
___________’s Favorite Things
More worksheets at www.education.com/worksheets
Copyright © 2012-2013 by Education.com
My Dream Pet
Maybe you own your dream pet, maybe you don’t. Here is your chance to draw the pet you’ve always wanted.
My Favorite Outfit!
Do you have an outfit that you love?
Draw a picture of yourself wearing it below!
Name: ________________________
All About Me... and my house rules!
What is an important rule in your home that you follow?
It can be something that your family believes or something that is enforced at home.
Make a poster for the rule below!
An example could be a sign saying: Please remove your shoes at the door.
Eye Wonder
Everyone's eyes are different colors.
What color eyes do you see around you? Take a look!
Keep track below by placing an "X" in the box of the eye colors you see.
If the color isn't there, we've left the last two eyes blank for you to color in.
Complete the sentences below about what you found.
I have ________________ eyes.
Most people had ________________ eyes.
Not many people had ________________ eyes.
My favorite COLOR
There are so many different colors around us!
Which one is your favorite?
In the space below, draw something that is your favorite color.
MAKE A FACE MEMORY MATCH
1. Cut out the cards with the help of a grown up.
2. Mix up the cards and lay them face down on the table.
3. The first player turns over two cards to see if they match.
4. If the cards match, the player keeps the cards and gets another turn.
5. If they don’t match, the player turns the cards face down again in the same location and the next player gets his turn to play.
6. The player with the most matches in the end, wins!
Note: Game pieces work best on thicker paper
Face Race
1.) Ask a grown up to cut out the dice on the next page.
2.) Take turns rolling the dice and draw what you roll!
3.) The first to draw a complete face wins!
Make sure to print out one page per player!
Dice for Board Games!
Ask a grown up to cut and tape the dice together.
ears nose mouth hair
Fold on the dotted lines
eyes
eye brows
Great job!
__________________________ is an Education.com writing superstar
education.com
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So You Think It’s Been a Wet Winter? The Great California Flood of 1862
In the summer and fall of 1861, every rancher and farmer in California was on his knees praying for rain and a wet winter.
After nearly two decades of drought, rivers were sluggish, muddy, trickles, while creeks and streams were long dried up and wells had become dusty, dry holes.
Livestock and people were moved into the high Sierras in search of moisture, even from the dew, or a few green plants to graze.
The deer and other wild game had disappeared, moving on to more hospitable surroundings along with many ex-Californians. Everyone hoped the coming winter would bring relief in the form of life giving rain.
Well, you’ve probably heard the old saying “Be careful what you pray for”, and in this instance no truer words were ever spoken. When it began to rain in November of 1861, people rejoiced in the streets! Finally an end to the long suffering and a renewal of the land. At the start of winter, things were looking up. But…it just wouldn’t stop!
From the end of November through the middle of January, the rains became torrential and non-stop.
Sonora reported 69 consecutive days and nights with rain so intense that it was “almost sufficient to drown a man standing in it with his hat off”. These were warm storms – today called “Atmospheric Rivers” – that came on the heels of early December storms that dumped 10-15 feet of snow in the Sierras. The warming spell and unusually heavy rain storms created a massive volume of runoff turning any waterway into a dangerous, destructive, raging torrent.
The roaring waters took out nearly every bridge or ferry in California, Oregon, Washington, Utah Territory (including Nevada), and Arizona stranding thousands.
Typical flood damaged bridge.
An ocean filled the Central Valley from the Coast Range to our foothills and 300 miles long to a depth of 30 feet.
The entire city of Sacramento was under at least 10 feet of water forcing the legislature to be moved to San Francisco.
Locally, a raging Sutter Creek completely destroyed and removed sawmills, roads, houses, and mining operations of those too close. Several Chinese and Mexican mining settlements were completely obliterated with no survivors. The town of Mokelumne City, located along the Mokelumne River, was erased entirely, never to be rebuilt.
Towns such as Mokelumne Hill and Volcano were clobbered by mudslides, damaging or destroying nearly every building in town.
This catastrophic flooding stopped all communication by inundating telegraph poles. Nearly 1/3 of all buildings in the State were destroyed with one home in eight destroyed and another three out of eight damaged. An estimated 4,000 people were officially reported drowned, but the real toll was thought to be at least double that. Approximately 250,000 cattle drowned with sheep and pigs at another 100,000.
An untold number of chickens perished, driving egg prices to $3 a dozen, which would be about $80 today. Food was in short supply for months. In some parts, the water didn’t recede until June, leaving a gigantic mess to clean up and rebuild. After the greatest gold rush of all time, California was left bankrupt.
Today, most places that were inundated in 1862 have rebuilt and stand in the same spot – including Sacramento, Stockton, etc. Levees have been raised, but sediment over the years has raised the river bottoms too.
Old Sacramento today still fronts on the river, but 10 feet higher. Note: The brown columns in front of the door were cast in our own Knight Foundry.
The great flood of 1862 was not a one time “won’t ever happen again” event. A period of record snow pack and lingering warm rains… anybody have a rowboat for sale?
Do you know someone who would like to receive our monthly newsletter? Send contact information to firstname.lastname@example.org to be added to our distribution list.
The Historic Sutter Creek Grammar School is rich in Gold Rush history. This beautiful building is California’s second oldest two-story brick schoolhouse. The Sutter Creek Community Benefit Foundation has restored the first and second floor making it a wonderful rental for any occasion. There are four rooms within the Historic Grammar School that can be rented.
Contact the City of Sutter Creek for information on rates and availability - (209) 267-5647 ext. 230 or email email@example.com
Whether it’s a love of our heritage, a special connection to our town’s diverse, deeply rooted cultures, or a desire to improve your community, every donor’s passion for Sutter Creek is unique. A donation to Sutter Creek Community Benefit Foundation is the perfect way to fund your passion and watch it prosper. By connecting people who care with causes that matter, we help ensure a stronger, healthier tomorrow. We provide a simple, powerful and highly personal approach to giving.
SCCBF is a nonprofit 501(c)(3) - Tax ID #87-1825043
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Our Environment Strategy, *Greening the Hill: Our Community, Our Future*, outlines our vision and plan to become a more environmentally sustainable community. Here are some key highlights from 2023:
**Planning for sustainable transportation**
Council approved the Transportation Master Plan, which will guide the future of the City’s walking, cycling, off-road trails and road networks to support growth. It also includes updated transportation and mobility policies to support how people get around the city.
**Taking advantage of grant funding**
Richmond Hill secured $3.18 million in funding from the Federal Active Transportation Fund for the David Dunlap Observatory Pedestrian/Cyclist Bridge and Recreation Trail project. The City also received nearly $465,000 in grant funding from various agencies to help offset the costs of projects that help restore and enhance our environment.
**Protecting our feathered friends**
Richmond Hill was recognized as a Bird Friendly City by Nature Canada for taking action to reduce threats to birds, restoring and enhancing their habitats and engaging the community in education, awareness, and citizen science to monitor and protect local bird populations.
Did you know that Richmond Hill maintains more than $9.2 billion worth of assets? The City’s inaugural 2023 State of Infrastructure Report reveals that assets are in good condition for reliable community services, which includes 1,040 km of bicycle lanes, cycle tracks, sidewalks, walkways, multi-use paths and trails. It also includes 73,000+ street and park trees and 889 hectares of natural areas, valued at more than $233 million.
A record-setting 12,000 volunteers picked up litter from 145 streets and pathways, and more than 100 parks and open spaces during Clean Up, Green Up Weeks. The City’s efforts were recognized by the Municipal Waste Association with a Silver Award for Promotion and Education in the Special Events category.
The City launched an education campaign to promote home energy improvements that can reduce energy use and greenhouse gas emissions and save residents money. Richmond Hill held 8 educational webinars, released a home energy improvement survey, offered free personalized guidance from a home energy expert and provided energy efficiency education at community events.
**Community Stewardship Program**
- 1,615 Community volunteers
- 9,204 Trees planted
- 5.6 ha Area restored
**Healthy Yards Program**
- 1,305 Trees distributed
- 3,760 Wildflowers distributed
- 300 Rain barrels distributed
- 285 Composters distributed
**Fill it up Water Trailer**
- 35 Events attended
- 20,000 Reusable bottles filled
Working together to protect, enhance and restore our local environment.
RichmondHill.ca/Environment
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DROWNING AND CHILDREN WITH AUTISM
At some ages, children with autism are 5 to 14 times more likely to drown in contrast to children without autism. Tragically, two young children with autism have drowned in a little over two years in Palm Beach County. Age and gender are factors (boys are at greater risk) as well as degree of cognitive impairment.
Please read this information carefully, share it with all family members and everyone who helps care for your child so that everyone can be alert and take action to protect their children.
Jack Scott, Ph.D.
Executive Director
FAU Center for Autism & Related Disabilities
“Protect your children from the dangers of the water. We support water safety education in memory of Kaitlin 2003-2008.”
Created by: Task Force on Water Safety for Children with Autism Spectrum Disorders (ASD) and Related Disabilities
Facts on Drowning
- According to the American Red Cross, it takes as little as a four-inch opening for a child to escape.
- It takes as little as two inches of water and less than 20 seconds for a child to drown.
What should parents & caregivers of children with autism spectrum disorders do?
- Educate yourself about drowning prevention issues.
- Create a plan in case your special needs child wanders away.
- Share your plan with your family, neighbors & emergency personnel and tell them about your child’s special needs.
- Get swim lessons for your child & water safety instruction, including CPR, for all of your family members & caregivers.
Children with autism are fascinated by water...
Parents must take action to keep their children with special needs safe from drowning
Practice the ABC’s of drowning prevention:
- Adult Supervision
- Barriers
- Classes on water safety education, swim lessons and CPR
Adult Supervision is the most important prevention measure. Even for children who can swim, it is critical to have watchful eyes 100% of the time.
Barriers such as fencing, help protect children but they are not enough. In order to ensure our children’s safety, additional barriers such as pool, door & window alarms as well as self-locking and self-latching gates are often necessary. Child anti-drowning alarms can also serve as a barrier.
Classes for water safety are available. Swimming lessons can begin as young as 6 months of age. The American Red Cross offers CPR courses that can be a true lifesaver. See our resource list for contact information on water safety classes, swim and CPR lessons.
Children who wander are at higher risk for drowning. Project Lifesaver of Palm Beach County helps families obtain electronic tracking bracelets to speed recovery for a child who wanders. See the resource list for their contact information.
If you have a child with autism spectrum disorder you need to have a Crisis Plan
Be sure to develop a crisis plan before it is needed. For full information about preparing a crisis plan for your special needs child and an “Autism Emergency Contact Form”, go to www.autismriskmanagement.com.
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Select the most correct answer and write the letter in the blank (1 pt. each).
1. Movement of molecules down their concentration gradient is called **diffusion**.
A. osmosis B. diffusion C. hypotonicity D. hypertonicity E. isotonicity
2. In the dialysis experiment, the color of starch solution changed to blue because **iodine molecules moved into dialysis bag**.
A. iodine molecules moved into dialysis bag. B. starch moved outside dialysis bag.
C. starch moved into dialysis bag. D. NaOH molecules moved outside the dialysis bag.
E. both iodine and starch moved in both directions
3. The goal of the experiment in which you have used Petri dishes with agar medium is to show that **A, B and C are correct**.
A. molecules move from high concentration to low concentration.
B. malachite green and methylene blue have different molecular weight.
C. molecules of different sizes move at different rates across semi-solid medium.
D. A, B and C are correct E. Only A, and C are correct
4. *Elodea* cells became turgid when they were placed in a **hypotonic** solution.
A. hypotonic B. isotonic C. hypertonic D. high salt E. only A and B are correct
5. What happened to the level of sugar solution when you placed the osmometer in water? It **increased**.
A. increased. B. decreased. C. did not change.
D. decreased then increased. D. increased then decreased.
6. In fermentation experiment, which of the following sugars was expected to produce the highest amount of CO$_2$ in 15 minutes? **Glucose**
A. Sucrose B. Glucose C. Maltose D. starch e. Cellulose
7. In the absence of oxygen, yeast obtains energy by **fermentation**.
A. photosynthesis. B. fermentation. C. respiration.
D. B and C are correct E. Non of the above is correct
8. In the photosynthesis experiment, you observed *Elodea* carrying out photosynthesis because **CO$_2$ bubbles were formed in the inverted tube**.
A. it changed its color. B. the water became turbid and cloudy.
C. CO$_2$ bubbles were released out of the beaker. D. CO$_2$ bubbles were trapped in the inverted tube.
E. CO$_2$ bubbles were formed in the inverted tube.
9. During photosynthesis experiment, you have added sodium bicarbonate to **BA, B and C are correct**.
A. increase the rate of photosynthesis. B. increase the amount of CO$_2$.
C. increase the amount of O$_2$ produced: D. A, B and C are correct.
E. only A and B are correct
10. During photosynthesis experiment, moving the light closer to the plant resulted in **only A and C are correct**.
A. increased photosynthesis rate. B. increased amount of CO$_2$ released.
C. increased number of bubbles produced. D. A, B and C are correct
E. only A and C are correct
Fill in the Blank (1 pt. each)
1. Mention one of the major types of epithelial tissues: **Simple epithelial tissues** (simple cuboidal epithelium)
2. Where can you find stratified keratinized epithelial tissue? **Skin**
3. What type of epithelial tissue lines the inner part of kidney tubules? **Simple cuboidal epithelium**
4. Give an example of aspecial connective tissue. **Bone/Blood**
5. What type of cartilage does the trachea have? **Hyaline cartilage**
6. In which tissue can you find osteocytes? **Compact bone**
7. Blood supply is carried to the bone through **Taversian canals**
8. Name the tissues below
i) **Hyaline cartilage**
ii) **Simple squamous epithelium**
iii) **Skeletal muscle tissue**
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**Holy Week**
**BIBLE READING PLAN from MUSCADINE PRESS**
**Using This Guide**
Begin each day with a prayer for understanding and clarity. Ask the Lord to reveal himself to you through your reading. **Read** the appropriate scriptures slowly. **Reflect** on what it teaches you about the character of God as revealed through Jesus Christ. What did you learn about God? What did you learn about yourself? **Respond** to the reading and your reflections in prayer.
**Palm Sunday**
On Palm Sunday, Jesus entered Jerusalem with his disciples riding a borrowed donkey. He arrived to much celebration, but it was the beginning of the end of his human life.
*Read Zechariah 9:9*
*Read Luke 19:28-40*
**Holy Monday**
On Holy Monday, Jesus asserted his authority by throwing out anyone and everyone who was doing business inside the temple complex. The Jewish leaders were less than impressed with the display of power.
*Read Isaiah 56:1-8*
*Read Luke 19:41-48*
**Holy Tuesday**
On Holy Tuesday, temple leaders challenged Jesus by putting him to the test. Literally. They raised a number of theological debates with him and questioned both his teaching and his God-given authority.
*Read Psalm 118:19-27*
*Read Psalm 110*
*Read Luke 20*
**Spy Wednesday**
On Spy Wednesday, Jesus continued his teaching, which only riled up Jewish leaders. The tipping point came when a woman honored Jesus by anointing him with really expensive oil. This didn’t sit well with Judas, who went straight to the religious authorities and offered to deliver Jesus into their hands.
*Read Luke 21*
*Read Mark 14:1-11*
**Maundy Thursday**
On Maundy Thursday, after celebrating the Passover with his disciples, Jesus went to the Garden of Gethsemane to pray, where Judas betrayed him. He was arrested and tortured while Peter denied him.
*Read Isaiah 50:4-10*
*Read Luke 22:1-65*
**Good Friday**
On Good Friday, the Jewish leaders, with the help of Pilate, subjected Jesus to a mock trial that resulted in a death sentence for the one who would be called the King of the Jews. He was hastily crucified and quickly buried before the Sabbath began that evening.
*Read Psalm 22:1-18*
*Read Luke 22:66-23:56*
**Holy Saturday**
On Holy Saturday, not much happened...that we know of, at least. Since it was the Jewish Sabbath, all activity came to a grinding halt, and Jesus’ followers had to wait until the next day to properly prepare his body for burial.
*Read Isaiah 52:13-53:12*
*Read Luke 23:56*
**Easter Sunday**
On Easter Sunday, a couple of women went to Jesus’ tomb to anoint him for burial, but when they arrived, he wasn’t there. The tomb was empty, and an angel greeted them with the news that Jesus was alive. The women hurried back to tell the others, and Jesus surprised his grieving disciples by showing up in their midst.
*Read Isaiah 52:7-10*
*Read Luke 24*
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Brechfa Oil fields
Brechfa has been referred to as the Texas of Wales as it was a major source of oil!
Brechfa also supplied explosives and timber for the trenches during the First World War.
Fforest Glyn Cothi Cultural Heritage Project
The Fforest Glyn Cothi Cultural Heritage Project set up by the Brechfa Forest and Llanllwni Mountain Tourism Cluster raises awareness of the traditional lifestyle of forest dwellers and the built and natural heritage sites within Brechfa Forest, Llanllwni Mountain and the communities which encircle them.
You can find information about famous local figures and about spiritual, religious and tourism sites in our literature and on our website:
www.roam-brechfaforest-llanllwnimountain.co.uk
Arianwyd gan / Funded by
Cyfoeth Naturiol Cymru
Natural Resources Wales
Cynllun Sir Gâr
Carmarthenshire County Council
RDP Sir Gâr
European Agricultural Fund for Rural Development: Europe Investing in Rural Areas
Ymddiriedolaeth Genedlaethol
National Trust
Llywodraeth Cymru
Welsh Government
Brechfa Forest was one of the major sources of oil and explosives for a number of centuries leading up to the 1920’s, yet there are no signs of drilling for oil! This was an ingenious industry extracting every possible benefit out of making charcoal.
At the ‘chemical works’ (powered by a water wheel) Oak saplings extracted from the forest were cut into three foot long lengths and stacked into ovens. It took twelve hours of controlled burning to turn them into charcoal. During this process the vapours from the ovens were piped through a pond which acted as a condenser. The vapours condensed into tar, water and oil which were collected in sumps (tar-wells).
Wood tar had many uses, such as providing a universal source of grease and glue, insulation for buildings and ship hulls, as skin and wood preservative and for traditional medicines.
The watery oil was pumped into vats and mixed with lime. The mixture was churned until there was a froth on top and then allowed to settle before being transferred into a boiler. When it was boiled the vapour produced was taken by pipes into a cask in the naphtha room. Solvent naphtha has a higher flashpoint than paraffin. It was used in blow lamps to burn old paint off wood.
More processes were applied to the residue before it was left in a series of barrels to settle with part producing a light oil to lubricate machinery.
Charcoal from other trees had different uses. Charcoal from the Alder wood was used for making gunpowder and this was an important source of explosives for the First World War. Black powder for “sooting” was made from Birch. Ash and Hazel charcoal was also produced.
Another side product of the charcoal industry was lime salt (Calcium acetate), which was used to make vinegar for pickling.
Both women and men were employed at the works. Women took the bark off Alders because if the bark of an Alder was burnt the charcoal was spoilt. The men employed at the works before the First World War were paid 2s. 6d (12.5 pence) per day.
There is nothing on the ground at the site of the works anymore. These closed after the First World War and the site is now a private house.
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Yellow-legged hornet (aka Asian hornet)
Species Description
Scientific name: *Vespa velutina*
Native to: Asia
Habitat: Nests usually high in trees and man made structures, sometimes closer to the ground; hunts honey bees, other insects and also feeds on fruit and flowers.
Not easily confused with any other species. Dark brown or black velvety body. Characteristically dark abdomen and yellow tipped legs. Smaller than the native European Hornet.
Introduced to France in 2004 where it has spread rapidly. A number of sightings have been recorded in the UK since 2016. High possibility of introduction through, for example, soil associated with imported plants, cut flowers, fruit, garden items (furniture, plant pots), freight containers, in vehicles, or in/on untreated timber. The possibility that it could fly across the Channel has not been ruled out.
A highly aggressive predator of native insects. Poses a significant threat to honey bees and other pollinators.
Do not disturb an active nest. Members of the public who suspect they have found a yellow-legged hornet should report it with a photo using the details provided in the red box at the top of this ID sheet.
Key ID Features
- Entirely dark brown or black velvety body
- Legs brown with characteristic yellow ends
- Abdomen black / brown, fourth segment yellow / orange
- Queens up to 30 mm; workers up to 25 mm long
Yellow-legged hornet abdomen is almost entirely dark except for 4th abdominal segment.
Yellow-legged hornet “hawking” for honey bee prey
Version 6. Produced by Lucy Cornwell, Olaf Booy (NNSS), Gay Marris, Mike Brown (National Bee Unit) with assistance from Colette O’Flynn (National Biodiversity Data Centre Ireland) Stuart Roberts (BWARS)
Yellow-legged hornet, aka Asian hornet (*Vespa velutina*) for comparison
- Queen up to 30mm long, worker up to 25mm long
- Legs yellow at the ends
- Dark brown / black abdomen with a yellow / orange band on 4th segment
- Head dark from above, orange from front
- Dark coloured antennae
- Entirely black velvety thorax
- Never active at night
**Similar Species**
**European hornet (*Vespa crabro*)**
- Queen up to 35mm long, worker up to 30mm long
- Legs brown at the ends
- Yellow abdomen marked with brown on the upper part, not banded
- Head yellow from above, yellow from front
- Yellow antennae
- Thorax black with extensive brown markings
- May be active at night
**Giant woodwasp (*Urocerus gigas*)**
- Larger than yellow-legged hornet, female up to 45mm long
- Legs yellow
- Distinctive yellow and black banded abdomen
- Long cylindrical body unlike yellow-legged hornet which has an obvious waist
- Long yellow antennae
- Female has an obvious long sting-like appendage (ovipositor) which it uses to lay eggs in trees
**Hornet mimic hoverfly (*Volucella zonaria*)**
- Abdomen has more yellow stripes than yellow-legged hornet
- Legs darker than yellow-legged hornets
- Only one pair of wings (hornets and wasps have two pairs)
- Large, globular eyes
**Median wasp (*Dolichovespula media*)**
- More extensive yellow and orange colouration on abdominal segments than yellow-legged hornet
- Yellow markings on thorax unlike yellow-legged hornet
**Field Signs**
Active April-November (peak August/September). Mated queens over winter singly or in groups, in various natural and man-made harboursages – underneath tree bark in cavities left by beetle larvae, in soil, on ceramic plant pots – potentially any small, well-insulated refuge. Makes very large nests in tall trees in urban and rural areas, but avoids pure stands of conifers. Will use man made structures (garages, sheds etc.) as nesting sites.
For more information visit:
www.nonnativespecies.org
www.nationalbeeunit.com
Alert! Report sightings of this species:
- with the iPhone and Android recording app: *Asian Hornet Watch*
- online at: [www.nonnativespecies.org/yellowleggedhornet](http://www.nonnativespecies.org/yellowleggedhornet)
- by email: firstname.lastname@example.org
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a) Infants suckle milk from mothers ventral mammary glands. (Also endothermic)
i) The Homo sapiens skull has no brow ridges, whereas the Australopithecus afarensis skull has brow ridges above the eyes.
ii) The foramen magnum of the Australopithecus afarensis is closer towards the front of the skull, whereas the foramen magnum of the Homo sapiens is located near the back of the skull.
b) To gather this information I would refer to the fossil record, visit a library and refer to other fossils that are similar to those found at the site in order to find similarities.
ii) I would compare the material to a number of similar samples to see if there is a common tie between them.
Polymorphism is when one trait is present in many different types, for example, the shape of nose or blood group. Also, the skin colour can be a polymorphism trait and it changes because in the past most of the people have dark skin colour (mainly dark brown) because the first part of the world was Asia and Africa which had very hot environments. Therefore, people had pigment (melanin) in their skin to prevent skin cancer so their skin was dark brown. But after discovering the other parts of the world which has cold weather and the sun is not bright, the people has brighter skin (because the ultra violet from sun was low) to make vitamin D for them to prevent rickets.
d) One feature is bipedalism. Prosimians generally walk around on all fours, but can stand. Monkeys and apes travel on all fours, and sometimes walk around in a hunched over manner. Humans walk around on two legs all the time. The information gathered was the structure of the bones. For bipedalism, the leg needs to join at the bottom of the hip, and the leg needs to be stronger to support all the weight. In humans, their legs are stronger and do join at the bottom of the hip, meaning they have bipedalism. Prosimians, monkeys and apes have strong legs but legs join hips more towards the middle of the hip, meaning they are only partially bipedal.
Another feature of these primates is mental ability. Intelligence increased from prosimian to ape, monkey to ape, ape to human. Information gathered for this is the size of the brain cavity, and the presence of the frontal lobe of the brain. The frontal lobe is responsible for intelligence, and is most extreme in the case of humans. Intelligence is also found by ratio of size of brain cavity compared with size of animal. The largest brain cavity compared to size is humans, then apes, monkeys and prosimians. From this, conclusions can be made that humans are the smartest, then apes, monkeys and prosimians.
e) The main factors affecting human biological evolution in the next one hundred years would be medical advancements, genetic engineering and reproductive technologies and the Human Genome Project.
In medical technology we are able to develop cures and medicine to prevent disease. Thus, the Human Genome Project is the mapping of the instructions of the DNA. By fully knowing in detail of the chromosomes that are responsible for we can show which genes of hereditary diseases can cut out that gene than we can eliminate some hereditary diseases.
Reproductive technologies allows humans to create humans with favourable and desirable characteristics against disease and other factors, this can be passed through genes to future generations.
transgenic species such as transgenic insulin into fish, allows the production of insulin to be produced in large proportions. These fish can be eaten by diabetics and produce offspring with the desired gene, thereby decreasing the population of diabetics.
Although these processes allow for decrease and increase...
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Hamata 2010
| Image 1 | Image 2 | Image 3 |
|---------|---------|---------|
|  |  |  |
| Coral Types | Description |
|-------------|-------------|
| Soft Corals | Soft corals are characterized by their flexible, fleshy texture and branching or feathery appearance. They come in a variety of colors and can be found in both shallow and deep waters. |
| Staghorn Corals | Staghorn corals have a branching structure that resembles the antlers of a deer. They are typically found in shallow waters and are known for their rapid growth rate. |
| Brain Corals | Brain corals get their name from their brain-like appearance, with a central core surrounded by numerous branches. They are often found in deeper waters and can form large colonies. |
| Tube Worms | Tube worms are elongated, tube-shaped organisms that live in tubes made of calcium carbonate. They are often found in coral reefs and are important members of the reef ecosystem. |
| Feather Starfish | Feather starfish are small, delicate creatures that have a star-shaped body with feathery appendages. They are often found on coral reefs and are important predators in the reef ecosystem. |
| Jellyfish | Jellyfish are free-swimming marine animals that have a bell-shaped body and tentacles. They come in a variety of colors and sizes and are an important part of the ocean food web. |
| Nudibranchs | Nudibranchs are sea slugs that are known for their vibrant colors and unique shapes. They are often found on coral reefs and are important members of the reef ecosystem. |
| Coral Reefs | Coral reefs are complex ecosystems that are home to a diverse array of marine life. They are formed by the calcium carbonate skeletons of coral polyps and provide a habitat for many species of fish and other marine animals. |
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ADVISORY
CHANGE IN PUBLIC DRINKING WATER SUPPLY TREATMENT
December 2018
CONTACT:
True Property North Management
135 Lafayette Road #10
North Hampton, NH 03862
Regarding: Exeter Executive Park Condo
Dear Health Care Professional:
Beginning in the late winter/early spring of 2019, the town of Exeter will start using chloramin instead of chlorine, as a secondary disinfectant for our drinking water conveyance system. This change is being made to improve water quality and to meet federal and state drinking water regulations.
For most regular uses of potable water, chloraminated water is the same as chlorinated water. However, kidney dialysis patients need to take special care with chloraminated water. Chloramine must be removed from the water used in the dialysis process.
What is the difference between chlorine and chloramine?
Currently, Exeter uses chlorine as the primary disinfectant chemical to kill or inactivate bacteria, viruses and other potentially harmful organisms in drinking water. Chlorine also serves as a secondary or residual disinfectant in the water conveyance system. The maintenance of this residual disinfectant is not just good public health practice; it is required by the Environmental Protection Agency and the New Hampshire Department of Environmental Services.
Chloramines are created by adding ammonia that then combines with the chlorine as the drinking water leaves the treatment plant. Chlorine will still be used as the primary drinking water disinfectant; however, chloramines will now be used as the secondary disinfectant in the water conveyance system. Chloramines produce fewer disinfection byproducts such as Total Trihalomethanes (TTHMs) and maintain a longer lasting residual disinfectant than chlorine alone.
How are kidney dialysis patients affected by chloramines?
Chloramines can diffuse through the reverse osmosis membrane filters used by some hemo-dialysis machines, and patients undergoing kidney dialysis could be adversely affected. To prevent this, dialysis equipment must be adjusted to remove chloramines, and the treated water must be monitored to measure the final concentration of chloramines. Dialysis facilities will need to review their dialysis treatment equipment to ensure its continued safe operation.
What should people with home dialysis machines do to remove chloramines?
Patients must check with their physician. Often, home dialysis service companies can make the needed modifications.
Is it safe for kidney dialysis patients to drink water containing chloramine?
Yes. Since the digestive process metabolizes chloramine before it reaches the bloodstream, everyone can drink chloraminated water. Kidney dialysis patients can drink, cook, and bathe in chloraminated water. It is only when chloraminated water interacts directly with the bloodstream, as in dialysis, that the chloramines must be removed.
Can children and pregnant women drink chloraminated water?
Yes, everyone can drink water containing chloramines.
Can chloraminated water be used to prepare infant formula?
Yes.
Can people on low-sodium diets or with diabetes use chloraminated water?
Yes, people with those medical concerns can use chloraminated water.
Is it okay to wash an open wound with chloraminated water?
Yes. Even large amounts of chloraminated water used in cleaning a cut would have no adverse effect because virtually no water actually enters the bloodstream that way.
Websites for further information:
Town of Exeter
https://www.exeternh.gov/
Environmental Protection Agency http://water.epa.gov/drink/
New Hampshire Department of Environmental Services https://www.des.nh.gov/organization/divisions/water/dwgb/index.j
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Step up to protect wildlife
MANY Malaysian animals are going to be extinct if no drastic steps are taken to protect them from poaching. The problem is also part of wildlife trafficking, which takes place in all regions of the world.
Countries with high biodiversity like Malaysia are the source, transit areas and hubs for smuggled species.
The United Nations Office on Drugs and Crime has estimated the global wildlife trafficking industry to be worth between US$7bil (RM228bil) and US$23bil (RM52bil) annually.
According to a 2016 report by the Wildlife Justice Commission, Kuala Lumpur is the easiest port to move illegal wildlife.
The report also revealed that it costs traffickers 50% less to move contraband through KLIA and KLIA2 compared to Bangkok’s Suvarnabhumi Airport.
On Sept 25, The Star carried an exclusive report revealing that as many as a dozen police officers are connected to syndicates smuggling pangolins across the Malaysia-Thailand border. “Going extinct by corruption” (Sept 25). The report triggered an investigation by the Malaysian Anti-Corruption Commission (MACC).
We must remember that such illegal activities are significant contributors to biodiversity loss and species extinction.
There is an urgent need to review all existing laws especially legislation pertaining first to animal poaching, to curb the illegal activities that could reduce the number of our wildlife particularly the endangered species.
The government should expedite its plan to amend the Wildlife Conservation Act 2010 to imprison poachers for more than 10 years and fine them up to RM5mil upon conviction. It is timely in view of the rampant poaching cases that threaten our protected species.
Sahabat Alam Malaysia (SAM) has also said that without serious action, the already critically small population of various wildlife such as the Bornean pygmy elephant (Pc) would suffer the same fate as the Sumatran rhino.
Despite harsher punishments and improved wildlife enforcement capabilities under the new Act, poaching numbers continue to increase. SAM believes this is due to the absence of arrests of high-level individuals connected with these seizures.
Protecting wildlife and our nature’s treasure trove is not only the responsibility of the enforcement agencies but also requires collaboration among NGOs, government agencies, corporate stakeholders and local communities.
We must take immediate action to help conserve our biodiversity, which includes more than 15,000 species of flowering plants, 1,500 species of terrestrial vertebrates and about 150,000 species of invertebrates.
Despite our hectic schedules and quest to become a developed nation, it is necessary for us to pause and ask what we need to do to deal with the multiple environmental threats that could wipe out our precious biodiversity.
We must stress on human behaviour change to help stop wildlife trade and poaching. For the relevant laws to succeed, there must be public education and awareness efforts to encourage the public to fight wildlife exploitation.
Efforts to protect our wildlife are also in line with the theme of this year’s Earth Day celebration, “Protect Our Species”, which was celebrated on April 22. It is intended to educate and raise awareness about the accelerating rate of extinction of the planet’s various species of fauna and flora.
Greater public awareness, better law enforcement and stronger political will are needed to not only pre-
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(d) Explain water hammering in pipes.
UNIT-V
5. (a) Define Froude number.
(b) Show by dimensional analysis, that the power \( P \) developed by hydraulic turbine is
\[
P = \rho N^3 D^5 f \left( \frac{N^2 D^2}{gH} \right)
\]
(c) The efficiency \( \eta \) of a fan depends on the density \( \rho \), the dynamic viscosity \( \mu \) of the fluid, the angular velocity \( \omega \), diameter \( D \) of the rotor and the discharge \( Q \). Express \( \eta \) in terms of dimensionless parameter.
(d) Show by the use of Buckingham’s Pi-theorem, that the velocity through an orifice is
\[
V = \sqrt{2ghf} \left( \frac{D}{H}, \frac{\mu}{\rho VH}, \frac{\sigma}{V^2 H} \right)
\]
where \( H = \) Head causing flow
\( D = \) Diameter
\( \mu = \) Coefficient of viscosity
\( \rho = \) Mass density
\( \sigma = \) Surface tension
\( g = \) Gravitational acceleration
---
Note: (i) Part (a) of each question is compulsory. Solve any two parts from (b), (c) and (d).
(ii) The figures in the right-hand margin indicate marks.
---
UNIT-I
1. (a) Define surface tension.
(b) Define and derive the equation of Pascal’s Law.
(c) A square plate 4m x 4m hangs in water from one of its corners and its centroid lies at a depth of 8m from the free water surface. Work out the total pressure on the plate and locate the position of centre of pressure with respect to the plate centroid.
(d) A trapezoidal channel 4m wide at the base and 3m high has sides inclined at $45^\circ$ to the horizontal (side slopes 1:1). Make calculation for the depth of centroid and centre of pressure and the hydrostatic thrust when the channel is full of water.
UNIT-II
2. (a) Define compressible and incompressible flow. [2]
(b) Derive the continuity equation. [7]
(c) A stress function is given by
$$\psi = 3x^2y + (2+t)y^2$$
Find the velocity and determine its value at a point defined by the position vector $\vec{r} = li + 2j - 3k$, where $t = 2$. [7]
(d) The velocity potential for a two-dimensional flow is $\phi = x(2y-1)$. Determine the velocity at the point $P(4,5)$. Also obtain the value of stress function at this point $P$. [7]
UNIT-III
3. (a) Define Pitot tube. [2]
(b) A pipeline carrying oil of specific gravity 0.87 changes in diameter from 200mm at a position $A$ to 500mm at another position $B$ which is 4 meter at a higher level. If the pressure at $A$ and $B$ are 1 bar and 0.6 bar respectively and the discharge is 0.2 m$^3$/s, determine the loss of head and the direction of flow. [7]
UNIT-IV
4. (a) State the formula of Reynolds’ number. [2]
(b) A straight stretch of horizontal pipe of 5cm diameter was used in the laboratory to measure the viscosity of a crude oil (sp. weight 9000 N/m$^3$). During the test run, a pressure differential of 18000 N/m$^2$ was recorded 6m apart on the pipe. The oil was allowed to discharge into a weighing tank and 5000 N of oil was collected in 3 minutes duration. Work out dynamic viscosity of the oil. [7]
(c) A horizontal pipe, 10cm in diameter, is joined by sudden enlargement to a 15cm diameter pipe. Water is flowing through it at the rate of 2 m$^3$/min. Find the loss of head due to abrupt expansion and the pressure difference in the two pipes. If the change of section is gradual without any loss, what would be the change in pressure? [7]
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Benefits of going GREEN:
- **Saves you GREEN!**
On average, cardboard and paper products account for 40% of solid waste. Recycling your cardboard and paper can reduce your waste cost up to 40%.
- **Enhances your Image!**
Being GREEN and promoting sustainability are current marketing trends. Your business benefits from having a “greener” image. There are opportunities for your business to apply for awards and earn recognition.
- **Improves our Future!**
Going GREEN ensures a healthier future for our children, your community and the planet. Recycling conserves resources and extends the life of area landfills.
**REDUCE** consumption and waste
**REUSE** what you have
**RECYCLE** everything you can
The West Bottoms is going GREEN with support from:
- Mid-America Regional Council Solid Waste Management District
- Missouri Department of Natural Resources
- Central Industrial District Association
- PCB Design Studio
- Missouri Bank
- Faultless Starch Bon Ami Company
- Port Authority of Kansas City, Missouri
- The Quality Roofing Co.
- Riverview Developers, LLC
- J & K Real Estate Trails.com
- WRAP Task Force
Promoting sustainability awareness and recycling services to the West Bottoms community
A West Bottoms Community Enterprise through CIDA
www.cida.cc/committee-news/wrap
www.facebook.com/wrap.kec
Start Recycling & Save Money!
We provide recycling containers free of charge and resources to help you recycle at your business. Our facility is conveniently located in the West Bottoms, we have drop off and pick up services available.
Getting Started
1. Schedule an appointment with us to come to your business or office location.
2. We will assess your needs and determine how we can help you recycle cardboard and paper.
3. We will provide containers and recycling resources.
Targeted Materials
Cardboard: Corrugated Only
Office Paper: White or Light Papers Only
- Printer
- Copier
- Notebook
- Letterhead
- Shredded
- Envelopes (windows okay)
- Carbonless forms
- Manila Folders
Mixed Paper: Catch-all
- Colored papers
- Shiny/glossy papers
- Colored file folders
- Junk mail (ad inserts)
- Magazines
- Catalogs
- Newspaper
- Paperboard
- Phonebooks
- Paper Bags
Did you know...
- Each ton (2000 pounds) of recycled paper can save 17 trees, 380 gallons of oil, three cubic yards of landfill space, 4000 kilowatts of energy, and 7000 gallons of water. This represents a 64% energy savings, a 58% water savings, and 60 pounds less of air pollution.
- The 17 trees saved (above) can absorb a total of 250 pounds of carbon dioxide from the air each year. Burning that same ton of paper would create 1500 pounds of carbon dioxide.
- Recycling 1 ton of cardboard saves 9 cubic yards of landfill space and 46 gallons of oil.
- Recycled cardboard only takes 75 percent of the energy needed to make new cardboard and lessens the emission of sulfur dioxide that is produced when making pulp from wood trees.
Sources: www.earth911.com & www.recycling-revolution.com
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Angel Fish Wordlist
| look | at | I |
|------|----|---|
| the | am | see |
Great effort!
Write the words in between the lines when you can read the words in any order and in your stories. Colour the picture in when you move on to the next wordlist.
Ant Wordlist
| can | is |
|-----|----|
| to | in |
| my | me |
Great effort!
Write the words in between the lines when you can read the words in any order and in your stories. Colour the picture in when you move on to the next wordlist.
Bird Wordlist
go Mum
Dad play
up and
Great effort!
Write the words in between the lines when you can read the words in any order and in your stories. Colour the picture in when you move on to the next wordlist.
Butterfly Wordlist
| here | this |
|------|------|
| come | said |
| we | down |
Write the words in between the lines when you can read the words in any order and in your stories. Colour the picture in when you move on to the next wordlist.
Camel Wordlist
| big | little |
|-----|--------|
| it | on |
| he | she |
Write the words in between the lines when you can read the words in any order and in your stories. Colour the picture in when you move on to the next wordlist.
Crab Wordlist
comes going
went you
us like
Write the words in between the lines when you can read the words in any order and in your stories. Colour the picture in when you move on to the next wordlist.
Dinosaur Wordlist
looks goes
looking came
looked I'm
Write the words in between the lines when you can read the words in any order and in your stories. Colour the picture in when you move on next wordlist.
Dodo Wordlist
sees playing
played plays
are where
Write the words in between the lines when you can read the words in any order and in your stories. Colour the picture in when you move on next wordlist.
Great effort!
Write the words in between the lines when you can read the words in any order and in your stories. Colour the picture in when you move on next wordlist.
| with | then |
|------|------|
| they | that |
| baby | asleep |
With them
they that
baby asleep
Duck Wordlist
hungry happy
ran run
no yes
Great effort!
Write the words in between the lines when you can read the words in any order and in your stories. Colour the picture in when you move on next wordlist.
| 947
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Son of a railroad man who could draw beautifully and of a music-teacher mother, Jacques Poirier, the fourth of seven children, and a childhood filled with tenderness, happiness and beauty. “I would sit on my father’s knees and he would tell us picture stories…well, he made up comic strip stories. For me, that’s something marvellous I remember from my childhood…” Naturally peaceful and sensitive, little Jacques was very curious, wanted to know everything, to be acquainted with everything.” Excessively sensitive, resented the inflexibility of his teachers and sometimes reacted negatively to it. “Beginning in the fourth grade, I was the kid who was always drawing pictures in his copy books…that’s when they bugged me a bit…” One of his uncles who was a priest offered to pay for Jacques’ studies if he went into the priesthood, which was little to his liking: however, he kept his feelings quiet and began his classical studies. The surge to create was born in him every early. “If we wanted a toy – we had very few - we made it ourselves from a piece of wood or a broken off pencil my father would give me. I believe I was able to satisfy my creative urge that way.” He didn’t particularly intend to go into teaching but, under the influence of his teachers, studied pedagogy at the University of Sherbrooke and of Montreal. He taught in the high school at L’Achigan where, in addition to teaching, he directed all the cultural activities at the school. “Drawings for the school paper, the theatre, the backdrops, I couldn’t fight it, if there was anything going on in that field…I offered to do the work…” He decided to return to his studies and took arts at the university de Montreal. “I stayed there at least seven years…oh; I took various subjects- art, history, English Literature…biology, in fact anything I found interesting. Then at Sherbrooke university, I took a course in…information media, that left me a lot of time
to paint and, to pay for my studies, I did wedding photographs.” Jacques Poirier was already painting at the age of fifteen when he sold his small camera to buy his first paint box. He has never stopped working with a paintbrush since. “One of my sisters painted rather well when I began… I would never let her show me how… I didn’t want to paint like she did… I wanted to do it my own way.” In 1967 Jacques Poirier prepared an exhibition. All his paintings were ready, forty or so, then… utter catastrophe: a fire broke out in the house. “I came out with only my paint-stained jeans, the ones I work to work, that’s all I managed to save. I lost all my paintings, everything, my photo equipment, everything. A large part of my life was wiped out… that was the hardest blow I’ve ever suffered.” In the following years, he was often to burn paintings. “By the cartload” as he says, because he wasn’t happy with them. “I would do a painting and really like it, but two days later, I seemed outdated, I couldn’t stand looking at it any more… oh I was very hard on myself… and I’m not sorry I was.” Jacques Poirier attaches a lot of importance to friendship, which he sees as a two-way street – “when someone shows me friendship, I return the feeling… in spades” Asked for a definition of an artist, he’ll more than likely answer: “An artist is pretty much like a tightrope walker… working without a net. You can fall any minute and hurt yourself badly. You’re allowed to falter, even fall and grab your tightrope but you have to get back up… Because if you fall all the way… You’re not sure of ever being able to get back up… You could be hurt so badly that you would never recover” Jacques Poirier is simplicity itself! As nice a guy as you’ll ever meet, always smiling with eyes that seem to say: “Welcome to my home… warm yourself by the fireplace.”
By : Louis Bruens
Édition La Palette 1987
ISBN : 2-9801060-0-3
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Chapter 1
Hi, I’m Princess Jasmine. My father is Sultan of Agrabah. I live in the palace with him and my true love, Aladdin.
Before I met Aladdin, I didn’t want to be a princess at all!
Father didn’t know any of this. All he thought about was finding a husband for me. The law said I had to marry before my next birthday.
你好！我是茉莉公主，我父親是阿格拉巴的蘇丹王。我跟父王和我的真愛阿拉丁一同住在皇宮裡。
我跟阿拉丁相遇之前，我一點也不想當公主！
父王並不知道我這樣想，他一心只想替我找個丈夫。因為按照法律，我一定要在下一個生日前出嫁。
Chapter 3
The next day, hundreds of people filled the streets of Agrabah. A loud parade marched toward the palace with dancers, music—even an elephant!
翌日，阿格拉巴的街頭擠滿了人，因為有一場熱鬧的巡遊向皇宮前進，隨行的包括跳舞的和奏樂的——甚至有大象！
The prince’s name was Ali Ababwa. Father really liked him, but this prince was even more arrogant than the last one, marching around in fancy clothes like a peacock.
‘How dare you decide my future?’ I asked Prince Ali, angrily. ‘I’m not a prize to be won!’
Then I stormed out of the room.
那王子名叫阿里阿巴華。父王很喜歡他，但這王子甚至比之前那個更傲慢自大，身穿華麗衣服到處巡遊示眾，跟孔雀沒有分別。
「你竟敢決定我的將來？」我憤怒地問阿里王子，「我可不是可以贏取的獎品啊！」
之後我就怒氣沖沖的衝出宮殿。
Aladdin took me home, and he left after we said goodnight.
I went to sleep thinking about Aladdin—and dreamt about him, too. We had fallen in love with each other.
I had made up my mind. Aladdin was the prince I’d marry.
阿拉丁帶我回家，我們道過晚安後，他就走了。
我一邊想□阿拉丁一邊入睡——我還夢見他呢！我們已墮入愛河了。
我已作了決定，阿拉丁就是那位我要跟他結婚的王子。
Aladdin wasn’t a prince. He was a street urchin.
Aladdin had found a magic lamp and become friends with the Genie who lived inside. The Genie transformed Aladdin into a prince in order to marry me!
But Jafar had stolen Aladdin’s lamp. All of the Genie’s powers were in Jafar’s evil hands!
原來阿拉丁並不是王子，他是個街頭男子。
他找到一盞神燈，跟住在裡面的精靈成為了朋友，那精靈就把阿拉丁變成王子，讓他可以和我結婚！
可是賈方卻偷了阿拉丁的神燈，精靈的所有魔力就落入賈方的邪惡之手了！
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BACTERIA and antibiotics are battling it out for supremacy in our bodies, in our hospitals and in our research labs. And antibiotics are losing. For centuries, the world yearned for a seemingly simple drug that could cure almost any disease, could be taken by almost anyone and have few side effects.
We found it.
The war-ravaged world of the 1940s was made dramatically safer by the mass distribution of the new wonder drug penicillin. It had represented the holy grail of medicine even though it was available in only tiny quantities at the time.
But now, it seems, it’s losing its battle. The more strange, new, resistant “superbugs” such as golden staph bacteria to appear.
Now, penicillin’s effectiveness has waned, causing major problems in public health management around the world.
Why has this happened?
Penicillin interferes with the maintenance proteins that preserve a microbe’s delicate structure. It breaks cells asunder. This structure called peptidoglycan, when not maintained will disintegrate. The cell then swells with membrane water and continue to do so until it bursts.
Over the decades, some bacteria evolved ways to circumvent the effects of penicillin.
In the case of penicillin, some bacteria have evolved a protein called beta-lactamase, an enzyme that turns the tables and attacks penicillin itself.
Other bacteria have found ways to change their maintenance proteins or their cell walls so that penicillin is no longer able to attack it.
If bacteria keep these same techniques to themselves, it would not be a good situation.
Within a population of bacteria, those with antibiotic resistance have an advantage. In classical theory of Charles Darwin and theories of natural selection, the resistant bacteria can reproduce and spread into areas where older vulnerable bacteria have been killed off.
In the same way humans pass on their genetic information, bacteria pass on their mutation to the next generation, their offspring and all.
But this alone cannot explain the rapid rise of antibiotic resistance.
Statistically, the chance of spontaneously developing antibiotic resistance is very small. But the rate of resistance is increasing worldwide.
This is because bacteria have another trick up their sleeve. Bacteria can share their secrets, as they do with us, through their genes.
There are a number of ways in which bacteria can share genes but the most common and probably most important way is transformation. When cells die, they break up and the insides leak out. Bacterial transformation is where other bacteria sort through the scattered DNA debris looking for the right genes to add to their pieces of coding which may be useful for its new host.
Most of the stuff they take up is junk. But occasionally, a piece of DNA is found in the bacterium being able to do something better – such as use a new form of sugar, make a toxin or resist an antibiotic. The new bacterium then promptly integrates this DNA into its chromosome.
These problems arise when some bacteria acquire resistance to multiple families of antibiotics, making it extremely dangerous.
One of the most well known of these is MRSA (methicillin resistant staphylococcus aureus) or golden staph.
Golden staph is resistant to the penicillin family of antibiotics as well as members of other antibiotic families.
It has been reported to show resistance to vancomycin, one of the medical world’s most powerful antibiotics. Golden staph can now be treated only by using multiple high-potency antibiotics in a combined attack.
The race between antibiotics and bacteria continues to escalate.
Resistance levels in human pathogens continue to rise, highlighting the importance of preventive measures such as high levels of personal hygiene and community vaccination.
James Byrne is a PhD student of microbiology at the University of Adelaide.
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1. A uniformly charged sphere of total charge $Q$ ($= 1 \text{ C}$) and radius $a$ ($= 1 \text{ m}$) is placed at a distance $2a$ from a grounded conducting plane, as shown in Fig. 1. Find
(a) electric field at the center of the charged sphere, and
(b) surface charge distribution (e.g., $\sigma(x, y)$, $\sigma$ being surface charge density) on the surface of the grounded conducting plane.
2. An electron is released from rest (velocity $v = 0$) in a region of uniform electric ($\mathbf{E}$) and magnetic field ($\mathbf{B}$). Find the trajectory of the electron for
(a) $\mathbf{E}$ parallel to $\mathbf{B}$, and
(b) $\mathbf{E}$ perpendicular to $\mathbf{B}$.
Briefly explain why the electron follows such a trajectory (from the electric and magnetic forces on the electron).
3. (a) For electromagnetic waves, explain the physical meaning of
(i) phase velocity, (ii) group velocity, and (iii) Poynting vector.
(b) An oscillating magnetic dipole, $\mathbf{m}(t) = m_o \cos(\omega t) \hat{x}$, is located at the origin, as shown in Fig. 2.
(i) For the radiation from the dipole, what do we mean “far fields”?
(ii) In the far field zone, qualitatively draw the “radiation pattern” of this dipole.
What are the directions of the electric field, magnetic field and Poynting vector at positions $A$ and $B$, respectively.
4. An infinite long square (width = height = 1 cm) conducting tube is filled with a dielectric of dielectric constant 5 ($\varepsilon_r = 5$), and the four sides of the square tube are held at different electrostatic potentials, as shown in Fig. 3 (cross sectional view). Find the potential distribution (i.e., $V(x,y)$) everywhere inside the square tube.
5. An infinite long cylindrical solenoid of diameter $D = 100$ cm and a winding 100 turns per meter is partially filled with a magnetic material rod ($\mu_r = 1000$) of diameter $d = 50$ cm, as shown in Fig. 4.
(a) Find (i) the magnetic field $\mathbf{B}$ (direction and magnitude) everywhere and (ii) the magnetic energy per unit length stored in the solenoid, if the current per turn $I = 1$ A.
(b) Inductance per unit length of the solenoid.
6. A coaxial waveguide is formed by two perfect conducting tubes of cylindrical cross section with inner and outer radius 1.0 cm and 2.0 cm, respectively. A dielectric material of dielectric constant 2.0 is filled between the two conductors. For an electromagnetic wave of a frequency 100 MHz propagating along the waveguide at the fundamental mode (waveguide mode with the lowest cutoff frequency), find the propagation constant, phase velocity and guide wavelength of the wave.
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THE MASTER BUILDER CHALLENGE!
Follow the instructions for each day. The only rule is to have FUN and use your IMAGINATION!
| Day 1 | You are hired by an amusement park to create a new rollercoaster! |
|-------|---------------------------------------------------------------|
| Day 2 | NASA needs you to build them a new rocket! |
| Day 3 | Your family wants to build a new home and they need you to design it! |
| Day 4 | Hollywood hires you to build a set for the new Star Wars movie! |
| Day 5 | You enter a contest to build the world’s tallest tower. Will you win?? |
|-------|------------------------------------------------------------------------|
| Day 6 | You are stuck on Mars. You need to build a new spaceship to get home! |
| Day 7 | Toyota hires you to create the toughest truck in the world! Can you do it? |
| Day 8 | You and four friends are stuck on an island. You need to build a boat to find your way home! |
| Day 9 | Captain Hook needs a pirate ship! Can you build him a good one?? |
| Day 10 | You and your friends decide to build a treehouse! |
| Day 11 | Prince Charming hires you to build a new castle for him and Cinderella! |
| Day 12 | Dr Who hires you to build a new time machine! |
|-------|---------------------------------------------|
| Day 13 | You are asked by the city of Sydney to build a new Opera House! |
| Day 14 | Mr Hilton hires you to build a new hotel! |
| Day 15 | There is a circus in town. Build a place for the performance! |
| Day 16 | Help your fellow explorers build a submarine to explore the bottom of the ocean! |
| Day 17 | The big car race is coming! Can you build the fastest car going? |
| Day 18 | Do you wanna build a snowman? Build a ski resort! |
| Day 19 | What is your favourite bridge? Can you build a bridge just like it? |
|-------|---------------------------------------------------------------------|
| Day 20 | Pizza party! It is up to you to make a funky pizza for all the guests! |
| Day 21 | You are hired to build a brand new hospital! |
| Day 22 | You got a pet T-Rex for your birthday! Can you build him an enclosure? |
| Day 23 | You are now in medieval times. You are asked to build a jousting arena! |
| Day 24 | The local bank keeps getting robbed! Can you make a safe building for them? |
| Day 25 | Design and build your dream bedroom! |
| Day 26 | You are elected Ruler of the Land! Design a new flag for your country. |
|-------|------------------------------------------------------------------------|
| Day 27 | Aliens are invading! Build a new war robot to defeat them. |
| Day 28 | The aliens took over but they liked your robot. Can you build a better one for them? |
| Day 29 | The One Colour Challenge! Can you build an entire house out of the same colour bricks? |
| Day 30 | There is a blizzard! Can you build a snowmobile to get home? |
What was your favourite day!
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JUDGING CRITERIA FOR WWW SITES
WWW sites are judged on the following criteria (based on entry materials and website contents):
Objectives & Planning
- Does the website have a clear purpose? Specific and measurable educational objective(s)?
- Is the audience well defined?
Content & Credibility
- How accurate and useful are website contents?
- How comprehensive is the information on website?
- Does the website follow applicable codes or principles (eg, HON Code, Consumer Reports WebWatch guidelines) that help establish credibility? For example:
- Disclosure of authorship and funding
- Description of website purpose/mission and supporting organization
- Disclaimers regarding the use of information?
- What is the timeliness of the information conveyed on the website? Does it state when the information was last updated?
- Does the website provide adequate and appropriate identification of authors and sources, and links to other related sites or references to other resources?
User-friendliness & Interactivity
- What browsers does the website support?
- How easy is it to navigate through the website? Are contents well organized?
- Does website provide a search engine? If so, is it easy to use? Does it produce relevant results?
- Is there a site map?
- Does it engage web users?
- Does it provide any on-line forums? Forms for feedback, comments, questions, etc?
Visual design & innovation
Creativity:
- How creative is the website in combining visual designs, photos, illustrations, and texts effectively?
- How interesting and engaging is the website?
- How successfully does the website create a strong, unique, and consistent “personality?”
Aesthetics/Readability:
- How well can you read the text? Do background colors, patterns, designs, etc. enhance the text?
- Is the website “clean and clear?” Or is it cluttered? Or are pages too busy?
Evaluation
- How well does the website meet its objectives? Is there a visitor count?
- Is it effective in educating, persuading or moving the target audience to action?
- How does the website solicit and use feedback?
- What other evaluation criteria are used?
JUDGING CRITERIA FOR PSAs
PSAs are judged on the following criteria (based on entry materials and PSA contents):
Objectives & Planning
- Did PSA have a clear, realistic, specific and measurable objective(s)?
- Was the target audience well defined?
Message Design
- How clear and understandable is the message?
- How creative and appealing is the PSA?
- How appropriate is the message for the target audience?
Production
- How well-produced was the PSA?
- Did it meet broadcast requirements and professional standards?
Distribution & Reach
- How well was the PSA promoted?
- How often was the PSA aired?
- Did the intended audience see or hear the PSA?
Evaluation
- How well did the PSA accomplish its objective?
- Was the PSA effective in educating, persuading or moving the target audience to action?
- What other evaluation criteria were used?
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SECTION - I
Note:
1. Answer ANY FOUR questions from the following.
2. Each question carries ONE mark.
1. The substances produced in plants are of two types, primary metabolites and secondary metabolites. Give an example for each type.
2. What happens if blood platelets are absent in blood?
3. Write the phenotypic and genotypic ratios of Mendel’s cross-pollination experiments in pea plants with heterozygous yellow seeds (Yy) with that of the same type, i.e., Yy.
4. Write two sentences about insulin hormone using the data collected from your school library.
5. Suggest an alternative method for using pesticides to save the crops from pests.
6. By taking two plants of your surroundings as examples, explain how they protect themselves against the animals which eat them?
SECTION - II
Note: 1. Answer ANY FIVE questions, choosing at least two from each Group A and B.
2. Each question carries TWO marks.
GROUP - A
7. Differentiate the reactions that take place in presence of light and the reactions which do not require light in photosynthesis.
8. Define and explain Variations with examples.
9. What questions will you ask a doctor to know about endocrine glands?
10. In Meiosis, the chromosome number in the daughter cells are reduced to half that of their parent cells. Guess, what would happen, if the reduction of chromosome number is not done?
GROUP - B
11. Using the data collected by you, from internet and other sources, make a report on coagulation of blood.
12. In the food pipe, the food bolus is propelled into the stomach by peristaltic movement. Represent this action with a diagram.
13. How do you feel when you realize that plants respond to the stimuli of their surroundings?
14. Rahul remarked that different human activities are responsible for global warming. What might be the reasons for his statement?
SECTION - III
Note:
1. Answer ANY FOUR questions from the following, choosing at least two from each group A and B.
2. Each question carries FOUR marks.
GROUP - A
15. Answer the following questions by observing the diagram showing the experiment:
(A) What will you prove by this experiment?
(B) What apparatus do you use in this experiment?
(C) What would be the results if the experiment is done in shadow?
(D) What will you do to obtain result from the experiment?
16. Even though both are oxidation processes, combustion and respiration are different in many aspects. Explain those differences.
17. Explain how do plants get water from soil through their root hairs.
18. Write about respiration in mangroves that grow in marshy lands.
GROUP - B
19. Give reasons:
(A) Hunger generating signals reach the brain when stomach gets empty.
(B) When your stomach is filled with full of food, you feel you don’t need food any more.
(C) In severe cold and cough, one cannot feel the taste of the food.
(D) We cannot identify the taste of a grape fruit, when it is placed on the tongue.
20. Forest is a renewable resource. But, each year, the Earth loses about 36 million acres of forest. In this type of situation, what suggestions do you give to save forests from turning into non-renewable resources?
21. Fossils are the precious evidences preserved by the nature to help us knowing about ancient life forms. Write the information you collected about fossils.
22. All the living things have the right to live on this earth along with us. Prepare slogans to promote awareness in public about the conservation of bio-diversity.
SECTION - IV
Note: 1. Answer ANY ONE question from the following.
2. This question carries FIVE marks.
23. Draw a diagram of a Nephron, and explain its structure.
24. Answer the questions by observing the diagram:
(A) What are the four main parts of a flower?
(B) Which part produce gametes?
(C) Which part help in pollination?
(D) Which part protect the flower during its bud stage?
(E) Which part will turn into a fruit in the future?
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Laguna Beach Unified School District
Resolution 19-08: Support of National Bullying Prevention Month
WHEREAS, Laguna Beach Unified School District supports the right of students and staff to attend schools that are safe and free from violence, bullying, cyberbullying, harassment, and discrimination; and
WHEREAS, providing a safe school environment that ensures both the physical and emotional safety of students and staff creates the conditions necessary to foster academic achievement; and
WHEREAS, bullying, cyberbullying, harassment, discrimination, and violence, and even the fear of harm can create barriers to learning and contribute to low self-esteem, depression, anger and, in extreme cases, school violence or suicide; and
WHEREAS, a safe school is one where teaching and learning are not distracted; disruptions are minimized; drugs, violence, bullying, cyberbullying, and fear are not present; students are not discriminated against; expectations for behavior are clearly communicated, and consequences for infractions are consistently and fairly applied; and
WHEREAS, school districts and county offices of education have a responsibility to ensure a safe school environment that is free of intimidation and harassment; and
WHEREAS, the most effective approach to creating safe school environments requires a comprehensive, coordinated effort including school-wide, district-wide and community-wide strategies where all institutions, organizations and individuals must accept responsibility for their critical roles and collaborate to establish a positive environment for teaching and learning; and
WHEREAS, the California School Boards Association supports local schools, districts and communities in developing, implementing and monitoring policies and programs to address the prevention, intervention and elimination of bullying, harassment and discrimination; and
WHEREAS, the month of October is National Bullying Prevention Month, a campaign in response to the need to raise awareness of bullying that provides schools and communities with an opportunity to educate students, parents and others about their role in bullying prevention;
NOW, THEREFORE, BE IT RESOLVED that Laguna Beach Unified School District supports the goals of National Bullying Prevention Month and will work with a broad spectrum of local community stakeholders, parents, students, teachers and staff to develop, implement and monitor policies and programs that foster and support a positive school climate free from harassment, bullying, discrimination and violence; and
BE IT FURTHER RESOLVED that Laguna Beach Unified School District urges the state of California to continue to invest in, promote and support comprehensive, coordinated and collaborative strategies to prevent bullying, cyberbullying, harassment, discrimination, and violence in our schools so that all students have the opportunity to attend school, engage in the classroom and achieve academic success.
Jan Vickers, President
Board of Education
Jason Viloria, Ed.D.
Superintendent of Schools
September 24, 2019
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Earth's Limited Supply of Metals Raises Concern
LiveScience Staff
LiveScience.com
Fri Jan 20, 10:00 AM ET
If all nations were to use the same services enjoyed in developed nations, even the full extraction of metals from the Earth's crust and extensive recycling may not be enough to meet metal demands in the future, according to a new study.
To investigate the environmental and social consequences of metal depletion, researchers looked at metal stocks thought to exist in the Earth, metal in use by people today, and how much is lost in landfills.
Using copper stocks in North America as a starting point, the researchers tracked the evolution of copper mining, use and loss during the 20th century. They then combined this information with other data to estimate what the global demand for copper and other metals would be if all nations were fully developed and using modern technologies.
According to the study, all of the copper in ore, plus all of the copper currently in use, would be required to bring the world to the level of the developed nations for power transmission, construction and other services and products that depend on the metal.
The study, led by Thomas Graedel of Yale University, was detailed in the Jan. 17 issue of the journal for the Proceedings of the National Academy of Sciences.
For the entire globe, the researchers estimate that 26 percent of extractable copper in the Earth's crust is now lost in non-recycled wastes. For zinc, that number is 19 percent.
These metals are not at risk of immediate depletion, however, because supplies are still large enough to meet demands and mines have become more efficient at extracting these ores.
But scarce metals, such as platinum, face depletion risks this century because of the lack of suitable substitutes in such devices as catalytic converters and hydrogen fuel cells.
The researchers also found that for many metals, the average rate of usage per person continues to rise. As a result, the report says, even the more plentiful metals may face similar depletion risks in the future.
Earth's Limited Supply of Metals Raises Concern
Full Coverage: Environment & Nature
NEWS STORIES
- Earth's Limited Supply of Metals Raises Concern SPACE.com/LiveScience.com via Yahoo! News, Jan 20
- 11 People Indicted in Ecoterrorism Plot AP via Yahoo! News, Jan 20
- Antibiotic Resistance Widespread in Nature HealthDay via Yahoo! News, Jan 19
- Greenpeace protests Indian approach of French 'asbestos' ship AFP via Yahoo! News, Jan 19
FEATURE ARTICLES
- Forecast for Earth in 2050: It's not so gloomy at Christian Science Monitor, Jan 20
- Joan Root, Wildlife Conservationist, Dies at 69 at The New York Times (reg. req'd), Jan 17
OPINION & EDITORIALS
- L.A. -- it's no park place at The Los Angeles Times (reg. req'd), Jan 19
- Small firms deserve relief at USATODAY.com, Jan 10
Science News
- Super Fast Spacecraft Zooms Toward Pluto AP
- 7 Face Discipline Over Stem-Cell Research AP
- Space Debris Accumulating, Report Says AP
- Feds Want Independent to Head Owl Recovery AP
- Wind Generator to Use Fire to Examine Bats AP
Most Viewed - Science
- Archaeologists Find Tomb Under Roman Forum AP
- Space Debris Accumulating, Report Says AP
- Whale swims up River Thames to central London Reuters
- Super Fast Spacecraft Zooms Toward Pluto AP
- Mars Rover Opportunity Takes First Drive in Nearly Two Months SPACE.com / LiveScience.com
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MOTION
INTRODUCTION
When a body does not change its position with time, we can say that the body is at rest, while if a body changes its position with time, it is said to be in motion.
◆ An object is said to be a point object if it changes its position by distances which are much greater than its size.
◆ A point or some stationary object with respect to which a body continuously changes its position in the state of motion is known as origin or reference point.
TYPES OF MOTION
◆ According to Directions
◆ One dimensional motion is the motion of a particle moving along a straight line.
◆ Two dimensional motion A particle moving along a curved path in a plane has 2-dimensional motion.
◆ Three dimensional motion Particle moving randomly in space has 3-dimensional motion.
◆ According to state of motion
Uniform Motion
◆ A body is said to be in a state of uniform motion if it travels equal distances in equal intervals of time.
◆ If the time distance graph is a straight line the motion is said to be uniform motion.
Non-uniform motion
◆ A body has a non-uniform motion if it travels unequal distances in equal intervals of time. Ex. a freely falling body.
◆ Time - distance graph for a body with non-uniform motion is a curved line.
TERMS USED TO DEFINE MOTION
(i) Distance and displacement
(ii) Speed and velocity
(iii) Acceleration
(i) Distance & Displacement
◆ The path length between the initial and final positions of the particle gives the distance covered by the particle.
◆ The minimum distance between the initial and final positions of a body during that time interval is called displacement.
◆ Distance and displacement both are measured in meter in m.k.s. system.
Difference between distance and displacement
- Distance travelled is a scalar quantity while displacement is a vector quantity.
- When a body continuously moves in the same straight line and in the same direction then displacement will be equal to the distance travelled. But if the body changes its direction while moving, then the displacement is smaller than the distance travelled.
\[ \text{Displacement} \leq \text{Distance} \]
- Displacement in any interval of time may be zero, positive or negative where as distance cannot be negative.
**Ex.1** A person travels a distance of 5 m towards east, then 4 m towards north and then 2 m towards west.
(i) Calculate the total distance travelled.
(ii) Calculate the resultant displacement.
**Sol.** (i) Total distance travelled by the person
\[ = 5 \text{ m} + 4 \text{ m} + 2 \text{ m} = 11 \text{ m} \]
(ii) To calculate the resultant displacement, we choose a convenient scale, where 1 cm represents 1 m. We draw a 5 cm long line AB towards east and then 4 cm long line BC towards north. Finally, a 2 cm long line CD towards west. The resultant displacement is calculated by joining the initial position A to the final position D. We measure \( AB = 5 \text{ cm} \).
Since 1 cm = 1 m
\[
\therefore \quad 5 \text{ cm} = 5 \text{ m}
\]
Hence, the displacement of the person = 5m towards AD.
**Ex.2** A body is moving in a straight line. Its distances from origin are shown with time in Fig. A, B, C, D and E represent different parts of its motion. Find the following:
(i) Displacement of the body in first 2 seconds.
(ii) Total distance travelled in 7 seconds.
(iii) Displacement in 7 seconds
**Sol.** (i) Displacement of the body in first 2s = 40m
(ii) From t = 0 to t = 7 s, the body has moved a distance of 80 m from origin and it has again come back to origin. Therefore, the total distance covered = \( 80 \times 2 = 160 \text{ m} \)
(iii) Since the body has come back to its initial position, the displacement is zero.
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Learning Experience 4
What it Feels Like: Empathy
Purpose: To become aware of an alternative perspective
To recognize that “knowing how it feels” may be impossible
Rationale: When we avoid entering into the suffering and pain of others, we avoid human contact and relationship with others. Such an avoidance is contrary to the Jesus model of a life in solidarity with those who suffer. “Feeling with others” can be understood as that which makes us human. Empathy enables us to be feeling persons and to enter into the feelings of others.
Materials needed:
- newsprint
- markers
- masking tape
Approximate time: 60-90 minutes
Teaching Process:
PART ONE
1. Introduce this experience by telling the participants that sometimes we use the word “imagination” in a derogatory manner, such as “He/She has a wild imagination.” People who imagine things often are considered suspect. However, the word “imagine” means “the ability to confront and deal with reality by using the creative power of the mind.” Tell the participants that the method of learning in this experience is one that may be common to some of them and unusual to others. In order more fully to appreciate the learning experience, participants are encouraged to relax. Tell them that you will be asking them to close their eyes; that you will be leading them in imagining a situation. Tell them that, after you tell the story, you will ask them to get in touch with their feelings and then to open their eyes. Ask if they have any questions about the process.
2. Ask participants to find a comfortable place in the room. Invite them to use floor space or an easy chair or to put their heads down on a table. They are to get comfortable. Provide time to “settle down.”
3. Ask participants to close their eyes. Tell them to become aware of their breathing; to take several breaths that are deeper . . . and slower.
4. Tell them to imagine . . . (and then slowly read the following)
“As you wake up this morning, you stagger into the bathroom and look into the mirror. Your White face is reflected back and a slight pain comes across it. You try to get in touch with the source of this pain. Suddenly you remember when you were a child and moved from a place where only White people lived — a place where everybody was your friend, a place where your cousins and aunts and uncles lived. You moved to another town and you remember two events that happened.”
“The first came when you and your family moved into a new house. One day, when you were sitting on the front porch, some bigger kids came down the street. They started to holler, ‘Whitey . . . WHYYYYYYYYYY-TEEEEEEE’ and something inside you tightened up. You felt your breath get faster and you began to feel your heartbeat in your throat. You felt, somehow, that danger was close at hand. You went inside and up to your room and closed the door. You remember staring at the ceiling, confused.
“A second event that you remember about moving was going to the new school. You were the only White person there and you heard other kids talking softly about you. They said that your lips were too little, that you must be a stingy kisser. And they said that your nose was too small to smell anything. You remember recess and going over to a corner of the playground all by yourself. You cried and you didn’t know why you were crying.
“Today, as you look in the mirror and see your White face, you remember
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NAPLAN requires students to be confident and capable users of digital devices and systems. This skills guide is designed to help teachers and parents to improve students’ digital literacy skills and provide a positive experience within the online environment.
Digital literacy should be purposeful and linked to curriculum concepts as opposed to separate unrelated activities. To achieve this, incorporate digital literacy skills into day-to-day activities and lessons.
For example, if a student is constructing a text, look for opportunities where digital tools can be used within the writing process. Consider developing student digital literacy skills in all year levels to ensure students have a positive online assessment experience.
Students should also be provided with the opportunity to familiarise themselves with the NAPLAN test format and question types by using the NAPLAN public demonstration site. The purpose of the demonstration site is to familiarise students with the type of items they will see on NAPLAN and related functionality. The site includes mini-tests, interaction and accessibility interaction tests.
Key digital literacy skills
Students should have the following skills to successfully participate in learning activities, including online assessment:
- Locate and select an answer for a list
- Type an answer in a text box
- Read the screen and navigate
- Manipulate objects on screen
- Read and comprehend digital text
- Plan and compose text using digital tools
- Listen using a headset
Digital literacy skills
There are 7 key digital literacy skills that students require to ensure a positive online assessment experience.
1. Locate and select
- Tap / move mouse cursor over selected answer
- Click / tap once on answer icon
- Select / change multiple answers from a list
2. Type an answer
- Tap / click to set the cursor in an answer field
- Use a keyboard to type an answer
- Sequence answers in a list
- Edit answers when needed
3. Navigate web pages
- Use side and bottom scroll bars
- Use next and back arrows, buttons and icons
- Open and close items
- Zoom in and out
- Read and utilise online test progress map
- Read and use in screen timers
4. Manipulate objects
- Drop and drag words and objects
- Rotate and manipulate items
- Draw straight lines to answers
- Use an online calculator, protractor, magnifier and ruler
- Use split screen to scroll or toggle back and forth
5. Read digital text
- Read digital text while tracking words
- Minimise the reading text to answer questions and toggle back to read text and continue with the test
6. Use word processing
- Plan digitally (concept maps and lists)
- Know and use all the letters, numbers and characters on a keyboard
- Use punctuation when composing text online
- Use delete, backspace, and enter
- Move words and phrases
- Edit by dragging and dropping text, copying and pasting, replacing words or phrases and adding speech
7. Listen with headsets
- Listen to a word and sound it out, picture it in their mind, type it correctly and edit it if required
- Open and close an audio item
- Adjust volume on a device
Links
Australian Curriculum-General Capabilities downloads
NAP Public demonstration site
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What goes down here...
Dump no waste!
Storm drains lead directly to rivers, lakes, and streams
...ends up here
www.LGROW.org/stormwater
Reduce and Report Pollution Entering the Grand River
When it rains, water that isn’t soaked into the ground flows across the land, eventually making its way into our local waterways. This water is called ‘stormwater.’ The area that water flows over on its way to a river or stream is called a watershed, and we live in the Lower Grand River Watershed. As stormwater passes over hard surfaces like streets and parking lots, it can pick up pollutants such as oil and grease from parking lots and roadways, excess fertilizer from lawns, pet waste, and eroded soil. Locally, this stormwater is not treated but is discharged directly to the Grand River and its tributaries through storm sewer systems and drainage ditches. Dumping anything into storm drains, including yard waste, is illegal and pollutes our waterways! If you see something being dumped into a storm drain that doesn’t belong, please contact your local community to anonymously report it. Reporting information can be found at www.lgrow.org/report.
Here are a few ways YOU can reduce stormwater pollution entering the storm sewer system and waterways in your community. For more information check out: www.lgrow.org/stormwater.
- Properly dispose of any pet waste in a closed trash receptacle. Pet waste is raw sewage and contains harmful bacteria, easily transported through stormwater.
- Be conscious in closing lids on dumpsters and outdoor trash cans.
- Keep storm drains near your home clear of litter by disposing of trash and recyclables in proper containers.
- Collect yard waste to prevent grass clippings and leaves from clogging the storm sewer system.
- Avoid fertilizing your lawn before a storm, use per the manufacturer’s recommendations, and sweep up excess fertilizer on hard surfaces like sidewalks, driveways, and roadways.
- Ensure that soiled water and other wastes from car washing practices do not enter the storm sewer system by washing your car on grass or gravel, rather than your driveway. Better yet, take your vehicles to a commercial car wash that sends wash water to the sanitary sewer.
- Reduce stormwater runoff by planting rain gardens and using rain barrels in your gardens to prevent water from leaving your property.
- Be Septic Smart! Maintain your septic system to protect your family’s drinking water and reduce the risk of contaminating local water.
REPORT ILLICIT DISCHARGES
Report ANY dumping into storm drains, streams or other water bodies.
Visit www.LGROW.org/report for community specific phone numbers.
Please, Only Rain in the Drain!
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Footfall month commencing 2 February 2015 was 1,987,386.
The busiest day in month commencing 2 February 2015 was Saturday 14 February with 118,737 visitors.
The peak hour of the month was 12:00 on Saturday with footfall of 15,895.
The figures shown below are calculated using a weekly average.
**Weather**
| Weather | Number of days this month | Number of days same month last year |
|---------|--------------------------|------------------------------------|
| Sunny | 9 | 16 |
| Cloudy | 14 | 3 |
| Rain | 5 | 9 |
**Average Temperature**
| Average Temperatures | Maximum Temperature | Minimum Temperature |
|----------------------|---------------------|----------------------|
| 2015 | 7.8 | 0.9 |
| 2014 | 9.7 | 3.6 |
**Footfall by Day**
The figures shown below are calculated using monthly totals.
| Day | This Month | Previous Month | Month on Month % Change |
|-----|------------|----------------|-------------------------|
| Mon | 246,580 | 237,724 | 3.7 % |
| Tue | 249,605 | 245,095 | 1.8 % |
| Wed | 267,186 | 210,182 | 27.1 % |
| Thu | 243,261 | 247,351 | -1.7 % |
| Fri | 311,872 | 281,225 | 10.9 % |
| Sat | 437,390 | 424,370 | 3.1 % |
| Sun | 231,492 | 223,168 | 3.7 % |
### Footfall Totals
The figures shown below is calculated using weekly averages.
| Location | This Month | Previous Month |
|-------------------|------------|----------------|
| St Mary Street South | 301,935 | 277,905 |
| New Bond Street | 111,249 | 107,380 |
| St Mary Street North | 83,663 | 81,995 |
### Footfall Totals
Counting By Location – Main Locations Only
- **St Mary Street South**: 60.8%
- **New Bond Street**: 22.4%
- **St Mary Street North**: 16.8%
### Footfall by Month
| Month | This Year | Previous Year | Annual % Change |
|-------|-----------|---------------|-----------------|
| Jan | 1,869,115 | | |
| Feb | 1,987,386 | | |
Year to Date % Change is the annual % change in footfall from January of this year compared to the same period last year.
Year on Year % Change is the % change in footfall for this week compared to the same week in the previous year.
Week on Week % Change is the % change in footfall for this week from the previous week.
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Online Resources
We can all name the numerous benefits to using technology in the classroom. Unfortunately, it can be difficult to find fresh web resources to use with students, or even a good starting point if you’re new to field placements and observations. Below, I have compiled a list of web-based tools I (and others) have used for classroom instruction, assessment, and enjoyment. And the best part? They’re all free!
Kahoot-Kahoot allows you to create quizzes online. You can then pull up the quiz and have it projected onto the screen during class, and students can ring in their answers using their cell phones or other devices. You can easily download data after a quiz to aid data-driven instruction. Students love Kahoot because it has a leaderboard, which encourages them to try their best.
Today’s Meet-Today’s Meet is a website where you can create a chatroom for only certain periods. You could create a different room for each day, for each class, etc. Only those with the URL can enter the chat. Students can use this to type in their final thoughts on a day’s learning for exit slips, or it can be used as a backchannel to answer questions or encourage discussion.
GoSoapBox- GoSoapBox is similar to a Moodle site, but slightly more personal for students. You can add polls, quizzes, or discussion pages. With the discussion boards, you can hide previous responses if you would like, which forces students to think for themselves instead of copying the answers of students who submitted the assignment earlier. The site also offers an easy “confusion” toggle bar, that allows students to privately inform you that they are struggling with a concept or lesson.
EDpuzzle and Zaption-These two websites help to promote engagement while students are watching videos. Not only can you find and trim videos, but you can add multiple choice questions, free response questions, pictures, and more next to the assigned videos to make sure students are understanding the material.
Socrative- Socrative is a resource that allows you to send formal quizzes, quick questions, or exit tickets to students. You can then collect and save data. Students can also submit their own questions. Again, you can see responses in real time, see how the entire class is answering a single question, etc. Socrative’s primary claim is to help teachers “visualize student understanding” through this data collection.
Super Teacher Tools- This website offers downloadable templates for Jeopardy, Who Wants to be a Millionaire, and Speed Matching. It also offers a random name generator, an area to easily sort students into groups, and an area to design a seating chart.
Peardeck-Peardeck offers students a way to interact with slideshow presentations. The teacher can insert questions into the presentation that are answered by students via drawing, multiple
choice selection, text, or more, from their own devices. The responses can appear in real time on the projection screen.
**Quizlet**-Quizlet allows students and/or teachers to create and share online flashcards. Study games are also available.
**Brainpop**-Brainpop advertises “animated education.” It offers fun online games to help students learn, as well as informational videos. It offers these tools for a wide variety of subject areas.
**Mentimeter/Govote**-With these tools, students are able to cast votes through their smartphones during presentations. You can view the results in real time and students can vote anonymously.
**Tricider**-Tricider is a tool that allows students to answer questions, vote, and brainstorm together. You can ask questions and receive answers from anyone you’ve given access. Tricider questions can be embedded in blogs and shared on social media platforms. It’s great for working with a large group of people to collaborate and produce new ideas.
**Survey Planet/Doodle**-Both of these websites are great to survey students and collect responses. Questions could be content-based, but could also just collect student preferences on which day to have a final test, what they would like to review in class on Friday, etc.
*Many other great resources exist, so don’t overlook Pinterest, Youtube, and, of course, your peers. Some of these websites offer iPad apps, and several other helpful apps are also currently on the market. If you would like a list of resources specific for an iPad, or if you’re looking for resources more specific to your content area, feel free to email me at firstname.lastname@example.org.*
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1. Kamal’s bedroom has an area of 120 square feet. The width of the room is $\frac{5}{6}$ the length of the room. What are the dimensions of Kamal’s bedroom?
Guess: $6 \times 20 = 120$
Check: $\frac{5}{6} \times 20 = 16\frac{2}{3}$; try a longer width.
Guess: $10 \times 12 = 120$
Check: $\frac{5}{6} \times 12 = 10$. Correct!
10 feet by 12 feet
2. Marisol is painting on a piece of canvas that has an area of 180 square inches. The length of the painting is $1\frac{1}{4}$ times the width. What are the dimensions of the painting?
3. A small plane is flying a banner in the shape of a rectangle. The area of the banner is 144 square feet. The width of the banner is $\frac{1}{4}$ the length of the banner. What are the dimensions of the banner?
4. An artificial lake is in the shape of a rectangle and has an area of $\frac{9}{20}$ square mile. The width of the lake is $\frac{1}{5}$ the length of the lake. What are the dimensions of the lake?
Lesson Check (CC.5.NF.5b)
1. Consuelo’s living room is in the shape of a rectangle and has an area of 360 square feet. The width of the living room is $\frac{5}{8}$ its length. What is the length of the living room?
- A) 15 feet
- B) 18 feet
- C) 20 feet
- D) 24 feet
2. A rectangular park has an area of $\frac{2}{3}$ square mile. The length of the park is $2\frac{2}{3}$ the width of the park. What is the width of the park?
- A) $\frac{1}{2}$ mile
- B) $\frac{2}{3}$ mile
- C) $1\frac{1}{3}$ miles
- D) 2 miles
Spiral Review (CC.5.NBT.4, CC.5.NF.1, CC.5.NF.4a, CC.5.NF.5a, CC.5.NF.5b)
3. Debra babysits for $3\frac{1}{2}$ hours on Friday and $1\frac{1}{2}$ times as long on Saturday. Which statement below is true? (Lesson 7.8)
- A) Debra babysat more hours on Friday than on Saturday.
- B) Debra babysat the same number of hours on Friday and Saturday.
- C) Debra babysat 3 times as many hours on Friday than on Saturday.
- D) Debra babysat more hours on Saturday than on Friday.
4. Tory practiced her basketball shots for $\frac{2}{3}$ hour. Tim practiced his basketball shots $\frac{3}{4}$ as much time as Tory did. How long did Tim practice his basketball shots? (Lesson 7.6)
- A) $\frac{1}{2}$ hour
- B) $\frac{1}{3}$ hour
- C) $\frac{1}{4}$ hour
- D) $\frac{1}{6}$ hour
5. Leah bought $4\frac{1}{2}$ pounds of grapes. Of the grapes she bought, $1\frac{7}{8}$ pounds were red grapes. The rest were green grapes. How many pounds of green grapes did Leah buy? (Lesson 6.7)
- A) $2\frac{3}{8}$ pounds
- B) $2\frac{5}{8}$ pounds
- C) $3\frac{3}{8}$ pounds
- D) $3\frac{5}{8}$ pounds
6. To which place value is the following number rounded? (Lesson 3.4)
- 5.927 to 5.93
- A) ones
- B) tenths
- C) hundredths
- D) thousandths
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Curriculum Intent
Our intent is to support the children to become confident, happy learners, through providing an engaging, exciting curriculum based on the children’s unique needs and interests.
Personal, Social and Emotional Development
We will learn about our school superheroes: Respectful Rubin, Feelings Felix, Can do Connie, Teamwork Tia and Rainbow Dog.
We will introduce our new school routines and rules, eg, Dream Line, Brilliant Bell Listeners, Snack Table, Tidy Up Music.
We will be Introducing Jigsaw, the focus being on how it feels to belong and that we are similar and different.
Expressive Arts and Design 🎵
We will be using instruments to create different sounds and patterns.
We will be drawing and painting a self portrait.
Communication and Language
We will talk about our families.
We will introduce basic parts of the body, eg, face, head, leg, arm etc.
Physical Development
We will be playing games, learning to travel in different ways and using the climbing wall, bikes and trikes.
We will build strength for writing through introducing the Gorilla, Meerkat, Lizard, Penguin and Stone Lion poses and doing Dough Disco.
Maths
We will be matching and sorting objects.
We will be comparing amounts and the size of different objects.
We will be making simple repeating patterns with objects and sounds.
We will be learning the days of the week and the months of the year.
Literacy
We will be sharing stories and retelling nursery rhymes.
We will be recognising and writing our name.
Phonics – We will be listening to sounds in the environment and using our bodies to make different sounds and body percussion.
We will be learning about syllables and rhyme through stories and games.
Understanding the World
We will talk about our families.
We will introduce basic parts of the body, eg, face, head, leg, arm etc.
What I can do to help my child at home?
We are regularly asked what parents can do to support their child with their transition into school. Here are some ideas:
- Help them to be able to dress themselves independently.
- Help them to be able to put on and do up their own coat.
- Help them to be able to use the toilet independently.
- Read lots of stories and talk about what is happening.
- Count and look for numbers in the environment.
- Help your child to write their name (using lower case letters).
- Go to the park - crawling through tunnels, climbing and using the monkey bars will help strength for writing.
- Encourage your child to do things laying on their tummy (colouring, watching TV etc). This will help strength for writing.
- Talk about school and what they can expect.
- Talk about changes in the seasons.
Workshops
During the Autumn term, we will be holding various workshops on Maths, Phonics and Kinetic Letters, to give you more information about how we teach the children. More information will be sent out to you about this nearer the time.
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PART – A
Choose the correct word which is opposite of the word in bold.
1. Sustain
A) stop B) attain C) bear D) aid
2. Migratory
A) wandering B) settled
C) nomad D) inventory
Choose the word that is most nearly similar in meaning to the word in bold.
3. Plagiarism
A) theft of funds B) theft of ideas
C) belief in Gods D) arson
4. Consanguinity
A) bloodletting B) relief
C) understanding D) kinship
Choose the word that is most nearly similar in meaning to the idiom/phrase given in bold.
5. To meet one’s Waterloo
A) To die fighting B) To meet one’s final defeat
C) To meet with humiliation D) To meet a strong adversary
6. Who among the following received the Nobel Prize twice for the same subject?
A) Frederic Jolit B) Frederic Sanger
C) Stanley Cohen D) Marie Curie
7. Who is known as the ‘Lady with the lamp’?
A) Joan of Arc B) Sarojini Naidu
C) Indira Gandhi D) Florence Nightingale
8. Which one of the following is the oldest English daily in India?
A) The Hindustan Times B) The Tribune
C) The Times of India D) The Indian Express
PART – B
26. Stoke’s theorem converts
A) line integral to surface integral
B) surface integral to volume integral
C) line integral to volume integral
D) scalar quantity to vector quantity
27. The value of a gradient (A.R) is
(where A is a constant vector and R is position vector.)
A) 0
B) |A|
C) R
D) A
28. For a non-zero constant acceleration, the velocity-time graph is a
A) straight line parallel to the time axis
B) straight line perpendicular to the time axis
C) straight line inclined to the time axis
D) not a straight line
29. Coriolis acceleration of a body in rotating frame of reference is given by
(ω is angular velocity of rotating frame and V' is velocity of body in rotating frame.)
A) −[ω × V']
B) −[ω × V']/2
C) −2[ω × V']
D) −2[ω × V'] x V'
30. Maximum and minimum orbital velocities of a satellite under the action of a central force are \(V_{\text{max}}\) and \(V_{\text{min}}\) respectively. The eccentricity ‘e’ of satellite’s orbit is
A) \(\frac{V_{\text{max}} + V_{\text{min}}}{V_{\text{max}}}\)
B) \(\frac{V_{\text{max}} - V_{\text{min}}}{V_{\text{max}} + V_{\text{min}}}\)
C) \(\frac{V_{\text{max}} - V_{\text{min}}}{V_{\text{max}}}\)
D) \(\frac{V_{\text{max}} + V_{\text{min}}}{V_{\text{max}} - V_{\text{min}}}\)
31. A 2 kg body moving on a frictionless surface with velocity \(V_i = 8 \hat{i} \text{ m/s}\) collides with another body of mass 4 Kg. After the collision first body goes with velocity \(V_i' = [2\hat{i} + 2\sqrt{3} \hat{j}] \text{ m/s}\). The velocity of the second body after the collision (in m/s) will be
A) \(3\hat{i} + \sqrt{3} \hat{j}\)
B) \(3\hat{i} - \sqrt{3} \hat{j}\)
C) \(12\hat{i} - 4\sqrt{3} \hat{j}\)
D) \(6\hat{i} - 2\sqrt{3} \hat{j}\)
32. A particle moves in x-y plane under the action of a force F such that its linear momentum P has components \(P_x = 2 \cos t\) and \(P_y = 2 \sin t\) at time t. The angle between force and linear momentum at time t is
A) 0°
B) 30°
C) 90°
D) 180°
33. Consider a circular plate A of uniform thickness t whose radius is 2R and centre is at a point P. A circular plate B of radius R is cut from the above plate A such that one end of its diameter lies at P and another at edge of A. How far is the new centre of mass from the point P?
A) \(R/3\)
B) \(R/4\)
C) \(R/5\)
D) \(R/6\)
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Cleaning Your Mouth During Your Stay in Hospital
Information for patients and families
Read this brochure to learn:
• Why it’s important to keep your mouth clean
• How to make sure you are cleaning your mouth properly
• Who to talk to if you are worried about the health of your mouth
Why is it important to keep my mouth clean?
It is important to keep your (or your family member’s) mouth clean while in the hospital because cleaning removes germs that can cause chest and mouth infections.
An unhealthy mouth, including teeth, gums and tongue may lead to health problems like:
- stroke
- pneumonia
- heart disease
- diabetes
- arthritis
- osteoporosis
- dementia
What tools do I need for good mouth care?
Please make sure you bring these things to the hospital:
- toothbrush
- toothpaste
- dental floss
- denture cleaning tablets
- denture adhesive
How often should I clean my mouth?
Clean your dentures, mouth and teeth twice a day.
How can I make sure I am cleaning my mouth properly?
When cleaning teeth:
• Use a soft-bristle toothbrush.
• Make sure you clean all surfaces (including teeth, gums and tongue).
When cleaning dentures:
• Rinse dentures with cool water and remove any food pieces.
• Scrub all the surfaces.
• Don’t forget to brush the inside of your mouth (gums and tongue) with a toothbrush.
• Rinse dentures again before putting them into your mouth.
• Always put in the upper dentures first.
What if I am worried about the health of my mouth?
If you are worried about the health of your mouth (or your family member’s), please speak to your nurse.
Adapted with permission from RCP Central resource materials.
Have feedback about this document?
Please fill out our survey. Use this link: surveymonkey.com/r/uhn-pe
Visit www.uhnpatienteducation.ca for more health information. Contact firstname.lastname@example.org to request this brochure in a different format, such as large print or electronic formats.
© 2022 University Health Network. All rights reserved. Use this material for your information only. It does not replace advice from your doctor or other health care professional. Do not use this information for diagnosis or treatment. Ask your health care provider for advice about a specific medical condition. You may print 1 copy of this brochure for non-commercial and personal use only.
Form: D-5722 | Author: Trish Williams and Louise Brendenkamp, Speech Pathologists, UHN | Reviewed: 2022
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A Thought on God’s Ways
God requires us to struggle for justice and to work for freedom.
God asks us to end poverty and to increase peace.
God invites us to become partners in the work of creation.
May what we create make the world better and more beautiful.
Once a student asked a rabbi, “What is the best way to love God?” The wise teacher replied, “The best way to love God is to love those God created.”
A Thought on Oneness
Oneness is not sameness. Rainbows of colors delight us. Mountains and valleys challenge us. Different ideas stretch our minds. We are all on this planet together. We must find ways to come together and live in peace. We must find ways of sharing the earth’s resources and enjoying its beauty. Oneness celebrates and unites differences. Oneness is the connection of people, God and nature.
A Thought on Praising God
Why do we praise God? Some Jews believe that God wants our prayers as a way of connecting with us. Others feel that we need to pray because when we say words of blessing we are changed for the better. Some feel the need to speak to God. Others feel that prayers help us think about following God’s ways. What do you think?
Things to think and talk about during the Torah service
Day 1:
In this story, God remembers and keeps his promises to Abraham, Sarah, and Hagar. This is why we read it on Rosh Hashanah, "Yom HaZikaron", "the day of remembering". Can you tell what each promise was?
a. To Abraham:
b. To Sarah:
c. To Hagar
Abraham had a difficult choice to make. Do you think he did the right thing? Why or why not?
Day 2:
What do you think each of the people were feeling during this story? What makes you think that?
Some people think this is a story of God testing Abraham. Other people think God was testing Isaac. A third group of people think Abraham was testing God. Which one do you think it is? Why?
The Drum
The Magid of Dubna told the following story to teach people the importance of understanding and not just hearing the shofar's blasts:
Once a peasant came to town just when a fire had broken out. He was surprised to see a number of people blowing trumpets and beating drums and then others running out with axes, shovels and pails.
He asked a small child why a musical band was playing in the town square. The child replied, "The trumpeting and drum-beating is to put out the fire." The peasant quickly went into a nearby shop to purchase a drum to take back to his village.
A year later, a fire broke out in his village. The peasant announced that no one needed to fight the fire, for his drum would quench the flames.
As he beat his drum, the fire quickly spread. Seeing that their village would soon be destroyed, the townspeople started shouting: "You idiot! The drum is only meant as an alarm to alert us to danger. We then need to do something about the fire if we are to save ourselves and our village."
And so it is with the hearing of the shofar. The shofar can only alert us to the need for change. Only we can change and improve ourselves.
The Traveler
Due to a terrible storm, a merchant ship had been blown off course. It would be days before it could safely dock. The cook sadly reported to the captain that their food supplies were almost gone. The captain then announced that he would ask a wealthy merchant on board to help, for he knew that the merchant was carrying crates of dried dates and figs as well as olives from the Holy Land. Surely he would sell them some supplies for a reasonable price.
The captain was shocked and disappointed when his request was denied. "Why should I give you some of my fruit," growled the merchant, "when I can get a higher price when we dock?" With a heavy heart, the captain went to tell the cook that the hungry people on board would not be fed.
The cook surprised the captain by announcing that he wanted a chance to change the merchant's mind. "Meet me at that miser's cabin in five minutes," he declared.
When the captain arrived, the cook knocked at the merchant's cabin door. "What is it? Why are you bothering me? I told you I won't share any of my supplies!" the merchant grumbled.
"Please come with us," said the cook. "There is something we must show you in the ship's hold." Thinking there could be a problem with the goods that he stored there, the merchant agreed to follow them. When they arrived, the cook took a borer from behind a box and began to make a hole in the ship's hold. The merchant began screaming in alarm, "What are you doing? You are acting crazy!"
"It's no concern of yours," said the cook, "I'm just making a hole under my spot in the boat. I'd rather die now than starve before we reach our destination."
"But your hole will flood the boat and soon we'll all die," cried the merchant. "I don't care about you," stated the cook, "I only care about my own needs." With that remark, he continued his drilling.
At last the merchant understood. "I see what you're trying to teach me. We're all travelers on the same boat. What each of us does affects us all. Here are my crates, there's plenty of food to share. We can all reach port together safe and sound."
May you be recorded for a good new year!
A Thought — Ten Days For Changing
*Rosh haShanah* begins the Ten Days of *Teshuvah* (which means "returning"). Between *Rosh haShanah* and *Yom Kippur*, we try to get back on the right track. One way we do this is to pray to God to forgive us for our wrongdoings. God, however, cannot forgive us for the bad things we've done to family and friends. We need to say we're sorry to them directly and ask their forgiveness. We must also promise not to hurt or wrong them again.
Between now and *Yom Kippur* think about to whom you want to say you are sorry and what you want to say. Then do it! You and they will then feel good inside.
May this year bring you everything good!
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Dear Dhas and Porpeang,
Hi. My name is Alex. I’m a 13-year-old from Colorado in the mountains of the western part of the United States.
I’m very interested to hear about Loy Krathong, your autumn festival with floating lanterns. What are you celebrating at this festival? How did it originate? What other traditions does it include?
My country celebrates a harvest holiday in November called Thanksgiving. It was established to celebrate our country’s history and the hardships faced by early settlers to America, but it is also to show appreciation for friends and family. Most people prepare a feast with turkey and other seasonal foods for this holiday.
I would like to know about each of you. What is your favorite school subject? Do you have siblings?
I look forward to hearing from you.
Alex
Dear Alex,
Hi, my name is Porpeang. I’m 10 years old. I’m from Bangkok, the capital city of Thailand. Bangkok is in the central part of Thailand.
I will tell you about Loy Krathong. This festival has the main item called a krathong. The krathong is made of banana leaves, local flowers, fish snacks, and candles. The floating lanterns you’ve seen look like little balloons. They are beautiful, but they make lots of smoke. Most people in Bangkok don’t use them now.
I have no siblings. My favorite school subject is art. I love drawing and coloring.
Sincerely,
Porpeang
Dear Alex,
Hi, my name is Dhas. I’m a 10-year-old from Bangkok. Bangkok is the most populated city in Thailand.
Loy Krathong is a Thai festival celebrated annually throughout Thailand and also in nearby countries with significant Thai cultures. The name could be translated as “to float a ritual vessel or lamp,” and comes from the tradition of making krathong, decorated baskets, which are floated in the river. Many Thais use krathong to thank the goddess of water or rivers.
My favorite subject is history. I have one older sister. She is 13 years old.
I look forward to hearing from you.
Dhas
Dear Porpeang,
My favorite subject is also art. What is your favorite thing to draw? What is school in Thailand like?
I have two siblings, but they are adults now so they don’t stay with us much. I would love to hear more about krathong. Do you have any pictures from it that I could see?
Can’t wait to hear back!
Alex
Dear Alex,
I’m so glad to hear from you again. I love to draw cute cats or dogs because they are easy to draw.
I’m in Ratchawinit school, one of the Royal schools and it is very large. The school starts at 8:00 a.m. and ends at 2:10 p.m. The teachers are very kind and funny. We don’t have much homework, which I like very much. There are two breaks at my school: October-November and March-April.
At my school, we made krathong last year. Teachers and students were encouraged to wear traditional Thai clothes to help celebrate this festive occasion. Students made their own krathong and decorated them with flowers, incense sticks, and candles. It was a successful Loy Krathong festival for everyone at my school. I can’t wait to join the festival again this year.
It was nice to hear from you again.
Porpeang
Dear Dhas,
What is your favorite thing to learn about in history? In my class we are currently learning about American history, but I don’t think schools in Thailand teach much of that. I also have a sister, but she’s much older.
Sincerely,
Alex
Dear Alex,
I like to learn about Thai history in my class. I am studying at one of the government schools in Bangkok. There are many types of schools in Thailand.
My sister and I study at different schools. My parents sent her to study at one government girl’s school in Thailand. She had to work very hard to pass the entrance exam. We are so proud of her.
About Loy Krathong, my family and I have joined this festival every year at the river nearest our house. At my school, last year on November 8 we celebrated this event by making krathongs and singing Loy Krathong songs.
The school warmly invited our parents to join us and participate in this special event. My homeroom and social studies teacher told the story about Loy Krathong to my class. This festival is one of the most beautiful festivals in Thailand. We celebrate it on the full moon day in November. The word *loy* means to float, and a *krathong* is a banana leaf cup. As we push our krathongs into the river, we ask for forgiveness in polluting the waterways and also for good luck in the coming months.
I sent you some of my pictures with my family and also some photos of the Loy Krathong festival my school held last year. Some teachers and some students wore Thai traditional costumes for the event.
It was very nice to talk with you.
Dhas
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Hundreds of Years of History
Agricultural land has provided home and sanctuary to grassland birds and other wildlife for hundreds of years in the Northeastern United States. Birds such as bobolinks and eastern meadowlarks nested, hunted for food, and returned each spring to continue this cycle. As land was cleared for farming in the 1800s, grassland-dependent species expanded their populations.
Grassland birds use hayfields, meadows, and pastures for breeding, building nests on the ground and foraging exclusively within these areas. Other birds nest along the edges of the fields and rely upon the open areas for feeding on insects and seed. In the fall, the fields provide food for migrating sparrows, larks, and warblers. Raptors including American kestrel, northern harrier and short-eared owl rely on grasslands for hunting small mammals such as meadow voles and jumping mice.
Over the last 100 years, the quality and quantity of grasslands for wildlife has declined due to changes in land use and agricultural practices. Remaining fragmented farmland is no longer suitable for species that require large unbroken tracts. Hayfields that were traditionally harvested late in the season, avoiding impacts to nesting birds, are mowed earlier and more frequently during the growing season.
Preservation Priority
The 89-acre Cider Mill Grassland Preserve is part of the NJ Natural Heritage Program’s designated “Amwell Valley Grassland Macrosite” that totals approximately 1,600 acres. A prime example of agricultural grasslands, this sweeping complex is critical for grassland birds and is a high priority for protection.
Good Land Stewardship
D&R Greenway Land Trust manages this preserve as a safe haven for grassland-dependent species. Stewardship practices include: mowing later in the season to avoid disturbances and mortalities during the nesting bird breeding season; rotational mowing of fields to enable a wider variety of species; and removing hedgerows to create larger, open grasslands. Patches of milkweed were planted to provide habitat for the vulnerable monarch butterfly that relies on this plant for survival.
Funding for this interpretive sign provided by Washington Crossing Audubon Society
D&R GREENWAY LAND TRUST
One Preservation Place, Princeton, New Jersey 08540
609-924-4646
www.drgreenway.org
Photo credits: Bobolink – Kelly Cogan Azar, Grasshopper sparrow – Rick and Nora Bowers, Horned lark – G. Lasey, Eastern meadowlark – Frank Shufelt, Monarch – Mary Anne Burke, Short-eared owl – Gregg Thompson, Common buckeye – S. Lark
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The rules for managing the Colorado River expire at the end of 2026. There isn’t enough water in the Colorado River to go around. New rules are desperately needed to sustain the river for people and the environment.
How will new rules be developed?
The U.S. Bureau of Reclamation is developing new guidelines in collaboration with state and federal agencies, Native American tribes, Mexico, and others to address changing conditions and reduce risks to water deliveries, power generation, and environmental and cultural resources.
5 guiding principles for a solution
1. Sustain the Colorado River and its tributaries
2. Reduce water demand and account for evaporation and water losses
3. Protect groundwater
4. Promote meaningful inclusion of 30 Colorado River Basin tribes
5. Prioritize climate resilience planning for dam infrastructure
Facts & figures
The Colorado River
- Supplies water to 40 million people in 7 states, 30 tribes, and Mexico
- Nourishes 5.5 million acres of farmland
- Powers 7 million households
- Fuels $26 billion in recreational spending every year
- Supports over 16 million jobs in the region
- Is ecologically and culturally significant
- Flows through 9 national parks
Climate change
2000–2021
- Driest conditions in 1,200 years
- Colorado River flows declined by 20%
- Flows are predicted to decline another 30% by 2050
- Amount of water lost equal to a full Lake Mead (10.4 trillion gallons of water or 32 million acre-feet)
Between 2000 and 2023 Lakes Powell and Mead shrank to 1/3 of their combined capacity
Timeline
| Year | Description |
|------|----------------------|
| 2022 | Pre-Scoping |
| 2023 | Scoping |
| 2024 | Alternatives |
| 2025 | Draft Rule |
| 2026 | Final Rule and Decision |
In order to avoid a catastrophic collapse of the Colorado River System and a future of uncertainty and conflict, water use in the Basin must be reduced.
— Tanya Trujillo, Former Assistant Secretary for Water and Science
How is the Colorado River water divided up on paper?
- **Upper Basin**: 7.5 million acre-feet
- **Lower Basin**: 7.5 million acre-feet + right to increase use by 1 million acre-feet
- **22 Colorado River Basin tribes**: ~3.2 million acre-feet
- **Mexico**: 1.5 million acre-feet
*12 tribes have unresolved claims to additional Colorado River water*
**HINT:**
1 acre-foot is how much water it takes to flood 1 acre of land (a football field) a foot deep in water, or approximately 325,000 gallons.
Real vs. paper water
- **Average water supply**
- 1906-1929 (17.9 million acre-feet)
- 1930-1999 (14.3 million acre-feet)
- 2000-2023 (12.5 million acre-feet)
15 million acre-feet promised to Upper and Lower basins each year
How does each basin divide its water?
- **Upper Basin**
- Colorado (3.855 million acre-feet)
- Utah (1.714 million acre-feet)
- Wyoming (1.043 million acre-feet)
- New Mexico (0.838 million acre-feet)
- Arizona (50,000 acre-feet)
- **Lower Basin**
- California (6.4 million acre-feet)
- Arizona (2.8 million acre-feet)
- Nevada (300,000 acre-feet)
How much Colorado River water are we actually using?
While the Lower Basin uses its entire allocation and sometimes more, the Upper Basin uses a little more than half the water allocated to it.
The Colorado River is running out of water
Developing new rules to sustain the Colorado River Basin is important but may not be enough to protect the river and the people, crops, wildlife, and landscapes that depend on it without evaluating the aging dam infrastructure.
The system is at its tipping point.
— Camille Calimlim Touton, Commissioner, U.S. Bureau of Reclamation, June 14, 2022 Hearing before the Senate Committee on Energy and Natural Resources
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Physician
What do Physicians do?
Physicians diagnose and treat injuries or illnesses. They examine patients; take medical histories; prescribe medications; and order, perform, and interpret diagnostic tests. They counsel patients on diet, hygiene, and preventive healthcare.
Physicians work in one or more of several specialties, including anesthesiology, family and general medicine, general internal medicine, general pediatrics, obstetrics and gynecology, psychiatry, and surgery.
When Is Math Used?
Doctors and nurses use math when they write prescriptions or administer medication. They also use math when drawing up statistical graphs of epidemics or success rates of treatments. Numbers provide an abundance of information for medical professionals. It is reassuring for the general public to know that our doctors and nurses have been properly trained by studying mathematics and its uses for medicine.
“Evidence-based medicine, the use of statistical models to guide diagnosis and treatment, is already changing how doctors practice.”
-Ian Ayres
A mother wants to check if her 9 month old baby is properly growing, so she takes her kid to a pediatrician. She is planning to knit special pjs for the baby’s first birthday, so she asks the doctor to predict the number of centimeters that her baby is expected to grow in the next three months.
How can the doctor help this mom?
Math problem
First, the doctor measures the length (height) of the baby: he is now 73 cm.
Then, he asks the mom if she remembers the length of baby at birth. And of course she remembers... Little Johnny was exactly 50 cm at birth.
Then, he shows Johnny’s mom a big chart...
Boys
Length (cm)
Age (completed months and years)
Johnny’s length at birth is 50 cm.
This places Johnny on the green curve.
At 9 months, he is expected to be 72 cm.
Because Johnny is actually 73 cm at 9 months, the mom is happy :)
Johnny is expected to grow 4 cm between 9 and 12 months.
The doctor tells the mom that Johnny will be approximately $73 + 4 = 77$ cm on his birthday.
At 9 months, he is expected to be 72 cm.
Required Math
- College Algebra
- Trigonometry
- Calculus I & II
- Linear Algebra
- Statistics and Probability
- In addition, each med school had their own math requirements
Becoming a doctor requires more training than most other jobs. It usually takes at least 11 years to become a doctor: 4 years of college, 4 years of medical school, and 3 years working in a hospital.
To become a doctor, you should study mathematics, biology, chemistry, physics, and English.
Works Cited
http://mathcentral.uregina.ca/beyond/articles/medicine/med1.html
https://www.bls.gov/ooh/healthcare/physicians-and-surgeons.htm
https://www.studentscholarships.org/salary/469/physicians_and_surgeons.php
http://weusemath.org/?career=physician
http://www.medicalnewstoday.com/info/obesity/what-is-bmi.php
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Don’t let the bugs bug you!
Follow some of these tips to get them to buzz off!
Tip: Avoid Peak Times!
Most bugs are active at sunrise, sundown, and in the shade.
Tip: Bugs don’t enjoy the wind, so if there’s a breeze, it can be a great chance to get outdoors.
Get them to react - with chemicals!
Deet – This is one of the longest used and most well-known chemicals that repels mosquitoes. It should only be applied to exposed skin. It loses some of its repellent properties when it is sprayed on clothing or gear.
Permethrin – This is a newer chemical that has been proven to be one of the most effective ways to repel mosquitoes. You can spray it on clothes and your gear. You should avoid spraying this directly on your skin.
Mix it up-Make your own repellent (Want to know more? Check out our other activities related to the Home Scientist Badge.)
Try mixing a ½ cup witch hazel to a ½ cup water in a small spray bottle, you could also add several drops of essential oils for fragrance. Some ingredients to consider adding:
Citronella is probably the most common plant used in mosquito repellent and bug spray
Mint is an herb that most bugs can’t stand!
Lemon Balm is yet another herb that bugs tend to avoid. This herb smells great and can be dried and hung to keep bugs away as well.
Build a camp fire
A campfire is a great way to enjoy the outdoors on many levels, but the smoke keeps the bugs away too! Next time you’re cooking out or burning a campfire, throw in some rosemary or sage—the bugs can’t stand the smell. Be sure to always follow safe practices and Girl Scout policies when having a fire. If going with your troop be sure to have completed Troop Camping Parts 1 & 2.
Be fly - Get the net
Bug nets get a bad rep for not being fashionable but are practical, efficient and easy to use. Try making your own custom design by taking a favorite hat and giving it a new purpose by adding some mosquito netting to it. The fabric can be found at most hardware stores.
Wear the right clothes
Dress in light colors—most insects are less drawn to white, and ticks show up well against light-colored clothes.
Tuck pants into socks and wear tighter clothing, which is more difficult for bugs to penetrate.
Look for clothing with synthetic or tightly woven fibers (like sportswear and compression clothing)
Cover up with long sleeves and long pants (a lot of outdoor brands like LL Bean, Columbia make clothing specific for repelling bugs, UV protection and light weight) as well as proper footwear such as but not limited to closed toe shoes like an athletic sneaker or hiking boot.
Fun Bug Facts:
• Grasshoppers existed before dinosaurs
• Fruit flies were the first living creatures to be sent into space
• Caterpillars have 12 eyes
• Mosquitoes fly at about 1.2mph, which sounds slow, but at their size it’s like you flying over a hundred times that!
• Large groups of fireflies sometimes flash in unison
• There are no native poisonous spiders in Maine
Although it can sting to think of, insects do a whole lot for our world. Dig deeper on what they do and how it impacts our environment by exploring some of our badges - like the bug badge! And don’t forget about our other badges that can help you discover more outdoors!
Bugs are attracted to light. If adventuring at night and using a light- use the red light feature or wrap the light with red cellophane to help minimize the bugs.
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STRENGTH BUILDER
In order to transform your stress into strength, you must befriend your stressful emotions. Use this page to keep track of your progress. Once you have wiggled through all these emotions, you will have confidence that you will be a sunshine friend no matter what the circumstance! If you need help, find someone who can be your sunshine friend. :-)
Mad Emotions
- ANNOYED
- FRUSTRATED
- ANGRY
- ENRAGED
- APATHETIC
- I TRUST MYSELF TO BE CLEAR & CALM WHILE EXPRESSING A NEED OR LIMIT
Sad Emotions
- DISAPPOINTED
- SAD
- LONELY
- REJECTED
- HEARTBROKEN
- I TRUST MYSELF TO TAKE CARE OF MYSELF & BECOME RESILIENT
Afraid Emotions
- UNCERTAIN
- ANXIOUS
- AFRAID
- PANICKED
- OVERWHELMED
- I TRUST MYSELF TO FIND MY COURAGE
Critical Emotions
- GUILTY
- ASHAMED
- I TRUST MYSELF TO BE CURIOUS & KIND
- DISGUSTED
- RESENTFUL
- I TRUST MYSELF TO SAY NO OR ASK FOR HELP
Icky Emotions
When I use my stress to make Sunshine Choices that are Respectful, Responsible & Kind, I become a Sunshine Friend!
SUNSHINE FRIENDS ARE:
Respectful:
- They respect your limits and accept “no” without arguing
- They are flexible
- They know how to apologize
- They do not minimize or deny your reality
- They celebrate your joy open-heartedly, without jealousy
- They know what they need to be calm and reliable friends & do their best to protect these needs
Responsible:
- They acknowledge stress whenever it appears, and know how to guide themselves & others into a calmer state
- They can make responsible choices about how to express their stress calmly & nonviolently
- They are truthful, and want to do the right thing, even when no one is watching
- When they make a mistake, they reflect on their actions and make efforts to change without anyone asking them to
Kind:
- They make you feel seen and understood
- They like to comfort you and welcome your affection
- They are not afraid of grief or anger, and make you feel safe when you are experiencing a stressful emotion
- They are curious, not critical or judgmental
- They want to share their heart & are vulnerable too
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How will Our Children Learn Science in 2050?
Dr. Marina Milner-Bolotin
The University of British Columbia, Vancouver, Canada
Vancouver Nerd Nite 2015
The number of times Canadians change careers
Reasons:
- Passion (35%)
- Disillusioned (24%)
- Layoffs (19%)
How will WE learn science in 2050?
Dr. Marina Milner-Bolotin
The University of British Columbia, Vancouver, Canada
Vancouver Nerd Nite 2015
Future Will Rely on Math & Science
AAARRRGGG! WHEN I GROW UP I'M GONNA INVENT A MACHINE THAT WILL ELIMINATE ALL MATH HOMEWORK!
YOU'LL NEED MATH FOR THAT.
AAARRRGG!
Learning Science in 2050
• Who will be learning science?
• Why will they be learning science?
• How will we be learning science?
Yet, so far there has been no revolution in how we learn and teach science!
Information Access ≠ Knowledge
let me Google that for you
Type a question, click a button.
Are modern students engaged in science deeper than we were?
Science Achievements in Canada
Let's Talk Science. (2013). Spotlight on science learning: The high cost of dropping science and math.
SPOTLIGHT ON SCIENCE LEARNING:
The High Cost of Dropping Science and Math
Growing Science Disengagement
1. Less than 50% of secondary graduates complete grade 11 and 12 level math & science
2. Science disengagement costs money to students, parents, and Canada
20,000
The number of Ontario students who return each year for a fifth year of secondary school, after meeting graduation requirements\(^4\).
Need in Skilled Workers by 2020
One million
The number of skilled workers needed in Canada by 2020.
Conference Board of Canada
In 2014, Canada – 35 million people, ~18,000,000 workforce
Veritasium – Derek Muller
Is technology enough to revolutionize education?
Technology Makes Teaching Harder
Science teachers often lack the knowledge needed for educating modern students.
Each year, BC teachers have five days that are deemed non-instructional and used for professional development.
What limits modern science education is not the lack of technology but the lack of educators who are prepared to use it in new ways to engage students in math and science!
Technology Will Affect Learning through Changing Teachers
- Content
- Context
- Collaboration
- Personalized learning
Content: Technology offers playing with data
My Solar System
Gravity and Orbits
Download 506 kB
Run Now!
Download 1,513 kB
Run Now!
Context: Technology bridges science with real world
Collaboration: Technology connects learners and experts
Massive Open Online Course
Personalized learning: Technology will support teachers and students
Aristotle for Everyone
Digital Aristotle: Thoughts on the Future of Education
Caveat: Teachers use various technologies to inspire students
Revolutionizing Science Learning
We have to change how we educate science teachers. Technology is not the answer- but technology in the hands of knowledgeable and inspiring teachers is!
There are 10 kinds of people in this world. Those who understand Binary, those who do not, and those who expected a Base Three joke.
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Greetings!
Welcome to the FPCS Collegiate Campus Earth Day Celebration “Green our Community/Restore the World.” Today, our Collegiate Academy Early College scholars will celebrate Earth Day through a variety of activities including a walking museum of our grounds, planting, neighborhood cleanup, Smoothies Sip and Paint, and arts and crafts.
The national theme for Earth Day 2021 is “Restore our Earth,” which is a global call for all of us to protect and restore our environment. While public policy plays a part in environmental sustainability, it is ultimately up to us as individuals to truly make the biggest difference.
Simple changes in our daily lives can go a long way toward protecting our Earth, such as walking more and driving less, picking up trash in our community, planting a tree, plant or flower, using both sides of a paper or going paperless, and using less electricity by turning off a light switch. Every effort helps if we all chip in.
Our clean and beautiful environment is one of our community’s most important resources. As stated in Friendship’s core values and mission statement, it is in our best interest to be responsible, productive citizens. Our commitment to protect, preserve and restore our Earth for generations to come is aligned with our school mission.
We extend a special thank you to our partner Ms. Rebecca Bankhead with the University of the District of Columbia CAUSES Partnership for supporting the Collegiate Urban Garden Program.
Our school is also grateful for the leadership of FPCS Advisor to the CEO Ms. Kimberly Campbell who has mentored our team through the creation of the school garden program and Earth Day celebration.
I encourage everyone to do their part, celebrate Earth Day and take a moment to rededicate yourself to preserving the beautiful surroundings we call home.
Sincerely,
Dr. Peggy Jones,
Principal
12:30-12:40 p.m.
WELCOME
COLLEGIATE FRONT OF BUILDING
12:40-2:30 p.m. (OCCURRING SIMULTANEOUSLY)
OUTDOOR GARDEN EXHIBITS, ACTIVITIES, STATIONS
MAP ID
1. SIGN-IN STATION
GENEVA LOGAN
2. SMOOTHIE STATION
CALVIN GREEN
3. SMOOTHIE SIP & PAINT
LAUREN JOHNSON
4. TAI CHI
MONIQUE MILLER
5. COMMUNITY CLEANUP
DARRYL WOMACK
6. INTERIOR GREEN PANEL DISPLAY
TOUR GUIDE
7. GARDEN PLANTING
MEREDITH ARMWOOD
8. BUTTERFLY GARDEN
JOY DOUGLAS
9. PEACE GARDEN
CARMIELLE DARDEN
10. GARDEN PLANTING
ROBERT GETER
11. NEWSPAPER POTTERY
STEWART RAY
12. RAIN BARREL DISPLAY
RASHAUN WORLEY
13. STUDENT ARTISTIC EXPRESSION THROUGH GARDEN DESIGN & LANDSCAPING
TOUR GUIDE
14. GREENHOUSE PLANTING
MARGARET MOORE
15. REFRESHMENTS
ADRIENNE LESTER
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Fun activities to do at home with children
1. Treasure hunt (with clues, hide a favourite toy somewhere in the house)
2. Tint shaving cream with food colouring, paint the windows or glass doors (or the inside of the shower glass) then rinse it off
3. Go through clothing from previous seasons, try on and get rid of things that are too small
4. Play dress up in mum and dad’s clothes – you could even do a photoshoot
5. Day spa – do a Manicure/Pedicure/foot soak/face mask
6. Go through old photos and videos, and old craft and paintings
7. Have a Living Room disco – play freeze, musical chairs, have a dance off!
8. Go through recipe books together and have a bake off challenge
9. Organise the books on your shelf into a rainbow of colours
10. Using Lego characters or other small toys, make a stop motion movie
11. Organise your Lego and have a building challenge. Who can build the best house, hotel or shop?
12. Write notes of love, compliments or doodles and hide them around the house for family to find
13. Try shadow drawing, leaf rubbings, painting bark or stones in the garden
14. Use a mirror to draw a self portrait
15. Learn to plait hair
16. Create an indoor obstacle course!
17. Go through your board/card games and challenge yourself to play them all. Design your own game!
18. Make greeting cards for the stationery cupboard to be used for birthdays and other occasions
19. Paint a family portrait to be framed and hung up
20. Choose a picture book each and read aloud to each other in the biggest bed in your house
21. Write a short story or poem that includes a dog, an umbrella and some fish.
22. Find 10 different shaped leaves in the garden
23. Create a paper crown for a member of your family and decorate it
24. Fold paper and cut out paper snowflakes
25. Make pom poms out of wool
26. Put on a puppet show using toys behind the couch
27. Create a sensory shaker bottle using an old bottle, glitter and water (and whatever else you’d like to put in there!)
28. Fold paper planes and see how far they will fly
29. Build the highest block tower you can
30. Keep a balloon in the air as long as possible
31. Build a house with a deck of cards
32. Play cinema – make tickets, popcorn, give your guests a rug and watch a movie together
33. Play hotels using your bedrooms as ‘hotel rooms’ or restaurants by setting up the dining room like a restaurant with menus (or hospitals, vets, banks, etc)
34. Make up a workout and do it together (eg: 25 star jumps, 20 squats, 15 crunches, hop like a bunny around the lounge room, frog leap your partner)
35. Choose an inspirational quote and create a poster for your room
36. Press flowers within a few heavy books
37. Interview the members of your family
38. Take some garden clippings and see which ones you can get to grow roots for replanting
39. Listen to a kid’s podcast or audio book.
40. With some old clothes, cut and create clothes for your toys
41. Take everyone’s height measurement on a door frame
42. Do a chalk photo shoot
43. Water play – buckets, scoopers, whisk, pouring jugs, straws, bubbles!
44. Sort through all your crafts and art supplies. See if something inspires you. Organise and sharpen all your pencils and test all your markers
45. Work together to a family emblem, motto or song. Include elements that are important to you and your family
46. Lie on a rug in the garden and spot cloud shapes. Make up a story about what you see.
47. Make a stained glass window
48. Make a marble run
49. Make a rainbow stick
50. Jump rope – can you get to 100 without stopping?
51. Make a time capsule of this time to be opened in 10 years
52. Write a letter to a friend or relative.
53. Lie on a rug in the garden and spot cloud shapes. Make up a story about what you see.
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“The Best Luxury of All”
“Look what those enormously wealthy Victorians, who could afford anything they wanted, spent their money on! They built greenhouses and then went to even more expense heating and staffing them so they could enjoy what they acknowledged to be the best luxury of all - fresh homegrown fruits, vegetables, and flowers every month of the year.”
Eliot Coleman, “The Four Season Harvest,” 1999
In mid-nineteenth century New York State, no fruit was more prized than the grape. The only varieties grown outdoors were Isabella and Catawba grapes; the familiar Concord was not introduced until 1860.
A favorite table grape of the era was the Black Hamburg. This variety cannot survive freezing temperatures.
Grapes like the Black Hamburg that are sensitive to freezing temperatures were grown in “vineries,” greenhouses designed especially for grape culture. Combining outdoor-grown varieties with those grown in unheated and heated vineries offered an exceptionally long season of choice fresh fruit.
Plan of a vinery from the “American Agriculturalist” of April 1847. The vinery was heated by a flow of warm air (arrows) from a small external furnace that used very little fuel.
In 1851, Patrick Barry (right), noted Rochester horticulturalist, advised businessmen to add vineyards to their home gardens and orchards.
H. L. Suydam, Esq., is the next neighbor to Capt. Dakin, and is worthy of being so. His garden presents the same form and a similar arrangement. His improvements are not complete, but he is pushing them forward vigorously. We found him draining his garden and fitting up a very complete little cold vineyard about 30 feet long and 12 feet wide. We might point to these two gardens as models for businessmen who reside on small city and village lots.
“We found [Mr. Suydam of Geneva NY]...fitting up a very complete little cold vineyard about 30 feet long and 12 feet wide. We might point to these two gardens as models for businessmen who reside on small city and village lots.”
In the same year, businessman Henry Wells (left) purchased part of John Morgan’s farm, just south of Aurora, and began planning a home of his own, which he called Glen Park.
Glen Park is about a half mile south on Rte. 90, on the Wells College campus.
Henry Wells’ design for Glen Park (1851) incorporated not just one but two wineries, one heated and one not, as well as a round or octagonal greenhouse.
An early photograph from an upper floor of Main Building shows the “cold” (unheated) winery.
A view from the tower shows the top of the circular greenhouse as well as the “cold” winery.
A little more of the circular greenhouse appears between Glen Park and the barn in this view through the orchard.
The heated winery was probably near the greenhouse, which was also heated. It does not appear in any photos currently known.
Vineyards under expert care yielded an astonishing amount of fruit. This stereo view shows the interior of an Aurora vineyard of the same era, that of Henry Morgan.
Henry Morgan built Taylor House, the pillared house across from the Aurora Inn. His gardens and greenhouses, almost certainly including this vineyard, stood where Wallcourt, the large brick building to the left of Taylor House, does today.
The Glen Park vineyards did not long survive Wells himself, who died in 1878. The last glasshouse to go was the round greenhouse, still yielding delicious Meyer lemons in 1909.
Over this time, and in the years that followed, it became easier and cheaper to bring in out-of-season fruits by train and truck than to hire experienced gardeners and repair fragile glass buildings.
Today, however, there is renewed appreciation of “the best luxury of all - fresh homegrown fruits, vegetables, and flowers.”
“What a pity that every citizen whose means would justify it, does not make such home as this. What comfort there would be and what a charming town it would make.”
Patrick Barry, 1851
“If you have a little sunny space in the backyard, and the desire to grow a garden, you can eat like the Victorian millionaires.”
Eliot Coleman, 1999
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PHCA promotes Summer Studies in order to keep our student's minds active and ready to return to school on **July 28, 2022**. Please read carefully as to what concepts your child needs to practice or master and what assignments are due when school begins. Reading books chosen should be appropriate in age level and nature. Books representing violence, witchcraft, sorcery (i.e. Harry Potter), sexual content, etc. will not be accepted for book lists or reports. Reading forms are due **Tuesday, August 2nd** and will count towards first quarter grades. Students will be assessed on knowledge of items listed according to their grade level within the first couple of weeks of school.
**WELCOME TO PRE K**
We ask that you continue to reinforce what your child has already been learning through natural activities and communications throughout the day:
- Give child simple directions and make sure to follow through.
- Encourage child to use words to communicate and explain themselves.
- Read books daily that introduce alphabet, numbers, colors and shapes.
- Practice singing the Alphabet Song and counting from 1-10.
- Practice counting objects during daily activity. Example: counting crayons, toys, oranges, etc.
- Practice saying their first and last name. Help child recognize letters in their written name and single digits. Example: letters and numbers on license plates, numbers in an elevator, etc.
- Ensure complete independence in using the bathroom which includes undressing, cleaning, redressing, and washing hands with soap and water.
- Your child should know how and when to “ask” to use the bathroom.
**WELCOME TO JR K**
In addition to mastering what PreK is practicing, please focus on the following items and **practice** the following with your child:
- **Letters and Sounds**: Letter recognition (upper/lower case), letter sounds of consonants & short vowels. See [JK Summer Studies 2](#)
- **Numbers**: Count to 30 & identify 1-15. See [JK Summer Studies 3](#)
- **Colors**: Red, blue, green, yellow, orange, black, brown, white & gray
- **Shapes**: See [JK Summer Studies 4](#)
- **Reading**: Read to your child daily. Keep a log of eight (8) books read on the [JrK - 1st Grade Summer Reading Form](#) listing titles and authors. Let your child pick which book they liked the best and draw a picture from that story.
*The items bolded and underlined are linked to forms/worksheets that are also available for download at our website under Student Forms > Summer Studies*
HANDWASHING is your superpower!
FIGHT OFF GERMS!
WASH YOUR HANDS!
Wash Your Hands!
1. Wet
2. Get Soap
3. Scrub
4. Rinse
5. Dry
Hands that look clean can still have icky germs!
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Matcha and Green Tea Bag Nutritional Comparison
A comparison of the amount of each nutrient in one cup of green tea prepared using a bag, with that of one serving of matcha. Included is a short explanation of why each nutrient is important.
Green Tea Bag Matcha
Presented by Aiya
Comparing one serving of Tea Bag Sencha and Matcha
3g Sencha Tea bag with 240ml (8oz) hot water
2g Matcha with 3oz hot water
Source: Standard Tables of Food Composition: Japan Forth and Fifth Revised and Expanded Edition
Aiya America Nutritional Analysis: Ceremonial Matcha (Eco Pro research, Brunswick Lab, Covance Lab)
| Nutrient | Green Tea Bag | Matcha | Increase |
|----------------|---------------|----------|----------|
| Catechines | 188.8 mg | 242 mg | 1.3x more! |
| L-Theanine | 9 mg | 39 mg | 4.3x more! |
| Protein | 3.35 mg | 578 mg | 172.5x more! |
| Total Fiber | Less than 0.01 mg | 0.34 mg | 34x more! |
| Calcium | Less than 0.05 mg | 6.5 mg | 130x more! |
| Iron | Less than 0.01 mg | 0.34 mg | 34x more! |
| Caffeine | 31.8 mg | 68 mg | 2.1x more! |
| Potassium | 0.45 mg | 42.3 mg | 94x more! |
| Vitamin C | 0.1 mg | 3.2 mg | 32x more! |
Flavanols found to be helpful in reduction of body fat and LDL Cholesterol, as well as protecting the blood vessels, leading to a decreased risk of heart attacks.
An amino acid found to be useful in stress-reduction. It has also shown success in lowering blood lipids, and increasing the effectiveness of anti-tumor drugs.
Bones, muscles, cartilage, skin & blood all need protein for their generation. It is a macronutrient that is required for sustainability of life.
Fiber helps to control blood sugar, lowers the risk of heart attack & stroke, can enhance weight loss, improves skin health, and aids in digestion and kidney health.
Important to bone strength, as well as in new bone growth, helping to prevent osteoporosis. As the body ages, more calcium is needed to maintain bone health.
Transports oxygen through the body. Without the necessary amount of oxygen, the body cannot produce adequate red blood cells, which can result in anemia.
Caffeine boosts memory & alertness, wards off Alzheimer’s, can ease depression, may protect against cataracts, and can relieve post-workout pain.
Potassium is an extremely important nutrient, since it signals the heart to beat. It is crucial to muscle, nerve & kidney health.
Protects against immune system issues and cardiovascular disease, is important for skin & eye health, and can prevent prenatal health problems.
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EYESpy Heritage Trail Balderstone Park OL11 2HD
This Explore Your Environment activity was funded with support from Rochdale Township, Rochdale Borough Council © All rights belong to NatureEd CIC.
Leader Notes
This EYESpy Heritage Trail is a fun activity for exploring Balderstone Park. Using photo clues and good observational skills to find fascinating features hidden around the park, this is a first step into map reading and orienteering.
Suitable for everyone from families to school and youth groups, here are some tips for running the activity. There is also extra information about the features, and some bonus questions for adding a competitive edge to the adventure!
Before you start, choose a base for everyone to start from and return to. You can mark this on the map as a red triangle. Having a call back signal is also a good idea.
Give clear instructions for playing safely e.g. take care near traffic, on slopes, etc.
If splitting into small teams, make sure everyone knows where the boundaries are and what the time limit is. Offer bonus points for teams who keep together.
Each team needs: a Heritage Trail photo clue sheet, a Heritage Trail map, a pencil
Photo Clue Answers (locations are shown on the Answer map overlay)
1. **Beech Leaf** The beech tree has a hard timber which is often used for making furniture. *Bonus point – name the seed of a beech tree (beechmast)*
2. **Stone Gatepost** Gateway to the fields and meadows which belonged to the Balderstone Estate. Historical records trace the area back to 1240.
3. **Butterflies** Red Admiral, Tortoiseshell, Peacock and Common White are all regular visitors to the park.
4. **Climbing Frame** Overlooking where Balderstone Hall stood. Finally demolished in 1967, an archaeological dig in 2013 helped reveal over 500 years of history.
5. **Owl** There are 5 species of owl in Britain. Barn Owls hunt at night over rough grassland. *Bonus point – name the others (Tawny, Little, Short-eared & Long-eared)*
6. **Brown Rat** Arriving from Asia as stowaways around 1720, rats soon became widespread. In a town, you’re probably never more than 15m from one!
7. **Centipede Bench** Most Centipedes don’t have 100 legs. The 1st pair are actually mouth parts for catching prey.
8. **Hedgehog** Healthy hedgehogs only come out at night, often roaming 2 - 4 km for food. *Bonus point – name the term describing night-time animals (nocturnal)*
9. **Skate Park** Opened in 2016 as a Kirkholt Million Partnership project funded by the Veolia Environmental Trust, the Big Lottery & Rochdale Council.
10. **Quest** In 1919, the new owner John Hamer began to convert Balderstone Hall Estate “into a public resort”, opening a Library and a Playground.
The breaker: Looking north from Clue 8, how many mill chimneys can you see? (3)
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For use with the ‘Scowles of the Leprechauns’ scenario as presented in Miniature Wargames Magazine. ©Oakbound Studio 2023. Permission granted to print for home use.
Example board layout showing position of mist tokens to show progress of Feth Fiada.
The soil is a complex mixture of minerals, organic matter, air, and water. It provides nutrients for plant growth and supports microbial activity. The soil's structure affects its ability to retain moisture and nutrients, which in turn influences plant health and productivity.
Soil can be classified into different types based on its texture, mineral composition, and organic matter content. The most common classification system is the USDA Soil Taxonomy, which divides soils into 12 orders: Alisols, Andisols, Aridisols, Entisols, Inceptisols, Mollisols, Oxisols, Ultisols, Vertisols, Spodosols, and Histosols.
Each soil order has specific characteristics that determine its suitability for certain crops. For example, Mollisols are high in organic matter and have good water retention, making them ideal for growing wheat and other grain crops. In contrast, Ultisols are low in organic matter and have poor water retention, limiting their use for agriculture.
Soil management practices such as crop rotation, cover cropping, and conservation tillage can help maintain soil health and fertility. These practices reduce erosion, improve soil structure, and increase microbial activity, all of which contribute to better plant growth and productivity.
In conclusion, soil is a vital component of any ecosystem, providing essential nutrients and supporting microbial activity. Understanding the properties and management of soil is crucial for sustainable agriculture and environmental conservation.
The greenery is vibrant and lush, with various shades of green creating a rich tapestry. The brown mulch adds a contrasting texture, enhancing the natural beauty of the scene.
The image shows a close-up view of a natural landscape, likely a forest floor or a similar environment. The ground is covered with a layer of green moss, which is interspersed with patches of brown soil and small rocks. The texture of the moss appears soft and slightly uneven, suggesting a damp and shaded area. There are also some small twigs and pieces of organic matter scattered around, adding to the natural, undisturbed appearance of the scene. The overall color palette is dominated by shades of green and brown, creating a sense of tranquility and connection to nature.
The image shows an aerial view of a garden with a grid-like pattern. The grid is formed by paths made of dark mulch or soil, and each section of the grid contains patches of green grass or moss. There are also some rocks scattered throughout the garden, adding to the natural aesthetic. The overall design suggests a well-maintained and organized garden space.
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In this week's session, facilitators KJ Thomas, MSW, RSW and Jillian Crabbe, MSW, RSW were joined by guest speaker; Deborah Mullins, MSW, RSW speaking to the important topic of Validation.
Validation is used to acknowledge truth in a meaningful way in what another person is. Validation can be a positive tool in communication to help bring connection to another person’s goals, values, struggles, and contributions. To use validation, we think about the pieces that are indeed valid in a relationship, such as how another is feeling, their desires, beliefs, and thoughts, as well as their efforts. Using validation can help another person feel understood, cared about, and connected to. Another great result of validation can be its way to ease tension or anger in difficult situations, and reduce shame. At times we can see our loved ones as fragile, and have a strong desire to protect them. Validation can help remind both ourselves, and our loved ones of their own positive strengths, and capabilities.
Validation is a skill. It takes practice, and it can be easy to fumble. Validation is meant to be authentic, so stick to the things you truly believe in, and can get behind supporting. Try to be consistent—even when it doesn’t yield immediate results, and try not to use comparisons that could come across as judgmental. Lastly, validating someone’s emotion does not mean you have to agree with the circumstance. It is not meant to problem-solve, but rather to build connection which can foster improved communication.
**Strategies for Maintaining Validation**
**Being Attentive**- use listening skills to show your loved one non-verbally that you are attentive to them. This can include eye contact, open body language (avoid crossed arms), a nodding your head. You can also observe what they may be conveying in their own body language.
**Reflecting Back**- Reflect back to a person what you are hearing, and keep an open mind that you may not be understanding correctly. Make it a safe space for a loved one to correct you. Keep your tone of voice non-judgemental.
**Empathetic Mind Reading**- this involves reading non-verbal cues as sometimes those we care for may withdrawal, or shut-down. It can involve responding empathically to what is not being said.
**Based On Your History**- this involves the history you have come to know about your loved one, and seeing things through the lens of what they have experienced in their past.
**Normalizing**- this involves using present context to help connect to a person in their situation.
**I Believe in You**- this involves radical genuineness in responding to strengths and capacities, and having empathy for the difficult situations.
**Resources**
- [Six Levels of Validation [DBT Essentials] - YouTube](https://www.youtube.com/watch?v=69047158234)
- [DBT Micro Lessons: An Animation About Validation – YouTube](https://www.youtube.com/watch?v=69047158234)
- Educational Support Group for Caregivers [https://on-bpd.ca/en/family-connections](https://on-bpd.ca/en/family-connections)
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KEY #2
USE A TALKING TONE OF VOICE INSTEAD OF A FIGHTING TONE OF VOICE.
When I use my talking voice I get into fewer Cat fights..
This week, your child learned the second Kimochis® Key to Communication: Use a Talking Voice. This key helps children stay aware of how they use the tone and volume of their voice. Sometimes when we have upset feelings, it is easy to yell or use a tone of voice that makes the situation worse instead of better. The lesson this week taught your child how to use a Talking Voice rather than a defensive, aggressive, or Fighting Voice (see definitions on back). When we feel upset and are able to use a Talking Voice, we raise the odds that others will want to understand our feelings and resolve conflicts. Your child also learned how to pay attention to the tone of voice of others as a way to understand the emotion behind the words.
See reverse for ways your entire family can learn from this week’s lesson!
Common Language
Talking Voice: A calm tone of voice, slightly slowed down with appropriate volume that conveys respect and problem-solving.
Fighting Voice: A loud, hurtful tone of voice that conveys aggressiveness.
Coach Key 2 During Daily Activities
• Before play, remind your child to use a Talking Voice. “When Jane comes to play, remember to use a Talking Voice when you choose toys.”
• Guide children to use a Talking Voice. When you hear a Fighting Voice, name it by saying, “Oops, use a Talking Voice. Thanks.” Tell your child how you keep a Talking Voice when you feel upset. “Right now, I had to remind myself to use my Talking Voice because I am frustrated.”
• When you hear a child using a Talking Voice, acknowledge the effort by saying, “I can see that you are feeling mad. I admire how you are using your Talking Voice!”
• Admire people who use a Talking Voice regularly. “I appreciate the way Daddy is patient with me by using a Talking Voice when I make mistakes.”
Family Fun: Playful Ways to Practice
• PLEASE PASS THE TALKING VOICE. Be playful at dinner to help your child tune in to the difference between a Talking Voice and a Fighting Voice. When a family member requests something at the table, they can use a Talking or a Fighting Voice. If a Fighting Voice is used, everyone can scrunch up their face and say, “Fighting Voice.”
• I HEAR A FIGHTING VOICE. From time to time, challenge your family to hear and notice Fighting Voices in the world. When you hear a Fighting Voice, make eye contact with each other and whisper, “Fighting Voice.” Later, discuss what this person might have been feeling to use their Fighting Voice in public. Discuss what happens when we forget our Talking Voice.
• QUIET AS A MOUSE MEAL. Decide to make a family meal the “Quiet as a Mouse Meal.” Everyone has to whisper the entire time. Whispering gives your child the experience of changing and controlling his/her voice, which is necessary when trying to use a Talking Voice when feeling upset. You can change the game (and its name!) for different meals—use cranky voices at a “Cranky as a Crab Meal” or whining voices at a “Squeaky as a Wheel Meal.” This may sound silly, but it will give your child practice changing and controlling the tone and volume of his/her voice.
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Do you have what it takes to be a successful inventor? This is really a two-part question.
1. Do you have what it takes to be an inventor?
2. Do you have what it takes to be successful?
With regard to the first question, the noted American inventor (automotive electronic products and others) Charles F. Kettering said, "An inventor is simply a fellow who doesn’t take his education too seriously." This is probably true if viewed in the context that few inventions (cited statistics suggest less than 3%) ever make it into the marketplace and make money for the inventor. Thus, why invent, the odds are against you? Well, an inventor is a "different breed of cat" as implied by Joyce Smith, Business Columnist for the Kansas City Star in her column on February 7, 2007 where she stated, "Independent inventors come up with revolutionary concepts because they aren’t constrained by conventional wisdom."
So what characterizes an inventor? Good insight is provided by the Edison Innovation Foundation in its article entitled "What Characterizes Inventors Like Edison", posted on September 14, 2011 (see: http://www.edisonmuckers.org). They suggest that inventors are characterized by the following characteristics:
- Not easily shaken by detractors – persistent in their work
- Passionate about what they do
- Willing to go against accepted thinking
- Visionary and intuitive – must be able to see beyond what already exists
- Quantitative and analytical
- Not afraid of risk
- Tolerant of ambiguity
- Have a well-developed sense of humor
- Know when to unleash own creative spirit
- Not afraid of failure – willing to learn from it
- Can see the creative links to the arts
- Focused on the future
• See the whole problem and key parts simultaneously
• Can sell their ideas to others
• Can build teams with multi-disciplinary skills to accomplish goals
• Know how to document and protect inventive work
• Can solve problems from a multi-dimensional viewpoint
Now, given that the above characteristics give us a descriptive answer to the first question, then what does it take for the inventor to be successful? Building on these cited characteristics, the Invention Idea Company (see "Have What it Takes to be a Successful Inventor" at http://www.inventionidea.org/success-criteria) suggests that to be successful an inventor needs to be able to answer "Yes" to the following eight questions:
1. Do you have the courage to make mistakes and learn from them? (Recall what Thomas Edison said: "I have not failed. I've just found 10,000 ways that won't work.")
2. Are you a gambler? – Being willing to consistently roll the dice to make your dreams come true is a definite prerequisite. Be decisive. Be prepared to stake everything on the choice you ultimately make.
3. Are you willing to look at all the options available regardless of how crazy they may seem to you at the time?
4. Are you looking for opportunities instead of guarantees? When an opportunity presents itself, you must move quickly and intelligently to capitalize on it.
5. When you hear the word "no", do you often try a different approach? (As Thomas Edison said: "There's a way to do it better – find it.")
6. Are you a team player? Chances are you don't know everything about everything which means that you need to surround yourself with great people that are knowledgeable in the areas you are not.
7. Are you ready to embark upon a great adventure with a definite goal regardless of its ups and downs? Perseverance is key when it comes to success.
8. Do you believe in yourself and your idea? You must have loyalty to your goals and truly believe in your idea, that is, you must be willing to commit yourself to fully making your idea succeed.
As pointed out in the Invention Idea Company article, "If you have answered "yes" to all of the above questions, then it sounds like you have the entrepreneurial spirit needed to help turn your invention idea into a marketable reality. However, only you have the drive to determine if your invention will become a success or failure." The famous American writer Sidney Sheldon said: "Don't give up. There are too many nay-sayers out there who will try to discourage you. Don't listen to them. The only one who can make you give up is yourself."
Contact John Rau at:
ultraschlecs.com
714.281.0150
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FOOD WASTE
Food waste comprises approximately 40% of Australia’s total waste stream, creating nearly one tonne of greenhouse gas emissions at our landfill sites each year (Australian Greenhouse Office). It is also one of the easiest waste streams to reduce. By buying only what you need and composting or worm farming, food wastes can be significantly lessened.
Compostable food comes from many sources such as spoiled fruits and vegetables, stale bread and leftovers. Composting involves the controlled biological decomposition of organic materials by “heat loving” bacteria and fungi consuming the organic matter. Food that decays with no fresh air generates three to four times more greenhouse gas than if it breaks down with the help of aeration. Composting is commonly created in open windows or piles and by turning the material over regularly (this can be done with a shovel or by inserting air supply pipes). Effectively decomposed organic matter becomes compost and can be used to enrich your soil.
Worms used in worm farms can eat about half their body weight in food per day! Worm farms consist of three or four stackable bins where the worms live and wriggle their way up through the bins, consuming your organic waste. The ‘castings’ they leave can then be used as a great fertiliser for your garden.
Composting and worm farming are two great methods that recycle food and garden waste, leaving far less waste to be disposed of and reduce environmental damage caused by greenhouse gases.
WHAT CAN I DO?
In the home, reduce perishable goods being spoiled and buy only what you need, when you need it. Vegetable scraps can be composted or worm farmed with garden waste. Freeze unused food for later use.
Worm farming and composting can be carried out in a wide variety of ways and at any scale. The type and size of the system used by an individual, household or business will depend on the amount of organic waste the system has to deal with and space constraints of the site.
If you are in the food service industry, waste reduction tips are available at www.ciwmb.ca.gov/BizWaste/FactSheets/FoodSrvc.htm. You may also consult your council and find out whether there are food distributors for the poor in your area.
MORE INFORMATION
- www.greenhouse.gov.au/gwci/food.html - The Australian Greenhouse Office information on effective and efficient composting
- www.ciwmb.ca.gov/FoodWaste/ - California’s integrated waste management board provides great information and links regarding food waste issues and how to combat them.
- www.environment.nsw.gov.au/publications/html/downtoearth/composting.htm - All you need to know about composting.
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Jazz Arranging: Instrument Ranges / Transposition Quiz
\[ \frac{1}{30} = \frac{1}{100} = \]
Name: KEY
[Worth 15% of final grade]
1. What interval is used to transpose the following instruments from concert pitch to their transposed, written parts? Indicate if the transposition is up or down from the concert pitch with an arrow (\( \uparrow, \downarrow \)).
Example: \( \uparrow \text{Maj 3rd} \).
a) trumpet: \( \uparrow \text{Maj 2} \)
b) bari sax: \( \uparrow \text{Maj 13} \)
c) tenor sax: \( \uparrow \text{Maj 9} \)
d) trombone: —
e) alto sax: \( \uparrow \text{Maj 6} \)
f) bass trombone: —
g) soprano sax: \( \uparrow \text{Maj 2} \)
h) flugelhorn: \( \uparrow \text{Maj 2} \)
2. What clef would be used to correctly write a transposed part for bari sax? Circle the correct answer.
a) tenor clef
b) treble clef ( )
c) bass clef
3. The acoustic string bass sounds: [MULTIPLE CHOICE]
a) the same as written
b) an octave higher than written
c) an octave lower than written ( )
d) a major 6th below what appears on its part.
4. Name the instrument which corresponds with the following concert ranges:
a) \( \text{Sop. Sax} \)
b) \( \text{Alto Sax} \)
c) \( \text{Trumpet} \)
d) \( \text{Tenor Sax} \)
e) \( \text{Bari Sax} \)
The following melody is the alto sax part from Gerry Mulligan's composition, "Jeri," presented in concert pitch. Transpose it for alto sax. Use a key signature.
a)
b) Transpose the following concert pitch melody for trumpet. Use a key signature.
c) Transpose the following concert pitch melody for bar sax. Use a key signature.
d) The following melody is a transposed tenor sax part. Write it in concert pitch. Use a key signature.
The "written range" (transposed) for all saxophones is: (write the lowest and highest notes with an arrow in between)
\[\text{E} \rightarrow \text{F}\]
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List of Anniversaries in Thailand (1996 - 1997)
Date: June 9, 1996
Name of the Event: The Fiftieth Anniversary (Golden Jubilee) of His Majesty King Bhumibol Adulyadej's Accession to the throne
Description:
The year 1996 will be recorded as one of the most important years in the history of the Thai Kingdom as well as the World's history as it is the year when His Majesty King Bhumibol Adulyadej, Rama IX of the house of Chakri will have reigned for 50 years.
His Majesty took the Oath of Accession at the sacred moment of his coronation according to the code of conduct for Kingship, traced back to King Asoke the Great of the Mauryan Dynasty of India around the third century B.C.: *We will reign with righteousness for the benefit and happiness of the people*. For fifty years as father of the nation, His Majesty follows the never-ending task of bettering the lives of the people. His Majesty has initiated several projects for social welfare, agriculture, forestry, education, health and disaster relief programme. To his Majesty, the benefit and the happiness of the Thai people are of paramount importance, and all his royal efforts are towards this end.
Due to His Majesty's devotion and selfless dedication to the country, Thailand enters the last decade of the 20th century with a high-profile role in world affairs. Good will and friendship have been earned from all over the world, serving as the bases for further relations in the future.
His Majesty has led Thailand to share the responsibilities of managing the world with respect to sustainable development. This serves as a means to bring about a harmonious co-existence of man, society and nature.
The reign of His Majesty King Bhumibol Adulyadej of Thailand will be recorded as the one which has brought unprecedented wealth and prosperity to the Kingdom of Thailand.
Anniversary to be celebrated: fiftieth anniversary
Events organized by Thailand:
The Royal Thai Government has designated the period of 1 January 1995 to 12 December 1996 as *The Fiftieth Anniversaries of King Bhumibol Adulyadej's Accession to the Throne*. The whole nation will contribute to the events.
Funds allocated to these events by the Royal Thai Government etc.:
Total of allocation not yet published.
Celebration or action expected of UNESCO:
1. Proclamation of Chiang Mai 700th Anniversary Celebration
2. Invitation issued to UNESCO member countries to publicize this commemorative occasion in their own countries.
UNESCO's financial contribution: U.S. $10,000
Responsible Body for coordinating the Celebrations:
1. Office of the Secretary Chiang Mai Provincial Authority
Chiang Mai Province 50200
Tel. (66 53) 22 12 33
Fax (66 53) 21 38 40
2. Thailand National Commission for UNESCO
External Relations Division
Ministry of Education
Rajdamnern Avenue
Bangkok 10300, Thailand
Tel. (662) 282 23 68
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Herbs are plants with savoury or aromatic flavours, that are used for flavouring and garnishing food. Their different textures and tastes provide a sensory experience. Touch the leaves and the stems for texture. Roll them in your fingers and rub them with a little oil, to release their aroma and breathe in their wonderful scent! Cooking with herbs livens up even the plainest dish and adds a new depth to cooking.
**Basil:** Has a sweet, slightly aniseed flavour. Some say it also has a slightly peppery depth to it. It is very versatile to use, easy to tear up and throw on pizzas, grind up for pesto, or roughly chopped to put in omelettes. Alex has used basil in his Pizza recipe.
**Chives:** Are a member of the onion family, not sharp in taste, mildly delicate and tickles your tongue! Chop them up and sprinkle on salad, tear them up and add to quiches or dips, it will give them all an extra zing! Simmie has used chives in her Creamy Ham and Mushroom Farfalle Pasta recipe.
**Oregano:** This herb has an aromatic scent, which can be slightly bitter to the taste. It can be bought fresh or dried and is the basis for many Italian dishes. Like best friends, oregano and garlic complement each other very well. They are often found together in many recipes. Kate and Hannah have used oregano in their Courgetti Bolognese recipe.
**Rosemary:** This herb has needle like leaves on tough stalks. It has a woody, pine like scent, that can also have a hint of pepper to its taste. It can be fresh or dried. Fresh rosemary stalks and leaves can be used in many dishes (remember to take the stalks out of your dishes before eating) or the leaves can be used by themselves. Rosemary is really easy to grow in your garden or in a pot on your window sill. Give it a try!
Spice up your life!
Spices are seeds, fruit, roots or bark that are mainly used for flavouring or colouring all sorts of food. Spices can drive a dish wild with tasty, exotic flavours, that can range from mild and sweet to extremely hot and zingy!
**Chilli:** This is a small hot pod from the capsicum family. There are different forms of pods ranging in size, colour and strength of flavour. They can be used fresh or can be found in supermarkets as dried flakes, powdered, crushed or paste. Simmie has used chilli in her Veggie Chilli and Herby Rice recipe.
**Turmeric:** Is the root of a flowering plant widely used in cooking. It is usually boiled, sun-dried and then ground into a powder. It has a deep, golden-orange colour and is part of the ginger family. It has a peppery, warm flavour with a mild fragrance. Ali has used turmeric in his Chicken Tikka Masala recipe.
**Paprika:** Is made by drying a particular type of sweet pepper then grinding it to a fine, rich red powder. Its flavours range from mild to fiery heat. Melissa has used paprika in her Spicy Kebabs recipe.
**Ground mixed spice:** This is a dried blend of spices, sometimes called pudding spice. The blend is often made up of several spices including cinnamon, nutmeg and cloves. It is warm and sweet with a spicy aroma. Chris has used ground mixed spice in his Nana Mary’s Fat Free, Fruit Cake recipe.
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Ptosis
Ptosis is when the upper eyelid droops over the eye. The eyelid may droop just a little, or so much that it covers the pupil (the black dot at the center of your eye that lets light in). Ptosis can limit or even completely block normal vision.
Children and adults can have ptosis. Fortunately, this condition can be treated to improve vision as well as appearance.
Sometimes, a child born with ptosis can also have other eye-related problems. They can include eye movement issues, eye muscle disease, tumors (on the eyelid or elsewhere) and other problems.
Having ptosis puts a child at risk for vision problems. If the child’s eyelid droops so much that it blocks vision, amblyopia (also called “lazy eye”) can develop. One eye will have better vision than the other. A child with ptosis can also have astigmatism, where they see blurry images. The child may also develop misaligned (crossed) eyes.
Ophthalmologists consider the following factors when deciding the best way to treat ptosis in children:
- The child’s age
- Whether one or both eyelids are involved
- The eyelid height
- The strength of the eyelid’s muscle
- The eye’s movements
In most cases, ophthalmologists recommend surgery to treat ptosis in children. This is to either tighten the levator muscle or attach the eyelid to other muscles that can help lift the eyelid. The goal is to improve vision.
If the child also has amblyopia, that condition must be treated as well. Amblyopia may be treated by wearing an eye patch or special eyeglasses, or using certain eye drops, to strengthen the weaker eye.
Ptosis in adults
Adults get ptosis (called involutional ptosis) when the levator muscle stretches or separates away from their eyelid. This can be caused by aging or an eye injury. Sometimes ptosis happens as a side effect after certain eye surgery. Rarely, diseases or tumors can affect the eyelid muscle, causing ptosis.
Your ophthalmologist will find the cause of your ptosis in order to recommend treatment. They will do a complete eye exam, and may also want you to have blood tests, X-rays, or other tests. The ophthalmologist will likely recommend surgery to help the eyelid muscle work better.
Adult ptosis surgery
Ptosis surgery is done as an outpatient procedure in your ophthalmologist’s office. A local anesthesia will be used to numb your eye and the area around it.
Sometimes, the surgeon may only need to make a small adjustment to the lid’s lifting muscle. Extra skin from the eyelid also may be removed to help the eyelid lift properly. For more severe ptosis, the levator muscle may need to be strengthened and reattached to the eyelid.
Before eyelid surgery, be sure to tell your ophthalmologist about all the medicines you take. Include all prescription and over-the-counter medications, vitamins, and supplements. It is important for your eye surgeon to know if you take aspirin (or aspirin-containing drugs) or blood thinners, or if you have a bleeding problem.
As with any type of surgery, there are possible risks and complications with ptosis repair. Your ophthalmologist will discuss these with you.
Summary
Ptosis, or a droopy eyelid, can affect both children and adults. This condition can limit vision and affect how you look. It is very important that children with ptosis have regular eye exams with an ophthalmologist early in life. They are at risk for developing poor vision in the eye with the droopy lid.
Fortunately, children and adults with ptosis usually can have surgery to improve vision as well as cosmetic appearance.
If you have any questions about your eyes or your vision, speak with your ophthalmologist. He or she is committed to protecting your sight.
Watch a ptosis video from the American Academy of Ophthalmology’s EyeSmart program at [aao.org/ptosis-link](http://aao.org/ptosis-link).
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April 22, 2024
Dear Honorable Finance Committee Members of Alaska State Senate,
I am writing this letter to express my sincere support for the introduction of the Senate Bill 131, “An Act requiring education in the history and contributions of Asian Americans and Pacific Islander”.
I know that American history is the story of many immigrants seeking freedom and prosperity coming from all around the world. This legacy of freedom, diversity, and inclusivity in the United States has blossomed into the spirit of democracy, which thrives, and not only US but also many nations around the world continue to uphold this democratic spirit.
Since the independence in 1776, the United States has consistently advanced the spirit of pluralism. All forms of discrimination against minority races have been abolished, and American people built up the great country through milestones such as Emancipation Proclamation in 1863, Civil Right Movement and Act in 1960s. And schools educate future generation about the remarkable progress of American history.
But unfortunately, it seems that Asia-Pacific American’s history, culture and their contributions are relatively less well-known in the United States, despite American education promotes values such as diversity and inclusion.
For example, Korean American’s immigration history spans over 120 years now. Since the first Koreans came to Hawaii, US as sugarcane plantation labor workers, currently there are more than two million Korean Americans residing in across the United States, who work in the various fields and devote themselves for the developments of America.
Here in Alaska also, significant numbers, around 7 thousand Korean Americans are living now. They are dedicated themselves to various fields such as the military, law enforcement, nursing, education, and various small business enhancing diversity in Alaska, becoming a part of indispensable social fabric.
Not only Korean Americans but also multiple Asian-Pacific Americans including Japanese, Chinese, Pilipino, Vietnamese Americans and others, have brought rich cultural diversities to the American society and contributed to the development of America consistently.
Moreover, Asia-Pacific American’s population increased steadily in the US. In case of Alaska, the percentage of Asia-Pacific Americans is less than 1% before 1970, but currently the percentage of them increased over 8% of total Alaska population.
Hence, it is important that their contributions taught in public education system. Rich cultural heritage of Asians and Pacific Islanders has greatly influenced the cultural diversity and therefore must be passed down to the future generation.
I hope that through the legislation of “An act requiring education in the history and contributions of Asian Americans and Pacific Islanders” their history and contributions to American society could be well taught in schools in the State of Alaska.
Through this, I am confident that Alaska’s youth will develop a broader understanding of the diverse minority groups in Alaska, leading to further advancement in social solidarity and awareness within Alaska’s society.
I avail myself of this opportunity to assure to all the Finance Committee Members my highest consideration.
Best regards,
Joongsuk Park
Consul & Head
Consulate of the Republic of Korea in Anchorage
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Modern Automotive Technology
Chapter 4
Power Tools
And Equipment
Chapter 4
Learning Objectives
- List the most commonly used power tools and equipment
- Describe the uses for power tools and equipment
- Explain the advantages of one type of tool over another
- Explain the safety rules that pertain to power tools
1. An AIR HAMMER is useful during various driving and cutting operations.
2. An ARC WELDER is used to weld metal parts together.
An Air Hammer is useful for removing rusted exhaust systems and cutting other light metals. **ALWAYS** wear safety glasses when using any air powered impact tool!
An Arc Welder uses electricity to weld metal together. **ALWAYS** wear the proper clothing and safety glasses when using an arc welder.
3. A COLD SOLVENT TANK is used to remove grease and oil from parts.
4. An OXYACETYLENE TORCH is used to cut, bend, and weld or braze metal parts.
Cold Solvent Tank
Contains a pump, reservoir, and solvent—used to remove grease and oil from parts
An OXYACETYLENE TORCH torch uses gases (acetylene and oxygen) to produce tremendous heat for metal fabrication.
5. An AIR COMPRESSOR is the source of pressurized air for the auto shop.
6. An AIR RATCHET is an impact type wrench designed for working in tight corners.
7. An air IMPACT WRENCH is a very quick method for installing or removing threaded fasteners.
The basic parts of a typical automotive repair shop air pressure system
An Air Ratchet is a special impact tool designed to work in areas with limited space or access. Always “break” the fastener by hand before using the air ratchet to remove the fastener. ALWAYS wear safety glasses when using any air powered impact tool!
An Air Impact Wrench provides a quick way to remove fasteners. **ALWAYS** wear safety glasses when using any air powered impact tool!
8. Always use JACK STANDS to support a vehicle during repair.
9. AIR HOSES connected to the metal lines from the air compressor.
10. BLOW GUNS are commonly used to dry and clean parts washed in solvent.
Jack Stands
Jacks Stands must always be used when working under a car.
A Blow Gun is used for drying solvent from a part after it has been washed. **NEVER** point a blow gun at your face or skin. Air bubbles can be forced into the bloodstream, causing death!
Creepers are very useful when working under a vehicle. **NEVER** leave a creeper lying on the floor: a person can easily trip or fall over it and get injured.
Fender Covers help protect the car's finish while you're working under the hood.
A Hydraulic Press is used to press out bearings, bushings and seals. **ALWAYS** wear safety glasses must always be worn when using a press.
An Engine Hoist is the safest way to remove an engine or drivetrain from a vehicle. NEVER over-extend the boom.
Power tools use compressed air, electricity, or hydraulic pressure.
Always use the proper sockets on air impact tools.
An air drill is excellent for many repairs because of its power and speed adjustments.
Always use fender covers when working under the hood.
Chapter 4
Learning Objectives
- List the most commonly used power tools and equipment
- Describe the uses for power tools and equipment
- Explain the advantages of one type of tool over another
- Explain the safety rules that pertain to power tools
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School Dog Policy
Evidence of intentions and practice - for the information of staff, governors, parents, LA, OFSTED and DfE
Prepared by:
Mrs S Waller
Head
Approved by:
B Mitchell
Chair of Governors
Issue date: March 2017
Review date: March 2018
Parkstone Primary School
School Dog Policy
Introduction
Children can benefit educationally and emotionally, increase their understanding of responsibility and develop empathy and nurturing skills through contact with a dog.
In addition to these benefits, children take great enjoyment from interaction with a dog.
Is there a risk in bringing a dog into a school environment?
Of course there is, though there are a variety of accidents which can happen within the school environment which far exceed the number of injuries or incidents caused by a dog. Therefore, it is just another risk that needs to be managed.
School Policy
The dog will be owned by Mrs Sarah Waller. The dog is a Labrador chosen for its very mild temperament.
The Chair of Governors, Mrs Mitchell has agreed that the school can have a dog. Staff have been informed, that the school will have a dog. Parents have been informed by letter that a dog will be in school.
Mrs Waller has produced a risk assessment and this will be reviewed annually.
Staff, visitors and students known to have allergic reactions to dogs must not go near the dog.
If the dog is ill he will not be allowed into school.
The dog will be kept on a lead until fully trained when moving between classrooms or on a walk and will be under the full control and supervision of an adult.
Pupils must never be left alone with the dog and there must be appropriate adult supervision at all times when the dog is present with students.
Pupils should be reminded of what is appropriate behaviour around the dog. Pupils should remain calm around the dog. They should not make sudden movements and must never stare into a dog’s eyes as this could be threatening for the dog. Pupils should not put their face near a dog and should always approach it standing up. Pupils should never go near or disturb the dog that is sleeping or eating. Pupils must not be allowed to play too roughly with the dog.
If the dog is surrounded by a large number of pupils, the dog could become nervous and agitated. Therefore the adult in charge of the dog must ensure that they monitor the situation.
Dogs express their feelings through their body language. Growling or baring of teeth indicates that the dog is feeling angry or threatened. Flattened ears, tail lowered or between their legs, hiding behind their owner, whining or growling are signs that the dog is frightened or nervous. If the dog is displaying any of these warning signs he should be immediately removed from that particular situation or environment.
Children should not feed, or eat close to the dogs.
Children should always wash their hands after handling a dog.
Any dog foul will be cleaned immediately and disposed of appropriately by an adult.
Roles and Responsibilities
The Governing Body has a responsibility to ensure that the school has a written policy for dogs in School.
The Headteacher is responsible for implementing this policy. The Headteacher may delegate this responsibility to a Deputy Head.
Teachers and staff are required to abide by this policy.
The Health and Safety Officer is responsible for providing information, advice and guidance as and when required.
With a dog in the classroom, pupils have the opportunity to learn how to care for the animal. This includes walking and grooming. Researchers report that involving pupils in the daily care of classroom dogs is a positive experience, promoting their own daily care. The pupils also learn about responsibility, caring, and sharing when helping each other take care of a dog at school.
As a reward: Dogs will be gentle and loving, but at the same time full of fun and enjoyment for the pupils. Those pupils who have performed incredibly well during the week or those who have made progress in a certain subject, or those who have achieved tasks set for them, will be rewarded with spending time during lunch or break to interact with the dog. Walking, grooming, playing and training are some of the responsibilities pupils will be allowed to undertake. It has been proved that working and playing with a dog improves children’s social skills and self-esteem.
Support Dogs can work with pupils on a one-one basis and will especially help those pupils who have been bullied, abused, going through upsetting/difficult times or even scared/phobic of dogs. The dog will bring much joy and help to all the pupils they meet and are happy to provide plenty of hugs to the pupils they are spending time with. Pupils who struggle with social interaction can find a reassuring friend in a dog.
Policy written March 2017
Policy to be reviewed March 2018
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CAN I USE THAT PICTURE?
[a "picture" is any photograph, drawing, cartoon, logo, icon, infographic, chart, graph, work of art, or doodle you want to use for some purpose]
1. **Do you own the copyright?**
- Copyright [kop-ee-rahyt]
- The exclusive, legal right to use, duplicate, sell, edit, or exploit an image.
2. **Is the image licensed with Creative Commons?**
- Creative Commons [kree-ey-tiv kom-uhnz]
- A set of licenses that allows people to use, share, edit, or sell an image without permission, but with copyrighted restrictions.
3. **Is the image in the public domain?**
- Public Domain [fair yoos]
- An image whose copyright has expired, is no longer protected by copyright, and is available to use for any purpose by any person at any time.
4. **Are you using it under fair use?**
- Fair Use [fair yoos]
- Using copyrighted material without permission by assuming reasonable, non-commercial use that typically benefits the greater good.
**Flowchart Questions:**
- **Do you own the copyright?**
- Did you create the picture yourself?
- Yes: Did you get permission from the owner?
- Yes: Did you purchase the right to use it?
- Yes: YES!
- No: NO!
- No: NO!
- No: NO!
- **Is the image licensed with Creative Commons?**
- Did you find the image on a site that uses Creative Commons licenses?
- Yes: Are you using the image according to the copyright owner's specified restrictions?
- Yes: YES!
- No: NO!
- No: NO!
- **Is the image in the public domain?**
- Was the image created by the government?
- Yes: Has the copyright expired?
- Yes: YES!
- No: Did the creator put it in the public domain?
- Yes: YES!
- No: NO!
- No: NO!
- **Are you using it under fair use?**
- Are you using the image to comment, critique, or parody?
- Yes: YES!
- No: Is the image being used for educational purposes?
- Yes: YES!
- No: NO!
**YES!**
If you created the picture yourself, obtained permission, purchased the rights, appropriately followed creative commons parameters, OR found the photo in the public domain, you should be good to use the picture!
**NO!**
If you answered "no" to all of the above questions, you should either obtain permission from the copyright owner or not use the picture!
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Progress check
Correct or incorrect?
Student A
1. Have you ever been to New York?
2. We use a modem for to send information to our Hong Kong office.
3. In business you must to listen your customers.
4. Ring me tomorrow before ten o’clock.
5. Do you finish writing that report yet?
6. Can I speak to Leslie Woo, please?
7. You don’t must smoke in the office.
8. Fantastic! My boss has just given me a promotion!
9. Don’t forget to check the price.
10. The company have grown by more than 10% this year.
11. Thank you – you’ve done a very well job.
12. You needn’t worry. Everything is under control.
Student B
1. Have you ever went to New York?
2. We use a modem to send information to our Hong Kong office.
3. In business you must listen to your customers.
4. Ring you me tomorrow before ten o’clock.
5. Have you finished writing that report yet?
6. Can I to speak to Leslie Woo, please?
7. You mustn’t smoke in the office.
8. Fantastic! My boss just gives me a promotion!
9. No forget to check the price.
10. The company has grown by more than 10% this year.
11. Thank you – you’ve done a very good job.
12. You don’t needn’t worry. Everything is under control.
Correct or incorrect? Worksheet Progress check 31-35
ACTIVITY
Pairwork: speaking
AIM
To decide whether a set of sentences are correct or incorrect.
GRAMMAR AND FUNCTIONS
Revision: imperative, infinitive of purpose, present perfect, needn’t, can, must, good vs. well
VOCABULARY
modem, office, customers, ring (= telephone), report, boss, promotion, to check, price, company, to grow, job, to worry, under control
PREPARATION
Make one copy of the worksheet for each pair of students and cut it in two as indicated.
TIME
10 to 20 minutes
PROCEDURE
1 Tell the students they are going to revise some of the grammar they have studied.
2 Divide the students into two groups – A and B – and give out the relevant worksheet.
3 Tell the students they have twelve sentences. In each case one student has a correct sentence, the other has an incorrect sentence.
4 Tell them to read the sentences to each other and decide which one is correct. Allow 5 to 10 minutes.
5 When most pairs have finished, reconvene the class and check the answers by asking individual students.
FOLLOW-UP
Ask the students in pairs to write correct and incorrect sentences and give them to other pairs to check.
ANSWERS
| | A | B |
|---|---|---|
| 1 | ✓ | |
| 2 | | ✓ |
| 3 | | ✓ |
| 4 | ✓ | |
| 5 | | ✓ |
| 6 | ✓ | |
| 7 | | ✓ |
| 8 | ✓ | |
| 9 | ✓ | |
|10 | | ✓ |
|11 | | ✓ |
|12 | ✓ | |
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Journalist: Are your eating habits healthy?
Sarah: My eating habits are not healthy. I do not usually eat vegetables and fruits, and I do not drink a lot of water. My decision for this year is to change my diet by reducing the amount of fast food and sugar which I eat. Last week, I read an article that explained how a lot of teenagers have become obese because of fast food. So, people, including myself, must stop eating fast food and instead, increase their vegetables. Changing one’s eating habits is difficult, but it is worth the effort.
Moe: At home, eating healthy is a rule. My parents don’t permit a soda in the house, and sports are a must. My parents are sport crazy, so naturally my sister and I are. There isn’t any junk food, potato chips, cookie, etc… in my household. We rarely have ice cream. But eating healthy and exercising like this helps you live longer and feel better.
Adapted from: http://learning.blogs.nytimes.com/2011/01/25/are-your-eating-habits-healthy/comment-page-2/#respond
PART ONE (14pts)
1) READING COMPREHENSION: (07 Pts.)
a) Read the text carefully and answer the following questions: (02 Pts.)
1/ Is Sarah’s diet healthy or unhealthy? why or why not?
2/ Does Moe’s family practise sports?
b) Read the text again and say: TRUE, FALSE or NOT MENTIONED: (03 Pts.)
1/ The journalist is from The New York Times newspaper.
2/ Sarah eats a lot of fast food.
3/ Eating vegetables isn’t very healthy.
LEXIS 1/ Match each word with its appropriate meaning: (02 Pts.)
1. diet
2. reduce
3. must
4. obese
a. something necessary
b. very fat or overweight
c. the foods eaten by a particular person
d. to lower in degree, amount, etc… ealthy.
II/ MASTERY OF LANGUAGE: (07 Pts.)
a) Re-order the following words to get a coherent sentence: (02 Pts.)
many- soda – on – has – Drinking- risks- health -your.
b) Complete the table: (03 Pts.)
| adjective | comparative | superlative |
|-----------|-------------|-------------|
| difficult | ............. | ............ |
| ........... | Crazier than | ............ |
| ........... | .............. | The worst |
Put each word into its corresponding box according to the pronunciation of the letters written in bold: (02 Pts.)
-diet- there-explained-how
| /ai/ | /ei/ | /ao/ | /ea/ |
|------|------|------|------|
Part Two: Situation of integration (6pts)
Do you think the Algerian eating habits are like the ones of other people in the world?
Write a composition of about (08 to 10 lines) in which you talk about:
- The Algerian meals.
- What they consist of.
- Their times.
- Healthy or not healthy
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Why monitor water?
Unpolluted water bodies like ponds and streams are literally teeming with life, little of which we can see. To get a closer look at what's going on underwater, there are many projects and activities that you can carry out which are fun and safe to do. These include carrying out local river clean-ups, doing a survey of what actually lives in your local stream, similar to the ones used by scientists monitoring river pollution.
How to monitor water quality?
You don't need to be a scientist to carry out a survey of your local waterway. As a wildlife detective you can discover many creatures that live in the river neighbourhood by using the "Quality Rating System". This system is used by Irish biologists to monitor our waterways for signs of organic pollution.
It relates amounts of five key groups of macro-invertebrates (small insects living on the bottom of the stream/river) to water quality, which is then classed from unpolluted (Q5) to highly polluted (Q1). Although the system is primarily based on surveying the macro-invertebrates, other factors taken into account include the presence of slimy moulds or algae and higher plants.
The best time to see animals around water bodies (rivers, lakes, etc.) is early in the morning or at dusk. If you're the patient type, you might be lucky enough to see a badger, fox or even the secretive otter!
Have a good look around. Bats are common to river areas and summer evenings are a good time to spot them feeding. Watch out also for birds of prey, the hovering kestrel may be lurking about for some food.
No luck yet? Don't worry, many animals are shy and sensitive to human presence. Check for signs of animals that are present - droppings and tracks might be easier to discover.
How to carry out a biological survey
If you want to carry out further study of the animals and plants which live in the river or stream, carry out a small invertebrate survey - these are the insects that live beneath the water surface and can give you a very good idea of the quality of the water and may give an indication of the presence of pollution. Biological surveys might have been carried out before so ask the local library for a copy of it. Try your own river water quality survey. For this you need a pair of wellies, a net, a basin and a magnifying glass.
Note: Do this with friends and be safe.
Action Step 1
Taking a sample
There are two basic methods of sampling for macro-invertebrates which you can use. Try one first and see how it goes:
1) Kick sample
The operator faces upstream and holds the standard net sampler in front of him/her, with the bottom firmly held against the bottom of the river or stream. Vigorously kick the area in front of the net and the debris disturbed flows into the net. After 2-3 minutes stop sampling and place the net over a basin. Empty the material collected and have a look.
2) Stone wash
Take two or three medium sized stones from the stream and place in the basin, have a good look, notice any unusual creature features - some of these animals have special clamping devices which enable them to stick to the stones.
Action Step 2
Examining the sample
Take note of the amount of animals you find in each sample. Have a go at identifying them using a magnifying glass and an identification aid.
There are identification guides available which will help in identifying them. Try your local library for some books or use the simple indicator above. The insects which form an important part of the river ecosystem are very sensitive to slight changes in pollution levels and there might be a big difference between the tolerances of one family of macro-invertebrates to another. For example, stonefly nymphs are sensitive to small amounts of pollution while leeches can live in quite high levels of organic pollution.
What type of creatures have you found? Does it indicate any pollution in the area?
Be safe!
Make your investigation more safe and enjoyable by following these few rules:
• Always wear gloves near rivers or canals to protect yourself from 'Weil's Disease', a deadly disease contracted from rats.
• Carry out your survey in a stony shallow area of the stream.
• Always face upstream when sampling.
• Bring your sample to the river bank to examine it.
• If you have any cuts on your hands, let someone else carry out the sampling.
• Some rivers are prone to flooding, so do the survey during a dry spell.
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Quick Overview — Sandhill Cranes come to California’s Central Valley every fall and remain through to spring. A beautiful, majestic family of birds there are 15 different species found worldwide. Sandhill Cranes are the most abundant of the world’s cranes and we are fortunate to get to experience them so close to the San Francisco Bay Area. Just outside of Lodi, CA. we spent our day on Staten Island Road and Woodbridge Road learning about Sandhill Cranes and the other species that come to winter in and around the agricultural fields and open spaces found here. For many this was the first time they had experienced cranes, geese and swans. The good news, all these birds will be here until next spring, so there is time to go back & experience it all again.
Birds Observed —
Tundra Swans
Greater White-Fronted
Canada Goose – Common
Canada Goose – Cackling
Canada Goose - Aleutian
Snow Goose
Mallard
Gadwall
American Wigeon
Northern Pintail
Northern Shoveler
Bufflehead
Canvasback
Green-winged Teal
Pied-billed Grebe
Double-crested Cormorant
Great Blue Heron
Great Egret
Snowy Egret
Green Heron
Northern Harrier
White-tail Kite
Red Shouldered Hawk
Red-tail Hawk
Turkey Vulture
American Kestrel
Peregrine Falcon
Sandhill Cranes
American Coot
Black-necked Stilt
Greater Yellowlegs
Long-billed Curlew
Dowitcher
Western Sandpiper
Least Sandpiper
Wilson’s Snipe
Killdeer
Black-bellied Plover
Ring-billed Gull
California Gull
Herring Gull
Rock Pigeon
Mourning Dove
Eurasian Collared Dove
Black Phoebe
Say’s Phoebe
Loggerhead-Shrike
American Crow
Bewick’s Wren
Marsh Wren
Northern Mockingbird
European Starling
American Pipit
Yellow-rumped Warbler
California Towhee
Song Sparrow
White-crowned Sp
Golden-crowned Sp
Fox Sparrow
Red-winged Blackbird
Brewer’s Blackbird
Western Meadowlark
House Finch
House Sparrow
Images of our day -
The group checking out flocks of waterfowl, cranes and shorebirds – Lisa Myers / Sandhill Cranes
photographed through a spotting scope – Lisa Myers / Aleutian Geese fly over – Lisa Myers / adult White-crowned Sparrow
enjoying a meal – Cadao Do / Song Sparrow & juvenile White-crowned Sparrow - Priya Balasubramaniam / Least Sandpiper
probing the mud – Cadao Do
After our day a donation was made to the International Crane Foundation in support of the work they do so that we can all experience cranes. Thank you to all that contributed.
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Q: How much time does it take to keep bees?
A: Beekeeping is a seasonal hobby, and therefore, the time varies with the seasons. In the winter, there is practically nothing to do except to occasionally check for physical damage or snow blocking the entrances. The busiest time is in the early summer when each hive should be checked weekly to prevent swarming, and to add additional honey supers. This need take no longer than a few minutes once you get the hang of it.
Q: Is beekeeping hard work?
A: Beekeeping does require some strength, and a bit of physical labor, although both handicapped people and blind people have been known to keep bees. There are ways of reducing the physical labor involved. Join the Delaware [or your local] Beekeepers Association and find out how.
Q: How much will it cost me to get started?
A: There are several bee supply houses that offer a variety of beginner kits. These contain all the equipment you will need to start your first hive. The woodenware can often be purchased pre-assembled. While these kits are handy, they tend to have some things that may not be needed by the beginner, and are a little expensive. They range in price from $215 to more than $300.
Q: What equipment do I need to start keeping bees?
A: First you will need the hive. This consists of a bottom board, two hive bodies with frames and foundation, three medium honey supers with frames and foundation, an inner cover, and an outer cover. Secondly, you will need a smoker and hive tool. Buy a large smoker with guard, and the long hive tool.
Q: Do I need a bee suit?
A: You will need some sting protection. You can buy a veil and gloves for about $25, a full deluxe English type bee suit and gloves for around $100, and several in between to fit your budget. While you may learn to shed your protection with time, good sting protection makes sense when you are just starting out.
Q: How much honey will I get?
A: That depends on the strength of the colony, and the weather. While the Delaware average is around 50 lbs, strong colonies on a good honey flow have been known to make 100 to 200 pounds per year.
Q: Will I get stung?
A: To come to the point...yes. But, it really isn’t as bad as you think. Stings on the hands and arms don’t really hurt much, if you learn to remove the sting properly. Some seasoned beekeepers actually enjoy the first stings of the year. It means that spring is surely here.
Q: What do I do if I get stung?
A: Bite your tongue, and pull out the stinger...quickly. Never grab the bulb (venom sac) of the stinger and pull. That squeezes all the venom into your skin, like a hypodermic syringe. Instead, scrape the stinger off with a fingernail, or the sharp edge of your hive tool. This grabs the shaft of the stinger, and pulls it out, leaving most of the venom in the sac.
Q: If I swell when stung, am I allergic?
A: No, swelling is the body’s natural immune system at work. Some swelling is normal at first. With enough stings, swelling is non-existent.
Q: Where can I buy bees?
A: Most of the bee supply houses have bees for sale. There are some local producers who sell bees, and many suppliers are listed in the beekeeping periodicals.
Q: Can I keep bees in my garden?
A: Yes, you can. It is advisable that you use a gentle strain of bee, and have the entrance facing away from work areas. Sometimes a barrier such as a low fence or hedge placed ten feet in front of the hive will force the bees to fly up, and away from traveled areas of your property.
Q: Will bees bother my neighbors?
A: No, not usually. Remember to locate the bees’ flight path away from traveled areas. Often, if the hives are hidden from view, no one knows they are there.
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