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Case Study –
iPad 1:1 model improves learning outcomes in Malahide Community School
"In a study we did after a few years of using the 1:1 programme, we found that students who had access to an iPad in class and at home actually achieved higher scores than comparable students who had no access to the iPad in class."
– Jean Ward, Deputy Principal Malahide Community School iPad 1:1 model improves student learning outcomes in Malahide Community School
Improving the learning experience in Malahide Community School
CBAs made Easy
As a large school of 1200 students, Malahide Community School decided to equip each of their students with an iPad for education (1:1, one student to one device) to help them develop the skills they would need to achieve in the new junior cycle and beyond. The result has completely transformed the school as Deputy Principal Jean Ward tells us:
"The impact of the iPad in the school has been huge. The types of learning students are engaged in are matched to the types of skills that they are going to need when they leave. We are making much more use of the flipped classroom model where students actively learn at home and explore that learning further in school. The whole school learning environment is more dynamic and diverse with students engaged in interesting, active methods of learning."
Making learning more interactive has been easy with iPad as teacher Bernie Foley explains:
"Students tend to be a lot more creative when they have the iPad. They have choice, so when I give an activity, they might be able to produce a written piece, record an audio piece, use Clips to create a video or Pic Collage to visually represent it. It really does foster that creativity in students and make them more independent in terms of their learning."
One of the biggest benefits Jean has found is the ease with which they can now execute their school CBAs:
"I really don't know how the school could manage to complete their CBAs without the iPads. Our students use them to record their voice, to research for their topics, to collate photographs or material that they need and to video each other for their CBAs."
The Importance of Training and Support
With a busy school to run and such a large number of iPads under one roof, Jean explains that maintaining the iPads and upskilling staff can be a challenge but has found the support she receives from Wriggle to be invaluable:
"We have new staff every year and the technology is changing very quickly so we have to make sure that everybody keeps up to date with what's going on. Some of our teachers are good with IT but they have classes to teach.
One of the major benefits to us in having Wriggle as our technology partner is that they provide training and support to us that's specific to our needs. There's always someone on the other end of the phone when we need support and their experienced teachers deliver the training that our staff require to keep us up to date with the latest technology."
Increased Student Engagement and Results
As well as developing their students' key skills, the school have found that the introduction of iPads for every student has increased student attention in class, made content more accessible and has resulted in the students taking a greater interest in their learning.
"Since we adopted the 1:1 iPad programme, we have found that there is higher engagement with students. The more able students are able to push themselves on and it is much easier for teachers to be able to differentiate in their class and give altered tasks to suit the needs of each student. Every student can take things at their own pace. If they need to watch a lesson three or four times, they can."
In the early years of the schools' 1:1 programme, students each having an iPad was optional. However when a study of both groups of students was carried out to assess the impact of technology on learning it produced very positive findings:
"The students were in the same school with the same teachers and the same curriculum, the iPad was the only difference in their educational experience. We found that students who had access to an iPad in class and at home actually achieved higher scores than comparable students who had no access to the iPad in class." | 1,641 | 853 | {
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Weaving on a Cardboard Loom 2018 Fall Docent Project
Weaving on a cardboard loom is really fun and easy to do. Today we're going to make a cardboard loom and weave on it. It's a great activity for long car rides, waiting at the doctor's office, or classroom arts and crafts. Weaving on a cardboard loom is also great for people of all ages - you can make lots of modifications, or changes, for any skill level.
Supplies
*yarn
*scissors
*large plastic or metal needles
*cardboard
*a ruler
The yarn, scissors and needles can be changed as necessary to suit the age of the person you're going to be doing the weaving with. Today, we're making it simple and using a rainbow yarn that will change colors without changing out the yarn.
Making A Cardboard Loom
(Note: Looms have been pre-made for this activity)
1. Cut cardboard to any size. Today, we're using a 3 x 6 inch piece of cardboard.
2. Draw a line ½ inch in on every side of the loom. These will be your guides and will make holding it a little easier.
3. Draw the lines for the notches. In most cases you want these to be ¼ inch apart. However, you can make them as big as you want. The wider they are the easier the weaving will be. For today's lesson, we've cut them ½ inch apart.
4. Start at the ½ inch line, and make marks every ½ inch all the way across the top and the bottom of the loom. Cut on the marks, stopping at the ½ inch line you've drawn.
Warping the Loom
1. With the marked side of the loom facing up, thread a bit of yarn into the first notch on the upper left side. There should be a tail of a few inches on the back side of the loom. Tape this to the back of the loom.
2. Carry the thread down to the bottom left notch on the loom and pull it into that notch.
3. Bring the thread back over to the front by bringing it up through the notch directly to the right of the leftmost bottom notch.
4. Continue doing this all the way across the loom.The front side of the loom with have yarn going from notch to notch, the back side of the loom will just be small segments of yarn looped around the notches.
5. Leave a tail of the end of the yarn and also tape that to the back of the loom.
Weaving
1. Cut a length of yarn (shorter is easier to work with at first - no more than 2 feet) and thread the yarn through the needle. Tie a knot in the yarn the end of the needle.
2. Use the needle to guide the yarn through the loom in an under-over pattern. (Under the first string, over the second, under the next, etc.)
3. Once the needle has passed through all of the strings, pull the yarn through and leave a tail of a few inches at the end. Push the yarn up on the loom so that it's about 1/4 inch away from the notches.
4. Bring the needle and yarn back through the loom from the side you just exited using an over-under pattern that's the opposite of your first line and pull the yarn through. (If your first line of yarn goes under the last string to the right, it needs to go over the last string to begin the second row.) Note: Don't pull too hard on the yarn - will warp the strings on the loom.
5. Push the second line of yarn up to meet the first.
6. Continue each row, alternating the over-under pattern, making sure not to pull the yarn too tight.
7. Every few rows, it's a good idea to use your thumbs to push the yarn up the strings so that it looks nice and uniform.
(Optional) Changing Colors
1. When you get to the end of a color, take it to one edge of the loom and leave a tail of a few inches hanging off to the side. You can either cut a length of yarn that is the same color or introduce a new color.
2. Take your new length of yarn, and insert it into the same side where your ending tail is.
3. You'll be following the same over-under rules as before. So if the tail of the yarn ended going under the last string, you'll start your new yarn going over it.
4. Pull your yarn through and make sure to leave a tail at the end.
5. Continue weaving as usual.
Finishing Your Weaving:
1. Thread the end of the yarn through the needle.
2. Insert the needle into the side of the weaving, on the outside edge of the string.
3. Pull the needle through the edge of the weaving
4. Pull the yarn through, pull it tight, and cut off the end.
5. Use your fingers to rub the edges of the weaving and make things look nice and neat.
Removing Your Weaving from the Loom
1. Remove the tape from the long strings on the back of the loom.
2. Release the top loops first, and then the bottom.
3. Hold the weaving near the top, and pull up on the top loops.
4. Pull the string through the weaving, so that the bottom loops are brought up to be flush with the bottom of the weaving, and the top loops gain extra length.
5. Once the weaving is pushed down to the very bottom of the strings, you can cut the top loops in the middle and tie them off.
6. Tuck the strings into the weaving using the needle.
Tips for Making Weaving Easier:
1. Tie your yarn to the needle.
2. Use your fingers to hold the last string on the loom while pulling the yarn through. This is prevent you from pulling the yarn too tightly and warping the strings. If you don't leave the yarn a little loose on the left and right strings on the loom, it can warp your work. It won't lie flat when you're done and it might not turn out the shape you intended.
3. Use short lengths of yarn.
4. Use your fingers to push your work up quite often. This makes the finished weaving look much cleaner and you'll be able to get more rows of yarn on your loom this way.
5. Leave at least 1/4 inch of empty space at the top and bottom of your work. This will make finishing your weaving much easier.
Students may take home their needle, weaving, yarn, and loom with a challenge to keep creating at home! | 1,983 | 1,397 | {
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Football shaped asteroid observed by students at NAIC/NRAO
16 July 2015
Images of the near-Earth asteroid 2015 HM10 were captured by students and researchers participating in the NAIC/NRAO 8th Single-Dish Radio Astronomy School as it passed by Earth on Wednesday, July 8. The asteroid, coincidentally observable during the biennial school, was 1.14 times the Earth-Moon distance at its closest (about 440,000 km or 270,000 miles), its closest approach to Earth until at least 2178.
Provided by Arecibo Observatory
Students from the school along with National Astronomy and Ionosphere Center (NAIC), official name of the Arecibo Observatory, and National Radio Astronomy Observatory (NRAO) researchers found 2015 HM10 has an elongated "football" shape, with a size of about 75 by 45 meters (250 by 150 feet).
To observe the passing asteroid, which posed no danger to Earth, Arecibo emitted the radar signal and the Green Bank Telescope in West Virginia received the echo. "At this distance, light takes 3 seconds to reach the asteroid and bounce back. This is too short of a time for our systems at Arecibo to switch from emitting the radar to receiving the echo from the asteroid," explained Dr. Patrick Taylor, research scientist in the planetary radar department at the Arecibo Observatory.
The students also observed near-Earth asteroid 2015 MO116, another recently discovered object, using the Arecibo radio telescope. Because of the high sensitivity of the Arecibo planetary radar system, the team was able to improve the object's orbit. They found that 2015 MO116 was 2,400 kilometers (1,500 miles) closer to Earth and traveling 5 meters per second (11 miles per hour) faster than predicted. "Sensitive radar measurements along with observations from optical telescopes are used to precisely determine the orbits of asteroids, allowing for better estimates of their impact potential," explained Dr. Taylor, noting that 2015 MO116 is not a threat to Earth.
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LARGER CART – top shelf – Semillas de Unidad Resources
Supplies/Games
Texas Inst TI-34II (add, subtract, multiply, divide) in working condition
Padded earphones (goes over the head) in working condition
Stickers – large colorful assortment, some are seasonal, some are ABCs
Number tiles 0-9 (many)
Four K-2 lined erasable marker 2 sided strips (for writing)
Several "fill in missing number" 0-10 erasable marker strips on keyring
Numbers 1-30 erasable marker for practice writing numbers
Color coded round dot like labels (many)
Folders (for hanging file cabinet, and pocket folders) – please request these
Flash Cards (for example, hold up card, have student read/recognize it)
Shapes and colors cards (Dr Seuss)
Dr Seuss numbers 1-20 flashcards
Age 5+ single digits multiplication flashcards
Age 6+ single digits division flashcards
Age 4 + single digits addition flashcards
Age 5+ single digits subtraction flashcards
Addition flash cards age 6 and up
Age 4+ picture cards for sequencing (beginning, middle, end images of Curious George) – there are also sequencing strips
Animals of the World (animals pictured, information about each animal)
Animals of the US (animals pictured, information about each animal)
Math BINGO (ages 4 and up, single digit numbers)
!
Educational Games (made by a teacher) - some include Velcro for placements and matching, some are to use with erasable markers (laminated) Generally ?K-2
Words/Letters: many made by retired educator
Letter Learners – match images to ABC letters
Alphabet soup – match uppercase to lower case letters
Monster Madness – match vowels to sounds (short/long sounds) with images
"UFOs" - Long and short o sound (match word to picture)
Long and short vowels – sort words
Ants in you pants – match long a to short a sounds
Giraffe Jungle – put letters in place, alphabetically
Monkey see, Monkey do – alphabetical order
Write short words – laminated strips, images, use erasable marker
Initial sounds – (making "beach words")
Articles – a, an, the
Contractions – match up (ex: do not = don't)
Hippo Haves – match up opposites (ex: Happy/sad)
What is a sentence? (recognize a complete or incomplete sentence from examples)
Math / shapes:
Name that shape (10 shapes)
Counting 1-10
"Touch Math" 1-9, counting (includes a workbook)
Rainbow poster to add numbers to 10 (2 of these)
Wipe off mats – Add, subtract, multiply
Missing numbers (up to 40s) – erasable marker
General Card games
First Words SNAP
Crazy 8s
Go Fish
Alphabet Go Fish
Memory Match (images)
Wiz Kids (ABC cards and challenge to name certain items that begin with the letter drawn
Fine Motor skills, "other" (Arts, graphs, creativity), workbook form. Age/Grade levels will vary for each individual child
Large Cart, middle shelf (workbook format)
Memory Makers (early childhood)
Learn to Think (ages 4-6)
Math Learning Mats (K)
Large Cart, bottom shelf (workbook format)
Scissor skills for beginners; and Scissor skills Pre-K to 1 st grade
Preschool skills ("same and different", colors & numbers)
Perceptual Activities (draw, color, mazes, grids)
Create your own Pictures (not a regular coloring book)
Grid and Bear it – graphing, listen & follow directions, Grades 1-3
Anti-Coloring book – age 6+
Art moves the basics along (Drawing) – Grades 1-3
Holidays and Seasons (reading and more) Grades 2-4
Christmas Fun Activity book (arts & Crafts, food & recipes, stories | 1,767 | 865 | {
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Year 3: Exploring Europe
Essential Knowledge
By the end of this topic the children will be able to….
- locate Europe on a world map
- name the environmental regions of Europe
- understand and explain how climate and weather vary across Europe
- name human and physical features of Europe (including key topographical features such as hills, mountains, coasts, and rivers) and be able to identify these in maps and atlases
- compare a region of the UK to a region of Europe
- talk about the culture and characteristics of a European country of their choice
English
Genres
Poetry
Historical stories
Non-chronological report
Mathematics
Number: Multiplication and division
- Multiply and divide 3, 4 and 8
- 2 digit x 1digit
- 2 digit ÷ 1digit
Money
- Pounds and pence
- Converting Pounds and pence
- Adding/subtracting money
- Giving change
Statistics
- Pictograms
- Bar charts
- Tables
Measurement
- Perimeter
- Length
- Link to weather
(For all aspects of maths, we will combine fluency activities with problem solving and reasoning activities)
Science
Light
- What is light?
- shadows
Animals including Humans
- Nutrition
- Skeletons and muscles
History/Geography
History
Land use change in the UK
Geography
- locate Europe on a world map
- name the environmental regions of Europe
- identify human and physical features of Europe and compare a region of the UK to a region of Europe
- identify key topographical features (hills, mountains, coasts, and rivers
- compare different land uses in the UK and understand how some of these have changed over time
- use maps, atlases, globes and digital mapping to locate countries and identify features
Religious Education
Art and Design and Design Technology
Hinduism
Pilgrimage to the River Ganges. (Would visiting the River Ganges feel special for a non-Hindu?)
Understanding Christianity
Topic: Salvation
Big Question: Why do Christians call the day Jesus died Good Friday?
Music
Listen, appraise and perform cycle. Beat, Pulse and rhythm.
1. Reggae: Three Little Birds by Bob Marley
2. The Dragon Song by Joanna Mangona and Pete Readman – a song about kindness, respect, friendship, acceptance and happiness
Physical Education
Skills to develop using the 'RealPE' Scheme of work:
1. Dynamic balance on a line.
2. Co-ordination – ball skills.
European Art and Artists
Painting
- Colour mixing – focus on Kandinsky
- Creating backgrounds using colour washes (a Vesuvius scene)
Design
- 'Buildings' – focussing on European monuments
Cooking
- Making pizzas
- What is a balanced diet?
French
Likes and dislikes
Clothes
Months of the year
Parts of the body
Computing
E-safety
Following the S.M.A.R.T rules when online (part of
Chlidnet International)
Basic word processing skills
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Volume 1 Issue 5
References
Helpful Links:
https://smart.wikispace s.hcpss.org/Grade+5+Ge ometry http://www.mathplay.com/shapes-game.html http://www.counton.org/ga mes/map-fractions/falling/
http://illuminations.nctm.org /Activity.aspx?id=3521
Math Grade 5 Textbook Connection:
Ch. 12, Lessons 1 - 7
Textbook Online:
http://connected.mcgrawhill.com/connected/login. do
Ask your teacher for the online passcode.
Symbols
∆ triangle
|| parallel lines
Grade 5 Unit 5
Grade 5 Unit 5 2D Figures
Dear Parents,
Your student's math class is calling for students to be actively engaged in doing math in order to learn math. In the classroom, students will frequently work on tasks and activities to discover and apply mathematical thinking. Students will be expected to explain or justify their answers and to write clearly and properly. Your students will receive a consumable textbook and online access from their teacher.
Concepts Students will Use and Understand
* Identify similarities and differences among two-dimensional figures.
* Reason about attributes (properties) of two-dimensional figures.
*
Have experiences discussing the property of two-dimensional figures.
* Build upon their fourth grade knowledge and create a hierarchy diagram
* Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category
Vocabulary
Two Dimensional: A measure in two directions, such as length and width.
Angles: The figure formed when two rays or line segments share the same endpoint.
Point: An exact position or location.
Line Segment: A part of a line that includes two points, called endpoints, and all the points between them.
Perpendicular Lines: Lines that intersect to form right angles.
Parallel Lines: Lines in a plane that never intersect.
Base: A polygon's side or a face of a solid figure by which the figure is measured or named.
Quadrilateral: A polygon with four sides.
Parallelogram: A quadrilateral (4-sided figure) that has both pairs of opposite sides equal and
parallel. Example: all rhombi (plural for rhombus). Squares and rectangles are parallelograms.
Irregular Polygon: A polygon that doesn't have all equal sides or all equal angles.
Try http://intermath.coe.uga.edu/dictnary/homepg.asp or
http://www.amathsdictionaryforkids.com/ for further examples.
Example 1
Examine whether all quadrilaterals have right angles. Justify your answer by giving examples and non-examples.
↔
line
┴ perpendicular
X intersecting
Example 2
Explain, how a right triangle can be both scalene and isosceles, but not equilateral.
Example 3
Compare and contrast rectangles and parallelograms.
Rectangle
Parallelogram
Example 4
Activities at Home:
* Name two-dimensional figures and find examples at home.
* Draw different polygons within a piece of triangle grid paper, or use combinations of triangles to create other polygons.
* Make flash cards of different geometric figures and their properties.
* Identify, describe, and different household objects as two-dimensional figures.
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Learning to Sort
Your child was born to sort by color, shape and size. Young children love to play matching games to help with the laundry and to notice different things in the house, at the park, on the bus. Help your child sort objects – shoes, socks, leaves, toys. You are helping your child develop math skills. Try these suggestions.
INFANT:
Let your child play with foam numbers, letters, or shapes in the bathtub. As your baby gets older, help her to sort them by color or shape.
Give simple choices of toys to play with. Hold a toy in each hand. Offer each toy by name: "Would you like the rattle or the bear?" Watch to see which toy your baby grabs.
TODDLER:
Play matching games with your child. Cut pictures of animals out of magazines and glue them to sturdy cardboard. Make sure there are matches: 2 pictures of horses, 2 pictures of sheep, etc. Lay the animal cards face up on the floor. Ask your child to find the animal cards that are the same. As your child gets older, play with the cards face down.
Have a Car Wash. Let your child pick out a few of her toy cars. Help your child make a pile for dirty cars and one for clean cars. Fill a bucket with soapy water. Give you child a rag or a sponge. Watch her get everything squeaky clean. Have a towel nearby to make drying off easy when she is all done.
Play the Clean-Up Game. Have baskets or boxes for your child's toys or books. For example, you may want to have a box for blocks and a different box for trains. Help your child put his toys in the right box at the end of the day.
PRESCHOOLERS:
Make reading a part of every day. Choose books that help your child to count or sort.
Play Sorting Games during everyday activities. Have your child help you unload the dishwasher. Ask for all of the spoons, forks, or cups. Have your child help you do the laundry. Ask for all the socks. Then help him sort the socks into pairs by color or type. After they are all properly matched, count the pairs, explaining the difference between single and pairs.
Use playing cards to count and recognize numbers. Help your child to sort the cards in number order or by suit.
Put a large amount of pennies on the table. Have your child sort the shiny pennies from the dull pennies.
Make a game as you walk with your child, "Let's find all the people with hats" or "I'll spot red cars and you spot cars in your favorite color." | 887 | 592 | {
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Volume 5 Issue 1
References
Helpful Links:
http://www.mathcats.com /explore/polygons.html exploring polygons http://www.mathplay.com/PolygonGame.html -name the Shape
http://nlvm.usu.edu/en/na v/frames_asid_170_g_2_t_ 3.html?open=activities&fro m=category_g_2_t_3.html
–
compose Shapes http://www.learner.org/co
urses/learningmath/video/
geometry/wmp/geo_10_k5 _ch1.html - video of teacher using Venn Diagram to sort polygons with whole class
Grade 3 Unit 5 Geometry
Dear Parents
Welcome to the new school year! We are eager to work with you and your students as we learn new mathematical concepts. Your student's math class is calling for students to be actively engaged in doing math in order to learn math. In the classroom, students will frequently work on tasks and activities to discover and apply mathematical thinking. Students will be expected to explain or justify their answers and to write clearly and properly. Your students will receive a consumable textbook and online access from their teacher.
Concepts Students Will Use and Understand
* Further develop understandings of geometric figures by focusing on identification and descriptions of plane figures based on geometric properties.
* Identifies examples and non-examples of plane figures based on geometric properties.
* Identify differences among quadrilaterals.
* Understand that shapes in different categories may share attributes and those attributes can define a larger category (example: rhombuses, rectangles, and others have four sides and are all called quadrilaterals).
* Can draw plane figure shapes based on attributes.
* Develop an understanding of fractions, beginning with unit fractions, by partitioning shapes into equal parts and area.
Vocabulary
Parallelogram: A quadrilateral with opposite sides that are parallel and of equal length and with opposite angles that are of equal measure.
Plane figure: A two-dimensional shape such as a rectangle or a square.
Polygon: A closed plane figure made with three or more sides and angles.
Quadrilateral: A four sided polygon.
Rectangle: A quadrilateral with four right angles and two pairs of opposite, equal parallel sides.
Rhombus: A parallelogram with four equal sides and equal opposite angles.
Square: A quadrilateral with four equal sides, four right angles, and opposite sides parallel.
Triangle: A polygon with three sides.
Trapezoid: A quadrilateral with one pair of parallel sides.
Try http://intermath.coe.uga.edu/dictnary/homepg.asp or http://www.amathsdictionaryforkids.com/ for further examples.
Georgia Math Grade 3 Textbook Connection:
Ch. 14, Lessons 1-6
Textbook Online:
connected.mcgrawhill.com
Ask your teacher for the online passcode
Examples: Geometry
Sort shapes into groups by attributes. Identify the shape and describe it.
1. I have 4 sides. My opposite sides are equal. I have 4 right angles. Which shape am I? Why?
2. I have 4 sides. I have only 1 pair of parallel sides. Which shape am I? Why?
Name the shape, describe the attributes of each.
Activities at Home
* Use grid paper to create congruent shapes.
* Identify, describe, and classify different household objects as solid figures.
* Use tangrams to make plane figures.
* Cut pieces of yarn to make line segments. Measure each segment in inches (to the nearest quarter inch) and centimeters.
* Go stargazing and make imaginary line segments by connecting the stars (points). Create geometric shapes.
* Go on a shape hunt! Look for geometric shapes in your home and community. Create a chart to show your findings. | 1,669 | 779 | {
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Theodora Bear
Carolyn Jones illustrated by Barbara Spurll
ISBN: 978-1-55143-496-4
AR Quiz # 116038
About the Book
Harriet is a girl who has a large collection of stuffed animals. A visiting teddy, Theodora Bear, leads the other animals in a variety of attempts to boss Harriet around. It is all Harriet can do to get her own way once in a while.
About the author
Carolyn Jones is a teacher in Coquitlam, British Columbia. Theodora Bear is her first children's book. It is set in Strathcona, Chinatown's residential neighborhood, where Carolyn lives. Like Theodora Bear, Carolyn loves to shop in Chinatown.
About the Writing
Carolyn's two goddaughters, Emma and Sarah, were the inspiration for the book. They always ask for stories about Theodora, the bossy, mischievous teddy bear. In Jones' stories, the teddy bear always outsmarts the adults. Emma and Sarah often scold Theodora for the "bad" things she's done since they saw her last.
Writing the book was easy, since Jones has a large collection of stuffed animals herself.
Teaching Ideas—Curriculum Connections Prereading Ideas
Chapter One: Sick Day
How do you feel when you have a cold?
What is Antarctica? Where is Antarctica?
Chapter Two: Chores
What chores need to be done every day? What chores are you expected to do at home?
Chapter Three: Music, music, music
What kind of music do you like to listen to?
Chapter Four: Movie Night
In this chapter, the animals watch a movie set in London, England. The people there have accents different from most accents we hear in Canada. What does an English accent sound like? (Be prepared to do one if you can't elicit it from students.)
Chapter Five: Theodora Bear Goes Camping
Have you ever gone camping? What was it like? What do you need to take with you when you go camping?
Chapter Six: Christmas Planning
Note: If you have students in your class who are Jehovah's Witness or belong to other religions that do not celebrate or acknowledge Christmas, you may wish to skip this chapter. Or you may wish to broaden your discussion to include other holidays.
If you were going to get a teddy bear a present, what would you get her/him?
Chapter Seven: Theodora and the Fish
Have you ever gone shopping with adults and seen something you wanted them to buy for you? Were you able to convince them to buy it for you?
Chapter Eight: Yoga
What is yoga? (Be prepared to demonstrate a simple yoga pose. Have the whole class try it. This will be simpler if they're already on the carpet.)
Chapter Nine: Counting
What is ABC order? (Write three or four students' names on the board and elicit alphabetical order of the names.)
Chapter Ten: Names
Have you ever wanted to change your name? If you could change your name, what would your new name be? Do you have a nickname?
Chapter Eleven: Bedtime
Have you ever woken up in the night because the blankets have fallen off the bed?
Chapter Twelve: Going Home
What hobbies do you have? What hobbies do members of your family have? What hobbies does your best friend have? Bird-watching is a hobby. What do you think bird-watchers do? Do you ever see birds near the school or where you live?
Classroom Discussion Questions
Chapter One
When you have a cold, what should you do to get better?
Why don't we say "shut up" to someone when we want that person to quiet down?
Chapter Four
Have you ever been at home when all the power has gone out? What did you do? What can you do for fun when the power goes out and the radio, television and computer don't work?
Chapter Six
What are the holidays you celebrate? How do you and your family plan for them? Do you give gifts or not?
Chapter Seven
Theodora Bear's fish is a good pet because she is quiet. Theodora's fish also does tricks. Other animals make good pets for different reasons. What makes different animals good pets? What animals wouldn't make good pets?
Chapter Eleven
What can you do to make sure you get a good night's sleep every night?
Suggested Activities
Vocabulary/spelling for Theodora Bear
Chapter One grumpy, frowned, coughed, quiet
Chapter Two household chore, thumbs, pre-breakfast
Chapter Three off-key
Chapter Four relaxing, cushion, accents, relax
Chapter Five tease, revenge, essentials, kazoos, roughing it
Chapter Six marzipan, naughty or nice
Chapter Seven picky shopper, dumplings, moon cakes, vegetarian
Chapter Eight yoga, yoga positions, dresser
Chapter Nine critic, schedule
Chapter Ten roots, hurricane, crocodile, queen
Chapter Eleven wrapped, sales
Chapter Twelve binoculars, hobby, éclairs, wombat
Other Titles and Websites of Interest
www.theodorabear.com
Winnie the Pooh by A.A. Milne (Dutton Juvenile) | 2,001 | 1,087 | {
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15 Month Check-Up
BECOMING INDEPENDENT
Name___________________________ Weight _____lbs. ______oz.
Age _____________
Length ___________
Date _____________
Head Size ___________
DIET
Your toddler should be eating at family meal times. Because of his high-energy needs and continued fast growth, he will need three scheduled meals and two scheduled snacks. The snacks should be spaced two hours after one meal and two hours before the next meal. Serve nutritious foods and let him choose how much he wants to eat.
He should be eating table foods now. Make sure that foods are cut small and do not give hard foods to him because of the risk of choking. His appetite is highly variable at this age.
He will continue to learn feeding skills. He will use his fingers primarily and this is a good time to offer a spoon. This will be messy, but important in the learning process. Drinks should now be in a cup. Drinking from a bottle can lead to tooth decay and ear infections.
DEVELOPMENT
Your child is now learning to become a separate individual and will want to make his own choices.
You may notice differences in your toddler as you observe other toddlers. Quiet, watchful babies may become even more observant and sedentary, in contrast to active intense ones, who are always moving. Some will talk earlier and others will be able to climb large play structures with ease. Each of these development styles is normal. Your toddler is becoming an individual.
Discipline becomes important in year two. It must be seen as a long-term teaching process.
This is only the beginning of setting limits for your child.
Temper tantrums make their unwelcome appearance at this age. They are a result of your child's struggle between independence and dependence. They become frustrated easily, as they do not always have the verbal or motor skills to get what they want. They are depending on you to set limits. If your toddler is having a tantrum and you cannot distract him, simply walk away and ignore the behavior. Do not reward the tantrum by giving in. Parents and caregivers must be consistent in discipline. On the other hand, it is critical that you spend most of the time in a positive mode of interaction. Find something to say or a way to interact on a minute to minute basis whether it is reading a book, singing a song or commenting on the color of the block he is playing with. Throughout parenting a measure to aim at is 10 positive interactions for each negative or disciplinary action. (See also the discipline section in your Growing Up Healthy book)
SAFETY/ACCIDENT PREVENTION
(Please see previous well-check prevention also.)
* Toddler proof your home. Make it safe with as few temptations as possible so that your toddler can explore and learn. Remember your child needs constant supervision.
* Hold onto your child in traffic areas and in parking lots. Drivers in cars cannot see young children.
* Be sure your child rides in a properly fitted car seat in the back seat of the car. Rear facing remains the safest position for the car seat.
* Always supervise outdoor play.
* Remember to use sunscreen.
* Continuously watch your child around any water. Toddlers are top heavy and can fall into toilets, pails etc. and drown in just inches of water.
IMMUNIZATIONS
DTaP
Given/Not given
Hepatitis A
Given/Not given
Influenza
Given/Not given
Varicella
Given/Not given
MMR
Given/Not given
Pnemococcal
Given/Not given
Other immunizations given today:
Next health care visit is when your toddler is _______ years old.
COMMENTS | 1,495 | 758 | {
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Name(s)
CALIFORNIA STATE SCIENCE FAIR 2008 PROJECT SUMMARY
Project Number
Griffin R. Lay
J1016
Project Title
Making Acid Oceans: The Effects of Anthropogenic Atmospheric Carbon Dioxide Increase on the pH of Earth's Oceans
Objectives/Goals
Abstract
The goal of this project is to assess the potential effects of increasing amounts of atmospheric carbon dioxide resulting from anthropogenic activity on the pH of the oceans. Over the past 150 years oceanic pH has dropped, while atmospheric carbon dioxide has increased. Are these two phenomena causally related?
An enclosed aquarium was partially filled with distilled or ocean water of known initial pH, and the carbon dioxide level of the overlying air mass was increased by injection of known amounts of carbon dioxide. The water was gently circulated by a pump and the sealed system allowed to equilibrate, with the carbon dioxide content and pH measured after equilibrium. Changes in water pH were plotted as functions of atmospheric carbon dioxide concentration.
Methods/Materials
Results
Conclusions/Discussion
The water pH decreased in proportion to the carbon dioxide contribution in the air up to a limiting value that appears to be a saturation level. The drop in pH was as large as -1.4 for very high levels of carbon dioxide, and -0.5 for factor of 10 increases in carbon dioxide which are in the range envisioned by unabated anthropogenic contributions over the next century. It is clearly established that atmospheric carbon dioxide level and ocean pH are causally related and past and future changes in ocean pH can be attributed to human induced increases in carbon dioxide emissions.
As atmospheric carbon dioxide concentration increases in the future, oceanic pH will decrease from its current slightly basic level (pH ~8) to less basic or acidic levels. Global observations indicate that this has already occurred in the last 150 years: as the industrial revolution increased atmospheric carbon dioxide concentration, ocean pH dropped by about -0.1 in pH. This ocean/atmosphere coupling occurs irrespective of contentious global warming consequences from the role of carbon dioxide role as a greenhouse gas. With oceanic organisms having evolved within a narrow pH level, there should be concern that oceanic acidification may disrupt the metabolic processes of diatoms at the bottom of the food chain and essential for production of free oxygen. Unabated, this poses a global threat to the ecosystem.
Summary Statement
A controlled experiment demonstrates that increase in carbon dioxide concentration in air overlying a water mass lowers the pH of the water, a fundamental cause of ocean acidification due to anthropogenic carbon dioxide emissions.
Help Received
Father obtained high resolution CO2 and pH meters, and helped type the report. | 1,289 | 549 | {
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Nutrition for Kids
Use the following tools to help your children develop healthy eating habits:
Be a good role model and practice what you preach. Unhealthy kids are often the result of unhealthy parents. Eating habits are learned behaviors so what they learn to eat at home at a young age will stick with them into adulthood.
Educate and talk to your kids early about healthy habits. Inform your kids that if they eat healthy foods they will grow up to be strong and healthy. Educate them about the benefits of living an active lifestyle as opposed to sitting in front of the TV.
Take the kids grocery shopping. Introduce them to the variety of whole foods. Allow kids to make choices about what they want to buy and eat. Encourage them to explore new foods.
Take a trip to the local farmer's market. Introduce them to the farmers. Explain to them where the food comes from and what's the difference between organic and non-organic.
Be flexible. Don't be too strict with food. Allow your child to have most things in moderation. Allow them to have a special treat each day or once a week. This will help them to build a good relationship with food.
Make mealtime a special family time. Create a warm atmosphere. Plate each dish so it looks good. Pay attention to all five senses when sitting down to a meal.
Get the whole family involved in meal production. Give each child a special task at meal time. Allow your kids to plan weekly meals. let kids help in the kitchen. Kids like eating foods they create. Allow kids to get creative when preparing their school lunch.
Don't serve "kid food" and "adult food". Research shows that it takes 10-12 attempts before a child will try a new food. Make the same dinner for everyone being sure to include food they like.
Cook with your kids or get your kids involved in a kid's cooking class. Teach kids about food and cooking in an active way. This will increase their sense of culinary adventure.
Teach your kids about the negative marketing of foods to kids. Avoid the highly marketed processed foods targeting at kids.
Avoid processed foods. Work hard to avoid food colorings, benzoate preservatives and artificial sweeteners. Food dyes and additives are a factor in attention and behavior disorders and can increase incidence of ADHD.
Don't use food as rewards, bribes or punishments. This will foster a negative relationship between you and your child and food.
Love and accept your child at any weight, size or shape. Help your child create a healthy relationship with food. Dieting during a growth spurt can have dangerous results.
Make sure your child eats breakfast. It is the most important meal of the day. It will increase their energy, alertness and attention.
Remember that as the parent, you are the boss. Adults need to set boundaries and limits. Listen to your children but set limits. | 1,053 | 586 | {
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Tally charts
I am learning to record responses using a tally chart.
Step 1: First we choose a topic for research. For example "How many brothers or sisters do you have in your family?"
Step 2: Discuss with students what categories they need to record every ones responses. In the example above it might be zero, one, two, three, four etc.
Step 3: Recording the information. Discuss with students how they could record the answers people give. For example, some students may suggest ticks, or recording responses using numbers e.g. 1, 2, 3… . Discuss with students the pros and cons of each of these methods. Probe further by asking why using ticks may become more problematic when recording many peoples response.
Introduce the term tally marks. Explain that tally marks look like a vertical dash. Each response is denoted by a dash. After four vertical dashes the fifth mark crosses diagonally through the previous four marks (see the example below).
| Tally mark | Number |
|---|---|
| | Four |
| | Five |
Ask students why grouping responses in fives helps you to quickly add up the responses. Suitable answers might include students noting that you can count up in fives rather than having to count every mark.
Now draw 25 marks across the board. Ask students to quickly count how many marks there are. Once students have done this ask them what problems they encountered e.g. "It's slow", "I lost track" etc. Discuss how these are not problems we encounter when using tally marks.
Step 4: Get students to copy this tally chart into their books. If the group decided on different categories use their suggestions instead. Once students have done this they can start their survey. They must survey every class member and record their response using a tally mark.
| Brothers and sisters in family. | Tally marks. |
|---|---|
| 0 | |
| 1 | |
| 2 | |
| 3 | |
| 4 | |
| 5 | |
| 6+ | |
Once students have recorded all their information on the tally chart discuss with students what findings they can make. For example what is the most common amount of brothers and sisters a child has in their class? How many people have no brothers or sisters? What is the most amount of brothers or sisters anyone in our class has?
Now repeat this process with students choosing their own questions to survey the class on. Students should work through the same process outlined above and again record all responses as tally marks on a tally chart. You may like to go one step further and graph the information using strip graphs, pie charts or bar graphs as described in the earlier lesson "Strip graphs, bar graphs and pie charts". | 1,050 | 592 | {
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Ghana International School Junior School Academic Programme and Curriculum
The Junior School caters to students from year 3 to year 6 (7 to 11 year olds). While the core subjects of English, Mathematics and Science follow the UK Cambridge curriculum; other subjects such as History and Geography follow the English National Curriculum with complimentary infusions and components from Ghana , our host nation.
Our Year 6 students write the Cambridge Primary Checkpoint Examinations in English, Mathematics and Science in the month of April. The papers are marked externally in the UK and allow the School to benchmark its achievements against other Cambridge Schools around the world. All students receive diagnostic feedback on their individual performance.
Students are taught Mathematics, English, History, Geography and Personal, Social and Health Education (PSHE) by their class teachers. Subject specialists teach Science, French, Music,Art, Physical Education and Information Technology.
The Online Scholastic Reading Scheme has started andencompassesallstudentswhoare able to read at theirownpaceprogressingthroughavarietyofdiversetexts. Thescheme alsolevels the students and set targets for progression.
The Junior School aims toexposeourstudentstothe'realityoutsidetheclassroom'.Wedothis by incorporating field trips and visiting speakers who are experts in their field into the curricular plans.
Year 6 history and Geography goes further to expose students to the wealth of experiences from the African continent culminating in a residential trip to Kumasi in which students experience at first hand the rich Ashanti history and culture as well as the land features and industries of the region.
Weekly assemblies are held to showcase the learning taking place in and out oftheclassroom. Students show their learning through dramatized skits, music and dance. Achievement awards are given for individual studenteffortinallsubjectareas.Studentsarealsorecognizedfortheir achievements in external music performance exams, maths and sports such as the annual inter-house swimming competition . Various developing talents withintheschoolarealsogiven a platform in which to hone their performance skills. The Junior School Band was created to encourage the development ofmusicaltalentinourstudents.Theyarecreatingtheirownmusic and have several opportunities to perform during special events as well. Class of the Week encourages collective responsibility in adhering to the Junior School's essential behaviour agreements and routines.
Playtimes are tailored to cater for the differing needs of our children. Those that prefer quiet play can play board or card games and those that are more kinaesthetic can take to the field with hoops and ropesandotherlargeplayequipment. Thisequipmentisnowmaintainedbythe students themselves as the Junior School Council is responsible for organising fund raising activities to replenish the stock.
Community Service
Community service is an important partofthe JuniorSchoollife.TheJuniorSchoolpridesitself on its thriving community service programme. Projects suchasanannualvisittoahomeforthe aged to donate essential provisions gathered during a food drive; and partnering with established organisations such as "Chance For Children" a project that houses, educates and supports needy children; enable our students to develop a sense of compassion and the importance of helping those who maybelessfortunate.Ourstudentsalsosupportandsponsor surgeries for children with congenital heart conditions through the "Children's' Heart Foundation Ghana."
We consider community service essential to inculcate a sense of civic duty and global responsibility in our children.
.
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Using Cultural Intelligence to Build Collaboration & Cooperation in a Multicultural Organization
Training Overview
For teams to succeed in today's competitive global environment, they must have the drive, knowledge and strategy to collaborate effectively with colleagues from diverse cultural backgrounds. A collaborative workplace fosters innovation and utilizes the strengths of each teammate. Do you know what work values are important to your teammates? How can you give suggestions that will be well-received? Are you comfortable saying "No" during a discussion? How can you manage differences in opinions and yet still work towards a common goal? By developing Cultural Intelligence, you can learn to overcome common challenges to collaboration and in turn contribute to a cooperative and collaborative work environment.
Course Objectives
* To have a strong awareness of one's own culture as well as the culture of our colleagues
* To develop an understanding of how our own culture and the culture of others affect the way we behave , communicate and react in a variety of daily situations within the business environment
* To utilize specific skills to build trust that leads to a strong collaborative mindset
* To eliminate all bias or prejudice that will inhibit cooperation and effective communication between colleagues
WHO WILL BENEFIT
This program is best suited for:
* Teams consisting of people from diverse backgrounds
* Team leaders leading teams that are highly interdependent on one another
* Project managers working with colleagues across various disciplines
Using Cultural Intelligence to Build Collaboration & Cooperation in a Multicultural Organization
Course Outline
Module 1: What is Culture?
* Understanding what culture is and how it affects us
* Getting to know our own culture
* Cultural values and how they affect our view of collaboration
Module 2: The Cultural Scale to Measure Our Culture and Theirs
* Identifying cultural norms:
* Demonstrating respect
* Building trust
* Concepts of face saving
* Understanding the culture scale (power distance, high context vs low context cultures, collectivism vs individualism, relationship vs task and caution vs risk)
* How important is harmony?
* Activity-4R to shift from Judgement to understanding
Module 3: Building Cooperation through Collaboration
* Understanding our own communication style
* Looking at our own family communication culture
* Bridging the gap in communication styles
* Strategies to building strong intercultural communication
* We can all learn from each other
* The key principles of collaboration
* Reaching the full potential of effective collaboration techniques
* Anticipating the challenges to collaboration
* Approaching a workplace challenge through collaborative means
* Trust - The foundation of collaboration
* Tapping into our collective wisdom and understanding though collaboration
Module 4: Working Together with Cultural Understanding
* Common blocks to cross-cultural communication
* Overcoming counterproductive stereotypes
* Addressing unconscious bias
* You CAN work together and communicate effectively
* A strong collaborative organization and team because of cultural diversity
Many activities will be used to build cultural understanding, develop specific intercultural communication skills and demonstrate principles of effective intercultural collaboration and cooperation.
Steve L. Muhs M.Ed. Lead Trainer
PSMB Certified Trainer Advanced CQ Certified Facilitator Certified Executive Coach
Steve is a member of the global community and as such has enjoyed the opportunity to work with and train people from over 50 different countries. Having spent the last 15 years living and working in Malaysia, he hasn't just taught cultural awareness, he's lived it. Steve is an excellent communicator and has enjoyed working with a variety of organizations throughout Asia, designing and facilitating courses that have cooperatively met their objectives with great success. | 1,788 | 722 | {
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HOW MANY TEN-DOLLAR NOTES?
E CA AC EA AA AM AP
I am learning how many tens there are in numbers less than 1000.
PRIOR KNOWLEDGE REQUIRED: To do this I need to be very confident and quick at counting up and down in tens and jumping in groups of 10.
1) Time how quickly you can complete this table.
New strategy with materials: You may use play money to help you answer these questions.
| Number | 10 more than | Number |
|---|---|---|
| a) 40 | | g) 90 |
| b) 70 | | h) 40 |
| c) 60 | | i) 30 |
| d) 10 | | j) 70 |
| e) 50 | | k) 20 |
| f) 20 | | l) 50 |
2) How much money would I have if I had this many $10 notes?
3) How many ten dollar notes are in these numbers?
| Number | $ | Number |
|---|---|---|
| a) 23 | 230 | d) 13 |
| b) 36 | | e) 71 |
New strategy with imaging: Do not use materials to answer these.
| Number of notes | $ | Number of notes |
|---|---|---|
| a) 76 | 760 | d) |
| b) | 820 | e) |
| c) | 450 | f) |
4) How much money would I have if I had this many $10 notes?
5) How many ten dollar notes are in these numbers?
| Number | $ | Number |
|---|---|---|
| a) 11 | | d) 18 |
| b) 23 | | e) 31 |
| c) 14 | | f) 96 |
| Number of notes | $ | Number of notes |
|---|---|---|
| a) | 20 | d) |
| b) | 360 | e) |
| c) | 180 | f) |
Word problems using number properties:
6) A pack of Christmas Crackers costs $10. How many packs can Tim buy if he has:
a) $34
b) $79
c) $456
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The Tides of South-west England
Ever since early man came to the shores of SW England he would have been aware of the rhythmic rise and fall of the sea. It would not have taken much observation to realise that there were about two tides every day and that when high water (HW) took place in the morning and evening they were much higher than when they occurred in the middle of the day. At the same time, since early man was a great observer of the night sky, he would have seen that the changes in the times of the largest and smallest tides during the day related to different phases of the Moon. Thus high (spring) tides coincide with full and new moons, and low (neap) tides with the first and third quarters of the moon. (Elsewhere, such as the Suffolk coast, the spring/neap pattern is the same except that it's HW springs, rather than HW neaps, that are in the middle of the day).
Today, we have the benefit of comprehensive measurements and understanding of the motion of the heavenly bodies, combined with the analysis of a series of systematic, long, in situ and careful observations of tidal levels from many different stations around the British Isles. By analysing these data (with 'harmonic' analysis) and with some computer modelling the UK Hydrographic Office (UKHO) is able to make accurate predictions of tidal levels for very long periods of time.
The adjective 'accurate' might seem overstated to some who visit rocky shores and find the level or time of low water (LW) to be not what they expected. There are a number of reasons for these 'inaccuracies', some natural and some man-made. We consider the man-made ones first. There are many sources of tidal predictions on the internet, some of which are free and extend well into the future. These predictions may be good enough for leisure use but are not used by large ships trying navigate their way into a shallow commercial port, who rely on UKHO predictions, and nor should they be used by rock poolers. The problem with internet predictions is that their provenance and datums are often unknown. Many are based on analysis of open source global satellite altimeter observations interpolated and extrapolated with computer models. Their problem is that the rate of progress and range of the tidal wave around the British Isles is complicated by the variability of bathymetry and coastline. Furthermore the frequency and separation between altimeter observations are determined by the track of the satellite and may not be suitable for tidal analysis near a shore. Thus although the predictions follow the phases of the moon, as observed by early man, they will not be as accurate as those of UKHO.
What about the natural reasons for UKHO imprecisions? They can be divided into four categories: a) local surges due to wind and wave set up; b) large scale surges due to atmospheric pressure changes (the 'inverse barometer' effect in which a 1 mbar increase in atmospheric pressure naturally depresses the sea level by 1 cm), c) basin scale long wave propagation through the Celtic Sea or English Channel; and d) shallow water effects that modify the shape of the deep water tidal wave and invalidates the harmonic tidal analysis technique. In certain places, for example in the higher reaches of estuaries, the rate at which water level drops decreases dramatically towards LW making its exact time difficult to estimate (and in practice not particularly relevant). By contrast, the rising tide can be surprisingly fast.
Just as a positive surge can lead to flooding and landslip, so a negative surge can reveal prehistoric forests and marine life in the sub-littoral (particularly when this coincides with a low spring tide). Forecasting surges is important for flood defences and navigation but is often difficult to do in practice because of these factors and the desire to time the maximum surge correctly with the time of HW or LW.
One other thing that can cause confusion is the choice of appropriate datum level. The Admiralty (UKHO) Tide Tables and charts define their 'Chart Datum' as the Lowest Astronomical Tide (LAT) (i.e. the lowest predicted tide) for a port or chart. The confusion comes about because other tidal predictions are based on different datums - thus an Admiralty tidal height of, say, 1.0 m may be calculated as 0.6 m from another source. By contrast the Ordnance Datum level OD(N) used on Ordnance Survey maps is defined as the mean sea level at Newlyn, Cornwall between 1915 and 1921 and applies to the whole of the island of Great Britain. Thus the height difference between OD(N) and Admiralty Chart Datums varies around the coast of South West England. For example, at Teignmouth, the difference is 2.57 m, whilst at Ilfracombe it is 4.80 m.
Toby Sherwin | 1,928 | 1,094 | {
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The New Bird in Town
By Jamie L. B. Deenihan and Carrie Hartman
Book Summary
When Owl moves to a new neighborhood, he can't wait to make friends. But when he invites the other forest animals to his tree-warming party, they misinterpret his intentions. With the help of Skunk, who knows how much first impressions can stink, Owl and his neighbors learn that everyone deserves a chance to be known.
Everyone wants to belong and be known. Giving students regular opportuni ties to get to know each other leads to the creation of a positive online class room community. Activities that allow students to share about themselves will foster the practice of essential listening skills and help to build empathy. Here is a structured activity for students to share about themselves with classmates.
Who Remembers?
Consider using this activity after reading the story to reinforce strategies that can be used to learn more about someone else.
Goal: To share about a favorite place and to remember what others shared SEL Skills Focus: Social awareness (respect for others, empathy)
Opening:
1. Gather students for an online whole-class meeting.
2. Tell students they will go around the virtual circle, each taking a turn to share a favorite place and briefly explain why. (The teacher may need to prompt because the order of the students may differ on various technological devices. Options include: alphabetically by first name, alphabetically by last name, or randomly calling on the next student.)
3. Then they will play a game called "Who Remembers," so they will need to listen carefully to what their classmates share.
4. Brainstorm examples of favorite places with students.
Body:
1. Be the first sharer in order to model using a complete sentence and keeping the "why" succinct. For example, "My favorite place is my front porch because I like to read there."
2. Have students take turns (see options above) sharing their favorite place and briefly explaining why.
3. After everyone has shared, challenge the class with four or five "Who remembers . . . ?" questions. For example, "Who remembers whose favorite place is the library?" or "Who remembers what was shared about favorite places at home?"
Closing:
1. Invite students to share their strategies for remembering what classmates said.
2. Revisit pages 16–19 when Owl meets Skunk. Ask students to share ways in which these two characters get to know each other better. (Some ideas: asking ques tions, listening to each other, apologizing for assumptions/misconceptions, and sharing about themselves.)
3. Ask students to share examples of when they met someone new and how they got to know them better.
Specifications:
32 pages
11″ x 9″
Paperback
Color
Publication Date: June 25, 2019
ISBN: 978-1-950317-01-1
US $12
This book addresses the following social and emotional learning skills:
* Welcomes or invites others to join in
* Independently recognizes when others need help
* Understands the importance of being polite and kind
* Takes risks to learn new things
* Willing to independently resolve conflicts with peers
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First Grade
YOU HAVE APPROXIMATELY 624 WEEKS AND COUNTING
THIS YEAR YOU WILL PROVOKE DISCOVERY SO YOUR CHILD WILL TRUST GOD'S CHARACTER AND EXPERIENCE GOD'S FAMILY.
Your first grader may be starting to read and enjoy books. So, this is a great year to purchase a kid's Bible. Look for one that is the full-text, in an easy-to-read translation, like NIrV. You will need to read it to them for now. Continue having other faith conversations as you go about your days together.
Your first grader's schedule may be picking up pace—from bus rides to recreational sports to after-school programs. But with all the increasing opportunities to try new things, don't miss what your first grader needs the most...you! The way you answer their questions, listen to their stories, and show up consistently will help them improve their abilities.
CONNECTION POINT: MORNING TIME
CONNECTION POINT:
Be a coach. Instill purpose by starting the day with encouraging words.
SAY THINGS LIKE...
* "Isn't that wonderful! Let's thank God for it."
* "Are you scared? Let's talk to God about it."
* "A friend loves at all times. He is there to help when trouble comes." Proverbs 17:17
* "You can trust God no matter what."
* (Repeat simple Bible verses).
* "You need to make the wise choice."
* "Let's take a new book to your friend who stayed home sick today."
* "You should treat others the way you want to be treated."
* (Involve them in serving friends and neighbors).
DRIVE TIME
CONNECTION POINT:
CONNECTION POINT:
Be a friend. Interpret life during informal conversation as you travel.
THINKS LIKE A SCIENTIST
MEAL TIME
Be a teacher. Establish values with intentional conversation while you eat together.
BED TIME
Be a counselor. Strengthen your relationship through heart conversations at the end of the day.
You help them learn when you... GIVE THEM A CHALLENGE
WANTS TO KNOW, "DO I HAVE FRIENDS?"
IS MOTIVATED BY FUN
You capture their heart when you... DEVELOP FRIENDSHIPS
You coach their moral abilities when you... INVITE OTHERS TO JOIN IN.
YOUR FIRST GRADER IS CHANGING...
01
THE PHASE WHEN UNFILTERED WORDS MAKE YOU LAUGH, SCHOOL DROP-OFF MAKES YOU CRY, AND LIFE BECOMES A STAGE WHERE YOUR KID SHOUTS, "LOOK AT ME!"
PHYSICALLY
SOCIALLY
* Loses incisor teeth (6-8 years).
* Able to swim, skip, gallop, and move to the beat of music.
* Grows two to three inches and gains an average of five pounds.
* Draws with considerable detail.
* Needs 10-12 hours of sleep each night.
MENTALLY
* Able to concentrate on one activity for 5-15 minutes.
* Often very ambitious and motivated to learn.
* Beginning to understand ironic humor and tells simple jokes.
* Wants to finish first (may be highly competitive).
* Needs guidance taking turns and losing well.
* Can be bossy or critical of others.
* May have a best friend (or may not).
EMOTIONALLY
* Tends to be enthusiastic
* Expresses feelings better through play and art (rather than words).
* Benefits from relaxation techniques (take a deep breath).
* Beginning to logically interpret cause and effect.
* Deals with fear and anxietyby distracting themselves.
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Okanagan Life Editorial Style Guide
Our editorial voice is semi-formal with a warm, yet lively, conversational tone. Feel free to use contractions. Writing needs to be tight, clear and definite. We like to see active verbs unless there's a specific reason for using the passive voice.
Humour—satire or a tongue-in-cheek approach—is often appropriate. Use interesting direct quotes. We like to hear people's own words provided that they advance the story.
Canadian Press Stylebook
With the exception of certain Okanagan Life conventions, the Canadian Press Stylebook is our standard reference. Use it.
Okanagan Life Conventions and Style Tips
Don't write like you've swallowed a thesaurus or encyclopedia. You won't go far wrong by following George Orwell's six rules of writing.
1. Never use a metaphor, simile or other figure of speech, which you are used to seeing in print (clichés).
2. Never use a long word where a short one will do.
3. If it is possible to cut a word out, always cut it out.
4. Never use the passive where you can use the active.
5. Never use a foreign phrase, a scientific word or a jargon word if you can think of an everyday English equivalent.
6. Break any of these rules sooner than say anything outright barbarous
Addresses
10–1753 Dolphin Avenue, Kelowna
Ampersands
Replace with and – except to save space in sidebars
Attribution
Whenever possible, use "says" vs. "said" to keep the tone more current.
Keep it simple.
"Our chef has to be on his toes when the kids are here," says John.
Not: Our chef has to be on his toes when the kids are here," laughs John.
British Columbia
Abbreviate as BC
Composition titles are written in italics.
Okanagan Life, Pirates of the Caribbean, Macbeth, Canadian Idol
Dates
Watch publication dates to avoid listing events that have already passed, unless specifically noted.
First Nations
Aboriginal is the umbrella term for three distinct groups of people - First Nations, Inuit and
Metis. The Okanagan Nation Alliance (Okanagan Indian Band, Westbank First Nation,
Upper Nicola Indian Band, Penticton Indian Band, Lower Similkameen Indian Band,
Upper Similkameen Indian Band and the Osoyoos Indian Band) advises that its people "may be correctly referred to as First Nation, native or indigenous peoples of this land."
Gender-neutral language
Don't sacrifice agreement when trying for gender-neutral language
Not: Each athlete must pass a drug test before they compete.
Try: Athletes must pass a drug test before they compete.
Each athlete must pass a drug test before competition.
Last resort: Each athlete must pass a drug test before he or she competes.
Internet
Capitalize Internet and Web
Email / email (no hyphen)
Websites: www.okanaganlife.com
Okanagan Life Editorial Style Guide
Less / fewer
Fewer than 100 people attended
Not: Less than 100 people attended
Numbers
Phone: 250.861.5399
Money: $20; $20 million; US$200
Metric: use metric – no need for Imperial equivalent in brackets
Decades: 1990s or 90s
Redundancies
Avoid using the same word or related word in the same sentence or even the same paragraph. (Now's the time for that thesaurus.)
Not: "The rapid growth has prompted Jones to develop a master plan to keep the airport's growth meeting demands."
Don't make a statement and then follow up with a quote that says essentially the same thing (or vice versa).
Over / more than
More than 50 participants
Not: Over 50 participants
Okanagan Lake
Not: Lake Okanagan
Per cent
Not: percent or
%
To save space in sidebars: %
Photos
Supply caption and credit
Proper Names
First reference: Jane Smith
2
nd and subsequent references: Jane
Show don't tell
Not: Smith is a colourful character.
Show the reader why Smith is colourful.
Spelling
Use Canadian version – colour, traveller, centre
Double-check the spelling of proper names
Time
Body text: 2 p.m.
To save space in sidebars: 2 pm
Capitalize when referring to the Okanagan
Proofread!
Valley | 1,876 | 922 | {
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Ergonomics
Ergonomics
"An applied science concerned with designing and arranging things people use so that the people and things interact most efficiently and safely" (Merriam-Webster)
Assessment – Quantitative or qualitative, in-person evaluation, phone interview, online survey, photos and video
Intervention – Recommendations for equipment, exercises, workflow optimization
Evaluation – Was the intervention effective? What next?
Ergonomics
* Office ergonomics:
* Desk and chair
* Computer equipment
* Document handling
* Outside of the office:
* Lifting
* Repetitive tasks
* Use of hand tools
* Vehicles
* Vibration
Sitting – Benefits and Challenges
* Benefits:
* Uses less energy
* Allows for fine motor skills and mental focus
* Less stressful than crouching, kneeling, or stooping
* Challenges:
* Seating surface influences posture and circulation
* Over-relaxation
* Static postures
Sitting Posture
Sitting – What to do…
* Pay attention to your breath
* Be aware of habitual postures
* Keep both feet on the floor (or footrest)
* Maintain balance and open angles
* Move/adjust your chair throughout the day
* Take regular breaks to stand and move around
At the computer….
* Look up and away from your computer screen (20-20-20)
* Stretch and relax your arms and hands every 30 – 60 min
Standing – Benefits and Challenges
* Benefits:
* Allows for more movement and weight shift
* Maintains active muscle engagement
* Challenges:
* Pressure on feet, shoes matter
* Uses more energy than sitting
Standing – What to do…
* Sit down periodically
* Wear supportive shoes
* Maintain balanced and relaxed legs
* Maintain pelvis in neutral position
* Explore weight shifts, knee bends, and foot position
At the computer…
* Look up and away from your monitor (20-20-20)
* Stretch and relax your arms and hands every 30 – 60 min
Keyboarding
Keyboarding
Moving – Benefits and Challenges
* Benefits:
* It's what your body is 'built' for!
* Cardiovascular fitness
* Muscle tone and bone density
* Mental focus/emotional resilience
* Challenges:
* Repetitive motion stress
* Disruption (time and motion)
* Mobility issues
Moving – What to do…
* Walking
* Hold your head up
* Wear supportive shoes
* Maintain pelvis in neutral position
* Maintain forward momentum with arms
* Use activity trackers or cell phone apps
Moving – What to do…
* Lifting
* Have a plan before you pick it up!
* Keep load close to body
* Maintain natural back curve, avoid twisting
* Engage your core – energize your belly
* Use your legs, not your back, to lift things
* Hand tools and task work
* Avoid prolonged contact with hard surfaces
* Use bent handles instead of bent wrists
* Keep hands relaxed to avoid excessive gripping force
Awareness and Wellness
* Check out March 2015 Safety Spotlight for tips and tools http://ucanr.edu/sites/ucehs/files/207901.pdf
* Nurture yourself - prioritize healthy eating, sleeping, and rest
* Consider mental or emotional triggers/associations
* Pay attention to your patterns and habits (mental and physical)
* Seek new experiences (new perspectives support new habits)
Tools and Resources
* Online tools & guides:
* UC-ANR website: http://safety.ucanr.edu/Safety_Training_Resources/Ergonomic_Training/
* Computer workstation: https://www.osha.gov/SLTC/etools/computerworkstations/positions.html
* Farm ergonomics: http://ohioline.osu.edu/aex-fact/pdf/AEX_981_6_10.pdf
* NIOSH hand tool selection guide: http://www.cdc.gov/niosh/docs/2004-164/pdfs/2004-164.pdf
* CalOSHA publications and posters: http://www.dir.ca.gov/dosh/puborder.asp
* Contact UC-ANR EHS:
http://safety.ucanr.edu/Safety_Training_Resources/Ergonomic_Training/Ergonomic_Assessment/ Malendia Maccree: firstname.lastname@example.org (530) 219-3732 | 2,021 | 921 | {
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Parents Help to Encourage Social Success at Home, Too!
By Audrey Prince, M.Ed.
Parents are fundamental contributors to their child's success. As many educators acknowledge, parents are a child's first teachers. A home environment that promotes academic and social success should not be undervalued. Many parents work to improve a child's academic success by making sure the child completes all homework, studies for tests, and develops creative projects. But parents also have opportunities to help improve a child's social success. Below are suggestions for teaching social skills that parents can practice with their children at home.
Steps for Teaching Social Skills at Home
1. Discuss the Need for Social Skills- Children need to understand that social skills are important. Share with your child that adults use social skills in their workplaces and community. Talk about/point out experiences that you or your child may have had or observed when social skills were necessary. Brainstorm and come up with a list of social skills that you and your child can work on throughout the year. Below is a list of suggested social skills to work on at home with your child.
List of Suggested Social Skills
© 2006 Super Duper
®
Publications •www.superduperinc.com
2. Work on One Social Skill at a Time- When working with your child on social skills, focus on just one skill at a time. You may want to select one skill to focus on each week. Create a chart to list the skill for that week and record how the child is doing. Use a simple system such as happy face, neutral face, and sad face to show progress.
3. Talk About the Social Skill- Help your child identify what appropriate behavior looks and sounds like. For example, praising looks like a thumbs up, clapping, or smiling. Praising sounds like, "Terrific!" "I knew you could do it!" "You're so smart!" or "Way to go!" Make a list with your child of "looks like" and "sounds like" behaviors and post it next to your chart for recording the target behavior and the progress your child makes in demonstrating appropriate behavior.
4. Practice the Social Skill- After discussing what a particular social skill looks and sounds like, provide an immediate opportunity for your child to practice the appropriate social skill behavior (looks like and sounds like). Act out a scenario with your child in which he/she must use appropriate behaviors to respond in a social situation.
5. Pause, Reflect, and Review- At the end of each day, take the time to pause, reflect, and review your child's use of social skills that day. You may want to encourage your child to keep a journal to write down thoughts about the day. If your child is not yet writing, you can keep a journal together, in which you write the entries. Help your child celebrate his/her social skills successes—if you make it a big deal, your child will, too.
Parents can engage their children in these types of activities anytime during the day. Think about using time in the car or at the dinner table to discuss social skills. As parents, emphasizing the necessity of social skills is one of the most important things you can do to help your child succeed in school—but more importantly, in life.
®
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What is Eastern Equine Encephalitis?
The eastern equine encephalitis virus (EEEV) is transmitted to humans by the bite of an infected mosquito. Eastern equine encephalitis (EEE) is a rare illness in humans and only a few cases are reported in the United States each year. Most illnesses occur in the Northeastern Atlantic states or the Gulf Coast states. EEE is one of the most severe mosquito-transmitted diseases in the United States with approximately 33% mortality and significant brain damage in most survivors.
Who gets Eastern Equine Encephalitis?
Anyone in an area where the virus is circulating can become infected with EEEV from an infectious mosquito bite. The risk is highest for people who live in or visit swampy woodland habitats in coastal regions or along the Great Lakes, and people who work outside or participate in outdoor recreational activities, which allows for greater exposure to potentially infected mosquitoes. However, cases of EEE in humans are rare.
How is Eastern Equine Encephalitis spread?
EEEV is transmitted through the bite of an infected mosquito. The primary EEEV vector is a swamp mosquito called the blacktailed mosquito (Culiseta melanura) which transmits the virus to birds, or becomes infected by feeding on infected birds in their swampland habitat. One of the most likely EEE vectors to people is the "cattail mosquito" (Coquilleta perturbans) which breeds in cattail marshes, but disease transmission can come from several other floodwater mosquito species that most commonly occur in coastal or swampy areas. Transmission of the EEE virus does not occur directly from person to person.
What are the symptoms of Eastern Equine Encephalitis?
Severe cases of EEEV infection begin with the sudden onset of headache, high fever, chills, and vomiting, and may cause encephalitis (an inflammation of the brain) that results in disorientation, seizures, and coma. Approximately a third of patients who develop EEE die and many of those who survive have mild to severe brain damage. Fortunately, most persons exposed to EEEV do not develop noticeable symptoms.
How soon after exposure do symptoms appear?
It takes 4 to 10 days after the bite of an infected mosquito to develop symptoms of EEE.
How is Eastern Equine Encephalitis diagnosed?
Diagnosis of EEE is based on tests of blood or spinal fluid. These tests typically look for antibodies that the body makes against the viral infection.
What is the treatment for Eastern Equine Encephalitis?
There is no specific treatment for EEE. Antibiotics are not effective against viruses, and no effective anti-viral drugs have been discovered. Severe illnesses are treated by supportive therapy which may
include hospitalization, respiratory support, intravenous (IV) fluids, and prevention of other infections.
How can Eastern Equine Encephalitis be prevented?
There is no vaccine or preventive drug for EEE. Avoiding mosquito bites is the main source of prevention.
Use insect repellent containing DEET, picaridin, IR3535 or oil of lemon eucalyptus on exposed skin and/or clothing. The repellent/insecticide permethrin can be used on clothing to protect through several washes. Always follow the directions on the package.
Wear long sleeves and pants when weather permits.
Have secure, intact screens on windows and doors to keep mosquitoes out.
Eliminate mosquito breeding sites by emptying standing water from flower pots, buckets, barrels, and other containers. Drill holes in tire swings so water drains out. Keep children's wading pools empty and on their sides when they are not being used.
How can I get more information about Eastern Equine Encephalitis?
If you have concerns about Eastern Equine Encephalitis, contact your healthcare provider.
Call your local health department. A directory of local health departments is located at https://www.vdh.virginia.gov/local-health-districts/.
Visit the Centers for Disease Control and Prevention website at https://www.cdc.gov/easternequineencephalitis/index.html.
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What are fuel oils?
Fuel oils are mixtures of refined crude oil. They are often yellowish/light brown in color and have strong odors. Some chemicals in the mixtures evaporate easily and some dissolve in water. They are highly flammable, and can possibly form explosive mixtures in air. Different refining processes produce the different fuel oils, which may be used as fuels for engines, lamps, heaters, furnaces, or stoves, or as solvents. Common fuel oils include kerosene, diesel fuel, jet fuel, and home heating oil.
Who is exposed to fuel oils?
Exposure to vapors occurs when filling your car's fuel tank or using other equipment that runs on fuel oils, such as kerosene stoves and heaters. Soil and water contaminated with fuel oils emit vapors, which can build in basements, crawlspaces and living areas. Exposure may also occur when using contaminated water to bathe or do laundry. Fuel oils can be absorbed through the skin during contact, such as when pumping gas or cleaning up a fuel oils spill. People can also be exposed when handling contaminated soil or water.
How can fuel oils affect my health?
Little is known about the health effects caused by exposure to fuel oils. Breathing small amounts of fuel oils vapors can lead to nose and throat irritation, headaches, dizziness, nausea, vomiting, confusion and breathing difficulties. Symptoms from swallowing small amounts of fuel oils include mouth, throat and stomach irritation, nausea, vomiting, dizziness and headaches. Some effects of skin contact with fuel oils include rashes, redness and swelling. Fuel oils can also damage the nervous system and lungs.
How likely are fuel oils to cause cancer?
The U.S. Department of Health and Human Services (DHHS) and the International Agency for Research on Cancer (IARC) have determined that some fuel oils may cause cancer but others do not have enough research to make that determination. IARC has determined that occupational exposures to fuel oils during petroleum refining are probably carcinogenic to humans.
How do fuel oils affect children?
Children are expected to have the same health effects as adults from exposure to fuel oils. It is not known whether they are more sensitive to fuel oils. There is not enough information available to determine if exposure to fuel oils causes birth defects.
Is there a medical test to determine whether I have been exposed to fuel oils?
There are no medical tests to show whether or not you have been exposed to fuel oils.
How can I reduce the risk of exposure to fuel oils?
You can reduce your exposure to fuel oils by using fuel oils in a well-ventilated area. In occupational settings, the appropriate personal protective equipment (PPE) should be used. Avoid soil and water
that have been contaminated with fuel oils, and do not let children play in contaminated soil. Properly store fuel oils and keep them away from children.
Has the federal government made recommendations to protect human health?
Both the Occupational Safety and Health Administration (OSHA) and the National Institute for Occupational Safety and Health (NIOSH) have set standards for occupational exposure to fuel oils. OSHA's permissible exposure level (PEL) is 400 parts per million (ppm), and NIOSH recommends that work place air levels not exceed 350 ppm for a 40-hour workweek.
Where can I get more information on fuel oils?
* If you have concerns about fuel oils, contact your healthcare provider.
* Call your local health department. A directory of local health departments is located at https://www.vdh.virginia.gov/local-health-districts/. Contact the Virginia Department of Health at (804) 864-8127 or at firstname.lastname@example.org.
* Visit the Agency for Toxic Substances and Disease Registry website at https://www.atsdr.cdc.gov/substances/toxsubstance.asp?toxid=91.
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St Saviour's School Curriculum Newsletter
Year 3
Summer Term 2019-2020
Seesaw: Home learning through Seesaw. Four activities will be uploaded per day including maths, writing, reading and a topic/creative based activity.
Reading: Listen to your child read every night and sign their reading diary. Please bring reading diaries and home readers in every day so I can check them. There are some useful questions to ask your child when they are reading in the middle of their reading diary. Children can access Rapid Readers on Active Learn.
Spellings: New spellings are given each week and will be in their reading diaries. Children will need to learn them for the following Monday.
Maths: Practising times tables using Times Tables Rockstars and use of the Active Learn login for all maths learning we have been doing. Children can choose which activity they do, but it is recommended that they have a go at what we are learning that week.
P.E. Days: Monday and Thursday Come to school dressed in PE kit.
Parent sharing session: Making volcanoes – date/time: tbc
This term our learning will be based around the theme of…
'Violent Volcanoes'
Children will learn about the following…
Maths: Addition, subtraction, multiplication, division, fractions, measurement, angles (2D shapes), time. Developing mental maths skills; 3x, 4x and 8 x tables. Reading, writing and ordering numbers to 1000. Problem solving and reasoning skills.
English: Handwriting – letter formation and joined handwriting, Spelling, Grammar, Reading – guided reading, individual reading, shared reading and Writing – play scripts, myths and legends, reports, diaries, poetry, stories and crosscurricular writing.
Focus texts: 'The Firework-Maker's Daughter' by Phillip Pullman.
Science: Rocks and Soils and Light and Shadows.
Art/DT: Landscapes and cityscapes, paint samples and creating volcanoes.
Geography: Volcanoes
PE: Physical Literacy and tennis – Coaches will be coming in to teach the children.
Computing: Understanding internet use today – E-safety and using documents such as Microsoft Word.
Music: Charanga - Reflect, Rewind and Replay.
PSHE: 'Relationships – friendships, keeping myself safe, being a global citizen. Changing me – understand that everyone is unique and special. Learning how baby animals/humans grow.
French: Conversational French - Greetings, describing people, places, things and actions.
You can help your child to succeed by doing the following:
* Listen to your child read and sign the homework diary.
* Help your child to learn the times tables. By the end of Year 3, children are expected to be able to recall the X2, X10, X 5, X3, X4 and X8.
* Ensure that they are organised for the day ahead by providing a water bottle alongside their lunch, a pencil case and suitable clothing for both in and outdoor learning. | 1,226 | 626 | {
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Freeing up Free Education for Children
Kalol taluka in Panchmahals district belongs to one of the less developed parts of vibrant Gujarat. Panchmahals is home to fairly large sized communities of adivasis who have not benefitted from the economic development that has made the Patels and the Shahs well known across American and European business houses. Additionally, several hundred of families belonging to the minority community live below the poverty line (BPL). Schools are run by the government where education is provided free of cost up to matriculation level. Even those schools run by private trusts but aided by the state government are required not to charge tuition or any kind of fees from students.
Last December, 3–4 students approached Aslambhai a resident of Kalol with a complaint. They said they were being pressurised by their teachers every month to pay money as fees. The demands varied from Rs.10/- to Rs.35/-. If the students did not pay up teachers would turn up at their homes to collect the money. However no receipt was issued against such fee payments. This School is managed by a private trust but receives aid from the State Government. Aslambhai visited the Principal of the high school to enquire why the teachers charged fees from students. The Principal assured him that they had the power to collect whatever fees they wanted at any time.
Aslambhai had learnt about the Right to Information Act (RTI Act) recently. He knew that any private body substantially funded by the government was a deemed public authority under the RTI Act and was duty bound to give information on request. Aslambhai drafted an information request and submitted it to the Principal of the high school demanding to know –
2) For what purposes can the high school collect fees from students?
1) How much fees can be legitimately collected from students?
3) Copies of circulars or government orders giving details of the above information.
{Aslambhai is one of 30 men and women in Panchmahals district, Gujarat trained by the Commonwealth Human Rights Initiative to use the RTI Act in 2005}
The Principal was taken aback when he received the information request. He requested Aslambhai to visit his office to discuss the application. He assured Aslambhai that no such fees would be collected from those students who had complained to him. Aslambhai was not content with this assurance. He insisted that the Principal give him a reply in writing that the school did not have any authority to collect any fees except fees for computer classes which the trust had begun at its own expense. The students of this school are happy because their teachers are no longer demanding any fees from them. Aslambhai believes that RTI works for those who once found themselves powerless before the powerful. He plans to tell as many people as possible in his taluka about the RTI Act. | 1,165 | 591 | {
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MAPPING OUR FUTURE: Preparing to Testify
Presented by
Michelle Romero The Greenlining Institute firstname.lastname@example.org
The process of re-drawing election districts;
Occurs once every 10 years!
Primary purpose: Equal Population – "one person, one vote!"
Drawing Lines that Matter
Scenario #1 – No Representation
"Community of interest" makes up only 25% of constituent base in all four districts.
Scenario #2 – Representation
Community of interest makes up a substantial constituent base in at least one district
Historically…
Draws State Assembly districts
Draws State Senate districts
Draws Board of Equalization districts
Draws Congressional districts
After PROP 11 (2008)
New Citizens Redistricting Commission
Draws Congressional districts
Proposition 20 (2010) later reassigned congressional redistricting to the commission
Draws State Assembly districts
Draws State Senate districts
Draws Board of Equalization districts
Public Hearings
Two rounds of hearings:
–ROUND 1: PRE-MAP (April-May)
*1 st Draft Maps – June 10 th
–ROUND 2: POST-MAP (June-July)
*Final Maps – End of July
Hearings & meetings posted at:
www.wedrawthelines.ca.gov
The Criteria (Prop 11)
1. Equal Population
2. Comply with Federal Voting Rights Act (Sect. 2 & 5)
3. Geographically contiguous
4. Respect city and county, neighborhood, or "community of interest" boundaries.
5. Compactness
6. Nesting (i.e. 2 Assembly districts = 1 Senate district)
*** Incumbent blind - residences may not be considered; districts may not be drawn to favor politicians or parties.
Public Input Hearings
The California Citizens Redistricting Commission coming to your area:
[Fill in the blank, find at www.wedrawthelines.ca.gov]
Submitting Public Input
Beyond the public hearings, write in!
» Email: email@example.com
» Hotline for questions:
» (866) 356-5217
* www.wedrawthelines.ca.gov
* *view public comments online!
Community of Interest
"A contiguous population which shares common social and economic interests that should be included within a single district for purposes of its effective and fair representation."
–Defined by Proposition 20 (2010)
EXCEPTIONS:
*NOT partisan interest/affiliation
*NOT race alone
How to talk about my community?
Three (3) key components:
1. What the economic and social interests that bind your community together.
2. Why your community should be kept together for fair representation.
3. Where your community is located – define the boundaries!
INTRODUCTION
3-5 min script
"My name is Astrid Garcia, resident of North Hollywood for x years"
IDENTIFY YOUR GOAL
"I would like the commission to keep my community together"
DESCRIBE YOUR COMMUNITY
"My neighborhood is working class, low to median income families, mostly renters" (Emphasize common social and economic interests)
DISTINGUISH YOUR COMMUNITY FROM OTHERS
How is your community is different or alike from the surrounding communities/areas?
PROVIDE MAP OF YOUR COMMUNITY
Describe specific streets or geographic boundaries that bound your community.
THANK THE COMMISSION & PROVIDE WRITTEN MATERIALS DOCUMENTING YOUR TESTIMONY
Data & Mapping Tools
www.ReDrawCA.org
Tips for Testifying
IN PERSON:
*2 minutes to present; stay on message
*Bring a written document of your testimony (16 copies)
*Have other community members and/or organizations sign on to your testimony, even if they cannot be present.
Congratulations! Now you know...
* What Redistricting is and why it matters * How to advocate for yourself and your community * Where to access the appropriate resources | 1,975 | 802 | {
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Food challenge! – Glossary
accompaniment noun [count]
haddock noun [uncount]
something that you provide as a good addition, especially to a particular meal Serve the sauce as an accompaniment to roast meat.
add verb
to put something with another thing or group of things
When the sauce is thick, add the cheese.
bean noun [count]
a seed of various plants that is cooked and eaten There are many different types of beans, for example kidney beans, soya beans, and green beans.
beetroot noun [count/uncount]
the round dark-purple root of a vegetable that is cooked and eaten cold, especially in salads. The American word is beet.
boil verb
if a liquid boils, or if you boil it, it becomes so hot that there are bubbles in it and it starts to become a gas
When the water boils, add the rice
broccoli noun [uncount]
a vegetable consisting of green stems with many small green or purple buds on the ends
cabbage noun [count/uncount]
a hard round vegetable with green or purple leaves that can be eaten raw in salads or cooked
cod noun [uncount]
a fish that lives in the North Atlantic Ocean, eaten as food
cooker noun [count]
a large piece of kitchen equipment that is used for cooking. The American word is stove a gas/electric cooker
crack verb
to deliberately break something open in order to get what is inside
They used a hammer to crack open the coconuts.
grill noun [count]
the part of a cooker where food is cooked under strong heat.
a type of large fish that lives in the North Atlantic Ocean, eaten as food herb
noun [count]
a plant used for adding flavour to food or as a medicine
illegal adjective
not allowed by the law
I was charged with illegal possession of firearms.
lamb noun [uncount]
the meat from a young sheep
lemon grass noun [uncount]
a plant similar to thick grass that is used in cooking to give a lemon flavour, especially in Southeast Asian meals
lime noun [count/uncount]
a fruit with a hard green skin and sour juice that grows on a lime tree
mango noun [count/uncount]
a soft sweet tropical fruit with a red or green skin that is yellow inside and has a large hard seed in the middle
mix verb
to combine two or more substances so that they become a single substance
Add the eggs and mix thoroughly.
mixture noun [count/uncount]
a substance such as food that is the result of mixing different things
Spoon the mixture into the cake tins.
mustard
noun [uncount]
a yellow substance with a hot taste made from the seeds of a plant. Mustard is eaten, especially with meat, in small amounts.
onion noun [count]
a round vegetable with thin dry skin and many layers inside that tastes and smells very strong
pan noun [count]
a round metal container used for cooking, with a handle and usually a lid.
pineapple noun [count/uncount]
a large fruit that is yellow and juicy inside and has a thick yellow-brown skin with sharp points on it
InsideOut
pork noun [uncount]
the meat from a pig pour verb to make a liquid or substance flow out of a container that you are holding Pour the mixture into a dish and bake for 45 minutes.
raw adjective raw food has not been cooked, or has not been thoroughly cooked salmon noun [uncount] a silver fish with pink flesh that lives in the sea but swims up rivers to produce its eggs, eaten as food We had fresh salmon to start the meal.
sauce noun [count/uncount] a liquid food that you put on other foods to give them a particular flavour ice cream and chocolate sauce sausage noun [count/uncount] a food that consists of a tube of skin containing very small pieces of meat mixed with spices
soy sauce noun [uncount] a dark brown sauce made from soya beans spicy adjective spicy food has a strong hot flavour
sponge noun [count]
a piece of a soft artificial or natural substance that is used for taking liquid into itself, for cleaning
things, or for washing yourself stew noun [count/uncount] a dish made by cooking vegetables, and usually meat or fish, slowly in liquid ladling out the lamb stew
stir verb to move food around in a dish or pan using a spoon or other object Stir the sauce gently over a low heat.
texture noun [count/uncount]
the way that food feels when you are eating it a cheese with a salty taste and a creamy texture
toast noun [uncount] bread that has been heated until its outside is brown and hard a slice of toast
tuna noun [uncount]
a large fish that lives in the Pacific and Atlantic
Oceans, eaten as food
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Unless and until – Learn the difference
Created: Saturday, 23 July 2016 13:42 | Published: Monday, 25 July 2016 15:27 | Written by Chander Madan | Print
Introduction:
In English language, there are many confusing words where we all get puzzled. We have done most of these in our previous articles. Today we will discuss another confusing pair "until" and "unless".
Until and Unless are generally used as a conjunction to connect the sentences in English. These can also be used as a preposition. Let's learn the usage ofuntil andunless.
Unless:
Unless means same, as if… not. Unless is followed by a present tense, past tense or past perfect tense. Unless is used instead of 'if… not' in conditional sentence of all types. The order of clause doesn't matter with a sentence using unless.
Unless + present tense
If you don't study properly and diligently, you will never understand economics.
Using "if":
Using "unless":
Unless you study properly and diligently, you will never understand economics.
Unless + past tense
She would be here by now if she wasn't stuck in traffic.
Using "if":
Using "unless":
She would be here by now unless she was stuck in traffic.
Unless + past perfect tense
Our director would not have signed the contract if she hadn't had a lawyer present.
Using "if":
Using " unless":
Our director would not have signed the contract unless she hadn't had a lawyer present.
Example:
2. He will not come to your home "unless" you go to his.
1. I shall not lend you money "unless" you give me gold.
3. The bank will not provide you loan "unless" you show them your original identities.
4. He will not trust you "unless" you prove yourself.
Until:
Until is used up to the particular time, and is already considered a negative form in connectors, so don't use ' not' with until in a sentence.
Usage:
Compare “ until”, “to”, and “ by” .
The word “until” is used in expressions of time to mean "the time up to”
Example: To finish the work until 8 PM, she stayed inside the cabin the entire day.
The word “ to” can be used like “until” with expressions of time with from
Example: They worked from morning until nine in the night.
We use “by” , not “until” , when referring to an action that will occur no later than a future time
Example: Will the hot water be turned back on by tomorrow?
To refer to a continuing state that stops at a certain time, we use “until”
Example: You'll have to wait until next week for the hot water.
Examples:
2. "Until" I complete the homework, please don't switch-on the T.V.
1.Wait here "until" I come back.
3. You have to wait "until" the next train arrives.
5. He read "until" his guests arrived.
4. They did not come "until" the meeting was half over.
Conclusion:
English has many complicated things to learn. Practice and knowledge about the words may help you to understand the difference. Stay tuned for more blogs to improve your spoken English skills.
About EAgeTutor:
Please visit www.eagetutor.com.
eAgeTutor.com is the premier Online Tutoring Provider. eAge's world-class faculty and ace communication experts from around the globe help you To Improve English in an all-round manner. Assignments and tasks based on a well-researched content developed by subject matter and industry experts can certainly fetch the most desired results for improving spoken English skills. Overcoming limitations is just a click of mouse away in this age of effective and advance communication technology. For further information on online English speaking course or to experience the wonders of virtual classroom fix a demonstration session with our tutor.
-By Chander Madan
Related Topics:
2. Grammatically correct way to write dates
1. Criterion vs. Criteria – Learn the correct usage
3. Are you using preposition 'by' and 'to' interchangeably?
5. Between vs. Among - Know the difference
4. 10 common words with different origins
Category: Spoken English
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WHAT ARE PCBs?
Polychlorinated biphenyls are commonly called PCBs. They were used as coolants, insulating materials, and lubricants in electric equipment. PCBs can still be found in products, such as old fluorescent light fixtures, electric appliances, and some paints and glues.
* Between 1929-1977 thousands of tons of PCBs were produced by developed countries
* 1977 - U.S. Environmental Protection Agency prohibited PCB production
* PCB levels in the environment have decreased since 1977
PCBs
Uses and Properties of PCBs
Uses
Are a group of chemicals with a common structure
Coolants in electrical equipment like transformers
Are clear to dark brown in color
Differ only in the amount of chlorine they contain
Hydraulic and lubricating fluids
Are thick, oily liquids or solids
Strongly attach to soil particles
Evaporate very slowly unless heated to high temperatures
Are stored in animal fat
Do not dissolve readily in water
Have excellent insulating properties
Do not burn easily
Making pesticides
Making plastic
Ingredients in caulking compounds, paints, glues, and inks
Making carbonless copy paper
EXPOSED POPULATIONS
CERTAIN WORKERS CAN COME INTO CONTACT WITH PCBs DURING REPAIR OF EQUIPMENT, ACCIDENTS OR SPILLS.
Possible Job Related Contacts
Electric cable repair
Electroplating
Emergency Response
Firefighting
Hazardous waste hauling/site operating
Heat exchanging equipment repair
Metal finishing
Paving and roofing
Pipefitting/plumbing
Timber product manufacturing
Transformer/capacitor repair
PCBs stay in the environment for a long time and concentrate up in the food chain.
Wasteoil processing
Possible Non-Job Related Contacts
[x] Contact with waste oils that have been illegally dumped on the roadside
[x] Breathing smoke and soot from transformer or capacitor fires
[x] Eating fish and shellfish that contains PCBs
Special Populations at Risk
[x] Fetuses (babies before birth) and nursing infants whose mothers are exposed
[x] People with liver disorders
[x] People who use certain medications that may harm the liver
EFFECTS OF PCBs
PCBs in the Body
[x] Absorbed PCBs are slowly removed by natural body processes.
[x] Until removed, PCBs are stored in fat.
[x] Slow removal by the body causes PCBs to accumulate in some animals.
[x] Some animals are much more affected by PCBs than others.
Effects on Laboratory Animals
[x] Decreased birthweight when exposed at high doses.
[x] Tumors occur in some exposed animals.
[x] EPA considers PCBs to be probable human carcinogens (cancer-causing substances).
Known Human Effects
[x] The only proven effect in humans is chloracne, a skin condition similar to acne.
[x] Chloracne is resistant to treatment.
[x] Chloracne will go away after exposure is stopped. | 1,413 | 666 | {
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To the bottom of the ocean
WORKSHEET
A
On 25 th March this year, film director James Cameron, maker of films such as Titanic and Avatar, visited a place no human being had been to in more than fifty years. In fact, he became only the third person ever to go there; the other two had made the journey together in a submarine called the Trieste in 1960.
The place he went to is the Mariana Trench: the deepest place in any of the world's oceans. It is almost 11,000 metres below the surface of the western Pacific Ocean, close to the Mariana Islands.
Cameron made the journey in a one-man submarine made of thick steel, the Deepsea Challenger. It took him two and a half hours to reach the ocean floor. Most of the journey was through blackness, as sunlight only travels about 1,000 metres down through the world's oceans, but the submarine had very strong lights so that Cameron could film the ocean floor and any animals he saw. He plans to make a documentary about his journey.
From the surface of the ocean the distance down to the Mariana Trench is greater than the distance up to the top of the world's highest mountain, Mount Everest (8,848 metres). The wreck of the Titanic, which Cameron has also visited in a submarine, is 3,800 metres under the Atlantic Ocean (so far down that it was only discovered in 1985, seventy-three years after the ship sank), but that distance is small in comparison with the depth of the Mariana Trench.
To the bottom of the ocean
WORKSHEET B
Exercise 1
Answer the questions below.
1. What is James Cameron's job?
2. What is the Deepsea Challenger?
3. What is the Mariana Trench?
4. What is the Deepsea Challenger made of?
5. Why did the Deepsea Challenger have lots of lights?
6. Where is the Mariana Trench?
7. How many people had been to the Mariana Trench before James Cameron?
8. What happened to the Titanic in 1912?
Exercise 2
Decide whether the following statements are true (T) or false (F), or if the text doesn't say (D).
1. There was no other person with James Cameron in the Deepsea Challenger.
2. He saw lots of strange animals near the bottom of the ocean.
3. Nobody has ever visited the wreck of the Titanic.
4. James Cameron visited the wreck of the Titanic in 1985.
5. It took him less than two hours to reach the ocean floor in the Deepsea Challenger.
6. The Mariana Trench is further below the surface of the ocean than the top of Mount Everest is above it.
7. From the surface of the ocean the distance down to the wreck of the Titanic is smaller than the distance up to the top of Mount Everest.
8. The Mariana Trench and the wreck of the Titanic are under the same ocean.
9. James Cameron's documentary about his journey to the Mariana Trench will be in cinemas in 2013.
10. There is no sunlight in the place where the wreck of the Titanic is.
To the bottom of the ocean
WORKSHEET C
Exercise 3
Fill in the gaps to complete the text.
On 25 th March this year, film director James Cameron, maker of films such as Titanic and Avatar, visited a place no human (1) b _ _ ng had been to in more than fifty years. In fact, he became only the third person ever to go there; the other two had made the (2) j _ _ _ _ e _ together in a submarine called the Trieste in 1960.
The place he went to is the Mariana Trench: the (3) _ _ _ _ est place in any of the world’s oceans. It is almost 11,000 metres below the (4) _ u _ _ _ _ e of the western Pacific Ocean, close to the Mariana Islands.
Cameron made the journey in a special one-man submarine (5) _ _ _ e of thick steel, the Deepsea Challenger. It took him two and a half hours to reach the ocean floor.
Most of the journey was through (6) _ l _ _ _ ness , as sunlight only travels about 1,000 metres down through the world’s oceans, but the submarine had very strong lights so that Cameron could film the ocean floor and any animals he saw. He plans to make a (7) d _ _ _ _ _ _ _ _ _ y about his journey.
From the surface of the ocean the distance down to the Mariana Trench is greater than the distance up to the top of the world’s (8) _ _ _ _ est mountain, Mount Everest (8,848 metres). The (9) w _ e _ k of the Titanic , which Cameron has also visited in a submarine, is 3,800 metres under the (10) A _ _ _ _ _ _ _ Ocean (so far down that it was only discovered in 1985, seventy-three years after the ship sank), but that (11) _ _ _ _ _ _ ce is small in comparison with the (12) de _ _ h of the Mariana Trench. | 1,842 | 1,095 | {
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Brianna Zweimiller
Outbound Report—Finland
In July of 2013, I represented Kansas and the United States 4-H Program as an outbound States' 4-H representative. I lived with a host family for four weeks and lived the life of a native Finn. Of the things I experienced, I will share with you two of the most "Finnish" things I enjoyed.
First, I experienced the Midnight Sun. Since Finland is located so far north, the sky is lit by sunshine for up to 70 consecutive days and nights in the northern most parts of the country during the summer months. In the south, Finns experience between 15 and 20 hours of pure sunshine throughout the summer. Since I was located in the northern portion of Finland, I never saw darkness. The sun would go down at approximately 10 or 11pm, and then rise above the horizon again at around 4 or 5am. The sun never truly set; instead it would just hide below the horizon for a few hours, cast a light similar to that of dusk in Kansas.
The other traditional pleasure I enjoyed is the Finnish sauna (pronounced SOW-nah). Finns use the sauna as a relaxation mechanism, and attribute its use to the outstanding physical and mental health of many Finnish people. The most traditional sauna is a "smoke sauna" which is heated by burning wood. The smoke is allowed to fill the sauna for approximately four hours, and is released just prior to the use of the sauna. Second, there is also a wood-heated sauna that uses a pipe to divert the smoke as the wood burns, like a typical wood stove. In addition, there are electric saunas and infrared saunas that are quicker to heat and are growing more popular.
Of the saunas I described, I enjoyed wood saunas and electric saunas. I was able to see a smoke sauna, but was unable to use it at the time. Specifically, I most enjoyed a wood sauna at the summer home of my host-grandparents. Finns enjoy saunas as not only a relaxing recreational activity, but also to bathe. To do this, as is typical at summer homes on the lake, a water canister is connected to the metal wood stove. The water is heated and mixed with cold lake water to make it a comfortable temperature for bathing use. Then the sauna user participates in a series of swims in the lakes, sweats in the sauna, and finally bathing. It seems very strange and foreign to Americans and people of other cultures, but it is actually a most enjoyable and satisfying experience. By mixing relaxation with a regular daily function, it becomes more like an at-home spa experience. | 945 | 551 | {
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The Affect Grid
You use the "affect grid" to describe feelings. It is in the form of a square—a kind of map for feelings. The center of the square (marked by X in the grid below) represents a neutral, average, everyday feeling. It is nei-ther positive nor negative.
The right half of the grid represents pleasant feelings. The farther to the right the more pleasant. The left half represents unpleasant feelings. The farther to the left, the more unpleasant.
Extremely
unpleasant
feelings
Extremely
pleasant
feelings
The vertical dimension of the map represents degree of arousal. Arousal has to do with how wide awake, alert, or activated a person feels—independent of whether the feeling is positive or negative.
The top half is for feel-ings that are above average in arousal. The lower half is for feelings below average. The bottom represents sleep, and the higher you go, the more awake a person feels. So, the next step up from the bottom would be half awake/half asleep.
At the top of the square is maximum arousal. If you imagine a state we might call frantic excitement (remembering that it could be either positive or negative), then this feeling would define the top of the grid.
Extreme sleepiness
Extremely high arousal
If the "frantic excitement" was positive it would, of course, fall on the right half of the grid. The more positive, the farther to the right. If the "frantic excitement" was negative, it would fall on the left half of the grid. The more negative, the farther to the left. If the "frantic excitement" was neither positive nor negative, then it would fall in the middle square of the top row, as shown below.
ACTIVITIES
(continued)
Other areas of the grid can be labeled as well. Up and to the right are feelings of ecstasy, excitement, joy. Opposite these, down and to the left, are feelings of depression, melancholy, sadness, and gloom. Up and to the left are feelings of stress and tension. Opposite these, down and to the right, are feelings of calm, relaxation, serenity.
Depression
Stress
Excitement
Relaxation
Feelings are complex. They come in all shades and degrees. The labels we have given are merely landmarks to help you understand the affect grid. When actually using the grid, put an X anywhere in the grid to indicate the exact shade and intensity of feeling. Please look over the entire grid to get a feel for the meaning of the various areas.
Example: Suppose that you were just surprised. Suppose further that the surprise was nei-ther pleasant nor unpleasant. Probably you would feel more aroused than average. You might put your mark as shown.
Example: Suppose, instead, that you were only mildly surprised but that the surprise was a mildly pleasant one. You might put your mark as shown below.
Extremely high arousal
Depression
Extreme sleepiness
Stress
Excitement
Extremely
unpleasant
feelings
Extremely
pleasant
feelings
Relaxation
Please rate how you are feeling right now.
Source: Copyright © 1989 American
Psychological Association. Reproductd by permission. From Russell, J. A., Weiss, A., & Mendelsohn, G. A., "Affect grid: A single-item scale of pleasure and arousal," Journal of Personality and Social Psychology, 57, pp. 501–502, 494. No further reproduction or distribution is permitted without written permission from the American Psychological Association. | 1,325 | 745 | {
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Name:
The Caste System
According to Hindu tradition, society is organized into four main social classes or "castes," the Brahmin, Kshatriya, Vaisya and Sudra (divided into many subcategories), which assign people a certain status in the social hierarchy. There are also those who fall outside the caste system, the 'Dalits' or the 'untouchables'. They are seen as the lowest rank of society, whose presence, touch and even mention is considered 'polluting' to the 'upper' castes. As such, they face intense discrimination and abuse.
The caste system is based on the following ideas:
* People of different castes cannot get married to each other (and any children resulting from such a marriage would take on the lower caste or even become untouchable);
* A person's job and social status is determined by birth and cannot be changed during a person's lifetime
* A person's caste cannot be changed for any reasons or by any actions
* The positions and privileges held by each person are determined by caste.
* A peaceful and harmonious society is only possible when people follow the expectations of their caste and maintain the hierarchy.
Language used to address each other, dress codes and lifestyles all represent who is of a higher or lower caste in a situation.
* Punishment is used to ensure compliance; people in lower castes are given much harsher punishments than those of upper castes, including punishing families and communities for the crimes of an individual.
The Caste System and Hindu Beliefs
The ranks in Hindu society come from a legend in which the main groupings, or varnas, emerge from an ancient creature at the beginning of time. From the mouth come the Brahmins—the priests and teachers. From the arms come the Kshatriyas—the rulers and soldiers. From the thighs come the Vaisyas— merchants and traders. From the feet come the Sudras—laborers.
Many Hindus believe that part of person's dharma is to accept the responsibilities of his/her caste. People believe they could build good karma by fulfilling the duties of their caste (dharma) and so could earn the reward of a higher status in their next life.
People with bad karma are reborn into a lower caste or life form (such as an insect). People with good karma are reborn into a higher caste.
However, some Hindus argue that the caste system does not come from their holy book and should not be considered part of their religion. These people disagree with the discrimination that results from the caste system.
Name:
Caste System Guiding Questions:
1. What is a caste?
2. What are the four main castes?
3. Explain who the untouchables are.
4. Can a person change castes?
5. What is the purpose of having this system? Why does it supposedly help society?
6. How does the caste system relate to the Hindu beliefs of dharma, karma, and samsara (reincarnation)?
7. Do all Hindus believe in the caste system?
Caste System Social Hierarchy Diagram:
Place the castes on the diagram below, according to how much power/ wealth/ respect they have in Hindu society.
Date: | 1,257 | 657 | {
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Curriculum Passport
Driver Awards
Communication
Say something positive about one of your friends Take part in a class debate / discussion
Tell someone at home what you have been learning about in school and ask them to tell school!
Ask your teacher a question to help you learn more.
Show you agree / disagree with an opinion in a respectful w
Answer a question in assembly.
Speak in front of a group of peers and/or adults.
Read aloud in collective worship in front of the school.
Take turns in group work to share ideas and listen attentivel
Be welcoming to visitors and/or new children who join our school.
Listen actively in class to everyone.
Perform a poem / speech or song in front of an audience.
To deliver a message with clarity to another class or adult.
Give feedback to a peer respectfully
Tell your own story using pictures
Use another language
Communicate positively through use of body language
Receive praise or a compliment positively.
Take part in 'World Hello Day'
Explain a task to a friend who is stuck.
Health
Eat a healthy lunch every day.
Have good table manners and use cutlery correctly
Bring PE Kit to every lesson.
Have a suitable bedtime and get adequate sleep.
Be active at breaktime and lunchtimes.
Bring a healthy breaktime snack.
er!
Have knowledge of a balanced diet – show us through a post
Drink a healthy amount of water during the day.
Recognise the importance of basic hygiene.
Take part in an out of school physical activity.
Show calmness in a difficult situation.
Control emotions in different situations and recognise it is OK to feel different emotions.
Make someone else happy.
Speak up when something is on your mind.
Discuss how I look in a positive way.
Take part in children's mental health week
Learn some basic first aid.
Global Citizen
Keep the classroom tidy
Contribute to the general tidiness of the school and playgro und.
Pick up a piece of litter in the community (safely supported by an adult)
Look after our resources – starting with classroom equipment
Pick up plastic from a beach or forest environment.
Show evidence of recycling at home
Learn about different cultures and traditions.
Learn some words in another language.
Wear your uniform smartly and with pride.
Talk about events that have happened in the news.
Do something to help end poverty.
Donate some food to a foodbank.
Find out about an individual who has championed equality.
Create a poster showing some of the 2030 sustainable development goals.
Take part in a school event to raise money for charity.
Communicate with a child in a different country.
Talk to someone on the eco-council in school about the work they are doing.
Manage a small class budget for an enterprise project.
Show an interest and curiosity in other people's religions.
Explain why we have rules and laws.
Accept that people have different beliefs and show that there may be different sides to an argument (balanced argument)
Answer the 'project' questions at the start and end of your learning and discuss why answers might have changed.
Identify the core Catholic beliefs and communicate these in a creative way.
Plan a class liturgy.
Demonstrate self-belief and resilience.
Respect and value diversity
Be a peacemaker
Speak to someone with different beliefs to you and identify what you have in common.
Aspiration
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Viking Towns
Objective
Equipment
* Identify English towns that have names that are Viking/Norse in origin.
Preparation
* Teachers can use the prepared Activity Sheets.
* Alternatively, they can select a specific set of orienteering control points for this activity and insert the numbers for these control points into the editable Activity Sheets.
* Talk to the children about how the names of towns and cities in the UK give us clues about their origins.
* e.g Towns and cities ending in '…chester' were founded in Roman Britain.
* 'Borough' is an Anglo-Saxon word for a fortified town. Towns and cities ending in '…borough' were Anglo-Saxon towns.
* Towns and cities ending in 'by', 'thorpe' or 'toft' have Viking (or Norse) names.
* Tell the children that they are going to capture Viking towns. They will be able to tell if a town is a Viking town from its name.
* Split the children into teams. Give each team an Activity Sheet and an orienteering map.
Other information
* There are three different Activity Sheets for this activity.
* As a follow-on activity, children could look at a map of England and locate the Viking towns that they have captured. Where are most towns with Viking names? (Most Viking place names are to the east of a line drawn from Chester to London. This was the 'Danelaw'. The Saxons lived to the south and west of this line.)
* Answers: (Viking towns)
Activity Sheet 1: Whitby, Derby, Corby, Scunthorpe
Activity Sheet 2: Cleethorpes, Wetherby, Lowestoft, Mablethorpe
Activity Sheet 3: Langtoft, Moorthorpe, Rugby, Maltby
* Enrich School Orienteering Map
* Orienteering control markers
* Activity Sheets
* UK Atlas (for follow – on activity)
Instructions
* Each team must use their orienteering map to visit the control points indicated on their activity sheet.
* At each control point, they look at the second letter on the control marker.
* They write the letter next to the town/city on their Activity Sheet.
* They then look at its name and decide if it is a Viking town.
* If it is, they must put a cross next to it to show that they have captured the town.
* When they have visited all the control points, they return to the starting point and tell the teacher which Viking towns they have captured.
* The first group to have visited all the control points and correctly identified the Viking towns is the winner – they have captured the most Viking towns. | 1,026 | 556 | {
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Region: Wales
Landscape: rural
Location: Bwlch Nant yr Arian, Ponterwyd, Aberystwyth, Ceredigion SY23 3AD
Grid reference: SN 71963 81590
Getting there: The Bwlch Nant yr Arian Forest Visitor Centre and carpark is located at a turnoff along the A44, approximately 10 miles east of Aberystwyth. There is a carpark fee but no other entry fee for the entire day. To reach the viewpoint, continue to follow the path from the carpark, past the café and shop, and along the lakeside.
As you stand along the edge of the lake at the heart of Bwlch Nant yr Arian you will be surrounded by rolling hills and woodlands, and songs of the many birds that live amongst the trees.
Every afternoon up to 150 red kites gradually fill the sky, circling high above, waiting to swoop down for their food. But this was not always the case - as recently as 20 years ago only a handful of Red Kites remained in Wales.
Bwlch Nant yr Arian's panoramic views towards the coastline of Cardigan Bay and the expanse of the Cambrian Mountains are dramatic. For as far as you can see through the valleys and around the lake at the heart of your view, there are dense areas of deciduous woodland. It is this unique setting that helps us to answer our question…
Stand and look into the distance. Above the rich green fields and woodlands you may see a few Red Kites circling the skies. You will know you have spotted one of these majestic birds of prey if you can see a forked tail between a mighty wingspan of nearly two metres and hear a distinctive high-pitched 'whistle' call. Their characteristic colours make them very attractive; pale grey heads with russet body feathers and distinctive white and black underwing patches. This rural landscape is largely uninhabited, allowing the Red Kites to soar freely, nest and hunt without the disturbance of urban hustle and bustle.
When feeding time approaches up to 150 of these beautiful birds travel from as far as 10 miles away and fly regally above the lake before plunging down to enjoy their daily feast. Once they have claimed their food they will disperse back to their nests, high in the trees that stand here in abundance. Nesting 10-15 meters up, these towering trees provide the prefect habitat.
However this scene of soaring birds flocking for food has not always been so. As scavengers, Red Kites were highly valued in the Middle Ages, keeping streets clean from rodents and waste. However attitudes changed by the 16th century, instead thought of as vermin due to their predation of domestic and game birds. With the manufacture of firearms, hunting them became easier and a lack of fear of people made them an easy target.
The Red Kite became rarer and rarer, eventually becoming extinct in England in 1871 and Scotland in 1879. Here in Wales, their mercy to human guns was compounded by the impulsive and changeable Welsh weather.
Thankfully hope remained for Wales as a handful survived in the valleys in which we stand now. It wasn't until 1903 that a long and tireless battle to reinstate them through an intensive breeding programme began - a collaboration between individuals, landowners and later the RSPB. This now century-long effort was to become one of the world's longest running species protection schemes! Most Welsh Kites nest within 20km of where they were reared, hence the abundance you can catch sight of in this small areas today.
In 1999 Bwlch Nant yr Arian introduced its Red Kite feeding programme to build on the previous 100 years of breeding success to see numbers gradually creep up.
Standing here today you will be witnessing birds that are part of the now 500-strong breeding pairs in Wales. It is almost 20 years since the introduction of the feeding scheme and more people than ever visit Bwlch Nant yr Arian to enjoy the amazing views and Red Kite spectacle. The long story of these birds of prey progressing from the brink of extinction to now claiming the status of the national bird of Wales is extraordinary. The unique geography of trees and valley lakes, and valiant conservation efforts have ensured its success.
As you walk around the lake and its surroundings before standing to watch the Red Kites, how does it make you feel? Do you believe this place has helped to create a conservation success story?
Every landscape has a story to tell – Find out more at www.discoveringbritain.org | 1,659 | 956 | {
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Seven Grandfather Teachings
"The Mishomis Book" Benton-Banai (1988)
The creator gave the seven grandfathers the responsibility to watch over the people. Each of these teachings must be used with the rest
Section 1 NIBWAAKAAWIN (Wisdom) Represented by the Beaver
The mixture of these teachings, combined with the experiences of life, is what we refer to as wisdom. It is given to us by the Creator to be used for good. Wisdom carries other meanings, which also include intelligence or knowledge. When we cherish our knowledge or intelligence, we are also cherishing our wisdom. We must use sound judgment with the ability to separate inner qualities and relationships. We must use a good sense and course of action to form a positive attitude. We must remember to listen and use the wisdom that has been provided by our Elders, Tribal leadership, and Spiritual leaders. We must also always remember that Wisdom comes in all shapes, sizes, forms, and ages.
Section 2 ZAAGI'DIWIN (Love) Represented by the Eagle
Knowing love is to know peace. Our love must be unconditional. When people are weak, that is when they need love the most. Love is a strong affection for another. This can form between friends and family. Love is an attachment based upon devotion, admiration, tenderness, and kindness for all things around you. For one to love and accept themselves is to live at peace with the Creator and in harmony with all of creation. Love knows no bounds. We must accept it sincerely and give it freely.
Section 3 MINAADENDAMOWIN (Respect) Represented by the Buffalo
A way to honor creation is by showing respect. There should be no part of creation that should be excluded from the honor that we are to give. We demonstrate respect by realizing the value of all people and things, and by showing courteous consideration and appreciation. We must give respect if we wish to be respected. We honor the traditional roles that we fill and the teaching we have been given. We honor our families and others, as well as ourselves. We are not to bring harm to anyone or anything. Respect is not just an action, but a heart-grown feeling.
Section 4 AAKODE'EWIN (Bravery) Represented by the Bear
Facing a problem with integrity is a true demonstration of bravery. We do what is right even when the consequences may be unpleasant. We face life with the courage to use our personal strengths to face difficulties, stand tall through adversity, and make positive choices. We must stand up for our convictions and have courage in our thinking and speaking. All these actions together will lead to ceaseless bravery.
Section 5. GWAYAKWAADIZIWIN (Honesty) Represented by the Raven
Facing a situation is to be brave, but having the courage to not only do the right thing but also say it, is honest. We must allow truth to be our guide. We must first be honest with ourselves. This will allow us to be honest with others. We must give full value to both the efforts of our own and others. When we walk through life with integrity, it is then that we know honesty. Be truthful and trustworthy. We must also remember to accept and act on truths through straightforward and appropriate communication.
Section 6. DABADENDIZIWIN (Humility) Represented by the Wolf
Humility is to know that we are a part of creation. We must always consider ourselves equal to one another. We should never think of ourselves as being better or worse than anyone else. Humility comes in many forms. This includes compassion, calmness, meekness, gentleness, and patience. We must reflect on how we want to present ourselves to those around us. We must be aware of the balance and equality with all of life, including humans, plants, and animals.
Section 7. DEBWEWIN (Truth) Represented by the Turtle
Truth is having the knowledge of our cultural teachings. It gives us the ability to act without regret. We must understand, speak, and feel the truth, while also honoring its power. Truth should not lead us to deceptions. We know who we are in our hearts. By knowing that, we also know the truth. Our emotional, physical, mental, and spiritual gifts will guide each one of us in our journey. | 1,608 | 910 | {
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Growing Leafy Greens
Leafy greens such as lettuce, spinach, kale, collards, turnip and mustard greens, endive, escarole, radicchio and chard are among the easiest vegetables to grow. In Pennsylvania spring and fall plantings are recommended. Leafy greens can be started from seeds indoors, directly seeded into the garden, or purchased as seedlings.
Selecting and Preparing a Site
Loose, fertile, moist, sandy loam soils are recommended for growing leafy greens. Select a site that will receive at least six hours of direct sunlight per day. Test the soil prior to planting and apply fertilizer and lime based on test results, mixing them into the soil before seeding or transplanting.
Planting
For head lettuce, romaine, and radicchio, start with seeds indoors. Sow the seeds 5–7 weeks before the desired transplanting dates. (In Pennsylvania, the recommended transplanting dates are April 20 th , August 15 th , or both.) Once germinated, transplant the seedlings into cells or flats. Reduce water and temperatures for about 3 days and place them outdoors during the day one week prior to transplanting to help them adjust to outside conditions.
If planting seeds directly into the garden, consider that seeds are often small and must be planted at the proper depth. Lettuce, turnip greens, and mustard greens should be planted ¼ inch deep. Escarole, endive, spinach, and radicchio should be planted ½ inch deep. Recommended seeding dates are as follows:
* Leaf lettuce: April 1 st – August 1 st
* Spinach: April and the end of August
* Turnip and mustard greens: April 1 st – August 1 st
* Endive and escarole: May to the end of July
* Kale: March/April and July
* Collards: April and July
* Swiss Chard: March/April and September/October in southeastern PA; May in western and northern PA
If planting multiple rows, sow seeds in wide, banded rows 12 to 24 inches apart. Within rows, space seeds about 6 to 15 inches apart with kale, collards, and endive needing the most spacing.
Caring for the Site
Leafy greens mature quickly (40 to 70 days) and require cool, consistently moist growing conditions. Regular watering helps cool the soil as spring days become warmer. Side–dress (lay a line of fertilizer along the plant row, about 4 inches away from the stems, and then another row the same way on the opposite side of the plants) with an all–purpose fertilizer or compost one or two times during the growing season.
Bolting is a common problem with leafy greens. Bolting is the formation of flowers and seeds and destroys the flavor of the leaves, making them bitter and tough. High temperatures, long periods of high light intensities, and drought contribute to this problem. Maintaining cool conditions and reducing the light intensity as days get longer in early summer help reduce bolting.
Harvesting
Once leaves are large enough, they can be harvested. Leaf lettuce and spinach are typically harvested when leaves are 4 to 6 inches long. Kale, collards, mustard greens, and chard can be harvested when leaves are about 10 inches long.
Remove leaves with sharp scissors or pruners. The entire plant can be harvested when the leaves are fully developed or they can be harvested a few leaves at a time as they are needed to extend the harvest period.
When harvesting individual leaves, harvest those on the outside of the plant first and leave the inner, younger leaves to continue to develop. Avoid harvesting large, overly mature leaves, especially on leafy greens like kale, collards, chard, and mustards. If outer leaves are too large, they can be tough and stringy.
Developed by the Pennsylvania Department of Education and Penn State University (Project PA).
This project has been funded at least in part with Federal funds from the U.S. Department of Agriculture. The contents of this publication do not necessarily reflect the view or policies of the U.S. Department of Agriculture, nor does mention of trade names, commercial products, or organization imply endorsement by the U.S. Government. USDA is an equal opportunity provider, employer, and lender. | 1,701 | 895 | {
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Spring Fill in the Blanks
A number of words have been removed from the text and placed in a word bank. Use the words from the word bank to fill in the blanks in the text. Write the words in the blanks provided.
All About Spring Spring is one of the four ___________. Spring falls after the __________ season and before the __________ season. All four of the seasons are determined by the change in ____________. In the ____________ Hemisphere, spring begins on either March 19th, March 20th, or March 21st depending on the year. However, in the ____________ Hemisphere, spring falls between September and November. Spring is also called the Vernal ___________ which means equal nights. This is because the days and nights are approximately equal everywhere which means there are about 12 hours of night and 12 hours of daylight. The sun rises ___________ and sets __________ in the spring.
There are many signs of spring. The snow __________ and the rivers, streams and lakes become fuller. Spring is often called the season of blossoms. Trees, flowers and grass begin to have buds and soon blossom. Temperatures gradually become __________ throughout the spring season. Animals come out from their _______________ or winter hideouts. Many birds will migrate north. Many animals have their __________ in the spring. In the spring, birds will build their nests and have their chicks. You will see more animals, birds and bugs in spring than you do in winter. Spring is also a time for changing ___________ patterns. Sometimes, spring will bring storms, floods, hurricanes, warm winds and tornadoes. Spring usually means __________ weather and more rain which helps the grass and crops begin to grow. Spring ___________, sunshine and longer days provide the weather that plants need to __________.
There are many changes in nature during the spring. When you take a walk in the spring, it isn't hard to understand why so many people say "Spring is in the air." Spring ends with the __________ solstice.
Name:
Spring Cloze Challenge
A number of words have been removed from the text and placed in a word bank. Use the words from the word bank to fill in the blanks in the text. Write the words in the blanks provided.
All About Spring
Spring is one of the four seasons . Spring falls after the winter season and before the summer season. All four of the seasons are determined by the change in sunlight . In the Northern Hemisphere, spring begins on either March 19th, March 20th, or March 21st depending on the year. However, in the Southern Hemisphere, spring falls between September and November. Spring is also called the Vernal Equinox which means equal nights. This is because the days and nights are approximately equal everywhere which means there are about 12 hours of night and 12 hours of daylight. The sun rises earlier and sets later in the spring.
There are many signs of spring. The snow melts and the rivers, streams and lakes become fuller. Spring is often called the season of blossoms. Trees, flowers and grass begin to have buds and soon blossom. Temperatures gradually become warmer throughout the spring season. Animals come out from their hibernation or winter hideouts. Many birds will migrate north. Many animals have their babies in the spring. In the spring, birds will build their nests and have their chicks. You will see more animals, birds and bugs in spring than you do in winter. Spring is also a time for changing weather patterns. Sometimes, spring will bring storms, floods, hurricanes, warm winds and tornadoes. Spring usually means warmer weather and more rain which helps the grass and crops begin to grow. Spring showers , sunshine and longer days provide the weather that plants need to grow .
There are many changes in nature during the spring. When you take a walk in the spring, it isn't hard to understand why so many people say "Spring is in the air." Spring ends with the summer solstice. | 1,514 | 818 | {
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11 th grade Honors American Literature
Instructor: firstname.lastname@example.org
2022-2023 Summer Assignment
Kindred by Octavia Butler
Course Overview: 11 th grade Honors American Literature is a survey of American Literature that encompasses a diligent study of literature and composition. We will engage in ongoing conversation as we attempt to discover what it means to be an American.
Required Text: Kindred by Octavia Butler
**This book uses profanity and racial/racist language that we no longer find acceptable. It is used deliberately for purpose and effect and Butler, a black woman, did not choose to use it without careful consideration of its impact on the reader. Please keep in mind that any discomfort that you feel is likely intentional and necessary to understand Butler's message**
Read and annotate (yes, annotate ).
"To annotate" simply means to make notes, to write in the margins and pages of the book as you read and not after you have finished reading. Annotating is not simply underlining or highlighting. If you underline anything, you should write a note in the margin that has an explanation/ thought/reaction. While it is preferred to write in the book, sticky notes with notes attached to the specific page the notes apply will be acceptable.
Part I: Annotate As you read:
A. Annotate for the following symbols and images:
* dogs
* water (in the form of rivers, rain, etc.)
* violence (weapons, whips, assaults, etc.)
* historical elements related to the setting/time period.
* spiritual/religious references (there will not be many)
* As you notice these symbols, write why you think they are being used and what they symbolize
B. Annotate for the following themes:
* Violence
* Power
* How characters are treated differently because of race, sex, class, and/or wealth?
C. Annotate how the following characters develop (change, grow) throughout the novel:
* Rufus
* Dana
* Kevin
* Mr. Weylin
* Alice
D. Annotate major conflicts throughout the novel. How do those conflicts help develop the growth of the characters?
Some students like to use different colors for different topics. While this can slow down your work, it is okay if it helps you to stay organized. You do not have to annotate every page. You do have to annotate all the key elements listed above.
11 th grade Honors American Literature
Instructor: email@example.com
2022-2023 Summer Assignment
Kindred by Octavia Butler
Part 2: Use your understanding of the novel to answer the following questions. Your answer should be around 150 words, in MLA format, with textual evidence to support your answer.
1. Both Kevin and Dana know that they cannot change history: "We're in the middle of history. We surely can't change it." (page100); and "It's over.... There's nothing you can do to change any of it now." (page 264). Why must you, the reader, experience this journey with Dana? As a member of the human race, must we experience different cultures in order to understand and accept them?
2. How do you think Butler confronts us with issues of difference in Kindred? How does she challenge us to consider boundaries of black/white, master/slave, husband/wife, past/present? What other differences does she convolute? Do you think such dichotomies are flexible? Artificial? Useful? | 1,354 | 733 | {
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Performance report
In our home market it has been another excellent year. Pre-tax profits are up by £25 million, and the forecast for the next quarter is equally good. Profits from abroad are down because of a recession in Japan. However, our overall performance has been good, and the earnings have increased to 26.4p and the dividend will be increased to 4.3p per share, which will please our shareholders.
We plan to issue new shares in order to finance expansion in Asia. W also plan to increase our investment in plant and equipment before entering the Chinese market. We are particularly pleased with our performance in France and Germany where revenues have increased. As a result of using a new distributor, our costs fell giving us a gross margin of 40 percent on our main product line. We will use any extra cash to reduce the level of our debt.
Our performance in Italy should improve significantly following the bankruptcy of our biggest competitor. However, we should not become too satisfied with our share price as economic conditions remain uncertain and the stock market will continue to reflect this. Share prices will not rise in the short term.
Ex. 1 Find, in the reading text, the English equivalents of these expressions:
1. marża brutto
2. akcja, udział
3. dług
4. rynek papierów wartosciowych
5. inwestycja
6. prognoza
7. bankructwo
8. zysk przed opodatkowaniem
9. przychody
10. akcjonariusz, udziałowiec
Ex. 2 Match the words from the two columns into collocations from the text:
1. biggest
cash
2. economic
competitor
3. extra
conditions
4. gross
line
5. home
price
6. overall
market
7. product
margin
8. share
performance
Phrasals, phrasals
Today's reading text contains probably the easiest ever phrasal verbs: to go up and to go down. In the text they were, and usually are, used to talk about trends and changes, e.g.:
Our costs are down this month so the profits are up.
Easy, isn't it?
Grammar corner…
Let's have a look at a few sentences from this lesson's reading text:
In our home market it has been another excellent year. (…) However, our overall performance has been good, and the earnings have increased to 26.4p…
(…) We are particularly pleased with our performance in France and Germany where revenues have increased.
These extracts contain the already known tense: present perfect. As a quick reminder: we use this tense, among others, when we want to announce a new fact, for example to talk about a company's performance in the last period of time, just like in our text.
To use the tense correctly we must remember the third form of verbs, for example: to be, was/were, been, to do, did, done.
Ex. 3 Do you remember the third form of these verbs?
ANSWER KEY:
Ex.1
1. gross margin
2. share
3. debt
4. stock market
5. investment
6. forecast
7. bankruptcy
8. pre-tax profits
9. revenues
10. shareholder
Ex. 2
1. biggest competitor
2. economic conditions
3. extra cash
4. gross margin
5. home market
6. overall performance
7. product line
8. share price
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Assistive Listening Devices
Hearing is a big part of communicating with others. Not hearing well can make it hard to enjoy social activities, speak with friends and loved ones, or participate in classes. Many people wear hearing aids to help them hear well.
Other types of devices also help you hear well. These are called assistive listening devices or hearing assist technology (HAT). An assistive listening device helps overcome hearing problems caused by distance, background noise, or poor room acoustics. These devices can be used with or without hearing aids.
Transmitters
A personal FM system is like your own radio station. It includes a transmitter microphone for the person who is speaking and a receiver for the listener. The receiver is in the listener's ear. This system:
* Reduces the effects of background noise.
* May be used alone or with a hearing aid.
* May be used in public places, such as churches or theaters.
* Can be used to allow private listening to TV and radio without having to turn up the volume.
Infrared systems are often used at home with TV sets. They work the same way as the personal FM system except that sound is transmitted by light waves instead of sound waves. Infrared systems can also be used in settings such as theaters.
An audio loop system uses a wire on the floor that connects to a microphone used by the person speaking. The person talking into the microphone creates a current in the wire which makes an electromagnetic field in the room. A hearing aid can pick up the electromagnetic signal from the microphone.
Text Devices
Closed captioning is a text device that has been standard for TV since 1993. It shows text subtitles at the bottom of the TV screen.
Computerized speech recognition software allows a computer to change spoken messages into text documents so you can read what is being spoken.
Text telephones allow phone conversations to be typed and read rather than spoken and heard. This is called TTY. Phone amplifiers may also be helpful. They can be portable or built in.
Alerting devices
Alerting devices include bed vibrators, loud signals, or flashing lights. These can be hooked up to alarm clocks, doorbells, telephones, smoke detectors, or baby monitors.
For more information, call the American Speech-Language-Hearing Association at 800-638-8255. Their Web site is http://www.asha.org.
Developed by RelayHealth.
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Press Release
Bangkok, November 29, 2022
COVESTRO OPENS 'LEARNING CENTER OF PLASTIC INNOVATION FOR SUSTAINABILITY' TO PROMOTE AWARENESS ABOUT PLASTIC WASTE MANAGEMENT AMONG CHILDREN
Covestro (Thailand)
Co.Ltd.
AIA Sathorn Tower Building, 17th Floor, Unit 1, 5-8 11/1 South Sathorn Road, Yannawa, Sathorn, Bangkok 10120, Thailand
Contact
Khawissara Wattanapisit
Communications ASEAN
Phone
+66 2 029 9012
Email
Khawissara.Wattanapisit @covestro.com
Bangkok — Covestro, one of the leading suppliers of premium polymers, officially launched its Learning Center of Plastic Innovation for Sustainability. The centre's primary objective is to provide an out-of-classroom platform to Thai children to learn about importance of proper plastic waste management and the circular economy concept. Students who visit the center will be able to gain information on plastic recycling that lies on the concept of circular economy which becomes practically important nowadays, increasing their awareness and knowledge of some key issues related to the overall sustainability agenda in a fun and hands-on way
This CSR project is part of Covestro's wider ambition to create additional value for the society. With the learning center the company aims to contribute to supporting Thailand on its journey towards the circular economy in full alignment with the company's commitment to environmentally-friendly production.
"Young generation is one of a crucial driver to transform our world to become more sustainable in the future. Therefore, we really need to seed the sustainability and circularity mindset to the children and Covestro is committed to support this in everyway we can as our company's purpose is "To make the world a brighter place", said Dr.Timo Slawinski, Managing Director of Covestro (Thailand) Co., Ltd.
Sustainability is a core element of Covestro's mission and an integral part of its strategy. As a company which lives and breathes innovation and wants to grow with products and technologies that benefit society and reduce the impact on environment, Covestro sets sustainability targets which extend beyond its immediate operations , for example, the company aims to become climate neutral by 2035 and want to become fully circular along the value chain. This
commitment to sustainability goes beyond declarations and has been confirmed in many projects in which Covestro has been able to realize trailblazing ideas.
The company is promoting its commitment by expanding the basis of raw materials, continuously optimizing the production process in all the plants, and enabling its customers to design their production processes in a more efficient and sustainable manner. Almost all innovations by Covestro follow the aim of bringing together the economy and environmental aspects to benefit the environment and support customer's business success.
In its operations in Thailand, Covestro also adheres to sustainable production and demonstrates its sustainability stance. Its Map Ta Phut site fully supports the global sustainability agenda with multiple initiatives. For example, the company is now using biodiesel instead of gasoline in its on-site logistical operations. By switching to this clean-burning alternative fuel generated from renewable resources, the company reduced its carbon footprint along the value chain. The production site can now apply mass-balanced approach which is certified by international organization - ISCC PLUS to produce the products for almost entire site. The company is also currently planning to apply renewable energy in manufacturing processes with the expected benefits of reducing water and air pollution.
About Covestro:
Covestro is one of the world's leading manufacturers of high-quality polymer materials and their components. With its innovative products, processes and methods, the company helps enhance sustainability and the quality of life in many areas. Covestro supplies customers around the world in key industries such as mobility, building and living, as well as the electrical and electronics sector. In addition, polymers from Covestro are also used in sectors such as sports and leisure, cosmetics and health, as well as in the chemical industry itself.
The company is committed to becoming fully circular and aims to become climate neutral by 2035 (scope 1 and 2). Covestro generated sales of around EUR 15.9 billion in fiscal 2021. At the end of 2021, the company had 50 production sites worldwide and employed approximately 17,900 people (calculated as full-time equivalents). | 2,036 | 902 | {
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Richmond City Baseball – Practice Plan
A practice plan is a written plan that outlines your practice; reminding you what you want to do and when you want to do it. It should contain items that you don't want to forget such as a certain ground ball drill or batting practice. You may wish to be the type of coach that can organize a practice off the top of your head and accomplish what you want in the desired time. For the other 99.9% of coaches the practice plan is a critical part of a successful practice. It really doesn't matter as long as it gives you enough detail to allow you to move through your practice in a structured and organized manner.
Objective
The practice plan starts with an objective. What do I want to accomplish during this practice. You may want to fill out all or part of this after a game. Where did we get hurt? What execution problems did we have? Try to keep it to 3 or 4 bullet points (see attached). Early in the season this can be difficult because there's so much to cover. This is another example of where the objective can help you plan. Let's say you have 5 practices before your first game. Do you just go practice to practice and hope you cover everything you want? With this method, you may miss something important and may also be teaching things that would be better covered during the season. Write a list of the skills, situations, and plays you want to cover. Prioritize those items and then break them down into an objective list for each of your first 5 or so practices. It usually takes longer than you think to practice certain skills, so after each practice you can modify the objectives of the next practice. Most objectives listed for that last practice will be delayed. It just always seems to take longer than most plans, but with the objectives prioritized, at least delaying items that aren't as critical as the items were working on. It may feel this gives coaches a good foundation to build on.
Plan Your Practice to Accomplish Your Teams Objectives
Once you fill out your objectives for the practice, then it's a matter of writing down drills that support those objectives. Try to place a loose time frame on each drill or game. Some things will go smooth and take exactly the time you think and others will take longer. Try to end the practice with something fun. You may not want that to be left out because we run out of time. So try to have the drill right before it be one that can be very flexible in the amount of time spent on it.
Preparation is Key
If you are going to have a casual approach to preparation and practice, don't expect great energy, focus, or intensity during a game. It can be confusing to athletes when a coach without a sense of urgency in practice becomes aggressive and animated during a game. Be the same coach…your players are counting on you. Preparation is separation.
Baseball Practice – 6 Critical Concepts that Count
Organization
- Write out the plan/ be prepared/ never "wing it" or "making it up on the fly"
- Timelines – allotted time for practices priorities
- Equipment needed…set up stations prior
- Need to know coaches and players who are and aren't attending
Awareness
- Send out the plan to coaches (solicit suggestions)
- Post the plan at practice
- Pre-practice briefing…then WE work (coach EVERY player)
- Get all players involved in both offensive/defensive systems
Effective warm-up
- Set the tone in warm-up…."NOT sweaty….NOT ready"
- Get to know your kids….personally and professionally…build relationships
- Make them accountable…set goals
- Get players to focus on task at hand
Minimize "Stand Around Time"
- Enough in-game standing; don't make it part of practice
- Need flow/movement for a successful practice (partner drills)
- be creative with game tempo drills
- Partner/group drills with limited coaches; single coach can't get stuck doing one thing
- Teach players to teach themselves…they make themselves players
- Guided-Discovery vs. Self-Discovery (teach & learn)
Sandwich Theory
- Start with positives, throw in a negative (be sure he is understanding what is being asked) followed by more positives
- Use as a teaching tool (adapt to each player)
- Know exactly what to say; significant areas, present facts, control emotions
- Don't make it personal
- Prepare, compliment, coach, encourage, teach and FOLLOW-UP
End on a High Note
- Do something top end practice as a cohesive unit
- Players thrive on positive feedback
- Have them wanting to come back to practice
- Have an "open door to players…feedback"
Team: ________________________ Date: ____________________
Division: ______________________ Head Coach: ________________
-
-
-
-
-
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Homework
1. Consider the set I of linear inequalities over Q :
(a) Solve I using the simplex method, by hand on paper. Check that the solution you find is indeed a solution.
(b) Visualise I and the simplex solution process on it in a two-dimensional diagram (draw x, y within the range [−3, 1 2 ]).
2. Consider the following problem:
A chemical plant can produce n different products a1, . . . , an. It can sell a product ai for a price per liter of price(ai) euros. All the products are made from m different raw ingredients e1, . . . , em. The volume of ingredient ei used to produce one liter of a product aj is defined as ing(ei, aj). The company currently has stock(ei) liters of ingredient ei in stock. Is it possible for the company to produce at least R euros worth of products given its current stock of ingredients?
(a) Assume that the price(ai), ing(ei, aj) and stock(ei) is known for all products and ingredients. Find a LRA formula ϕ which encodes the problem. Note that also parts of a product can be sold, e.g., half a liter.
(b) Test your encoding using an SMT solver for the instance of the problem with three products a1, a2, a3 and three ingredients e1, e2, e3. The current stock of ingredients is stock(e1) = 50, stock(e2) = 200, stock(e3) = 100, and the prices of products as well as ingredient required to produce a product are
Can the plant produce products worth more than 5600 euros? How about 5650 euros?
3. Extend the algorithm for difference logic to arbitrary constraints, i.e., including strict inequalities, such as the following ones.
(a) Show how strict inequalities can be added for Z and test it on the example constraints. (1 P)
(b) Show how strict inequalities can be added for Q and test it on the example constraints. (2 P)
4. Assume we have a conjunction of inequalities C with variables ranging over Q . These will be converted into the conjunction of non-strict inequalities Cδ over Q δ as indicated on slide 26.
(a) Define an algorithm that given a satisfying assignment of Cδ using δ-rationals, produces (2 P) an assignment over Q which satisfies the inequalities in C.
(b) Test your algorithm on the following conjunction of inequalities
(1 P)
3
≤
2
x
+
y
−
1
<
−
x
+
y
−
2
<
−
x
−
y
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CIS. HS. 2. 12. d
Media Production
Course Description
Students will expand their media skills of interviewing, reporting, writing, editing, photography/videography, and design. Students will explore careers while working together to create projects in a variety of media, such as web, podcast, and/or broadcast. The emphasis of Media Production is to work both independently and collaboratively to create a professional product while meeting deadlines.
270610
Course Code:
Endorsements to teach:
BMIT, IT, Journalism, English Language Arts, Speech
Programs of Study to which this Course applies:
Video Production
CIS. HS. 2. 11
CIS. HS. 2. 11. c
CIS. HS. 2. 11. d
CIS. HS. 2. 11. e
Collaborate and acknowledge the ideas of others while contributing to the group's objective.
Work with others to achieve objectives in a timely manner.
Demonstrate interpersonal skills to accomplish goals and objectives.
Perform the duties and responsibilities of individuals in media-related careers.
CIS. HS 2. 12
Demonstrate knowledge of fundamentals and philosophies of legal and ethical standards related to student produced media (e.g.
CIS. HS. 2. 12. c
Apply legal boundaries and concepts (e.g., censorship, copyright, libel/slander, obscenities and vulgar language, print, broadcast, video, audio, Internet, mobile).
retraction, student expression).
Demonstrate professional conduct that follows a professional code of ethics.
CIS. HS. 2. 14
Explore the writing processes used for various media to build a base of skills for a media career (e.g., plan, draft, revise, edit,
distribute).
CIS. HS. 2. 17
Plan a media production (e.g., print, broadcast, video, audio, Internet, and/or mobile).
Create a proposal to submit their idea to a business/customer.
CIS. HS. 2. 17. a
CIS. HS. 2. 18
Demonstrate technical skills for print, broadcast, video, Internet, audio, and/or mobile production.
CIS. HS. 2. 18. a
Demonstrate proficiency using equipment and software.
CIS. HS. 2. 18. b
CIS. HS. 2. 19
CIS. HS. 2. 19. a
CIS. HS. 2. 19. b
CIS. HS. 2. 19. c
Demonstrate proficiency of design principles and practices.
Create a media production.
Combine research, writing, and technical skills into a final production.
Distribute final product to target audience using appropriate outlets.
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Mathematics Assessment
Mathematics tasks are available for Levels 11 through 18 (Grades 1/2 to 8/9). A selection of four tasks at each level allows teachers to test across various Mathematics strands.
The tasks require students to respond to a mathematics problem. Students are given about 10 minutes to complete each task.
Scoring Student Worksheets
Schools and districts may choose to utilize CTC's marking service (see Page 8). Or they may order a scoring binder and score student responses themselves.
Scoring Binders
Schools and districts may purchase scoring binders, one for each level. Each binder contains a scoring manual, scoring rubrics and anchor papers with clearly articulated rationales to assist teachers in marking student work accurately and reliably.
A school or district may also procure a site license that covers all future use of the mathematics (and writing) tasks. Please contact CTC for details.
Constructed-Response Scoring Binder—Mathematics
Scoring Guide for Mathematics Levels 11 through 18
Problem Solving
Consider the extent to which the student:
* understands the problem.
* develops and follows a plan.
* computes an accurate solution.
* Demonstrates a thorough understanding of the problem.
* Develops a well-developed plan that can lead to an accurate solution of the problem.
* Makes correct computations, although a minor error, omission or transposition of numbers may occur.
* Demonstrates a good understanding of most of the problem.
* Develops a plan which can lead to a reasonable solution of the problem.
* Makes mostly correct computations, although errors may be present.
* Demonstrates partial understanding of the problem or an understanding of only part of the problem.
* Develops a plan which may or may not lead to a solution of the problem.
* Makes frequent errors in computations.
* Demonstrates little or no understanding of any part of the problem.
* Develops no plan or develops a plan that cannot lead to a correct solution.
* Makes multiple and glaring errors in computations, if present.
Communication
Consider the extent to which the student:
* presents a plan.
* explains the strategies used.
* uses mathematical language, symbols, etc.
* Uses words, pictures and/or numbers to provide a clear and logical explanation of mathematical concepts, processes and ideas used to solve the problem.
* Presents a clearly organized description of the strategy followed, with most details present.
* Represents data/information clearly and appropriately uses mathematical symbols, terms, language, charts, tables and/or graphs.
* Uses words, pictures and/or numbers to provide a mostly clear and logical explanation of mathematical concepts, processes and ideas used to solve the problem.
* Presents a generally organized description of the strategy followed; however some details may be missing.
* Represents most of the data/information clearly and most of the time appropriately uses mathematical symbols, terms, language, charts, tables and/or graphs.
* Uses words, pictures and/or numbers that lack clarity.
* Presents a partially organized description of the strategy with insufficient detail.
* Represents some of the data/information clearly and some of the time appropriately uses mathematical symbols, terms, language, charts, tables and/or graphs.
* Uses words, pictures and/or numbers that, if present, are vague and/or illogical.
* Presents a disorganized description of a strategy, if present, with little or no detail.
* Represents little of the data/information clearly and appropriately uses few, if any, mathematical symbols, terms, language, charts, tables and/or graphs.
* No response, off task or too little to score.
* A "No Response" has been assigned to problem solving.
Published by CTC/Canadian Test Centre, 85 Citizen Court, Markham, Ontario. Copyright © 2002. Printed in Canada. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. All rights reserved.
1
CANADIAN ACHIEVEMENT TESTS
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Year 12 Induction programme
The following programme is designed to prepare you for A level Sociology for the following topics:
Education
Families and Households
Global Development
Crime and Deviance
Sociological Theory and Research Methods
You must aim to complete all sections of the programme to ensure that you have a thorough understanding of the background for both topics. It is suggested that you complete a task each week. Suggested website links are included.
9
Crime
10 Research Methods: Questionnaires
Using the internet, research the answers to the following questions:
- What is a crime?
- What is deviance?
- What are laws?
- What is a white collar crime?
- Moral crimes include offences such as prostitution, underage drinking and illegal drug use. Why do some people argue that such crimes are 'victimless'?
- What is cybercrime? Name some examples of cybercrimes.
- What is a hate crime?
- What do you think is more effective in reducing crime: crime prevention or harsher punishments?
https://www.coursehero.com/sg/introduction-to-sociology/defining-crime-insociology/
Go on the following website and research crime in your area or the area near your school. https://www.crime-statistics.co.uk/postcode/AL10%208NL and answer the following questions:
- Where does most crime take place?
- What are the top 3 crimes/offences?
- Why do you think that those crimes are committed in your area? Think about socio-economic issues and location.
In Sociology, data on society is collected in different way. You are going to conduct your own sociological survey and collect data on an aspect of society that particularly interests you (for example, why do people leave school for college? Why do people go travelling? Why do people drink underage? How people coped with isolation during the Coronavirus pandemic).
Questionnaires
You must design a questionnaire, with between 6-8 questions on your given area. You will need to break your topic up into smaller questions.
For example:
1. What is your age?
2. Are you male or female?
3. Did you go travelling because… (pick one)
- You didn't want a job
- You had family abroad
- You wanted an adventure
4. Where did you go travelling?
5. Would you go travelling again? Yes/No
You will need to carry out your questionnaire on a range of different people. Aim to ask 5 people the same questionnaire.
Task 2: Presenting your questionnaire findings
You will need to present your findings from the questionnaire in either in a graph or a pie chart and explain what you have found.
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Warm Up
1. What is the gravitational force between a 100. kg mass and another object with a 115 kg mass if they are 2.00 m apart?
2. What is the centripetal acceleration of circular object rotating with a velocity of 17.0 m/s if it has a radius of 25.0 m?
3. What is the mass of a person who pushed off a car at 16.0 m/s if the 1200. kg car moved in the opposite direction at 2.30 m/s?
4. What is the gravity on a planet if a 72.0 kg person has a weight of 1087 N?
5. How fast was a person going if they traveled to the beach (mile marker 255) if they left from mile marker 145 and drove for 3.00 hours?
Warm Up
1. What is the velocity if a 82 kg person who had a centripetal force of 50 N applied to him over a period of 15 sec with a radius of 40 m?
2. What is the length of a track if cars racing on it accelerate at 21 m/s 2 to achieve a velocity of 195 m/s from a standstill?
3. How long, in hours, did it take a car traveling at 13 m/s to travel a distance of 700 km?
4. What is the velocity that a 7.5 kg ball was kicked into the air if it has a total energy of 1050 J?
5. What is the velocity of a 1500 kg car if two 75 kg person's push off the car with a total velocity of 7 m/s?
Target
*I can explain what work is and how it relates to energy and power.
Work
* Work is the product of the force and the distance an object is moved by the force.
*W = Fx
*For work to be done, the object has to be moved a distance and the force has to be in the same direction as the motion of the object.
Practice
*A person applies 60 N of force to move a box 10 m. What is the work done by the person?
*Answer:
*600 J of work
*The ability of an object to produce a change in itself or the world around it is called energy.
*Energy that is the result of motion is kinetic energy
*KE = 1/2mv 2
*Work and energy are related to each other so both use the same unit called the joule (J).
Power
*Power is the amount of work done, divided by the time taken to do the work.
*P = W/t
*Power is measured in watts (W). One watt is equal to 1 J of energy in 1 s.
*Power can be manipulated by changing either the amount of work over a set time, or by doing a set amount of work over time.
Practice
*If a person uses 600 J of work to move a box, how much power is needed if that work happens over 3 sec?
*Answer:
*200 W of power
Practice
*How much power is needed to move a box with 45 N of force 4 meters in 6 secs?
*Answer:
*30 W of power
Summary
*Work is the force and distance applied to an object.
*Power is the work done over time.
*Work is measured in joules (J) and power is measured in watts (W).
Assignment
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2.1.5 Redox and 3.1.2 Group 2
Content (Intent)
Prior Learning (Topic) KS3 Y8 8C2 chemical reactions and the Earth KS4 Y11 C4 Chemical changes KS5 Y12 2.1.4 Acids, 2.2.1 Electron structure
Oxidation number
(a) rules for assigning and calculating oxidation number for atoms in elements, compounds and ions
(b) writing formulae using oxidation numbers communication.
(c) use of a Roman numeral to indicate the magnitude of the oxidation number when an element may have
Redox reactions
(d) oxidation and reduction in terms of:
(i) electron transfer
(ii) changes in oxidation number
(e) redox reactions of metals with acids to form salts, including full equations (see also 2.1.4 c)
(f) interpretation of redox equations in (e), and unfamiliar redox reactions, to make predictions in terms of oxidation numbers and electron loss/gain.
Redox reactions and reactivity of Group 2 metals
(a) the outer shell s 2 electron configuration and the loss of these electrons in redox reactions to form 2+ ions
(b) the relative reactivities of the Group 2 elements Mg → Ba shown by their redox reactions with:
(i) oxygen
(ii) water
(iii) dilute acids
(c) the trend in reactivity in terms of the first and second ionisation energies of Group 2 elements down the group
(see also 3.1.1 c)
Reactions of Group 2 compounds
(d) the action of water on Group 2 oxides and the approximate pH of any resulting solutions, including the trend of increasing alkalinity
(e) uses of some Group 2 compounds as bases, including equations, for example (but not limited to):
(i) Ca(OH)2 in agriculture to neutralise acid soils
(ii) Mg(OH)2 and CaCO3 as 'antacids' in treating indigestion
Future Learning (Topic) Y13
5.2.3
Redox and electrode potentials
5.3.1 Transition elements
How can parents help at home?
Look at the topic specific resources on the VLE
Use appropriate websites: MachemGuy, Allery Chemistry, Chemistry World – by Royal Society of Chemistry, ChemGuide.
Take an interest! Ask your children what they have learnt and be curious about their learning.
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2015 – 01 Pineland Conservation
* Forested lands protect lake water quality by filtering and absorbing precipitation that would otherwise run off the land, contributing to erosion and increasing nutrient loading to lakes.
* High proportions of agricultural land use in watersheds are correlated with lower water quality and impaired ability to support recreational use in lakes.
* Hubbard, Wadena, Becker, and Cass Counties have large areas with sandy soils that are ideal for pine forests and are also highly desirable for potato farming. These lands are being targeted for acquisition and conversion to irrigated cropland by R.D. Offutt (RDO), a North Dakota based potato processing company.
* 27,000 acres of pine forests in north central Minnesota have been cleared or are at high risk of being cleared and converted to cropland.
* The Pineland Sands Aquifer is large but limited and is directly connected to surface waters including lakes, streams and wetlands
* Conversion to cropland not only destroys forests; it requires extensive irrigation, which includes well drilling for pivot irrigation systems and massive withdrawals of groundwater to grow crops successfully in the sandy soils.
* Permeable sandy soils and agricultural fertilizers pose a risk for nitrate contamination and other water quality impacts to surface waters. Nitrate contamination is also a concern for groundwater, which is used for drinking water by residents of these areas.
* Lakes, wetlands, and rivers are directly connected to the water table. Therefore impacts from land use changes include herbicides and nutrients in runoff as well as increases in water temperature and reductions in stream flows, degrading habitat for important aquatic species such as trout and other game fish.
* Ground and surface water in these counties provide clean, clear drinking water for downstream users including the cities of Minneapolis & St. Paul.
* Conversion of forest to farmland fragments the forest and destroys habitat for upland wildlife and plant species. Many rare ecotypes with rare plants and animals are found in pine forests; none of these are found in potato fields.
* The sandy upland mixed jack pine, oak, and aspen forests that are targeted by RDO for potato farming provide some of the best year-round forested deer habitats. Displaced wildlife may become problematic for farmers via crop depredation.
* Loss of forests means certain reductions in future timber production, resulting in lost jobs in the timber industry.
* Forested lands provide habitat for wildlife, recreational opportunities for hunters, anglers, berry and mushroom pickers, birders, and photographers. These forms of recreation help make up the very identity of Minnesota, and no single crop should be allowed to destroy these traditions, wildlife, fishes, and our clean water.
Therefore be it resolved that the Minnesota Division of the Izaak Walton League of America, in convention April 26, 2015, supports initiatives by the State of Minnesota to evaluate impacts of groundwater withdrawals on the sustainability of aquifers, and to limit withdrawal to a level that is sustainable and additionally supports incentives to keep pinelands forested in Hubbard, Wadena, Becker, Cass and other counties.
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nd
Year Group: Nursery Week beginning: 22
January 2024
Every Tuesday, you will see the weekly overview that sets out our learning for the week on the learning section of our school website. This is the work that children will be doing in school. If there are any questions, please email your child's class teacher
Reminders
Please remember to send in book bags on the day your child has reading.
Please name jumpers, water bottles, cardigans, bags. We are still being asked to find items of clothing that are not named. This makes it very tricky.
This half term our topic is: Starry night
Personal and social
Jigsaw Jenie
The children be looking at 'Healthy Me', piece 5
We will be talking about 'keeping clean' washing our hands and brushing our teeth. We will talk about why this is so important and how baby bear also needed to have a wash after the dust and muck he was covered in after his visit to the moon
Communication and language
This term our topic is 'Starry Night' and we will be looking at night and day
You can listen to the story by clicking here:
https://www.youtube.com/watch?v=6c5cb0u0rP
M
Physical development
Independence – we will be encouraging the children to practice putting on their own coats and we will be teaching them how to do their zip up.
At our funky fingers station the children will thread pipe cleaners through colanders and decorate baby bears helmet. We will also be cutting triangle to make stars
Year Group: Nursery Week beginning: 22 nd January 2024
Every Tuesday, you will see the weekly overview that sets out our learning for the week on the learning section of our school website. This is the work that children will be doing in school. If there are any questions, please email your child's class teacher
This week's vocabulary: on in under by in between moon space rocket sandwich first next then lastly finally order imagine pretend craters dust planets
Literacy
We will be listening to the story and answering questions to see if we understand what is happening.
Where did baby bear want to go? Where did baby bear keep his rocket? What did baby bear use as space boots? What did mummy bear want to give baby bear? What did baby bear do when he got to the moon?
What did baby bear think the moon was like?
Introduce the letter sound m for moon
Children to listen and hear the sounds in the words moon, man, magnet, mum, monkey and see if they can think of any other m words. Children will have a go at air writing the letter m.
Maths
We will be looking at positional language to describe baby bears position in the box. The children will be encouraged to use positional vocabulary such as 'in, on, under, by, next to, in between etc
For the latter part of the week the children will make a jam sandwich to take to the moon. They will sequence pictures for making a jam sandwich. What happened first, next, after that, encourage the use of time related vocabulary.
Topic/UTW/EADD
This week we will be making a class moon for baby bear to have his picnic on. The children will cover a big balloon in paper mache. We will also look at different images of the moon and explain to the class that the moon is made up of rocks and dust. The children will then use egg cartons to make craters and stick these on the moon model. Then we will talk about which colors we will need to mix to make grey and paint our 3d moon. Get children to feel the rocky rough surface. Make a list of describing words, e.g. rocky, rough, bumpy, etc.
We will also be talking about bedtime routines and why we must brush our teeth before bed
Year Group: Nursery Week beginning: 22 nd January 2024
nd
Year Group: Nursery Week beginning: 22
January 2024
Year Group: Nursery Week beginning: 22 nd January 2024
nd
Year Group: Nursery Week beginning: 22
January 2024
nd
Year Group: Nursery Week beginning: 22
January 2024
nd
Year Group: Nursery Week beginning: 22
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Suggested Strategies for Addressing Unproductive Struggle
Lack of mathematical confidence A student who lacks the ability to produce the desired result or perceives they lack the ability to do so, will be less likely to try when failure is certain. Does the student have a fixed mindset or in rare cases a significant learning disability?
Certainly Homework Help and the Checkpoint problems will support students that lack mathematical confidence, but you will also want to think about this question: Are there a variety of opportunities and methods for students to demonstrate their mathematical understanding? The first step to support students in demonstrating their mathematical understanding may be to have clear expectations about how they record their Review & Preview work in their Course Notebook. Once students are able to record their work and justify their reasoning in their Course Notebook, then you may want to provide them opportunities to share that work with their classmates. The following strategies are all good choices for having students share their reasoning: Ambassador, Pairs Check, and Peer Edit.
Gaps in Understanding/Learning Students who understand the bigger picture of the mathematics but have gaps in the skills necessary to complete the task, or students who possess discrete skills but do not understand how to put their skills to use, will struggle to progress.
In this case you will want to ask, Does the student need additional learning opportunities to fill in learning gaps? These opportunities may come from referring to and revising learning logs, but first you will want to provide students plenty of chances to see and hear how other students are thinking. In this case, choose strategies that require talking and writing such as: Think Ink Pair Share, Peer Edit, Reciprocal Teaching, and Pairs Checks.
In addition, you will need to be using Feedback Strategies that focus on team discussions of each student's problem solving methods. During these discussions, you will want to circulate to monitor, question, and stimulate quality conversations. Use Team Roles to manage these conversations and keep students engaged and on task.
Cognitive delays in processing Students who have the ability to engage with the mathematics but need more time and support, may struggle to keep up. (Can assignments be extended or modified to allow more time? Are there opportunities for extra help available?)
You will need Feedback Strategies that allow these students time to process their homework. You should also be aware of the structure of the Review & Preview problems. Students may struggle with the first few problems because they are new and learning is unfinished. Consider allowing these students to start at the bottom of the Review & Preview section and work backwards so that they can engage with problems that may be more familiar to them.
For these students it is crucial to provide think time on tasks. For that reason, consider using a Think Ink Pair Share when they are processing a problem so that they have time to think and check resources such as past assignments or Learning Logs in their Course Notebooks.
Lack of motivation Students may appear to be unmotivated when one or more of the root causes listed above apply to them. Additionally, a student's priorities may lead to lack of motivation in class. (What matters to this student? Is there a way to relate the problem to something he or she cares about, or allow them to use their talent/interest in a way that benefits the team?)
These students may need to understand the purpose of the Review & Preview. Teacher transparency about the Review & Preview problems, Homework Help, as well as the connection between the problems and their assessments using the Suggested Assessment Plan may support these students.
You may also need to ensure that these students are held accountable by using Team Roles and by using Strategies such as: Pairs Checks, Reciprocal Teaching, and Peer Edits where their work is being scrutinized by another student.
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Bonjour, mes amis!
Our free French classes began on Monday with a generous crowd of mixed ages. As we struggled to remember beginning phrases, we also laughed about it. As one person said, "It give us permission to be a kid again."
There is an advanced conversation class at 5 P.M. for those who are relatively fluent. At 6:30 an intermediate class is available for those who have studied some French. Donations are welcome to help with expenses and the monthly cooking soirée.
Mandala School Newsletter Volume XII 10 janvier 2020 Issue XII
Connection to History
Devin, Juan, Kate, and Nolan traveled with Ms. Leah and Dr. John to the annual ceremony marking President Millard Fillmore's birthday. Mandala School has a close connection to him. Not only was he a lawyer in East Aurora and built his home here but he was a regular visitor to the Mandala building when it was the home of Dr. Jabez Allen's family. Millard Fillmore's daughter, Mary Abigail ("Abbie"), was visiting her grandfather who lived next door when she contracted cholera and died in one day, supposedly in this house where she was cared for by Dr. Allen.
Play is Learning
Kyle has built a ramp and trying to get a car to fly off it and land on another ramp. "It probably would help if the nose could direct where it needs to go." He kept experimenting trying to land the car.
Ama has made a castle to protect the queen and other animals. "They have to hide, too, from the monsters." She used lots of blocks to made it really strong.
When children play, they are in charge. Their minds are working, creating, and responding. They are posing problems, solving them, and moving on to new problems. A big part of these activities is the near-constant chatter as they narrate their stories.
This type of learning builds confidence, joy, and intellect along with good friendships.
Student of the Week: Jackson
Jackson is a 10-year-old Mandalian who is eager to learn and loves to teach people. Recently, he made a water pollution model. He taught us the causes of water pollution and how hard it is to "clean" water after it has been polluted.
Jackson enjoys learning new languages. He is currently learning French and Spanish. Jackson says, "I like to learn languages because you get to learn the culture and there is always something fun and new!". He went to France and wishes to go to Spain, and the rest of the world! While in France, Jackson went to the Eiffel Tower and learned that at night it sparkles! Paris is his favorite place.
This year Jackson has found a new love for writing stories. His favorite character from a story he wrote is Sophie from Secrets of the Moon. Jackson explains, "Sophie is a special character, you always want to know more about her. She reflects me but she is also the opposite of me at the same time. We have some things in common but somehow she is different. She is curious and smart!". His favorite character from a story he did not write is Jonas from The Giver. He thinks Jonas is relatable and is always learning about the truth and the past.
Jackson loves spending time with other Mandalians. His favorite memory from this year was the Mandala sleepover. Right now he is most excited to learn about WWII and to continue his interactive Spanish practice. In 2020, Jackson hopes to be more productive, learn more, and find time to write more stories.
By Kate and Devin
Sachin is known for his careful hands in building intricate, symmetrical designs. The one shown here is his first standing build!
Kitchen Re-do
When someone walks in they will see that it's not just an old house. Kids will see that they can do things to make our school better and have more things to do.
The older students are working on scale drawings and layout for changing the kitchen and back rooms. We are going to incorporate math, designing, and our artsy hands.
We will have more space for baking and cooking. We will also have more space for eating. We will remodel the broom room for storage.
by Kate & Jackson
One thing we want is a bigger refrigerator.
Above is the existing kitchen and to the right is the science room, which will become part of the new kitchen. Top right: Juan works on blueprints after measuring the spaces.
Elaina's Visit
I wanted to go to school with my cousin Charlotte. I live in California.
In California my school is really bigger and not like a house. In my school there are more teachers and it's wider. Sometimes I like to do art and pretty much homework.
I like the kids here at Mandala. They play really good.
It was winter break at my school so I went on a trip. I took two airplanes to get here. After this I'm going on a boat. -Elaina | 1,672 | 1,017 | {
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Pollen-8
8 workshops to help you understand beekeeping and support pollinators
Particularly suitable for new (and non) beekeepers, but also enlightening fun for established beekeepers Cost: £60 (£7.50 per workshop) Email: email@example.com if interested
Week 1: INTRODUCTION: Meet each other, meet the hives, wild pollinator discussion.
- Hellos, all about Hive Helpers and how we approach beekeeping
- Slideshow of British pollinators
- Sorting out suits, safety briefing
- PRACTICAL: How to behave around active hives, viewing through the crown-board, observing hive entrances
Week 2: 'SAVE THE BEES':
How the media got it wrong (and how we can start to put it right).
- Talk: Why pollinators are in decline, stark facts, London beekeeping and green deserts
- Honey bees vs wild pollinators – differences and similarities; swarms, stores and stings
- PRACTICAL: The strength of a hive
Week 3: WHAT IS NECTAR? Sweet rewards.
- Group discussion: History of Homosapien's love of honey
- Talk: how nectar is turned into honey, what is honey analysis, and nectar-use by wild pollinators
- PRACTICAL: Honey tasting, processing combs and frame making
Week 4: WHAT IS POLLEN? The function and composition of pollen and why it's so important to pollinators, and us!
- Slideshow about why pollen evolved
- Pollen under the microscope
- Pollen as a product
- PRACTICAL: Looking at pollen cells within a hive, how bees use pollen, fitting a pollen trap to a hive
Week 5: POLLINATORS IN MY GARDEN: Identifying British pollinators
- The pollinators of Farnham Community Farm
- Who pollinates what?
- What supports pollinators in your garden? E.g. types of forage, water sources, habitat
- PRACTICAL: Wildflower and pollinator surveying
Week 6: DATA and DANCING: How do honeybees forage?
- Facts and figures, forage maps and the importance of getting to know your local area
- The waggle dance
- Dancing to death – the pesticide problem
- PRACTICAL: Observing the waggle dance. Dancing lessons…!
Week 7: HIVES, NESTS… and THE REST: how pollinators live and reproduce… and how you can help
- Talk about why honeybee roles, swarming and how different bees live in the wild
- PRACTICAL: Different parts of a national hive and can you put it together? Creating a bumblebee nest site
Week 8: THE POLLINATOR PLEDGE: How will you continue to help British pollinators?
- Improving your garden or local habitat for pollinators, lifestyle changes and raising awareness
- Conclusions, questions, making plans. Taking the pollinator pledge
- PRACTICAL: A last look at the bees | 1,274 | 669 | {
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AP LITERATURE AND COMPOSITION: SUMMER READING ASSIGNMENT FALL 2024
Assignment #1 - Grendel Summer Reading Assignment
1. Go to the attached link to read a synopsis of the Anglo-Saxon epic poem, Beowulf https://www.coursehero.com/lit/Beowulf/plot-summary/
2. Look up and provide a brief description of each of the following philosophies:
a. Nihilism
b. Solipsism
c. Existentialism
d. Empiricism
e. Dialectical Materialism (Marxism)
f. Utilitarianism
*All of these philosophies will be accessible via Google search – Just use a trustworthy site! 3. As you read the novel Grendel, annotate for any evidence of the above philosophies.
4. After reading the novel, complete the attached chart in which you will identify specific passages that you found that allude to or reflect the appropriate philosophy.
5. You should have a minimum of two quotes per philosophy. Add additional boxes to the chart as needed.
6. NOTE: The use of AI generated writing will be considered academic dishonesty, and all work will be submitted through Turnitin.com which detects the use of such programs.
Philosophies in Grendel
| Philosophy | Quote | Context |
|---|---|---|
| Nihilism | | |
| Solipsism | | |
| Existentialism | | |
| Empiricism | | |
| Marxism | | |
| Utilitarianism | | |
Assignment #2 – Oryx and Crake as Dystopian Fiction
As you read Oryx and Crake by Margaret Atwood, annotate the text for the following elements. Then, for EACH of the elements below, provide 3 pieces of text evidence that demonstrates the element and write a brief (2-3 sentences) analysis of how the quotes you select serve as an example of the chosen element.
1. Satirical elements
2. Dystopian elements
3. Symbolism and motifs
You will write a paper on the novel sometime during the first week back at school, and your annotations will be due on the first day of class.
Assignment #3 – Post - Secondary Options Packet for the Counseling Office
This assignment is geared toward helping you to possess a comprehensive tool that will assist you, teachers, and counselors in preparing you for any college or post-secondary requirement.
Go to www.waltonhigh.org
Go to Departments
Go to School Counseling
Go to Class of 2025 tab
Scroll down on that page and locate the Post-Secondary Question Packet
Complete the packet and email it to your counselor on or before the first day of school.
OPTIONAL ---Complete a teacher recommendation page for each teacher you are asking to write a letter of recommendation for you.
Note: Your recommenders will be using this packet to write YOUR letters of recommendation. The more time, thought, and insight you spend on your responses, the more details your recommenders can include in their letters. | 1,315 | 645 | {
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Gymnastics Knowledge Organiser
The key features of a routine:
* Balance‐ individual (can or have many different points of contact) such as arabesque in groups (which can be counter‐balanced or with counter‐tension) such as a partner balance.
* Roll‐ forwards roll, backwards roll, circle roll, side roll, pencil roll
* Jump‐ can be symmetrical (the same on both sides) or asymmetrical (different on both sides)
‐ symmetrical‐ tuck jumps, straddle jumps, pike jumps, sheep jump
‐asymmetrical‐ split leap, cat leap, barrel jump
* Transfer of weight‐ change in distribution of force from one part of the body to the other.
Key Words:
* Travel‐ movement around the area
* Levels‐ performance of lying, seated or standing skills to make a routine look more effective
* Fluency‐ the smoothness of a movement
* Tension‐ keeping the body tight
How to Perform:
Forwards roll: Squat down and place hands in front, tuck head into chest and roll over onto back in tuck position, stand onto feet
Arabesque‐ raise one leg behind the body until it is at 90 degrees, keep both legs straight, push chest forwards
Bridge‐ lie on back with hands next to ears pointing towards feet, place feet on the floor, push hips and shoulders up off the floor to make a bridge shape
Counter‐ tension
Components of Fitness needed:
* Flexibility‐ the range of movement available at a joint
* Power‐ the ability to exert a force against a resistance quickly
* Balance‐ the ability to maintain a stable body position when the centre of mass is outside the centre of mass
* Strength‐ the ability to exert force over a resistance
Gymnastics needs lots of different skills to be linked together to score as high as possible within a routine.
The correct technique needs to be used so that the execution score is as high as it can be, increasing a gymnasts chance of winning.
Key Skills:
Tuck‐ knees in to chest, hands make contact just below knees
Straddle‐ legs out to the side with knees flat to the floor facing the ceiling, feet pointed, back upright
A balance in pairs in which each partner is supporting the other's weight by pulling against each other.
Counter‐ balance
A balance in pairs in which each partner is supporting the other's weight by pushing against each other.
Pike‐ legs outstretched forwards with knees facing the ceiling, legs flat to the floor
Jump
Key Words
Transfer
Local Gymnastics Clubs:
* Activ8
* Revolution
* Bouncing Stars
* City of Birmingham
routine needed in gymnastics
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What should you do if someone tells you they are being harmed or abused?
DO
Stay calm and listen to them.
Take what you are being told seriously.
Offer support to help them stop the abuse happening.
Be aware that medical or other evidence might be needed so keep the evidence safe.
Write down what the person tells you in their own words.
Contact Adult Social Services or the Police at once.
DO NOT
Ask the person for more details.
Assume that someone else is aware of the situation and will take action.
Contact the person alleged to have caused harm.
Promise to keep it a secret.
Be afraid to contact Adult Social Services or Police to discuss it.
Delay.
If you are being abused or harmed or suspect someone is being abused/harmed you can discuss your concerns by contacting Adult Social Services or the Police.
You can ask someone you trust to contact them for you.
If you think someone may be at immediate risk of serious harm contact the Police.
Contact Adult Social Care
Bournemouth and
Christchurch 01202 454 979
Poole
01202 633 902
Dorset Council 01305 221 016
To contact the Police ring 999 in an emergency and 101 at all other times.
Out of Hours Service
Evenings and Weekends
Bournemouth, Christchurch & Poole
01202 657279
Dorset
01305 858250
Accessing this information
To request this information in a format suitable for the visually impaired, in other languages or in Easy Read please contact the above telephone numbers.
Keeping Adults Safe
What do we mean by harm or abuse?
Abuse is when someone does something to another person which damages their quality of life or puts them at risk of harm. Abuse can happen once or repeatedly. It may be deliberate or unintentional.
Which adults may be at risk of abuse?
Some people over 18 years of age may be more at risk than others. This can include people who:
[x] Depend on others for their care.
[x] Are older, frail or unable to protect themselves.
[x] Have mental health problems.
[x] Have a learning disability.
[x] Have a physical disability.
[x] Have a sight or hearing loss
[x]
Have dementia or memory loss.
[x] Misuse alcohol or drugs.
[x] Have long term health needs.
[x] Are carers.
Who can abuse or harm?
Anyone can cause harm. It is usually someone the person knows.
Where does it happen?
Abuse can happen anywhere: at home, in a care home, hospital, day centre or in a public place.
Types of abuse
Abuse can take many forms and may include:
- Physical
Hitting or injuring someone. Restraining someone inappropriately.
- Psychological or emotional
Intimidating, threatening, or humiliating.
Abusing racially, verbally or psychologically. Exploiting someone.
- Sexual
Involving a person in sexual activity which is unwanted or not understood. Giving unwanted sexual attention.
- Modern Slavery
This includes human trafficking, being forced to work and sexual exploitation.
- Organisational
Neglect and poor care practices within an institution or care setting like a hospital or care home, or care within a person's own home.
- Neglect or acts of omission
Not providing food, drink, clothing, attention or care. Withholding aids or equipment for continence, walking, hearing or sight. Putting someone at risk of infection.
Failing to provide access to health or social care. Misusing, overdosing or withholding medication.
- Financial or economic
Stealing or misusing money, property or possessions.
Pressure in connection with wills, property or inheritance.
- Discriminatory
Treating someone less favourably and unfairly because of race, religion or belief, age, gender, disability or sexual orientation.
- Self neglect and/or hoarding
A wide range of behaviour neglecting to care for ones hygiene, health or surroundings and may include behaviour such as hoarding.
- Sexual exploitation
Where an actual or attempted abuse of a position of vulnerability or trust for sexual purposes is carried out on a vulnerable person.
- Internet/cyberbullying
When technology, and in particular mobile phones and the internet, is used to deliberately harm, upset, harass or embarrass a person.
- Domestic violence or abuse.
This includes controlling, coercive or threatening behaviour or violence between intimate partners or family members.
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Award
of
Excellence
ExceleRate® Illinois
Linguistically and Culturally Appropriate Practice
Through their family, a child engages in their earliest and closest relationships and it is within these relationships that children experience the cultural belief system of their parents and family. These cultural belief systems are translated into parenting practices and guidance for child development. The home culture, including language/s, creates the background for all interactions and early learning within the family. In addition, the family culture provides the child with a sense of identity and a framework for interpreting the world. Every family has its own cultural and linguistic background and brings its unique experience, values, and beliefs to being a family and raising young children. The family's cultural influence on health, growth and development, child-rearing, family relationships, and learning expectations shapes the child's (and family's) development, school readiness and school success.
* Early childhood professionals who understand that developing a child's first language supports the acquisition of a second language.
The Illinois Early Learning Council recently adopted guiding principles related to cultural and linguistic responsiveness in early childhood programming; within these principles is a collective vision that each and every child will have early childhood experiences that promote healthy development that respects, promotes, and builds on their cultural, racial, ethnic, and other family backgrounds and experiences. The Guiding Principles include a commitment to ensuring the following characteristics exist to support services to young children:
* Early childhood classrooms that embrace and include a rich range of diversity, allowing all to learn from it and enhancing all children's learning and development.
* Programming that incorporates all types of diversity, including but not limited to: gender, culture, language, ethnicity, ability, race and economic status.
* Teacher preparation programs that incorporate the individual and unique needs of each child and family and the experiences they bring to the classroom.
* Policy implementation that reinforces families and communities as children's first teachers.
* Diverse state and local organizations and agencies that are meaningfully responsive to each and every child and family they serve.
The Award of Excellence for Linguistically and Culturally Appropriate Practice, part of ExceleRate Illinois, reflects and advances these principles, including the acknowledgment of the fact that supporting dual language learners rests in the very best of all teaching practices and instructional quality. The teaching practices must include a responsiveness to the children and regard for their perspective, a sensitivity to their needs, and an ability to utilize a variety of instructional formats to reach and engage the children.
Has your program already achieved the Gold Circle of Quality? If so additional technical assistance can be received to work toward this Award of Excellence at http://modules.lcexcel.com/.
For more information, contact firstname.lastname@example.org.
Standards
Standard 1
Program demonstrates exemplary linguistic and culturally appropriate classroom learning
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Idioms and proverbs
Key
1.
2.
What do the following proverbs mean?
http://idioms.thefreedictionary.com / http://www.wordsense.eu
1. Christmas comes but once a year
Prov. Since Christmas only happens once a year, we should treat it as a special time by being good to others or by indulging children. Christmas comes but once a year, so we urge you to give to those less fortunate through this Christmas charity campaign.
2. Count your blessings
to think about the good things in your life, often to stop yourself becoming too unhappy about the bad things School children today should count their blessings. At least they're not beaten for talking in class as we were.
3. Eat drink and be merry, for tomorrow we die
Prov. Enjoy yourself whenever you can, because you may die soon. ("Eat, drink, and be merry" by itself is simply a way of encouraging people to enjoy themselves.) Fred: No cake for me, thank you.
I'm on a diet. Jane: But, Fred, this is a birthday party. Eat, drink, and be merry. Natasha encouraged all her guests to eat, drink, and be merry, for tomorrow we die.
4. You cannot have your cake and eat it (too)
Prov. You cannot enjoy two desirable things at the same time. Jill: There's an apartment across the street from me, much bigger and prettier than mine, and it even costs less. I'd really like to rent it—but I don't want to go to the trouble of moving. Jane: You can't have your cake and eat it too. Fred: I want to lose weight, but I'm not willing to change the way I eat. Alan: You can't have your cake and eat it.
5. Better to light a candle than to curse the darkness
In the face of bad times or hopelessness, it is more worthwhile to do some good, however small, in response than to complain about the situation.
6. Enough is enough
Prov. One should be satisfied, there should be no more
Prov. That is enough, and there should be no more.; Stop! Stop asking for money! Enough is enough! I've heard all the complaining from you that I can take. Enough is enough!
7. It is better to give than to receive
Prov. It is more virtuous to give things than to get them. (Biblical.) Susan told her children, "Instead of thinking so much about what you want for your birthday, think about what to give your brothers and sisters for their birthdays. Remember, it is better to give than to receive." Our charity encourages you to share the good things you have. It is more blessed to give than to receive. | 879 | 568 | {
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LEVERAGING TIME _____________________
FOR TODAY'S LEADERS
LEVERAGING TIME:
Benefits of Managing Your Time Opposed to Your Time Managing You
WHO IS REALLY IN CONTROL? YOU VS. TIME
It is difficult to manage your time correctly. Often, you will look back on your day and ask yourself, "What did I do today?" or "Why is my To-Do list still so long?" Well, welcome to life. Learning how to manage your time well will organize your days and will reduce the overwhelming feeling that comes over you at the end of a disorganized day.
Managing your time rather than your time managing you, leads to a major reduction in stress levels. If you create a schedule, you know what you will be doing and when. However, always give yourself more time than you may think is necessary. People tend to assume something will take less amount of time than it should.
By creating a schedule, you are able to increase your flexibility and adaptability. It makes it much easier to move around certain tasks during the day. Managing your own time gives you control over your day and allows you to plan when the important things need to be completed and the things that are life-giving also need to get completed. Notice these are all needs that must be met in order to live a more fulfilling lifestyle.
If it does end up taking less time, you can get started on the next thing! Or you have a little bit of time cut out to take a deep breath, call your mom back after five missed voicemails, go on a run, or play with your kids. All of these things not only reduce stress, they increase your health and happiness. Having more time to spend with your friends and family is a natural joy-giver and can quickly brighten anyone's day.
When you have control over your time, it increases your personal productivity. You quickly become aware of the time you have to complete a task so you naturally become more motivated to complete it. It is partially competitive; you learn to compete against the clock. However, don't race through projects just to move onto the next one. It is important you always do things promptly but also accurately and whole-heartedly.
Having a plan allows you to waste less time. However, it is crucial to remember this only applies if you actually stick to your schedule. It is easy to make schedules, the hard part comes to motivating yourself to completing your schedule (otherwise it is pointless). When you do work on completing your To-Do list then the motivation kicks in and you move efficiently and waste less time!
When your tasks have been completed, it leads to a major sense of achievement. You are able to look back at your successes and feel proud in the way you were able to use time to your advantage. This also leads to an increase in self-esteem and a sense of empowerment. It is important to be confident in the work you have completed.
If we are honest with ourselves, we have all been the person who sat at their desk and checked out Facebook or wasted time surfing the web. When other team members notice you killing time and not putting forth as much effort, it can quickly bring about conflict and friction in your workplace. Managing your time prevents conflict from arising because it means you are being efficient with your time and honoring the time of those working around you.
Shockingly, managing your time actually reduces effort while also improving performance. How? Through organizing your time, you are not rushed through projects but rather can complete each project to the best of your ability. Spending your time this way reduces effort because it only causes a little effort to be put forth at a time instead of trying to do everything at once. By putting in a little effort at a time, it will improve your performance because you will not feel drained from working on the same thing repetitively.
Spend your time doing what YOU enjoy! Organizing your time allows you to set-apart time in your schedule to do things that are fun for you rather than just constantly living a stressed out life where you feel as if your life is all about work. Take some time to enjoy the little things! Set some time aside each day to do something for YOU and do something you will truly enjoy doing.
Learning to manage your time opposed to your time managing you, is not only a more efficient way to live life, it is a much healthier way to live. By creating a schedule, you can set apart time to enjoy the little things and to make plans with the people you love while also not falling behind in work. Manage your time and begin living your life right now! | 1,583 | 934 | {
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Discussion Questions for bell hooks, Happy To Be Nappy
Written by Dr. Karlyn Crowley and Dr. Tynisha D. Meidl, St. Norbert College
*Not Reproducible Without Permission 1
Overall approach: These two beautiful board books can help students understand stereotypes about race, race and hair, race and gender, and gender. The books are both specific and universal.
bell hooks, Happy To Be Nappy , Disney-Hyperion, Re-Released Board Book, 2017.
Opening Questions
1. What is hair? And who has hair?
2. What kinds of hair are there in the world? Texture? Color? Shape?
3. What do you love about your own hair?
4. What does beautiful hair look like? Can all hair be beautiful? Who defines beautiful hair? Where do we receive images of hair?
5. How does reading this text inform your impressions of hair? Black hair? Beautiful hair?
6. What different kinds of hair are in your family? Does your hair have traditions around hair?
7. Do you have a memory around someone doing your hair or styling your hair?
8. Do you know anyone who has changed their hair and changed their life?
9. How has your hair changed from a baby to now?
10.What's a hairstyle you would love to have, but haven't tried? Has something held you back? What if you went and got that style? What would happen?
Specific Questions During Reading the Text
1. Does your hair have a smell, texture? What are some words you would use to describe your hair?
2. How do you wear your hair? Do you like it pulled tight? Smooth? Do you let your hair go?
3. What makes you happy about your hair? Does it ever make you feel sad?
4. Have you ever had a hair party to celebrate your hair?
Learning objective: To understand recognize or identify how black hair as beautiful which hooks argues. To see all hair as beautiful.
ACTIVITIES:
Before Reading
1. Draw what you think beautiful hair looks like? Why?
During Reading
2. How did you learn about hair?
After Reading: Making Connections
3. What is your style? How did you learn about style?
Thinking Beyond The Text: Recommendations For Teachers
Imagine your classroom as an innovative visual space for display. Find images of hair and beauty that are global, that are from art, that are abstract, that "de-naturalize" our assumptions about hair and
1 *Not Reproducible Without Permission
1
good hair. For example, find images of hair on humans and animals, especially hair that is funny and/or surreal.
Draw on fairytales and archetypal stories that involve hair. For example, consider Rapunzel. What happens when she cuts her hair (modern Disney adaptation of Tangled has a dramatic hair cutting scene). Consider Freaky Friday, where mother and daughter change bodies (and therefore hair).
Use Teaching Tolerance lessons: Who Has Hair?http://www.tolerance.org/lesson/who-has-hair Create a Hair Book:
http://www.tolerance.org/sites/default/files/general/tt_who_has_hair_book_handout.pdf
Owning Your Own Teacher Development
Watch and read about varieties of hair. Consider watching Chris Rock's hair documentary, Good Hair. (2010) https://www.amazon.com/Good-Hair-Chris-Rock/dp/B002TOJOY8.
Black women respond to Chris Rock's film: http://thegrio.com/2009/10/08/what-exactly-is-good-hair-1/ Critiques of natural black hair: http://thegrio.com/2016/05/08/black-girl-told-natural-hair-inappropriate/
Further Teacher Resources:
See National Association for Multicultural Education https://nameorg.org/
Kuby, C. R. (2013). Critical Literacy in the Early Childhood Classroom: Unpacking Histories, Unlearning Privilege. Teachers College Press.
"How to Change White Teachers' Lenses: America's Students Are Now Majority-Minority, but its teachers are not. That's Why They Need To Be 'Culturally Competent.'" http://www.slate.com/articles/life/tomorrows_test/2016/06/how_white_teachers_can_become_culturall y_competent.html
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Grade/
Standard
5.1
conventions of standard English grammar and usage when writing or speaking.
o A. Explain the function of conjunctions, prepositions, and interjections in general
and their function in particular sentences.
o B. Form and use the perfect (e.g., I had walked; I have walked; I will have walked)
o C. Use verb tense to convey various times, sequences, states, and conditions.
o D. Recognize and correct inappropriate o E. Use correlative conjunctions (e.g.,
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. o A. Use punctuation to separate items in a series.* o B. Use a comma to separate an introductory element from the rest of the sentence. o C. Use a comma to set off the words sentence (e.g., It's true, isn't it?), and to indicate direct address (e.g., Is that you, o D. Use underlining, quotation marks, or
yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the Steve?). italics to indicate titles of works. o E. Spell grade‐appropriate words correctly, consulting references as needed.
Know and apply grade-level phonics and word analysis skills in decoding words. a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
RL.5.3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
RI.5.3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. o A. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. o B. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. o C. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. o D. Use concrete words and phrases and sensory details to convey experiences and events precisely. o E. Provide a conclusion that follows from the narrated experiences or events.
Embedded within the K‐5 standard Summarize the points a speaker or media source makes and explain how each claim is supported by reasons and evidence, and identify and analyze any logical fallacies.
Use knowledge of language and its conventions when writing, speaking, reading, or listening. o A. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. o B. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.
5.5
Determine or clarify the meaning of dmwa 10/2012
5.6
5.7
5.8
RI.5.6. Analyze grade‐appropriate general academic and
addition, and other logical relationships
(e.g., however, although, nevertheless,
5.9
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IBUPROFEN (MOTRIN)
DO NOT USE UNDER 6 MONTHS OF AGE
Ibuprofen can be given every 6 to 8 hours up to 4 times in 24 hours
If your child has a fever for greater than 3 days, call our office to be seen or to speak with one of our triage nurses tsp = teaspoon 5mL = 1 teaspoon 1 cc = 1mL
CHART NOTES
IBUPROFEN (MOTRIN)
Brand names: Advil, Motrin or store brand ibuprofen
Dose: Find your child's weight in the top row of the dosage table. Look below the correct weight for the dose based on the product you have. Adult dose is 400mg.
Measure the Dose: Use the syringe or dropper that comes with the medicine. If not, you can buy a medicine syringe at a drug store. If you use a teaspoon, it must be a measuring spoon. REASON: Regular spoons are not reliable. Keep in mind: 1 level teaspoon equals 5mL.
Age Limit: Don't use younger than 6 months unless told to by your child's doctor. REASON: The FDA has not approved ibuprofen for infants younger than 6 months.
Caution: Do not use ibuprofen (Advil or Motrin) and acetaminophen together. REASON: no benefit over using one medicine alone and risk to giving too much. EXCEPTION: Your child's doctor told you to give both.
TIPS FOR GIVING MEDICINE TO INFANTS
TIPS FOR GIVING MEDICINE TO CHILDREN ≥ 1 YEAR
- Do not squirt medicine directly at the back of the baby's throat. This can cause them to choke.
- Use an oral syringe and let your infant suck the medicine out of the syringe.
- Give medicine right before feeding your baby unless your doctor tells you not to. This way the baby is hungry and more likely to swallow the medicine.
- Stroke the infant's cheek gently to get him to open his mouth. Put a small amount of medicine on either side of his tongue.
- Mix the medicine with a small amount (1 to 2 teaspoons) of juice or sweetened water. You can try mixing it with small amounts of soft foods like ice-cream, pudding, or jello.
- Explain to your child why he needs to take the medicine in words he can understand
- When possible let your child choose how to take the medicine. Let him hold the spoon, cup, or syringe and take it himself.
- Praise your child every time he takes the medicine without a struggle. Try to ignore your child's behavior when he does not cooperate.
- Avoid mixing medicine with foods your child must have.
- Never call medicine "candy". Call it medicine
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INTROVERTS, EXTROVERTS, AND MEMORY
Personality types, the psychological classification of individuals based on their behavioral tendencies, are most often categorized by society as introvert or extrovert. Introverts are defined as "people who gets their energy from being in their own company, having time to 'recharge' on their own" (Guy-Evans). In contrast, extroverts are defined as "people who get their energy more. While extroverts have increased blood flow to areas of the brain responsible for senses and emotions from being around other people" (Guy-Evans). However, the differences can be paired down quite a bit, introverts have increased blood flow to the front lobe—an area responsible for memory (Guy-Evans). This implies the possibility that introverts may have differing memory capabilities from extroverts. While research indicates that introverts tend to do better in school overall, the extent to which their memory capabilities differ still remains to be seen.
To determine a person's personality type, there is one research-based test widely accepted today, the Myers-Brigg Personality Type Indicator, MBTI. This self-assessment is an inventory designed to identify a person's personality type, strengths, and preferences (Cherry). "The goal of the MBTI is to allow respondents to further explore and understand their own personalities" (Cherry). While this test does not allow us to understand the differences in capabilities of introverted and extroverted individuals, it will give us a good starting point to differentiate our experiment's participants.
Thinking more precisely about the relationship between personality type might and memory, we have refined our focus to short-term memory- a necessity in school-age academics. Short term memory is responsible for temporarily storing information and determining whether it should eventually be moved to long term memory (Brain HQ). While our research does not specifically indicate whether introverts have better memories than extroverts, it does indicate that an important component of brain health is regular social interactions and meaningful relationships (Brain HQ). Perhaps, this implies that extroverts may have been capabilities overall due to an inclination towards more social interaction.
Bibliography
Brain HQ. 2022. <https://www.brainhq.com/brain-resources/memory/types-of-memory/short-termmemory/ >.
Cherry, Kendra. An Overview of the Myers-Briggs Type Indicator. 23 July 2021. <https://www.verywellmind.com/the-myers-briggs-type-indicator-2795583>.
Guy-Evans, Olivia. Simply Psychology . 9 November 2020. <https://www.simplypsychology.org/introvertextrovert.html>. | 1,190 | 554 | {
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Country of Origin Food Labelling
If you sell food in Australia, the new country of origin labelling law may apply to your products. From 1 July 2018, businesses must label their products according to the requirements of the Standard.
Everything else is a priority food. For example, priority foods include fruit and vegetables, meat, seafood, bread, milk, juice, sauces, honey, nut and cereal.
The law applies to foods offered for retail sale in Australia, including in stores, markets, online and from a vending machine. The law does not apply to food sold in places like restaurants, cafes, take-away shops, schools, or to food provided by caterers.
Understanding labelling requirements
The labelling requirements for a food item will vary depending on whether the food:
* is a priority or non-priority food.
* was grown, produced, made or packaged in Australia or another country.
Key claims
*Grown in is a claim about where the ingredients come from and is commonly used for fresh food. It can also be used for multiingredient products to show where the food was grown and processed.
*Produced in is a claim about where the ingredients come from and where processing has occurred. This claim is often used for processed, as well as fresh foods.
*Made in is a claim about the manufacturing process involved in making the food.
When a food has not been grown, produced or made in a single country, it will need to display a label identifying the country it was packaged in.
Priority and non-priority foods
Non-priority foods must carry a country of origin text statement about where the food was grown, produced, made or packaged. Non-priority foods includes: seasonings, confectionery, biscuits, snack food, bottled water, soft drinks, sports drinks, tea, coffee, and alcoholic beverages.
If a priority food was grown, produced or made in Australia, its country of origin label will also feature:
- a kangaroo in a triangle logo to help you quickly identify that the food is Australian in origin
- a bar chart and text identifying the proportion of Australian content in the food (if any).
Priority foods can only claim to be produced or grown in Australia if they contain 100 per cent Australian ingredients.
The labels
The Standard sets out three possible country of origin labels for food, each with its own mandatory requirements:
Three component standard mark—a graphic and text-based label which is mandatory for priority food items grown, produced or made in Australia.
Kangaroo logo
Bar chart
Explanatory text
Two component standard mark—a graphic and text-based label which is mandatory for most priority food items packed in Australia. It may also be used for imported priority foods that contain Australian ingredients.
Bar chart
Explanatory text
Country of origin statement—a text-only label which is used for non-priority food items. Imported priority foods must also, as a minimum, carry a country of origin statement in a clearly defined box.
Non-priority food
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Pedestrian signals or pedestrian lights are the boxes on traffic signal poles showing a person walking or a raised hand . Before pedestrian
signals were installed, pedestrians relied on standard red, yellow, and green lights to let them know when it was time to cross the street. Pedestrian signals are designed using the words WALK and DON'T WALK to show when it is the pedestrians' turn to cross the street. Many of these signals are still used, but it is now common practice to use the symbols in place of the words WALK and
DON'T WALK.
Knowing what the and symbols mean will help a pedestrian cross the street in a safe manner. The steady lit means that pedestrians may start crossing the street walking towards the . Keep in mind, however, that you may be in conflict with turning vehicles. After a few seconds the will appear, flashing on and off. The flashing means that if already started a pedestrian should continue crossing to the other side of the street or to a safety island if they are still on
the street. The flashing also means DO NOT START CROSSING if you haven't already started crossing the street. A non-flashing means a pedestrian should not enter the roadway in the direction of the signal indication. When facing a steady lit the pedestrian needs to know that it is the cars turn to go or in other words the pedestrians must yield to the cars. A pedestrian who does not obey the signal lights could get a traffic ticket from a police officer or get hit by a car.
Who Must Yield?
Colorado law says that cars must yield the right-ofway to a pedestrian that is crossing in the direction of a symbol OR flashing symbol.
When signalized intersections are next to each other it is illegal to cross the street anywhere except at the signalized intersections. When a pedestrian crosses a street midblock and there is not a marked crosswalk the pedestrian must yield the right-of-way to the cars. But no matter who has the right-of-way - a pedestrian has the most to lose - so don't end up being DEAD RIGHT. When crossing always look to the left, right, then left again before beginning to cross.
Try to get eye contact with approaching drivers when possible. While crossing, stay to the right half of the marked crosswalk and always watch for turning vehicles and any approaching vehicles that may not stop. Even when pedestrians have the right-of-way it is very important to watch out for drivers that are not paying attention. Remember, the big loser in a pedestrian-vehicle crash is always the pedestrian.
Pedestrian Push Buttons
When pedestrian push buttons are available,the pedestrian needs to push the button to make the pedestrian lights begin their cycle. The traffic signal lights are timed for vehicles and will not know a pedestrian wants to cross the street unless the button is pushed. When the button is pushed it tells the traffic signal lights that they need to have a longer red light to give the pedestrians enough time to cross the street. Only one push of the button is needed to tell the pedestrian signal lights that someone is waiting to cross. If the button isn't pushed, a pedestrian may not have enough time to cross the street before the traffic light changes.
Remember
The pedestrian signals tell you when to cross the intersection, however, it is important to be careful and cross the intersection with caution.
When crossing any intersection always remember to: Push the pedestrian button if it is available.
Look left, right, then left again before crossing.
Keep your eyes on approaching cars and try to establish eye contact.
Cross as quickly as possible staying on the right side of the crosswalk.
Continue to watch for cars, including behind you and especially those which are turning.
In summary - the symbols mean
Pedestrians may start to cross the street. Look leftright-left before crossing.
FLASHING
Don't start crossing. If already crossing the street, continue crossing to the other side of the street or to a safety island.
Pedestrians should not be on the street and should not start to cross the roadway in the direction of the signal indication.
Always have respect for every crossing situation or you may end up like William Jay, who's tombstone reads:
Here lies the body of William Jay Who died maintaining his right of way. He was right, dead right, as he walked along. But he's just as dead as if he'd been wrong.
Safety and Traffic Engineering Branch 4201 East Arkansas Avenue, EP Suite 770 Denver, Colorado 80222
8/02
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Why is college important?
Education holds the key to your child's future. Education can help your child reach his/her life goals and dreams. Education will help your child choose what he/she wants in life. Here are 10 key reasons why going to college is important for your child:
* Education opens up doors. The more education your child gets, the more choices and opportunities he/she will have. With an education, your child has more options, which often lead to greater success and happiness in life.
* Education allows your child to choose his/her career. By going to college, your child can choose what he/she wants to do in life. Your student will be able to choose a career that interests him/her and that will enable him/her to achieve his/her dreams.
* Education increases the amount of money your child may be able to make. The more education your child receives, the more money he/she may be able to earn. On average, a person with a four-year college degree earns twice as much money as a person who graduated from high school but did not attend college.
* Education determines your child's lifestyle. By going to college, your child will likely have more flexibility to choose what type of house he/she lives in, what type of car he/she drives, what places he/she will visit during vacations, and many other things.
* Education expands your child's mind. The more educational opportunities your child is exposed to, the more knowledge and skills he/she will obtain. Education will expose your child to a variety of people, topics, and experiences. Your student will learn about things that interest him/her. Growth and development will occur in many areas, including decision-making, analytical awareness, reasoning, creative expression, verbal expression, and more.
* Education can help your child improve the community. Going to college will help to teach your child how to make a difference in his/her community. During college, he/she can learn about laws and resources that affect the community. After graduating from college, your child can come home and apply his/her knowledge and skills to better the neighborhood and the people who live there. As a college graduate, your child will also serve as a role model for other children in the community.
* Education exposes your child to a variety of people and experiences. In college, your child will have classes with people of all different backgrounds. Your child will also learn new things about himself/herself.
* Education equals security. In general, it is much easier for a person with a college education to find a job, maintain a job, and get promoted while on the job.
* Education equals respect. In our society, people with college degrees tend to get more respect. People who have college degrees are considered knowledgeable. | 1,045 | 552 | {
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Dog Bite Dangers: Recent Sacramento Attack
by John Demas on 12/08/09 at 3:46 pm
Far too often, dogs previously thought well-behaved will attack both children and adults. In August 2009, two brothers in the Sacramento area had to fight hard to escape from their neighbor's Rottweiler. The dog's owner had just brought him out of her house on a leash before the attack occurred.
One minute the two boys, ages four and eight, were playing in their front yard with their mother standing nearby. The next minute, the dog attacked after the older boy innocently approached it. The younger boy received numerous wounds requiring 100 stitches and a three-day stay in the hospital. His older brother received deep wounds in right arm. The younger boy might not have fared as well as he did had his older brother not come to his rescue. Furthermore, the dog was about to attack the children's mother when the older boy yelled out and leapt to her defense.
As frightening as such attacks are, it's just to easy for all of us to forget how "man's best friend" can suddenly become aggressive. Even "good dogs" can occasionally act completely out of character and harm those in their presence. According to the Centers for Disease Control, 4.5 million people are bitten by dogs each year. About twenty percent (20%) of those bitten require medical treatment. In 2006, thirty-one thousand people chose to undergo reconstructive surgery after being bitten by dogs.
Given these CDC statistics, everyone needs to be more careful when walking outside or visiting others who keep dogs in their home or outside. To protect ourselves, we each should:
Bear in mind that neutering a dog will often help curb some of its more aggressive behaviors;
Avoid leaving babies or young children alone with a dog, no matter how calm its temperament usually tends to be;
Remember that children between the ages of five and nine are most likely to be bitten by dogs;
Keep in mind that men are more likely to be bitten by dogs than women;
Teach our dogs tricks or behaviors that reinforce the importance of being submissive;
Reach out immediately for professional help if a dog (or other pet) begins to display hostile or threatening behavior toward anyone (or another pet) in the household;
Avoid playing rough with a dog. Animals often find it hard to stop playing rough after their human master or friend has started the rowdy play. Men and boys seem to encourage this type of play far too often, despite the tragic consequences that can occur. This may be why men are more likely to be bitten by dogs than women.
Remind children to never, ever approach a dog they don't know or without an adult by their side. Even when accompanied by a parent or other caregiver, children should be taught to never initiate any physical contact with a dog;
Remember that if we are attacked by a dog, we should roll into a ball to protect our most vulnerable body parts;
Keep in mind that no one should ever disturb dogs that are eating, sleeping or caring for their puppies;
Always report stray dogs or those acting in a strange manner to local authorities so they can act before the dogs possibly harm people or other animals. Children should also be taught to immediately notify an adult upon noticing such an animal.
If we each keep these basic rules in mind, we should be able to safely enjoy spending time (indoors and) outdoors with dogs in our midst.
Anyone who has been recently bitten or otherwise attacked by a dog should feel free to contact our office since we're experienced in helping clients obtain the medical care they need, while pursuing legal action on their behalf. You deserve to regain your full health after a dog attack and not suffer long-term financial losses often associated with such injuries. | 1,422 | 767 | {
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Aycliffe Village Primary School - Year 5
What are we learning this term?
Welcome to Rowan Class - Year 5!
We have really enjoyed spending 3 days with you last week and hope that you have got to know us a little better.
There are a couple of slight changes to the next few weeks - Miss O'Neil will be with the class from Monday to Thursday and instead of 2 PE sessions per week you will have 1 whole afternoon of PE on a Monday.
Please don't hesitate to email us if you have any questions or queries. Our email addresses are: email@example.com firstname.lastname@example.org
Mrs Brown and Miss O'Neil
English
* Texts will include: Danny the Champion of the World, The Boy The Mole The Fox and The Horse
* Writing will include diary writing, narrative writing and non-fiction writing.
* Year 5/6 Spelling Rules and common exception words (with some revision of Y3/4 words)
* Grammar including revision of Y4 topics, relative clauses and speech punctuation
Computing
* Digital Literacy – Posters
* Coding with Scratch
* E-safety
Art
This term we will be linking some of our work to the book The Boy, The Mole, The Fox and the Horse.
We will also study the work of Andy Warhol.
Mathematics
* Place value
* Addition and Subtraction
* Statistics
* Multiplication and Division
* Perimeter and Area
Religious Education
* Learning about Moses and Synagogues
* The themes of Christmas
P.E.(with a specialist PE coach)
* Tennis
* Rugby
French
* Revision
* All about me
Music
We have a new music scheme called Charanga Music and we will be exploring that this term.
Science
* Getting to know our class tree
* We will be studying Materials and Changes in Materials.
* Working scientifically
History
* The First World War
DT
* The Big Soup Project
* Seasonal Fruits
Your support with your child's learning can make a big difference to the progress they make.
Please remember to:
* Listen to your child read as often as possible and ask them questions about their reading to check their understanding of texts. If they want to complete the reading challenge, they will need to read at least four times per week! Every signature in their reading record counts towards our school reading challenge!
* Every class will have their homework given out on a Friday this is to be online work so that books are not having to be brought from school to home and vice-versa.
* Come to school wearing PE kit on Monday.
Thank you for your continued support. Please contact us at school if you have any questions about any of the information on this newsletter.
Best wishes
Miss O'Neil and Mrs Brown
Geography
* Grid References and location
* Know the World – continents and oceans
P.H.S.E.
* The Boy The Mole The Fox and The Horse | 1,241 | 638 | {
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Characterization of the living cell conceptions and aspects of macro-micro thinking of Junior-High school graduates in Israel
By Moriah Sharon-Ariely
Abstract
The cell is the smallest structural and functional unit of all living organisms. Understanding some of the cells‟ functions is considered essential for understanding the functioning of multicellular organisms. However, the cell topic was reported as difficult for students to comprehend, and many of them do not develop a coherent understanding of the cell as „the basic unit of life‟. A decade has passed since the change in the Israeli Science and Technology curriculum for grades 7-9 with regard to the cell topic. One of the changes in the new curriculum was the recommendation to teach the cell topic „longitudinally‟ in conjugation with other study contents. This recommendation provides an opportunity to form meaningful relationships between biological phenomena at the macro-level and their cellular explanations. These kind of explanations can help students acquire a coherent understanding in biology. In this research I focused on a characterization of the living cell conceptions of junior-high school graduates, who studied the cell topic „longitudinally‟ according to the new Science and Technology curriculum. In addition, aspects of students‟ macro-micro thinking and the type of relations they make along various organizational levels in biology were also characterized. This research is based on the constructivist theory, according to which, understanding is accomplished by an active reconstruction of information by the learner, and therefore his/her prior knowledge is essential to this process. Both quantitative and qualitative methods were used.
Even though a decade had passed since the change in the Science and Technology curriculum for grades 7-9, many gaps were identified in students‟ knowledge about the cell topic, and also a variety of misconceptions were found among the students‟ population with regard to the cell topic. Moreover, it was found that students are aware that the cell is the basic building block of all organisms, but are lacking the understanding of the cell as a functional unit in multicellular organisms. These findings point to a gap between the „intended curriculum‟ and the „attained curriculum‟ of the cell topic. The research findings regarding the macro-micro thinking of students show that they answer questions about a biological phenomena at the organizational level in which the question was asked, and tend to explain their answer mainly at the macro level. In addition, I found that the connections and the relations that students are making between levels of organization are mostly constructive, and the minority are functional relations. These findings strengthen previous reports that students see the cell as a constructive unit of organisms, but not as a functional unit.
Other findings in this research were obtained using the „Repertory grid‟ technique, which I found as a unique, interesting and informative method for examining students‟ ways of thinking and their thinking patterns, which can also enable to uncover students‟ misconceptions. In addition, some patterns or "rules", which could help to interpret the students‟ grids and their meanings, were also found. These findings can assist other researchers who may choose to use this method in the same context.
Recognizing students‟ conceptions and ways of thinking, regarding the cell topic, as reported in this research, adds another level of understanding to some previously reported students' misconceptions about the cell topic. It may also assist in finding suitable ways for teaching and assessing this topic in junior-high school. | 1,487 | 692 | {
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Making Sacred that which was Unholy
When the State of Virginia joined the Confederacy in May 1861, Union troops took over the plantation owned by Robert E. Lee's family. Lee was both a strong defender of slavery and notoriously abusive of his slaves. From its position just across the Potomac River, the plantation had a militarily strategic view of Washington DC and the Union naturally wanted to control it. When Colonel Lee shockingly quit the US Army and abandoned the Union in order to become the Commander of the Virginian Confederate troops, Union troops immediately took over the plantation and freed the slaves. Eventually Lee became a General and then Commanderin-Chief of all the Confederate Army.
In May 1864, more than a year after President Lincoln issued the Emancipation Proclamation, Lincoln approved using the plantation as a burial ground for Union soldiers. Also constructed on Lee's former acreage, was Freedman's Village, a place where some 1,500 freed slaves could settle. The village was built with schools, homes, and churches so the former slaves could build a new and blessed life.
In time, Lee's plantation and mansion became Arlington National Cemetery, one of the most revered and sacred sites in this nation. Lee's plantation was transformed from a place of slavery and rebellion to a village for freed slaves and a sacred burial ground that honors this nation's heroes.
This transformation was first role-modeled in a remarkable passage in this week's Torah portions. We read a "double" Torah portion this week, Chukat (Numbers 19:1-22:1) and Balak (Numbers 22:2-25:9). The Children of Israel, 40 years after the Exodus and fleeing Egyptian slavery, are finally at the doorstep of the Promised Land. Balak, King of Moab, hires the prophet Bilaam to curse the Israelites. Bilaam is a real prophet; he has the spiritual insight and strength with which to connect with God. And yet, he sells out his spiritual talent to the highest bidder and is even willing to use it for curses and oppression. But when he tries to curse Israel, time and again his curses are turned into blessings. Until finally, he utters words that we still sing when we enter a synagogue:
Mah tovu ohalekha Yaakov, misk'notekha, Yisrael. How good are your tents, O Jacob, your dwellings, O Israel (Num. 24:5)
.
Bilaam concludes his song by saying: "Blessed are they who bless you, accursed they who curse you!" (Num. 24:9).
We do not need to be reminded that there is evil in this world. We all are well aware that talented people can choose to lend their skills and power to those bent on destruction, oppression, and injustice. History has compiled a long list of scholars and those of power and influence who have chosen to join the forces of bigotry, racism and anti-Semitism. However, the Torah reminds us that God has given us the power to turn evil and curses into blessings. We can, we have, and we must continue to turn that which is unholy into something that which is holy and nurtures life.
B'vrakhah
Rabbi Rick Rheins
Rick | 1,267 | 679 | {
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Beaufort Middle School Classical Studies Choice Program
Focusing on Community, Learning Connections, Critical Thinking and Citizenship to advance the learning of 21st Century adolescents.
Classical Studies
"Classical Education cultivates wisdom and virtue by nourishing the soul on truth, goodness and beauty."
Classical Studies, based on the belief that good citizens are active, well-informed participants in their community, is a school growing leaders, thinkers, and good
within a school program focused on citizens.
This small learning community (limited to 20 students per class) nurtures well-rounded students who learn to think critically and creatively while making connections to the value and relevance of history in their community and society. Students develop their voices and cultivate confidence and competence through active learning and leadership. Rigorous and engaging hands on academics, Socratic seminar, Latin, and the arts infuse this classical curriculum that began for 6 th grade students in 2015 -16. It has since grown to include 6th through 7th grade. For the 201920 school year, the program has 128 students.
Classical Studies began for 6th grade in 2015-16. It now includes 6th and 7th grades. For the 201920 school year, the program has 128 students.
Teachers in Classical Studies have experience teaching gifted and talented students and completed coursework in this area. Three teachers have National Board Certification.
Current BMS Enrollment is: 504 students
Classical Studies builds on the learning of the past to develop responsible, knowledgeable, creative 21 st century citizens.
"What it means to me to be a classical studies student is that classical studies is a very creative program with learning that is fun and artistic. The teachers are great and do many projects with the students. The teachers also are very creative and artistic; it's not just the students. It's everyone who joins or is in classical studies."- Emma Hooper, 6th grade Classical Studies student
"To me, being a student in Classical Studies means that instead of all our subjects being separated, they all come together so we can learn about history, ELA, Math, and Science all at the same time by doing projects that combine subjects." Liam Gibbons, 6th grade Classical Studies student
"As a third-year parent, I am grateful for everything the teachers, administration, and support staff do to make Beaufort Middle School a great school and learning experience. I always feel welcomed and lines of communication are always open. It is a supportive environment and teachers go the extra mile to connect with their students and help them meet their potential. With emphasis not just on academic results but also on growing in confidence and developing into capable and happy people, it is clear how much the teachers and staff care about their students. If your child is interested in the arts, student clubs and activities, or sports, there is something for everyone at Beaufort Middle School." - Ali Rogers, Parent of 8th grade student
Classical
Studies
At
BMS
"The school maintains an ongoing effort to infuse arts throughout the content areas of the curriculum including math, history and the sciences, in order to strengthen academic achievement as defined in their strategic plan. We commend Beaufort Middle School for their focus on quality arts programming and integration for all students. We are fortunate to be able to share in the fruits of their labors as evidenced by those students and their families that have developed a life-long appreciation of the arts as a result of their exposure to the arts in school." -Alana Adams, Director of Education at Arts Center of Coastal Carolina
Beaufort Middle School Classical Studies Program 2501 Mossy Oaks Road Beaufort, SC 29902
843-322-5700 (main) 843-322-5723 (fax) bms.beaufort.k12.sc.us
Alvilda Graham, Principal | 1,658 | 801 | {
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MASON ROAD CEMETERY
Up Mason Road from the center of the hamlet of Egypt is a small, old cemetery fronted by a white fence. Although many of the stones are still readable, others are worn, some are broken, and judging from the empty areas, many are missing. Land for the cemetery was given by the Ramsdell family who were among the first settlers to come to Egypt in the early 1800's, finding fertile and well watered land. In 1816, the year "without a summer," the fertility of the land was proven when, alone among many areas, Egypt's corn crop was plentiful. According to some sources, that was how Egypt acquired its name – after the land to which the Old Testament Hebrews had gone for food.
Not only was Egypt an area of fertile farms, but it was also half way between Canandaigua and Rochester on the main east-west stage route, and, as such was a logical place for taverns, inns, stores, and liveries to be built. Of the three well-known taverns in the hamlet, Cyrus Packard's was the site of Perinton's first town meetings, Oliver Loud's served as a polling place, a post office and a courtroom, and Olney Staples' was the largest, providing a stable and a change of horses. The thriving community included a number of businesses, a school, a church, and by 1828 the Mason Road cemetery.
Thomas Ramsdell and his family, Quakers who had moved to the area in 1802 and donated land for the cemetery, had homes and farms on both Pittsford-Palmyra and Mason Roads. Both houses are still standing, and the Mason Road house is said to have been a stop on the Underground Railroad. Although they gave the land for the cemetery and many of their relatives are buried there, many of the Ramsdells themselves are buried in the Friends' Cemetery in Farmington.
The first burial at the Mason Road cemetery was that of Lucy Ramsdell Lapham, Thomas's daughter, who died in childbirth at the age of 34 in 1827. Her husband, Fayette Lapham, worked as a millwright on the Rochester Erie Canal aqueduct and ran a foundry in Egypt that manufactured the popular "Egypt plow." He also owned extensive land in the hamlet and was a leading citizen, active as a member of the Board of Trustees of the Methodist Church and a charter member of the Fairport Masonic Lodge. Fayette and their son (La)Fayette are buried with Lucy.
There are nine members of the Bortle family in Mason Road cemetery. They are descendents of Lucy Lapham Bortle (Lucy and Fayette's daughter). Their gravestones hint of several tragic stories over the years. Leonard died as an infant in 1926; Gordon died in 1942 at age 13, apparently as a result of a bicycle accident. According to sources, Robert was killed in an auto accident in 1966, and his son Jonathan was killed in Vietnam in 1969.
The graves of Oliver Loud, the well-known innkeeper, and his family can be found on Mason Road. He ran a sawmill and a store in the hamlet and served his community as a school inspector and commissioner, a fence viewer, and overseer of highways. In addition he published a popular weather almanac. His wife, Charlotte, and his children Charles, Cullen, and Susan are buried with him.
Solomon Aldrich, a local landowner, community activist, and patriarch of the Aldrich clan, is buried on Mason Road along with his wife Suza, his son George's wife Mary, his grandson Josiah, and his wife Samantha. The family farmed a large area of land around what is today Aldrich Road.
Eight members of the Wood family are interred in this country cemetery. David Wood moved to Perinton after fleeing from the British in Niagara County during the War of 1812. He purchased land from the Ramsdell family, built a log cabin, cleared land, and left his family a "good farm" when he died in 1844. His wife Margaret, sons David and Jonathan, and their wives Emily and Sarah are buried with him, as are his grandsons Byron and George.
Mason Road Cemetery is unique among Perinton's cemeteries because it includes a "Potter's Field." Usually in the 19 th century a community would set aside an area in one of the local cemeteries for the burial of transients, vagrants, and the poor. This area is along the eastern boundary of the Mason Road Cemetery. The most recent example of the use of the Potter's Field occurred in 1985 when unidentified skeletal remains, which had been unearthed at an excavation site, were reinterred at Mason Road in an unmarked grave.
On this quiet parcel of land, overlooking both farmland and subdivision, visitors might reflect on how the past and the present as well as the known and the unknown have been brought together in this small country cemetery. | 1,886 | 1,077 | {
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STATEMENT BY AHMED DJOGHLAF EXECUTIVE SECRETARY OF THE CONVENTION ON BIOLOGICAL DIVERSITY
on the occasion of World Migratory Bird Day
14 and 15 May 2011
All life on the planet is inter-connected. On World Migratory Bird Day today, we are reminded that changes on the land mean changes in the skies.
Human activities on land, through for example forestry, agriculture, mining and urban expansion, lead to land degradation such as deforestation and wetland loss. This change in the use of land leads to fragmentation of habitat. Migratory birds rely on consistent and secure networks of habitats along their annual migration paths. Changes to these, can have devastating consequences.
We know the results. As reported in Global Biodiversity Outlook 3, the situation of birds is not good. Farmland bird populations in Europe have declined by on average 50% since 1980. Of the 1,200 waterbird populations with known trends, 44% are in decline. A study in the central Amazon region of Brazil found that forest fragments of less than one square kilometer lost half of their bird species in less than fifteen years. Salt marshes, important as natural storm barriers and as habitats for shorebirds, have lost some 25% of the area they originally covered globally, and current rates of loss are estimated to be between one and two per cent per year.
Governments are making stronger commitments to stem this loss. At the Nagoya Biodiversity summit, governments agreed to the Global Strategic Plan for Biodiversity and its Aichi Biodiversity Targets. Over the next ten years, this framework will provide the basis for a new relationship between humanity and nature, including actions that can help migratory species.
Under the Plan, Important biodiversity areas will be protected through an increase in effectively managed protected areas. Complete legal protection is currently given to only 26% of Important Bird Areas (IBAs). Of nearly 11,000 IBAs in 218 countries, on average only some 39% of their area is included in protected areas. Similarly, only 35% of sites holding the entire population of one or more highly threatened species are fully covered by protected areas. While the proportion
of both of these categories of sites under legal protection has increased significantly in recent years, more needs to be done.
Another Aichi Target includes reducing habitat loss and degradation, by as much as half, through such measures as broad-scale land-use policies that incorporate biodiversity concerns.
A commitment to more sustainable agriculture, forestry, fisheries and aquaculture will include policies that lead to biodiversity-friendly practices that reduce the impact of these activities on migratory species and the habitats they rely upon.
In some cases, restoration will be the best way to ensure that Migratory Birds have the habitat they need. Governments have committed to restoring some 15% of degraded ecosystems, as a contribution to ecosystem resilience and other benefits.
In order to ensure that these commitments are honoured, the United Nations General Assembly has declared 2011-2020 to be the United Nations Decade on Biodiversity. This decade will be an opportunity to raise awareness about the importance of biodiversity and the impacts of human activities on the species and ecosystems of our planet.
Through raising awareness of the plight of groups of species, such as migratory birds, greater support for policies that will conserve and protect their habitat can be realized.
On this World Migratory Bird Day, I invite you to not only look around you, but also to the skies, and to reflect and take action that preserves the vital habitat of migratory species.
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Astronomers pinpoint the best place on Earth for a telescope: High on a frigid Antarctic plateau
29 July 2020
The highest ice dome on the Antarctic Plateau could offer the clearest view on Earth of the stars at night, according to new research by an international team from China, Australia and the University of British Columbia. Credit: Zhaohui Shang au, could offer the clearest view on Earth of the stars at night, according to new research by an international team from China, Australia and the University of British Columbia (UBC). The challenge? The location is one of the coldest and most remote places on Earth. The findings were published today in Nature.
"A telescope located at Dome A could out-perform a similar telescope located at any other astronomical site on the planet," said UBC astronomer Paul Hickson, a co-author of the study. "The combination of high altitude, low temperature, long periods of continuous darkness, and an exceptionally stable atmosphere, makes Dome A a very attractive location for optical and infrared astronomy. A telescope located there would have sharper images and could detect fainter objects."
One of the biggest challenges in Earth-based astronomy is overcoming the effect of atmospheric turbulence on telescope image quality. This turbulence makes stars twinkle, and measurement of its impact is referred to as 'seeing'. The less turbulence (the lower the seeing number) the better.
"The thinner boundary layer at Dome A makes it less challenging to locate a telescope above it, thereby giving greater access to the free atmosphere," said UBC astronomer Bin Ma, lead author on the paper.
Currently, the highest performing observatories are located in high-altitude locations along the equator (Chile and Hawai'i) and offer seeing in the range of 0.6 to 0.8 arcseconds. In general, the Antarctic has the potential for better seeing, owing to weaker turbulence in the free atmosphere, with an estimated range of 0.23 to 0.36 arcseconds at a location called Dome C.
The highest ice dome on the Antarctic Plateau could offer
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the clearest view on Earth of the stars at night, according to new research by an international team from China, Australia and the University of British Columbia. Credit: Zhaohui Shang
Ma, Hickson and colleagues in China and Australia evaluated a different location, Dome A—also referred to as Dome Argus. Dome A is located near the center of East Antartica, 1,200 kilometers inland.
The researchers estimated the location has a thinner boundary layer (the lowest part of the atmosphere, which is influenced by friction from the Earth's surface) than Dome C. Previous measurements from Dome A have been taken in the daytime, but the authors report a median nighttime seeing of 0.31 arcseconds, reaching as low as 0.13 arcseconds.
The measurements from Dome A, taken at a height of eight meters, were much better than those from the same height at Dome C and comparable to those at a height of 20 meters at Dome C.
Not surprisingly, the viewing capabilities of the researchers' equipment were also hampered by frost—overcoming this issue could improve seeing by 10 to 12 percent. But the site has promise, according to Ma.
"Our telescope observed the sky fully automatically at an unmanned station in Antarctica for seven months, with air temperature dropping to -75C at times. In and of itself, that's a technological breakthrough."
More information: Ma, B., Shang, Z., Hu, Y. et al. Night-time measurements of astronomical seeing at Dome A in Antarctica. Nature 583, 771–774 (2020). doi.org/10.1038/s41586-020-2489-0
Provided by University of British Columbia APA citation: Astronomers pinpoint the best place on Earth for a telescope: High on a frigid Antarctic plateau (2020, July 29) retrieved 19 September 2020 from https://phys.org/news/2020-07-astronomersearth-telescope-high-frigid.html
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Friday 26th June 2020
Good Morning Year 1
Here are your activities for today
P.E.:
https://www.youtube.com/channel/UCAxW1XT0iEJo0TYlRfn6rYQ
Reading:
Wolfpack gang is outta sight https://www.getepic.com/app/read/35739
Phonics:
Today you will be revising the alternative spellings for the hard c sound. Read the story below.
Go-Kart, Go!
Chris and Kate found some wheels.
"Let's make a go-kart!" said Kate.
"This box could be the cockpit!" said Chris.
"Can I be captain?" asked Kate.
"If you like," said Chris. "Three, two, one … GO!" They shot to the corner.
"STOP!" screamed Chris.
"We cannot stop," shouted Kate. "We forgot to make brakes." They saw Mrs
Cross carrying cakes.
"Look out!" yelled Chris. Whoops! The cakes fell into the go-kart. Mrs Cross was very cross!
"Come back!" she shouted. But the go-kart kept going. Soon they came to the market.
"Keep back!" yelled Chris. "We cannot stop!" The crowd scattered as the go-kart crashed into kites, coats and carrots.
"Quack! Quack!" said the ducks.
"Come back!" shouted a man. But the go-kart kept going. A hammock fell from a hook.
"Where are we going?" called Kate. Chris grabbed a scarlet scarf.
"This is crazy!" called Chris.
"I like it!" laughed Kate. They crashed into crates and cartons. Confetti and cornflakes, crackers and crisps fell into the go-kart. Then the go-kart hit a
kerb. Whoosh! It flew out of control. All at once, the go-kart stopped and the crowd stopped too. A man came running from a field.
"This is just what I am looking for," he said. "Can you come back on
Saturday?"
So, on Saturday, Chris and Kate took their go-kart to the carnival. It was the star of the show!
Make a list of words using the hard c sound. Then write a sentence for each spelling.
English:
https://classroom.thenational.academy/lessons/to-write-the-end-of-our-story
Mathematics: https://classroom.thenational.academy/lessons/toexperience-standard-units-of-mass
Science:
https://classroom.thenational.academy/lessons/what-is-hibernation | 893 | 556 | {
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What causes River Flooding?
* Persistent storms over the same area for long periods of time.
* Combined rainfall and snowmelt
* Ice jams
* Releases from man made lakes
* Excessive rain from tropical systems making landfall.
How does the NWS issue Flood/Flash Flood Warnings?
National Weather Service forecasters rely on a network of almost 10,000 gages to monitor the height of rivers and streams across the Nation.
This gage data is only one of many different sources for data. Forecasters use data from the Doppler Radar, surface weather observations, snow melt/cover information and many other different data sources in order to monitor the threat for flooding.
Stay informed!
Listen to NOAA Weather Radio, local radio or television for the latest weather and river forecasts.
To check out the latest river forecast information and current stages on our area rivers, visit:
http://weather.gov/pah/ahps
Check out the National Weather Service Paducah website for the latest information at weather.gov/paducah
Call for the latest forecast from the National Weather Service's Weather Information Now number:
Paducah, KY: 270-744-6331
Evansville, IN: 812-425-5549
National Oceanic & Atmospheric Administration
National Weather Service
8250 Kentucky Highway 3520
West Paducah, KY 42086
270-744-6440
Severe
Weather
Safety
Guide
Flash Flash
Flooding Flooding
A reference guide from your National Weather Service Paducah, Kentucky
FLOODS KILL MORE PEOPLE PER YEAR THAN ANY OTHER WEATHER PHENOMENAN. WEATHER PHENOMENAN.
What are Flash Floods?
A flash flood is a rapid rise of water along a stream or low-lying urban area. Flash flood damage and most fatalities tend to occur in areas immediately next to a stream, due to a combination of heavy rain, dam break, levee failure, rapid snowmelt, and ice jams. Flash floods can be produced when slow moving or multiple thunderstorms occur over the same area. Flash floods have two key elements: Rainfall intensity and duration.
Flood Products Issued by the National Weather Service:
Flood Watch: Developing weather conditions indicate there is a threat of flooding.
Flood Warning: Flooding is expected in normally dry areas due to increased water levels on either a river, stream or drainage ditch.
Flash Flood Warning: Excessive rain falling in a short period of time, usually less than 6 hours, which results in fast and serious flooding of normally dry areas.
Urban & Small Stream Advisory: High water or flooding is expected in small streams, streets, and low lying areas such as railroad underpasses, and urban storm drains.
FACT: Almost half of all flash flood fatalities occur in vehicles. fatalities occur in vehicles.
* As little as 6 inches of water may cause you to lose control of your vehicle.
* Two feet of rushing water can carry away most vehicles, including SUVs & pickups.
Water weighs 62.4 lbs per cubic foot and typically flows downstream at 6 to 12 miles an hour.
When a vehicle stalls in the water, the water's momentum is transferred to the car.
For each foot the water rises up the side of the car, the car displaces 1500 lbs of water. So, the car weighs 1500 lbs less for each foot the water rises.
Two feet of water will carry away most automobiles (trucks and SUVs too!).
* Be cautious at night when it is harder to recognize the dangers of flash flooding. Flood water can eat away at the road underneath, causing you to be stranded or trapped.
* Never drive into flooded roadways! If you come upon flood waters, STOP and TURN around and go another way.
* If the vehicle you are in stalls, abandon it and seek higher ground immediately.
* Underpasses can fill rapidly with water. Driving into a flooded underpass can quickly put you in 5-6 feet of water.
Flooding Safety Tips:
* Keep alert for signs of heavy rain (thunder and lightning).
* Watch for rising water levels.
* Know where high ground is and move quickly if you see or hear rapidly rising water.
* Do not attempt to walk, swim, play or drive in flood waters. You may not be able to see how fast the flood water is moving or see holes or submerged debris.
* Avoid setting up a campsite near streams or low areas where flooding is likely.
* Listen to weather forecasts and keep away from streams if thunderstorms have occurred or have been predicted near your location.
* When thunderstorms are in the area, stay alert for rapidly changing conditions.
* Stay away from high water, storm drains, ditches, ravines, viaducts or culverts.
* If water is moving swiftly, even water six inches deep can knock you off your feet. Many people are swept away while wading through flood waters. | 2,037 | 1,022 | {
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WHEN TWO ARE ONE
LESSON 129 → Ephesians 5:22-32; Matthew 19:3-6
Grandpa Olson told the children a story with a special meaning.
The big house was bustling with excitement. Every window glowed with light, and the people who were entering laughed and talked happily. Tonight Grandpa and Grandma Olson were celebrating their fiftieth wed ding anniversary!
The whole neighborhood was taking part. It seemed as though everyone had done something to help, and now they were all com ing to celebrate.
Grandpa and Grandma Olson had lived in that house for most of their married life, and everyone nearby knew and loved them. Grandpa had won the hearts of the children because he always had an interesting story to tell. Two generations of neighborhood children, besides his own children and grandchildren, had grown up listening to his stories and riddles.
It was only natural then, after the celebration ceremony was over, that the children should begin to say, "Grandpa Olson, tell us a story." "No, give us a riddle." "A story." "A riddle." Finally, the grown-ups, too, began looking interested. So Grandpa spoke from his seat of honor and said, "If you will all be very quiet so I don't have to talk too loudly, I will tell you a special story in honor of our special day."
MARRIAGE BRINGS SPECIAL RESPONSIBILITIES.
What therefore God hath joined together, let not man put asunder. — Mark 10:9
Even the smallest child grew quiet as Grandpa continued. "When our Lord Jesus was here on earth, He used to tell the people stories quite often. The stories He told are called parables, and they each had a special meaning. This is a story like that. Listen very closely now, and see if you can tell me what it means.
"Contentedly they grew side by side, both giving what they could and both taking what they needed until, with the coming of harvest, they grew old together. So their fruit was gathered and the frost came. Their dry leaves rustled out the plea, 'Let us both be lifted from the earth and laid to rest,' and it was so."
"One day, a wise gardener took two seeds and planted them close together in the ground. The corn he planted first, so that it might have a head start and gain strength. The bean he planted second because it was designed to twine around a support.
"As the new corn sprang into the sunlight it reached for the sky and began to develop a strong stalk. Soon the bean sprouted from the soil and grew beautiful green leaves. The two had been planted far enough apart that they did not crowd each other, yet they were close enough that the bean could reach out and gently wrap her tendrils around the cornstalk. The bean rejoiced in the strength of the straight, tall stalk, and found ample shelter for her delicate vine among its leaves.
"Neither of them realized how much the one depended upon the other, yet in growing together their roots had become so completely entwined that if one had been uprooted the other would have been seriously damaged also. That was how the wise gardener had planned it. He knew that the corn would provide support, and the bean would put strength into the soil which the corn would absorb. Neither of them chose carrots or parsley to confide in, for they whispered their secrets to each other when the breeze was passing by. The bean did not give the grapes a second glance, and the corn had no interest in the apple tree by the fence.
"While both of them were pleasant to all of the other plants in the garden, they realized that the companion chosen for them by the wise gar dener was the best that they could have.
There was silence in the room as Grandpa Olson finished speaking. The grown-ups smiled at each other and nodded knowingly. Then Avery, one of the granddaughters, offered the first comment.
"I think I know what your story was about, Grandpa. It was about you and Grandma!"
Grandpa Olson pretended to look puzzled. "Why Avery, what do you mean? I'm sure I told a story about a cornstalk and a beanstalk. Didn't I, chil dren?" With a twinkle in his eye, he looked at the other children gathered around him.
"Oh, Grandpa!" Avery giggled.
"It was about a cornstalk, and that was you, Grandpa Olson!" said Derek, one of the neigh borhood children. "And the beanstalk was Grandma Olson."
"Well, is he right?" the old storyteller asked.
"Yes!" chorused all the children.
"And what does the story mean?" he continued. "It means that God knew what He was doing when he put you and Grandma together," said Bella. "God is like the wise gardener."
"Yeah. He knew you would help each other, just like the cornstalk and beanstalk did," added Kevin.
Grandpa Olson smiled gently at the little group. "You listened very well, my children. I pray that this lesson will be learned well, and when it is your turn to enter into marriage you will let God choose the best person for you. Then some day you will be able to tell your children, 'The Parable for a Golden Wedding Anniversary.'"
Lesson 129 Activity
GET IT ALL TOGETHER
When two people marry, they both take on some new responsibilities. They Bible tells us what the responsibilities are. Write the words from the loose puzzle pieces into the completed puzzle and you can read what God wants husbands and wives to do.
GETTING ALONG
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Brandesburton Primary Curriculum Intent, Implementation & Impact: Design & Technology
At Brandesburton Primary School, it is our intention that the Design and Technology curriculum is engaging, rigorous, purposeful and well-balanced, providing children with an in-depth and broad understanding of the disciplines of effectively designing, making and evaluating their own products. We aspire for pupils to have opportunities to impose their own creativity, ingenuity and interests into their design and technology projects and consider how the things they design and make might add value and impact to the world. They will master practical skills across a range of design methods, in addition to having a solid understanding of the design process and how to research and take inspiration from existing products.
The Brandesburton design and technology curriculum has been designed around 3 key substantive concepts which are revisited throughout their D&T journey every year from EYFS to year 6. The substantive concepts are:
Textiles
Food & Nutrition
Mechanisms & Structures
By teaching these concepts through different contexts that are derived from other subject curriculums like history or geography, children will be able to link their substantive knowledge to a criteria for product design and creation.
By experiencing the complete process of developing a product from concept to manufacture and working through the challenges that this may bring, pupils will develop critical life skills such as problem solving, resilience and perseverance – intended outcomes of the whole curriculum at Brandesburton (Tool Kit for Life).
Intent
Implementation
Impact
Design and Technology at Brandesburton is based on the national curriculum for key stages one and two. The curriculum starts in EYFS through exploratory concepts and planned development of practical knowledge (skills) to ensure that pupils are well prepared for key stage one. The curriculum is sequenced in a two-year cycle for each phase, rather than year group, due to the occasional need for mixed year group classes.
The subject is taught termly and teaching sequences are planned to be delivered in a block of learning so that the build-up of substantive knowledge and skills can progress, uninterrupted, over a few whole days, rather than individual lessons taught weekly. The context and theme for design and technology units is often based on other national curriculum subjects.
Each unit begins with a design brief, giving both a clear purpose to their work and a focused and achievable end goal. Then, pupils evaluate existing products in order to inform their own designs. Pupils continue to broaden their substantive knowledge through the 'making' stage, which often incorporates mathematical concepts like measuring. This knowledge is carefully sequenced so that progression and development of more sophisticated skills is embedded over the course of each child's journey throughout the school. The application of their knowledge and skills is critiqued against the design brief when pupils have completed their final 'piece'.
Pupils at Brandesburton will develop as self-assured, creative and skilled designers. They will be able to talk clearly about the products they make and the processes used to create them. They will leave with a range of technical knowledge and skills, the ability to use a variety of tools, a secure understanding of the need for safe and hygienic working practices and an embedded understanding of the full design and manufacture process. They will be able to work independently and collaboratively, critically evaluating and adapting their product to ensure it is the best it can be. Pupils will recognise the important role design and technology plays in our modern world and will recognise how it has, and will, shape our past and our future. | 1,559 | 711 | {
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WIN THE VICTORY
LESSON 70 → Judges 4:4-15
With God's help, we can face any battle.
Try to imagine for a minute, a whole army going to war on foot—without guns, swords, or shields, or any thing to protect themselves. It doesn't sound like a good idea, does it? Surely no command er-in-chief would consider such a course of action. It would mean defeat. But this hap pened in Bible days—and not only that, those soldiers WON the battle! How could such a thing have happened? The army had a special "weapon" on their side—God was with
JESUS IS MY STRENGTH.
Behold, God is my salvation; I will trust, and not be afraid. — Isaiah 12:2
them! And that made all the difference.
to help them win it. She knew God could do the impossible.
Do you know that sometimes when it feels and looks as though everything is going against us, it might really be the opposite? If God is on our side, things could be working for us instead.
set in school falls through. Or, you are crushed by grief over the loss of one you loved.
In the Book of Judges, we read about a woman named Deborah. God had appointed her to be a judge of the Children of Israel. The people loved and trusted her, and they came from near and far to ask her advice. They knew that God was with her and that He helped her in making decisions.
One day God commanded her to send the Israelites to war against the Canaanites. Deborah called Barak and made him the general of the army. There was a problem, though, and it was a BIG one. The Israelites didn't have horses or chariots. They didn't even have weapons or ammunition. How could they fight a battle? They knew that the Canaanite army had 900 chariots of iron. It didn't look as though the Israelites would have a chance.
Deborah knew that with God on their side they had nothing to fear. She was sure if God told them to go out and fight this battle, He would be there
Barak was willing to go to bat tle to bring the Israelites out of bondage, but he could not depend wholly on his army to win. He knew if they were to succeed, God would have to go with them. He believed that only God could win this bat tle for them. He also wanted Deborah to go with them as God's representative. Barak told her that if she would go into the battle with them, they would go, but if she wouldn't go, they wouldn't either. So Deborah went.
That day, the Lord gave them a great victory. The Canaanites were completely destroyed, and peace came to the land once again. Deborah had known without a doubt that God would be with them and give them the victory, and He did!
We might compare our
Christian lives to fighting a battle. We may have to face some difficult situations when the enemy of our soul comes at us with "heavy artillery." He wants to win this battle, and he'll use whatever tactics he can come up with. It may be a serious illness or severe pain. Perhaps those we think of as friends turn against us, talk about us, or ignore us. Maybe a long-awaited trip, a special plan for the summer, or a goal
The devil knows just where to make his attack, but he can't compete with our ammuni tion—the power of prayer! If God is in control of our lives, He'll be right there to help us in any battle. If we let Him fight our big battles as well as the smaller ones, the victory will ultimately be ours, even though it might not look like it at the time. He has promised to be with us—we can trust Him. Just like our key verse says, when our trust is in Him, we don't have to be afraid.
Jesus wants to direct your life. If you ask Him to come into your heart, He will come in and take control. Sometimes it may seem that we are all alone when trouble comes, but we can have confidence in God that He will lead us in the right way. We don't have to fear, because we know that "If God be for us, who can be against us?"
Lesson 70 Activity
DEBORAH TRUSTED GOD
All of the words listed below are from our lesson this week. Find a place in the grid for each of them.
ARMY IRON TENT BARAK RIVER ISRAEL CHARIOTS PALM TREE THOUSAND JUDGEMENT PROPHETESS
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VENEER
A veneer is an extremely natural looking dental restoration that covers the outside or visible surface of teeth. A veneer can change shape and color of a tooth as well as hide defects. It is bonded into place and cannot be taken off.
Frequently Asked Questions
1. What material is in a Veneer?
* Veneers are made of very thin tooth-colored porcelain.
2. What are the benefits of having a Veneer?
* Veneers are porcelain and will not stain.
* Veneers can change the size, shape and color of teeth.
* Veneers remove minimal tooth structure and are the most conservative porcelain restoration
3. What are the risks of having a Veneer?
The risks to the tooth are:
In having a veneer, some inherent risks exist both to the tooth and to the veneer itself.
* Preparation for an veneer permanently alters the tooth underneath the veneer.
* Preparing for and placing a veneer can irritate the tooth and cause "post-operative" sensitivity which may last for up to 3 months.
* If the cement seal at the edge of the veneer is lost, decay may form at the juncture of the veneer and tooth.
* Teeth which have had veneers may need root canal treatment less than 1% of the time during the lifetime of the tooth.
* Porcelain may chip over time.
The risks to the veneer are:
* If the tooth needs a root canal after the veneer is per manently cemented, the procedure may fracture the veneer and the veneer may need to be replaced.
4. What are the alternatives to Veneers?
* Alternatives to placing a veneer are to either leave the tooth as is or to place a composite restoration. Composite restora tions remove decay but are limited because they will stain more and do not change the size and color of teeth as well as veneers.
5. How can an existing bite affect a Veneer?
* Bite problems may lead to the veneer chipping or breaking.
6. Are there any post treatment limitations once I have a Veneer?
* A veneer may chip or break if used for abnormal activities (e.g. biting fishing line, sewing thread, biting finger nails, opening bottles).
* Porcelain on a veneer may have a good color match with adjacent natural teeth when the veneer is placed but less of a match as your natural teeth age.
Thinnest porcelain restorations
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Fern House School
Why is good attendance important?
There are positive benefits to be gained from regular attendance; this includes not only coming to every booked session, but also being there on time. So it is important that all staff understand why good attendance by children and good attendance practice among staff both need to be maintained. Benefits include the following:
Good habits
It builds in young children the idea that getting up and going to a setting is simply what you do. Children who attend every booked session develop a feel for the rhythm of the week and gain a sense of security from some regular elements, even when the actual pattern or focus of their learning or activity may vary widely from week to week.
Secure relationships
Young children find it easier to build and sustain a range of social relationships when they regularly attend their childcare setting. Regular times arranged with parents help to develop a secure attachment within the setting. For some families, particularly at times of stress, the child's regular attendance at a setting allows parents to get other things done and helps them enjoy spending time with the child when he or she is at home.
Self-esteem
Children who rarely miss sessions at an early-years setting and come on time are more likely to feel good about themselves. This is because they know what goes on and what to expect, feel more confident with the adults and the other children and have more opportunities to be valued and praised for their own special contribution. Children who regularly miss sessions or are generally late, can frequently experience a sense of having to try a little bit harder just to understand what is going on and what other children are talking about or doing. Regular attendance, on time, helps many young children to separate from their parents or carers at the start of the day and settle more readily into daily life in their setting
Learning and Development
Staff carefully plan every session for each child in their care and want to take every opportunity to help them thrive. Experiences gained in one session are often developed further in the next session, whether or not these are consecutive days. Children learn in many different ways through play with others and through being in the company of staff who actively support their learning and development. Underachievement is often linked to lower attendance. For some older students this is linked to a steadily deteriorating trend in attendance which is traceable right back to their Early Years setting.
Safeguarding
Good attendance is important for every child, but especially those for whom specific factors make them more vulnerable to disengagement or underachievement. Most children are well supported by their families and continue to thrive, whatever their background or circumstances. However, there are some factors in children's lives which make it more likely that they will experience some difficulty.
It is particularly important to pay close attention to the patterns of attendance for potentially vulnerable groups of children, including, for example:
* children who are known to social care or criminal justice system
* there are immigration issues
* children who may be subject to a forced marriage, honour based violence, female genital mutilation, sexual exploitation children facing difficult family circumstances e.g., housing problems, bereavement, separation/ divorce
* children from families experiencing some degree of financial hardship, e.g., in receipt of 2yr old funding, Early Years Pupil Premium funding (EYPP) or claiming Free School Meals (FSM)
* children with additional needs, learning difficulties or disabilities
* children with English as an Additional Language (EAL) or from Black and Minority Ethnic (BME) families
* children about whom other agencies have raised concerns, including those supported through the Early Help Assessment (EHA)/Team Around the Family (TAF).
If any child's attendance starts to cause concern in your setting, it is helpful for the Key Person to discuss this with the staff who work with any of the child's siblings who come to the same setting. This helps establish whether there are issues only for an individual child or if the family as a whole may be going through a difficult time. | 1,673 | 805 | {
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The Who, What, Where, Why, & How's of WWI
1. What nation became a bitter enemy of France in the 1870's? Why?
2. Why did the alliance between Germany, Italy, and Austria-Hungary alarm Russian leaders?
3. How did the alliance system encourage militarism?
4. What is the main idea behind self-determination?
5. How were both imperialism & nationalism involved in the Balkan crisis?
6. Why did Russia support Serbian nationalist group that assassinated Archduke Franz Ferdinand?
7. What were the initial countries involved in World War I?
8. What was the major problem with Germany's invasion route into France?
9. Why did many Irish Americans sympathize with Germany and the Central Powers?
10. How did Great Britain and Germany try to win American support?
11. Why was America's prosperity intertwined with the military fortunes of Britain, France, and Russia?
12. How did Germany respond to Britain's blockade?
13. What did Germany do to keep the United States from breaking off diplomatic relations?
14. What did Germany promise to Mexico in return for Mexico's support in the war?
15. What event finally drew the United States into the war?
CHAPTER 9
Name
Date
Class
Critical Thinking Skills Activity 9
Distinguishing Fact From Opinion
LEARNING THE SKILL
Learning to distinguish fact from opinion can help you form reasonable judgments about what others say. A fact is a statement that can be proven by evidence such as records, documents, or historical sources. An opinion is a statement that may contain some truth but also contains a personal view or judgment.
Use the following guidelines to help you distinguish fact from opinion:
* Identify the facts by determining which statements can be proved.
* Consult reliable sources such as encyclopedias, almanacs, etc., to verify the facts.
* Identify the opinions by looking for statements of feeling or belief. Opinions often contain phrases such as I believe, in my view, it is my conviction, and I think.
* Identify the statement's purpose. What does the presenter want you to believe or do?
PRACTICING THE SKILL
DIRECTIONS: Read the excerpt below from a speech by Senator George Norris on April 4, 1917. It was delivered two days after President Woodrow Wilson asked Congress for a declaration of war against Germany, bringing the United States into World War I. Then answer the questions that follow on a separate sheet of paper.
. . . To my mind, what we ought to have maintained from the beginning was the strictest neutrality. If we had done this I do not believe we would have been on the verge of war at the present time. We had a right as a nation, if we desired, to be neutral. We had a technical right to respect the English war zone and to disregard the German war zone, but we could not do that and be neutral. I have no quarrel to find with the man who does not desire our country to remain neutral. While many such people are moved by selfish motives and hopes of gain, I have no doubt but that in a great many instances . . . there are many honest, patriotic citizens who think we ought to engage in this war. . . . I think such people err in judgment and to a great extent have been misled as to the real history and the true facts by the almost unanimous demand of the great combination of wealth that has a direct financial interest in our participation in the war. We have loaned many hundreds of millions of dollars to the allies in this controversy. While such action was legal . . . , there is no doubt in my mind but the enormous amount of money loaned to the allies . . . has been instrumental [the main influence] in bringing about a public sentiment in favor of our country taking a course that would make every bond worth a hundred cents on the dollar and making the payment of every debt certain and sure. . . .
1. Identify the facts in the excerpt. How can you verify them?
2. Identify the opinions in the excerpt. What phrases does Norris use to signal his opinions?
3. What is Norris's purpose? What does he want his audience to do?
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Delbert Scott 28 th Senate District
CAPITOL BUILDING, ROOM 416 JEFFERSON CITY, MO 65101
MISSOURI SENATE
JEFFERSON CITY
A Weekly Column for the Week of Nov. 24, 2008
Contact: Debbie Poire
(573) 751-8793
Winter Heating Costs and Conservation Tips
The struggle to keep up with the fluctuating cost of gasoline and groceries to fulfill their everyday needs throughout the past months has put many Missourians on a tight budget. With Christmas right around the corner, Missourians continue to pinch pennies in order to fuel their cars, fill their fridges, and now – heat their homes.
According to the St. Louis Post-Dispatch, this winter's heating bills are expected to be higher than last year's. That's because many Missourians use natural gas to heat their homes. It is estimated that heating bills will climb 10 percent in our state.
Natural gas has become an important source for energy production in Missouri. It's the fuel of choice for many developing production plants. Our state has very limited fossil fuel resources. In fact, almost all of the coal, petroleum, and natural gas used in Missouri is imported from other states.
Our world's present coal, oil, and natural gas supply is finite and non-renewable. By switching to renewable energy sources, such as solar, wind, and biomass energy, Missourians would be able to remove themselves from their heavy reliance on nonrenewable resources.
It's also important that we look at ways to conserve the energy produced by any type of resource. The U.S. Department of Energy's Energy Savers Consumer Tips website provides several helpful suggestions to consumers in order for them conserve energy and save money along the way.
Using Furnaces and Heaters
- Set your thermostat to a comfortably low level (68 degrees is a common setting). For every degree you lower your thermostat, you can cut your heating costs between one and three percent.
- Turn your thermostat down 10-15 degrees while you sleep or when you are not at home in order to save more money on your heating bill. Using a programmable thermostat is an easy way to accomplish this.
th
Senator Delbert Scott – 28
Senatorial District – Page 1 of 2
- Clean or replace air filters on furnaces once a month (or as needed), and clean warm-air registers, baseboard heaters, and radiators as needed. Make sure these items are not blocked by furniture, carpeting, or window coverings
- Have your furnace serviced before each heating season to ensure it is operating safely and efficiently.
Weatherizing Your Home
- Keep your drapes and shades on the south-facing windows of your home open during the day to allow sunlight to enter and heat your home. Remember to close them at night to reduce the chill from cold windows.
- Caulk and weatherstrip doors and windows that leak air, and seal air leaks where ducting, plumbing, light fixtures, or electrical wiring penetrates through exterior walls, floors, and ceilings.
- To prevent cold air from entering your house, check to see that your fireplace damper is tightly closed when your fireplace is not in use.
There are also programs available that assist low-income Missourians with their heating bills. Through a contract with the Missouri Department of Social Services (DSS), local community action agencies are now accepting applications for Missouri's Low-Income Home Energy Assistance Program (LIHEAP). This program is a federally funded program and additional funds are appropriated by Utilicare, which is the state funded portion of LIHEAP. Qualification for the program is based on income, number of people living in the home, and heating sources used in the residence. Applications for LIHEAP were mailed in September to those who received assistance last year. Applications are also available at community action agencies, various utilities, and on the DSS website (www.dss.mo.gov).
For more information on winter heating tips, visit the Missouri Department of Natural Resources' website (www.dnr.mo.gov). And if you have questions or comments about any other issue, please feel free to contact me at 573-751-8793 or by e-mail at: firstname.lastname@example.org.
Senator Delbert Scott represents the people of Barton, Benton, Cedar, Dallas, Henry, Hickory, Pettis, Polk and St. Clair counties in the Missouri Senate.
th
Senator Delbert Scott – 28
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2nd lesson: 10-19
3rd lesson: 20-32
There is no point in philosophy unless it helps dispel mental sufferings. Originally the philosopher's role was like that of today's psychiatrist to provide answers to how we are to live. In fact, modern psychiatry, whether it knows it or not, is carrying out some of the great philosophers' most fundamental beliefs.
Consider Epicurus. Here was a man prepared to confront the question, what does it take to make a man happy? His answer includes: friendship; freedom; a willingness to analyze and reduce anxieties about such things as death, illness, and money. The capacity of money to deliver happiness, he insisted, is present in small salaries but will not rise with the largest. A recently published book by an eminent sociologist describes a number of studies which have indeed shown that once a person's income is above the poverty level, an increasingly larger one contributes next to nothing to happiness. Quite the reverse happens: as wealth accumulates, family solidarity and community bonding disintegrate.
Seneca can be referred to for advice on coping with hardships, and actually he has much to say of relevance to such contemporary stupidities as violence observed in some soccer fans. He sees anger as a kind of madness, given that what makes us angry tends to be the frustration of dangerously optimistic ideas about the world and other people. In this modern world of affluence, effective medicine, and a political system devoted to shepherding us safely from the cradle to the grave, we do not anticipate evils before they arrive. The wise man always considers what can happen, and because we are injured most by what we do not expect we must expect everything to happen. Socrates also offered this advice: "If you wish to put off all worry, assume that what you fear may happen is certainly going to happen."
Men are seduced by the trappings of wealth, power, status, and possessions, but the secret of a fulfilled and satisfied life is the wisdom to know what will truly make us happy. Montaigne believed in the superiority of wisdom knowing what helps us live happily and morally over mere learning. Education that makes us learned but fails to make us wise is, in his scheme of life, quite simply
1
[ 2 ]
There are various ways of accounting for dreams. Some claim that they are mysterious experiences in which the soul travels out of the body. Others assert that they are the reflections of hidden desires or socially unacceptable urges. Still others are inclined to think that they do not conceal any deep significance.
Some dreams are little more than traces of recent experiences. If, for instance, we spend the day driving across the country, it would not be unusual to dream about driving down a highway. While such dreams are reasonably straightforward, many others appear disconnected and nonsensical. The fact that most dreams have a surrealistic quality a quality that causes them to be highly resistant to interpretation has influenced many people to dismiss dreams as altogether meaningless.
According to one scientific theory, here roughly sketched, dreams are the result of the forebrain's attempts to understand the random electrical signals that are generated by the hindbrain during sleep. In normal waking consciousness, the forebrain sorts through various kinds of internal and external sensory data to construct a meaningful view of the world. Faced with a flood of disconnected, random inputs generated by more primitive areas of the brain during sleep, the higher mental centers attempt to impose order on the incoming signals, creating whatever narrative structure dreams have. Many dreams that are just clusters of incoherent images represent incoming groups of signals that the forebrain was simply not able to synthesize.
Not all dreams are, however, utterly senseless. Take, for example, those we have all seen at one time or another in which we are falling, flying, or appearing naked in public. Dreams of this kind most likely have their bases in experiences and anxieties shared by all human beings.
Falling is a good example of a shared dream motif. Psychologists speculate that falling dreams are rooted in our early experiences as toddlers taking our first steps. If | 1,653 | 861 | {
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Delbert Scott 28 th Senate District
CAPITOL BUILDING, ROOM 416 JEFFERSON CITY, MO 65101
MISSOURI SENATE
JEFFERSON CITY
A Weekly Column for the Week of Oct. 6, 2008
Contact: Debbie Poire
(573) 751-8793
A Great Dream and Discovery — Celebrating Columbus Day
"In 1492, Columbus sailed the ocean blue." Since our days in elementary school, we have been taught that Christopher Columbus set out on an adventurous and extremely dangerous voyage and as a result, discovered America. As we got older, we realize the great explorer never really "discovered" North America; instead, he landed in the Bahamas and later on sailed to Cuba and Hispaniola (now Haiti).
Despite where Columbus landed on that fateful October day, Columbus' expedition — along with his dedication and perseverance — was unique and important because it resulted in the first intertwining of Europe with what is today North and South America. This interaction allowed the creation of the first permanent European colonies in the New World.
Columbus, who began his sailing career at the age of 14, made merchant voyages as far away as Iceland and Guinea between 1477 and 1482. He proposed his "Enterprise of the Indies" in 1484 to King John of Portugal, but his proposition fell on deaf ears.
However, Columbus didn't take "no" for an answer. Shortly after his conversation with King John, Columbus moved to Spain, where King Ferdinand and Queen Isabella considered his voyage. With their approval, Columbus set sail in August 1492 with three ships — the Nina, Pinta, and the flagship, Santa Maria — in search of the East Indies.
Columbus had a far from easy task and voyage. After two months at sea, the crew began to worry that Columbus was steering them in the wrong direction. Many crew members became sick and tired, and attempted to convince Columbus to turn around and sail back to Spain. Columbus' perseverance and dedication to his journey allowed him to rally his men and ensure them that his route and his fleet would lead to land and adventure. The rest is history.
th
Senator Delbert Scott – 28
Senatorial District – Page 1 of 2
Columbus' success in finding land in the west did not reward him with fame or recognition. As a matter of fact, it took hundreds of years before celebrations of his discovery took place. One of the first known celebrations marking the discovery of the New World was in 1792, when a ceremony organized by the Colombian Order was held in New York City honoring Christopher Columbus and the 300 th anniversary of his landing in the Bahamas. To mark the 400 th anniversary of Columbus's voyage, in 1892, President Benjamin Harrison made a commemorative proclamation. However, it wasn't until 1905 in Colorado when Columbus Day was first observed. Since 1920, Columbus Day has been celebrated annually, and in 1937, President Franklin Roosevelt proclaimed every October 12 as Columbus Day. It remained this way until 1971 when Congress declared the day as a federal public holiday on the second Monday in October.
There are many reasons to celebrate Columbus Day. We recognize the importance of this discovery because it led to the institution of our great nation. The bold and brash explorer also embodies a sense of adventure and exploration that still exists in our country today — from the latest in scientific breakthroughs to the leaps we have made in space discovery.
Columbus' dedication and perseverance also teaches each and every one of us to pursue our dreams and goals, and we have to be willing to dedicate our self to the cause we care about. Things might not unfold the way we'd like, but some things are truly worth fighting for. If you have questions or comments, please feel free to contact me at 573-751-8793 or by e-mail at: firstname.lastname@example.org.
Senator Delbert Scott represents the people of Barton, Benton, Cedar, Dallas,
Henry, Hickory, Pettis, Polk and St. Clair counties in the Missouri Senate.
th
Senator Delbert Scott – 28
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Musing
April 2019 - "The Opening of Spring"
Marty Olson
TS Eliot has famously called April "the cruelest month". He certainly wasn't referring to northern Wisconsin.
The traditionally accepted origin of the word April comes from the Roman verb aperire-to open-as in being the season when flower and trees begin to "open". With high and low temperature averages of 59 and 28, and an average of 2.48" of rainfall, our neck of the woods truly does begin to "open" in April!
Many wildflowers begin "opening" in April, but one of the most obvious are the carpets of trillium seen along the local roadsides. This stark white flower serves as the official flower and emblem of the province of Ontario and it's a protected species in many states, making them illegal to pick. The most common "large flowered trillium" is the largest of four species found in Wisconsin. The white of the flower turns pink with age.
Our many lakes usually "open" in April. Ice out brings immediate and exciting opportunities for fauna. Geese aggressively build nests, loons find open water on their trek to nesting grounds and many other waterfowl will transition through, providing us with rare sightings. I find it especially thrilling to see and feel the muskellunge go through their spawning cycle while seated in a kayak. Shallow sandy shorelines are preferred spawning habitat.
April can also present some challenges. Fire is a real concern due to the lack of new green vegetation and relative high winds. Caution is the operative word with any campfires or yard cleanup. Thankfully, the village of Barnes provides opportunity for free disposal of yard waste.
Unfortunately, the warmer weather and loss of snow cover means the beginning of tick season. The little critters are more than an annoyance-they're a potential source of several serious illnesses. Adult ticks can be active anytime the temperature gets above 40-45 degrees. For the latest updates, go to Google and put in the following: labs.russell.wisc.edu/wisconsin-ticks
Finally, a personal highlight of April means PEEPERS. Spring peepers are a tiny type of chorus frog that produce a very loud sleigh bell-like sound around wet areas. The nightly chorus that you hear on warm spring nights is a mating ritual. The males are calling out the females. The huge bubble below their mouth is actually the vocal sac inflating as it sings. These frogs produce their own antifreeze so that up to 70% of the frog's body can freeze. These tiny frogs reach a maximum of 1.5" and are identified by a dark X marking across their back.
The aggressive geese honking, nightly chorus of spring peepers, and blankets of trillium are surely welcome harbingers of spring in northern Wisconsin. | 1,070 | 586 | {
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GLA 73 Greenwich Park, Candidate LIGS
Royal Borough of Greenwich, TQ 390 774
Ownership: The Royal Parks
Greenwich Park is designated a LIGS because of the many different geological strata that under lie it. It is situated on the southern limb of the London Basin syncline, with the Greenwich Fault adjacent to the north, just outside the park perimeter. The Greenwich Fault is one of the three main en-echelon faults in the southern part of the Basin. The north-west facing escarpment of the park provides fine views of the city skyline, and beyond.
West of Greenwich, the chalk of the London Basin makes a rare appearance near the surface (in the Ravensbourne Valley) and is then overlain by Paleocene and Eocene strata, the oldest being Thanet Sands which form a relatively narrow band running across the lawns on the lower plain in the north, beneath the Head, and lying just beneath the surface at the northeast tip of the park. Overlying these to the south is the Lambeth Group which outcrops along the lower slopes of the escarpment. These beds are composed of a variable series of impermeable clays, loams, sands and pebble beds. The most extensive deposits capping the whole of the southern plateau of the park are the Blackheath beds of the Harwich Formation, which are composed of pebble beds and sand which can contain fossils although none are recorded from Greenwich Park. The beds have been worked extensively for gravel both on Blackheath Common and the southern part of Greenwich Park and the workings are manifest in the landscape as small hollows some of which have been utilised as ponds. The permeable Blackheath beds are more resistant to erosion and form the high ground and top of the steep scarp slopes within Greenwich Park. The youngest strata, just beyond the northern edge of the park, are the flood plain gravels, a Pleistocene drift deposit which sits on the Thames flood plain terrace. The gravels extend from the edge of the River under the Royal Naval College and the Queen's House, and form a narrow band just outside, and parallel with, the northern boundary of the park. Head (mixed material derived from the slope) covers the artificially levelled former parade ground to the south of the National Maritime Museum. Chalk would have appeared in the valley of the Thames in the northern limits of the park but a fault line that runs northeast/southwest beneath the National Maritime Museum takes the Chalk to greater depths to the north. Within the park it is covered by Head. On the plateau in the southern part of the park, Blackheath pebbles can be found on eroded paths from the sand and gravel of the Harwich Formation.
There are springs between the Harwich and Lambeth Group, which have been used, historically, via a conduit system and reservoir, to supply water to Greenwich Palace and the Royal Military Hospital. (One conduit was used as an air raid shelter during WW2.) The 'Standard Reservoir' storage building still stands in the park (TQ 3863 7727). Several quarries were once excavated for gravel, at least one of which can be identified in the Dell near to the Ranger's House (TQ 3905 7672). Another has been used to create the Lake. A dry valley – East Coombe – can be identified in the park (TQ 3898 7746), a few yards to the north east of the One Tree Hill viewpoint (TQ 3891 7739)
.
Access:
There are some designated cycle routes within the park, and many tarmac paths. Blackheath Avenue is often busy with cars and coaches. There are several flights of stairs and steeply-sloped paths. Grass slopes can become slippery when wet.
Access is available during park opening hours. (Some areas have restricted access.)
The park is open every day from 06.00. Closing times vary from 18.00 Nov-Feb to 21.30 Jun-Jul. Buses 129, 177, 180, 188, 199, 202, 286, 386 all pass close to the park. Nearest rail stations are Greenwich to the west, Maze Hill to the north-east, Blackheath to the south and Cutty Sark (DLR), all a short walk from the park. The park can be reached by riverboat to Greenwich Pier from Westminster, Embankment or Tower Piers, and on foot from the opposite Thames bank via the Woolwich foot tunnel.
Greenwich Park is one of eight Royal Parks in London, within UNESCO World Heritage Site, Historic England Grade 1 listed park. The Green Chain Walk runs close by on Blackheath.
Geotrail is free to download from LGP website: www.londongeopartnership.org.uk/geotrails/#greenwich
Guide to London's Geological Sites
Indicating break of slope above parade ground
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Ants: small and strange | Highlands News-Sun | midfloridanewspapers.com https://www.midfloridanewspapers.com/highlands_news-sun/ants-small-and-strange /article_ce148098-6a52-11eb-983b-e7fac6a2bdd5.html
By ARCHBOLD BIOLOGICAL STATION Feb 10, 2021
Pheidole adrianoi, the Florida Rosemary Big-Headed Ant.
MARK DEYRUP DRAWING
The Archbold Biological Station is the headquarters of a long-term exploration of the strange world of Florida ants. Florida's ants are remarkably diverse, including over 240 species. There
2/12/2021, 10:20 AM
are more kinds of ants in Florida than in any other state in the east, a fact that is somehow missing from tourist brochures.
Most of us are usually only aware of a few of these small animals: the ones that invade our kitchens or run up our legs when we tread on their nests. Out of sight and out of mind are most Florida ants, for example the many species that build tiny tunnels and chambers in sand beneath our feet or hang out in dead twigs in the tops of trees, or dwell in the rich layers of dead leaves in Florida's forests.
Dr. Hilary Swain, Archbold director shares that, "Archbold is so fortunate to have hosted Dr. Mark Deyrup, now Archbold Emeritus Entomologist, cataloguing the ant populations of the Station since 1982. His vast knowledge of Florida's ants was summarized in his 2017 book, "Ants of Florida, Identification and Natural History," but whenever you run into Mark, he always tells a new ant story, or some tidbit of ant-know-how that just sticks with you forever."
Dr. Deyrup recently shared, "If there were a zoo for Florida ants, here are a few species that might be on display, with the appropriate signs by their exhibits. It would be a miniature zoo, as the animals are only 2-4 millimeters, or one-eighth to one-quarter of an inch, in length." The Florida Rosemary Big-Headed Ant (Pheidole adrianoi, Illustration 1) digs deep burrows in open sand around Florida Rosemary shrubs. Workers of this species come in two sizes; the smaller individuals probably gather tiny seeds that the large ones grind up with their massive jaws. The Florida Rosemary scrub habitat of this ant is also home to many other specialized insects.
The Common Stopper Ant (Camponotus impressus, Illustration 2) lives in hollow dead twigs up in living trees. Some larger workers, like the one shown here, have an enlarged head used to plug the entrance hole into the twig if the ant colony is attacked. Another twig-inhabiting ant introduced from the tropics might be threatening Florida Stopper Ants, but this has not been studied. Threats to ant species don't get much attention from conservationists.
The Woolly Pygmy Snapping Ant (Strumigenys lanuginose, Illustration 3) is a rare species found in layers of dead leaves in tropical mainland Florida. Its long jaws can snap shut in a fraction of a second to impale creatures even smaller than itself. The long, curved hairs on its abdomen are unique to this species; their function is a total mystery. This ant was probably introduced accidentally in pots of plants from tropical South America or the Caribbean, but like many introduced ants in Florida it is too uncommon to be considered a threat to native species.
2/12/2021, 10:20 AM
The peculiar features and behaviors of small animals such as these ants are fascinating in themselves and could also be instructive as human technology moves to produce ever smaller machines. We currently have no micro-machines that could efficiently go out to gather and process tiny objects such as small seeds, or neatly hollow out a crooked dead twig, or stalk and kill prey the size of a flea, all the while surviving the many dangers besetting small animals.
To learn more about Florida's ants, visit the Entomology Research tab at www.archboldstation.org and also AntWeb, the world's largest online database for ants: https:// www.antweb.org /adm1.do?name=Florida&country=United+States.
Camponotus impressus, the Common Stopper Ant. MARK DEYRUP DRAWING
Strumingenys lanuginosa, the Wooly Pygmy Snapping Ant. MARK DEYRUP DRAWING
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Artificial Intelligence (AI) and Your National History Day® (NHD) Project
NHD students develop projects based on historical research related to an annual theme and present their conclusions. If you participate in NHD, you agree to present work that is your unique academic product. Academic integrity is at the core of NHD.
You are encouraged to use tools such as library databases, computer programs (word processing, graphic design, web builders, video editing software), and the internet to complete your project.
Artificial Intelligence (AI) is an emerging technology and tool. Like any tool, it has its limitations.
Students are not required to use AI tools (chatbots, video generators, art generators, code generators, text generators) to participate in NHD.
If you are going to use AI, you need to use it properly.
Ways You May Use AI
Ways You May Not Use AI
Brainstorming topic ideas
Brainstorming key words to research a topic
Looking for resources you can find in a school or local library
Reviewing your writing for grammar and punctuation mistakes
Simplifying the language in a source to make it more understandable
You can use an AI chatbot to begin your research. For example, if you are interested in WWII, you could ask a chatbot to help you brainstorm topic ideas and keywords for your research.
Questions:
What are several important battles during WWII?
What keywords should I use when researching the Battle of Midway?
What libraries and archives have primary sources on the Battle of Midway?
Letting AI create your project for you. Do not use AI to write your paper, develop your script, draft the text for your website, create charts/graphs for your exhibit, or create your documentary.
Letting AI do your topic analysis for you. Your analysis and the wording of your analysis should be uniquely your own.
While AI tools can recommend sources, they cannot provide accurate evidence or quotations. AI tools often hallucinate when asked to do so.
AI is known to hallucinate or provide made-up or incorrect information, especially with more recent information, or if you write phrases AI doesn't know.
For example:
Question: What is the world record for crossing the English Channel entirely on foot?
Chatbot: As of my last knowledge update in September 2021, the world record for crossing the English Channel entirely on foot was held by Sarah Thomas, an American open-water swimmer.
What historians have written about the Battle of Midway?
You can't cross the English Channel entirely on foot it's a body of water.
-
If you use AI, you need to cite it properly.
Explain how you used AI tool(s) in your process paper.
AI tools are secondary sources.
Add a citation to your annotated bibliography. Include the tool(s) and date(s). In the annotation, explain how you used it. Both MLA and The Chicago Manual of Style include annotations for AI tools.
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HOW DO I TALK TO MY CHILD ABOUT SEXUAL ABUSE?
Talking with your child about rape and sexual abuse can seem overwhelming, but it may be one of the most important talks you have with them. Whether your child is telling you that something has happened, or this is just a normal talk, here are some important things to keep in mind before you talk to your child.
Create a safe and comfortable environment:
BREATHE
LISTEN
AFFIRM
BELIEVE
This can be a difficult topic to talk about. Take a few deep breaths before you begin.
Let your child lead. Giving them control over the conversation will make them feel more comfortable.
BE JUDGEMENT-FREE
Let them know that you're listening. Don't tune out or just "wait for your turn to talk."
It's critical that you believe your child. They're trusting you with this information, and that's a big responsibility.
BE MINDFUL OF TONE & POSTURE
If your child feels blamed for what happened, they may not want to talk about it. Similarly, if they feel like you as the parent are hard to talk to, they'll stay silent.
Speak softly, trying not to raise your voice or use your "parent voice." Body language matters, too. Face your child head-on at eye level, avoid standing over them.
Keep in mind:
CONTENT. Choosing what to talk about matters. Talk to your child about good touching and bad touching. A stranger touching them is different than a doctor's appointment, for example. Ask them if they feel like someone is picking on them or bullying them. Use correct vocabulary for body parts and anatomy. Your child may have heard these words but not recognized them.
ACCIDENTAL DISCLOSURES. Children are likelier to disclose abuse by accident, since they may be confused about what has happened to them. If this happens, take a moment and breathe, listen, affirm, and believe the child. 1
GIRLS ARE MORE LIKELY TO DISCLOSE THAN BOYS. If you think something has happened, but your child hasn't said anything, consider this factor. It's important to make sure your child knows that they can talk to you. 1
CHECK IN AFTERWARDS. Make sure that you're still ok after the disclosure, as well as your child. These conversations can be stressful. Remember: you can't help someone else if you need help, too.
Following these tips can make all the difference for you and your child. Most of all, let your child know that they're safe. They may be scared, confused, or feeling alone, so a feeling of safety will help them open up to you.
Source 1: "What to Do If Your Child Discloses Sexual Abuse: A Guide for Parents and Caregivers (2009)." What to Do If Your Child Discloses Sexual Abuse: A Guide for Parents and Caregivers (2009) | National Child Traumatic Stress Network - Child Trauma Home. N.p., 21 Sept. 2010. Web. 22 June 2017. | 1,156 | 652 | {
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WATER/WASTE CAMPAIGN
REFILLABLE WATER BOTTLES
Refilling our own water bottles from the tap or water fountain is helpful both for water conservation and waste reduction reasons:
* Bottled water is often transported large distances.
* Tap water is carefully treated and tested and is inexpensive.
* Disposable water bottles are recycled or thrown away.
PRE-CAMPAIGN AUDIT
1. How many water fountains are in the school and are they easily accessible to students?
2. Are bottles of water available in vending machines or are they sold in the school cafeteria? If you can, find out how many of these are sold each day.
Ask a number of students the following questions.
3. Do you drink water from school water fountains? Why? Why not?
4. Do you buy bottled water? If so, when?
5. Estimate how many bottles of water you use each week.
* How many are refillable?
* How many are single use?
6. What do you think would help you decide to use a refillable water bottle more often? Choose any that apply.
* Information about the environmental impact of bottled water and bottles.
* The cost of bottled water.
* Information about local water quality testing.
* Reminders.
* Free refillable water bottle.
* Seeing classmates using refillable bottles.
* Other?
POST CAMPAIGN AUDIT
1. Was the campaign a success? Did it achieve your goals?
2. What did students like about the refillable water bottles campaign?
3. What did students dislike about the refillable water bottles campaign?
4. What would you do differently next time?
REFILLABLE WATER BOTTLES
1. Audit the number of water bottles that are used in your school by students each week. To do this, ask for the vending machine information, interview cafeteria employees for sales, or sort recycling containers for water bottles. Communicate this number to students with posters, announcements or newsletter items.
Ideas for Campaigns
2. Create posters, a website or a blog that share information about how bottled water is made, where various waters come from, how they are transported, provide information about how many bottles end up in landfill or the process and energy used to recycle bottles.
4. Have a "Bring a refillable water bottle week" at your school and encourage students to give up disposable water bottles for a week.
3. Provide information about how tap water in your community is treated and compare the price of tap water to a variety of bottled waters.
5. Set up water stations where students can get ice water, and include ideas for keeping refillable water bottles clean and healthy.
6. Raise money to install a water bottle refilling station at your school.
ADDITIONAL RESOURCES
For information about drinking water quality, issues and activities: http://www.safewater.org/
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Knowledge, Skills and Understanding
Sikh Rites of Passage
- I can find out who Sikhs are and what they believe.
- I can find out about the naming ceremonies of Sikh children.
- I can find out about the Sikh Baptismal ceremony of Amrit.
- I can find out about Sikh marriage ceremonies.
- I can find out about Sikh funerals and beliefs on life after death.
Christmas journeys
- I can explore the importance of Bethlehem to Christians and to find out what a pilgrimage is.
- I can find out about Mary and Joseph's journey to Bethlehem.
- I can find out about some of the key features of the nativity story.
- I can find out how religious ideas can be expressed through music and art.
- I can explore the emotions of people in the story and how they are the same emotions as people have today.
Hindu Worship at home and in the Mandir
- I can explore some important aspects of Hindu beliefs in God.
- I can identify some characteristics of Hindu gods and goddesses.
- I can understand why a shrine is a special place in a Hindu home.
- I can understand why puja is important for Hindus, and how it is practised at home.
- I can explore Hindu worship in the Mandir.
- I can evaluate what I have learnt about Hindu worship at home and in the mandir.
Why is Easter important?
- I can explore the events of Palm Sunday.
- I can learn about the significance of the Last Supper.
- I can explore the events which led up to Jesus being arrested.
- I can explore the events and emotions surrounding the crucifixion of Jesus.
- I can find out about the events of the resurrection and to explore Christian beliefs in life after death.
- I can explore the meaning of 'Messiah' for Jesus and to summarise the events of Holy week.
Buddhist festivals
- I can gather, select and organise ideas about Buddhism.
- I can understand why Buddhists give offerings during Vesak.
- I can understand how and why significant moments in the life of Buddha are celebrated.
- I can understand how and why Buddhists pay respect to the Buddha.
- I can explore how activities during the festival relate to the teachings of the Buddha.
Identify and belonging
- I can identify the things that help us shape our sense of identity.
- I can consider the ways in which we express our identity.
- I can consider differences between the beliefs of different groups and communities, and how we can show tolerance and understanding.
- I can explore ways in which a sense of belonging is shaped by our relationships and environments.
- I can consider some of the responsibilities of belonging to a global community.
- I can consider the importance of sharing in our global community. | 1,013 | 563 | {
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What You Need to Know About Tuberculosis
Tuberculosis (TB) is a disease caused by germs that are spread from person to person through the air. TB usually affects the lungs, but it can also affect other parts of the body, such as the brain, the kidneys, or the spine.
Not everyone infected with TB germs becomes sick. As a result, two TB-related conditions exist: latent TB infection (or inactive TB) and TB disease. If not treated properly, TB disease can be fatal.
The Difference Between Inactive TB and Active TB Disease
A Person With Inactive TB
A Person With Active TB Disease
* Has a small amount of TB germs in their body that are alive but inactive.
* Has no symptoms and does not feel sick.
* Cannot spread TB germs to others.
* Usually has a positive TB blood test or TB skin test indicating TB infection.
* Has a normal chest x-ray and a negative sputum smear.
* Has a large amount of active TB germs in their body.
* Has symptoms and feels sick.
* May spread TB germs to others.
* Usually has a positive TB blood test or TB skin test indicating TB infection.
* May have an abnormal chest x-ray, or positive sputum smear or culture.
* Needs treatment for inactive TB to prevent active TB disease.
* Needs treatment for active TB disease.
If your body cannot stop TB germs from growing, you develop active TB disease. Symptoms of active TB disease include:
U.S. Department of
A cough that
lasts 3 weeks
or longer
Coughing
up blood or
sputum
Weakness
or fatigue
Chest pain
Fever
Chills
Night sweats
Loss of appetite
Weight loss
Centers for Disease
Health and Human Services
Control and Prevention
301332 | October 2023
Testing for TB
Getting tested and treated for TB can protect yourself, your family and friends, and your community. There are two types of tests for TB infection: the TB blood test and the TB skin test.
A Positive Test For TB Infection
A Negative Test For TB Infection
You have TB germs in your body. Your doctor will do other tests to determine if you have inactive TB or active TB disease. These tests may include a chest x-ray, and a test of the sputum you cough up.
A negative test means you likely do not have inactive TB or active TB disease.
Your doctor may do more tests if:
* You have symptoms of active TB disease, like coughing, chest pain, fever, weight loss, or tiredness.
* You have HIV infection.
* Your exposure to TB germs was recent.
Tell Your Doctor if You Received a TB Vaccine
TB blood tests are the preferred test for people who have received the bacille Calmette-Guérin (BCG) TB vaccine. Unlike the TB skin test, TB blood tests are not affected by BCG vaccination.
Many people born outside of the United States have received the BCG TB vaccine. BCG vaccination does not completely prevent people from getting TB. A positive reaction to a TB skin test may be due to the BCG vaccine itself or due to infection with TB germs.
TB Can Be Treated
TB germs can live in your body for years without causing symptoms. If you have inactive TB, treating it is the best way to protect you from getting sick with active TB disease.
If you have been diagnosed with active TB disease, you can be treated with medicine. You will need to take and finish all of your TB medicine as directed by your doctor or nurse. This is to help you feel better and prevent other people from getting sick.
The best way to remember to take your medicines for active TB disease is by receiving directly observed therapy (DOT). Through DOT, you will meet with a health care worker every day or several times a week either in-person or virtually. The health care worker will make sure that the TB medicines are working as they should. | 1,668 | 828 | {
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1. Smell a flower
2. Take 1 min to look in your child's eyes to see all the different colours
3. Hold hands and jump around the kitchen
4. Get down on your child's level and smile for no reason
5. Kiss your child between their eyes
6. Hit two spoons together to make a song
7. Run outside together
8. Have a family group hug
9. Read a favourite book
10. Snuggle your child on your lap
11. Listen to the birds for 1 minute
12. Watch for where the wind touches
13. Kiss your child on the nose and eyelids
14. Look at the stars
15. Tell your child a story from your childhood
16. Sit on the floor and watch your child play for 5
minutes
17. Find a special rock
18. Go outside and look at the sky
19. Feel the bark of a tree
20. Stroke your child's hair
21. Laugh
22. Peel and cut up an apple and eat it together outside
23. Rub noses with your child
24. Pick your child up and just hold him/her
25. Breathe deeply
26. Skip to the letterbox
27. Say "I love you" just one more time
www.BeAFunMum.com
57. Help your child swing on a tree branch
58. Look up the name meaning for the members of your family
88. Play peek-a-boo or hide and seek
89. Look at the shadows
59. Do a piggy back
60. Blow up 5 balloons
61. Look at the moon
62. Go outside when the sun sets
63. Leave a bit of honey bread for the ants
64. Colour in together
65. Make a cubby under the table
66. Write your child's name 5 times on a piece of paper
67. Be still and listen for 2 minutes
68. Find an interesting looking stick
69. Sprinkle flower petals in a bowl of water
70. Walk on tippy toes
71. Read a book outside
72. Pick wild flowers
73. Draw a rainbow
74. Look at the clouds
75. Watch moths on an outside light
76. Light a candle
77. Study raindrops or dew
78. Visit a garden
79. Take an umbrella outside, rain or shine
80. Find a bendy road
81. Watch your child sleep
82. Stand in the sun and feel the warmth for a few minutes
83. Draw a heart: one for each of your children and leave it on their bed
84. Draw a picture with different colours of blue and green to represent the sea
85. Wear a necklace
86. Walk hand in hand with your child
87. Collect shells or pebbles & put in a glass of water
90. Have a picnic on the grass outside your house
91. Do something out of the ordinary
92. Greet your loved ones exuberantly
93. Tell a story while you are driving in the car
94. Make a rhythm with two sticks
95. Smile
96. Look at my child directly for 10 seconds when they speak
97. End a sentence: "______ makes me happy."
98. Use expression
99. Do a High-Five
100. Stand under a large tree
Notes:
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Physics Notes 2013
Physical Quantities, Units and Measurement Techniques
Accuracy and Precision:
Accuracy: The ability of a measurement to match the actual value of the quantity being measured.
Precision: The ability of a measurement to be consistently reproduced.
Dart-board Analogy:
A dart-board analogy is commonly used to illustrate the difference between accuracy and precision. Yellow darts are accurate, because they are close to the target [actual value]. Green darts are precise because they are close together, meaning the thrower is consistent.
Le Systeme International d'Unites:
Universal system of measurement units [revised version of the metric system]. There are 7 base SI units.
There are also derived units. They are basically made up of combinations of SI base units.
Eric Wu | More free notes at tick.ninja
Physics Notes 2013
Prefixes:
Prefixes are used with base units to increase or decrease value that they represent. All prefixes represent some factor of 10.
Significant Figures:
IF a number foes not have a decimal point and right most digit is 0, then it is unclear to the number of S.F it has.
For example,
20 = 20 [2 s.f]
At the same time,
Using these rules, all these numbers have 3 s.f:
123
123,000
Eric Wu | More free notes at tick.ninja
18 = 20 [rounded off to 1 s.f]
Physics Notes 2013
12.3
End of thinking capacity. [e.t.c]
Rules for Calculating With S.F
General rule is to round the answer to the least precise measurement used in the calculation.
Number of decimal places given for a calculated quantity in addition and subtraction is the same as the least number of decimal places of measured quantities.
For example,
```
28.7 [3 s.f] + 2.75 [3 s.f] = 31.5 [3 s.f] [calculated value is 31.45] 0.04529 [5 s.f] + 0.0028 [4 s.f] = 0.0481 [4 s.f] [calculated value is 0.04809] 87.16 [4 s.f] - 0.7254 [4.sf] = 86.73 [4 s.f] [calculated value is 86.7346]
```
Same rules apply for multiplication and division.
Combined Calculations
In a single calculation involving all four calculation methods, perform calculations using BODMAS rule, then use the lowest [s.f] in the values obtained for final answer.
For example,
14.991 - 14.98/14.991 = 0.01/14.991 = 0.0007
Additional Notes
Ratio should be expressed as a decimal number to three significant figures.
Fractions, square roots and symbols should be avoided as answers. Answers for square roots should be presented as a value with 3 [s.f].
END
Eric Wu | More free notes at tick.ninja | 1,299 | 629 | {
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Nan Kim
History 700 Introduction to Public History
Digital Humanities tools/methods: StoryMap JS / ArcGIS StoryMap / Timeline JS; digital archives; visual storytelling
Description of assignment:
Working in teams of two, each pair of students chose their own topic for creating a Wisconsin Humanities Council grant proposal, whether real or hypothetical. They completed primary and secondary research in order to prepare the proposal for a local public history project. Though the projects represented a range of research interests, they shared an objective based on the assignment: to connect a present-day community, institution, neighborhood, or place, with either a significant period of change or a meaningful set of events in the past.
Each team member then used Story Maps to create a digital humanities project for presenting their independent research with the intention of reaching a wider public audience. Their Story Map projects could do one or more of the following: (1) compare maps from different historical eras; (2) present a series of maps in a tabbed format with commentary; (3) construct a narrative cascade that integrates a variety of visual, textual, or audiovisual elements; and/or convey their research findings through another Story Map format, such as Timeline JS.
Outcomes:
Students wrote reflections on the DH project at the end of the term, and they described a number of positive outcomes. Among the things they appreciated most were:
* the experience of working directly with members of the community to create a project of lasting value which filled an existing need, such as outreach or public education;
* the opportunity to do primary research (e.g. using archival photographs, maps, & documents), which involved analyzing and arranging their data in order to create an accessible narrative;
* the benefit of having a finished DH project, which could help them while working at a current job and/or promised to be an asset when searching for future employment.
* In some cases, this project was a chance to revisit a familiar topic the students felt passionate about, while they also were able to how to present that history in a new way.
Students described a sense of confidence after having completed a polished DH project, and nearly all of them expected to apply these newly acquired skills to other projects in the future.
Sample assignments:
NB: Teams submitted either two single-authored DH projects or one joint DH project.
"Archiving Craft Brewing in the U.S." by Samantha Dickson | bit.ly/uwm-hist-700_dickson "Milwaukee and the Craft Beer Movement: The Rebirth of Brew City" by John Harry bit.ly/uwm-hist-700_harry
"Freedom House and The Early Movements of Milwaukee's NAACP Youth Council"
by Greg Lutz |
bit.ly/uwm-hist-700_lutz
"Milwaukee Open Housing Marches, 1967-1968" by Jarrod Showalter bit.ly/uwm-hist-700_showalter
"Milwaukee Environmental Justice" by Nicholas Lee | bit.ly/uwm-hist-700_lee "Reflecting on Industry in Suburbia: Impact and Legacy of Pleasant Prairie's Power Plant" by Kate Bennett | bit.ly/uwm-hist-700_bennett
"German-American Culture in Milwaukee" by Roman Lulloff | bit.ly/uwm-hist-700_lulloff "The Disappearance of German Culture in Milwaukee, 1916-1919" by Brennan Christianson bit.ly/uwm-hist-700_christianson
"Remembering the Old Third Ward" by Jamee Pritchard | bit.ly/uwm-hist-700_pritchard
"Changes in the Third Ward's Ethnic Communities" by Claire Svehla bit.ly/uwm-hist-700_svehla
"Milwaukee's LGBTQ History Timeline" by Goncalo Borges and Taytum Markee bit.ly/uwm-hist-700_borges_markee
"This is It!: The Gay Cheers," by Krisenda Henderson and Matthew Torres bit.ly/uwm-hist-700_henderson_torres
"Women in the Civil Rights Movement" by Rachel Lange and Erica Shrader http://bit.ly/uwm-hist-700_lange_shrader
"The Russian-Speaking Community of Milwaukee" by Nick Olson and Rebecca Schnabel bit.ly/uwm-hist-700_olson_schnabel | 1,921 | 876 | {
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104
©2010 by Liz Plaster and Rick Krustchinsky.
Unauthorized reproduction or distribution of these pages is strictly prohibited.
Published by Redleaf Press, www.redleafpress.org.
C LASSI Fy I n g
Fruit-Kabob Rainbow
words you Can Use
blue, green, kabob, orange, purple, rainbow, red, skewers, yellow
what you need
■ fruits of different colors and varieties, such as green and purple grapes, cantaloupe, strawberries, blueberries, and pineapple
■ index cards with labeled pictures of the different fruit (cut pictures from grocery-store flyers or print them from a copyright-free Web site)
■ wooden skewers (snip off the sharp points with scissors)
■ toothpicks
■ one small paper plate for each child
■ one large paper plate for each small group
■ napkins
■ serving spoon
what you Do
1. Prepare ahead by washing the fruits and cutting them into bite-sized pieces.
2. Put an equal amount of the different fruits on a large paper plate. Make one plate for each small group.
3. Separate the children into small groups.
4. Ask the children to examine their plates of assorted fruits and to discuss with their group how they might sort, or classify, the
chapter 3
fruits. Encourage all answers, and have children explain why they would use the sorting methods they suggest.
5. Ask the children to name the fruits. Help them by referring to the pictures on the index cards, if necessary.
6. Explain that for this experiment, they will sort the fruits by color.
7. Now give each child a toothpick and have the children take turns moving the fruits around on their group's large paper plate to sort the fruit into color groups. Encourage them to use the color words while they sort and refer to the cards, if needed. Tell the children that they should not touch the fruit with their fingers because later they will be eating the fruit.
8. Then ask each child to take a small plate and put one fruit of each color on it. Show the children the wooden skewers and model for them how to use them safely, by not pointing them at anyone or at their own face and eyes.
©2010 by Liz Plaster and Rick Krustchinsky.
Unauthorized reproduction or distribution of these pages is strictly prohibited.
Published by Redleaf Press, www.redleafpress.org.
9. Model how to put one piece of fruit at a time on a skewer, always holding on to the opposite end.
questions you Can Ask
10. Now give the children their own skewers and guide them in putting their fruits on their skewers.
11. When everyone has finished, discuss the colors again. Using the index cards, review the names of the fruits again.
12. Invite the children to remove the fruit from the skewers and eat it. Caution: To prevent children from poking their faces or eyes with the skewers, do not let them eat the fruit directly off the skewers.
■ What are the different colors on our FruitKabob Rainbows?
■ What is your favorite color?
■ What fruits taste best together?
■ What type of fruit tastes best to you?
cooking up basic science process skills
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