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Preschool
Conflict Resolution – We will read It's Mine by Leo Lionni and discuss how the frogs can solve their problems. We will use I messages, practicing this with a favorite item that starts with I – ice cream cones! Our I messages will sound like "I feel sad when you don't share."
Anti-Bullying – We will read Howard B. Wigglebottom Learns about Bullies by Howard Binkow and role play scenarios with puppets. We will focus on telling an adult if they are sad or someone else is sad. Furthermore, we will focus on kindness and how to be kind friends.
Character Education - Jamie Lee Curtis' When I Was Little is a fun book to help students identify how they are growing into people with so many positive characteristics! After discussing how talented they are and how many activities they can truly do independently, they will make an adorable project to accentuate how special they are!
First Grade
Identifying Feelings and Mindfulness Techniques First graders will acknowledge how they are not always happy, and will identify and practice ways that they can calm down. We will utilize various deep breathing, visualization, and mindfulness exercises. If we have extra time, we will read Sometimes I'm a Bombaloo by Rachel Vail.
Conflict Resolution – We will read We Can Get Along by Lauren Murphy Payne and discuss various solutions to problems. Role plays will assist with I messages, choosing to play somewhere else, taking a deep breath, and talking the problem out with someone else to name a few examples. I messages in first grade sound like, "I feel sad when you do not play with me. Would you please play the game with me now?"
Anti-Bullying – With one of my favorite books, Chrysanthemum by Kevin Henkes, and puppets, students will identify various ways to handle one-sided bullying situations. We messages, telling an adult, and being upstanders who stick up for one another will be integral parts of the lesson.
Counselor's Corner
Nicole Keane, School Counselor
(973) 764-6320
email@example.com
Winter/Spring 2017
Fall 2013-06-18
Kindergarten
Tattling Versus Telling – With puppets and role plays, students will decide when they need to report to an adult and when saying something would be tattling, or trying to get someone in trouble. Our "in" and "out" bins will demonstrate "getting someone 'in' trouble" and "getting someone 'out' of trouble." We will also read and discuss Billy Bully by Alvaro and Ana Galan.
Conflict Resolution – We will read Words are Not for Hurting by Elizabeth Verdick and discuss how they can solve conflicts. We will do a SMARTboard activity with I messages, such as, "I feel mad when you don't play with me. Would you please swing on the swings with me?"
Anti-Bullying – Anna Dewdney's Llama Llama and the Bully Goat will aid in identifying that bullying is a one-sided situation where someone is hurt. Through role plays, students will identify various ways to handle difficult situations with peers, such as being an upstander and helping someone out, telling an adult, and using We messages. "We feel mad when you are unkind. We want you to stop!"
Happy and Healthy 2017 to you and yours! The School Counseling units in each grade level are touching upon the topics of Conflict Resolution and Anti-Bullying. We are extremely fortunate that our Kindergarten and First Grade students will also take part in the NJ Child Assault Prevention (CAP) bully prevention program in January. For Walnut Ridge Primary School, it is developmentally appropriate to focus on how to solve conflicts, tell an adult when he/she or others feel sad, and how kind choices prevail.
Feel free to contact me with any questions or concerns. I am always available to assist in helping your child(ren) meet success academically, socially, and emotionally during their days at Walnut Ridge. Also, keep in mind that I can facilitate in finding numerous local resources for your child(ren) and whole family, if needed. Please check out the "School Counseling" tab on the Walnut Ridge Primary School portion of www.vtsd.com.
Thank you for your continued involvement.
Nicole Keane School Counselor firstname.lastname@example.org (973)764-6320 | 1,719 | 933 | {
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Speaking Sample Questions
www.ArmaniEnglish.com
Technology & Computers
For more speaking samples please visit www.ArmaniEnglish.com
Part One:
- Do you use a cell phone?
- What do you use it for?
-
How often do you use it?
- When did you get it?
- When did you get your first mobile phone?
- How did you feel when you got your first mobile phone?
- What feature (or, function) of your cell phone do you like the best?
- Is there anything you dislike about using cell phones?
- Is your cellphone very important to you?
- Are cellphones (or, mobile phones) very popular in your country? (Why?)
- How often do you use a cellphone? When do you usually use your cellphone and for what purposes?
- Do you think cellphones are important for modern people?
- What services does your cellphone have that fixed phones don't have?
- How do you think cellphones will develop in the future?
- How has advertising for cellphones developed in recent years?
- Are there any differences between the cellphones (= mobile phones) that men use and those that women use?
- Do you use a computer?
- Do you prefer working on the computer or in another way?
- Why do you think computers are good?
- What would you like to learn about computers?
For more speaking samples please visit www.ArmaniEnglish.com
Part Two:
Describe a useful app you know for phones, computers or tablets.
You should say:
- what the app is
- how long you have used it
- what it is used for
And explain why you think it is useful.
Describe your first mobile phone.
You should say:
- How old were you when you got it?
- When and why did you buy it?
- How did you feel when you first got it?
Describe a piece of electronic equipment that you find useful.
You should say:
- What it is
- How you learnt how to use it
- How long have you had it
And explain why you find this piece of equipment useful
Model Answer for the THIRD CUE CARD.
I suppose the item I use most, and therefore probably the most useful would be my notebook, or laptop. This particular one I've had for just under a year, but it's my third or fourth laptop so it was more of just an upgrade rather than changing from a desktop PC to a laptop.
For more speaking samples please visit www.ArmaniEnglish.com
Anyway, I purchased it about a year ago because my old one had a couple of problems, with the battery and also the cooling fan, and it was quite old as well - so I decided to invest in a new one.
This one works on Windows 8 which I hadn't used before so It took a few days to get used to it and configure it as I wanted – but it was easy as it's quite intuitive in the way it's set up. The only thing that took a little getting used was the touch screen functionality which my old laptop didn't have – but most of the time I use a wireless mouse because I find it more precise and also quicker than swiping and tapping the screen all the time. Really, I didn't have any problems using it, but as always, if I'm unsure about something then the online help function really helps or just Google the query and see what other people have done to solve problems.
After I had downloaded a couple of apps for audio and video editing, got them installed and up and running it was plain sailing.
I'm pleased with it so far, in the first year it hasn't given me any problems and has been super reliable, although now the keyboard is beginning to show signs of normal wear and tear.
It gets used a lot – everyday for work and studying – so I'm not surprised it's beginning to look well used – it has been. I guess maybe next year I'll think about replacing it for a newer version.
For more speaking samples please visit www.ArmaniEnglish.com
Part Three:
- Is it a good or a bad thing to have a mobile phone? Why?
- What can you do with a mobile phone?
- Do old and young people use mobile phones in the same way?
- What can be done to avoid children becoming inattentive in class?
- What kind of jobs can't be replaced by technology? Why?
- Do you think some jobs will be replaced by technology in the future?
- Can you think of any examples of modern machines or high-tech equipment that people have in their homes today?
- What do you suggest a person, for example, an old person, do if he or she cannot understand how to use modern equipment?
- What do you suggest could be done to help old people understand how to use modern hi-tech equipment?
- Do you think today's young people will also have problems with hi-tech equipment when they are old?
- What are the advantages of using electrical equipment?
- Does your university have (or use) much high-tech equipment?
- What are some examples of high-tech equipment that is used in some classrooms today?
- What age group do you think is interested more in mobile phones? Why?
- Do you think the research findings should be accessible to all? Why?
- Do you think the amount of high-tech equipment a university uses can help attract more students to that university?
- Do you think there are any (possible) shortcomings to using high-tech equipment in classrooms (as teaching tools)?
- Do you think computers (and other hi-tech electronic equipment) might one day replace teachers? | 2,019 | 1,135 | {
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The Soil is Alive By Bridget Haworth
To grow good healthy food requires a soil that contains a balance of organic matter, micro-organisms, trace elements and other nutrients. When the soil is low in one of these substances, the plants and trees growing in that soil can tell you what it lacks. Simple examples being, blossom rot in tomatoes and pit rot in carrots can indicate the soil is low in calcium and early defoliation of fruit trees can mean the soil is low in zinc.
Micro-organisms, one of the key ingredients to balanced soil, produce a natural plant food called humus. They are also capable of naturally producing antibiotics, vitamins, and hormones that assist in healthy plant growth. As well, certain micro-organisms can control the populations of unwanted fungi and plant pathogens. Feeding the microorganisms in your soil will keep them thriving and in-turn they will feed your plants what they need.
To support a vast community of micro-organisms in the top-soil they need organic matter, trace elements and nutrients, the other main ingredients to balanced soil. One acre of land can contain 800 pounds of micro-organism in its top-soil. A low number of micro-organisms can mean that your soil lacks the available food for them to flourish.
If your plants are having a hard time fending off bugs and disease, it may be due to an imbalance or a lacking in the soil. Depending on how depleted the soil is will determine the amount of time and perhaps money it will take to get the soil back on track. There are various components used to build the soil up so that it can support healthy plant growth.
Organic matter is a key component to building healthy soil and can be obtained by composting kitchen and yard waste and/or manure. As well green manures, a crop that has been grown for the purposes of being tilled into the soil before maturity, can be used. To a certain extent these inputs of organic matter can also bring small quantities of trace elements into your soil. However there are various mineral fertilizers (also called rock dust) that can be used in conjunction with organic matter to increase microbial growth in the soil.
The soil is alive and there are all sorts of interesting biological and chemical exchanges going on beneath our feet. Understanding how to read your soil's needs will help in making the right choices in feeding the soil properly. If you are gardening on a small scale then you might find just regular compost is adequate in keeping your soil healthy. However if your soil has been heavily worked then soil depletion is a real concern.
To learn more about building healthy soil, check out a resource book from CSLP collection at the Craik's Palliser Library called, "The Soul of the Soil: A Guide to Ecological Soil Management". This book is just over a 100 pages and is a wealth of information. In the back of the book there are several helpful charts that describe everything from how to identify the missing trace elements in your soil to the role of the various soil organisms plus list of mineral fertilizers and how and when to use them. | 1,160 | 625 | {
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Wild Local Food By Crystal Stinson
When we think about local food, we often mean the food that is grown by ourselves, or by people geographically close to us. The crops that our local farmers grow, the fruit, vegetables and preserves that can be found at the local farmer's market, and the honey, eggs, bread, or meat that are just a phone call away.
These are great sources of local food, and there is a list of local food producers available at the Town and RM office. I would encourage people to give these folks a call and get to know where your food could be coming from.
I would like to have a look at local wild food in this article. Before the dawn of agriculture, humans were a hunting and gathering society. I'd like to focus on the "gathering" side.
Many wild plants are edible, and it is important to note that there are some dangerous ones as well, so before you add a new food to your dinner plate, be 100% sure that you have identified it correctly.
I remember many wonderful days of berry picking with the family at the farm or along a river bank to collect enough Saskatoon berries for several pies and some jars of jam. A grove of good berry trees is a treasure passed on from one generation to the next. Wild berries, such as Saskatoon, choke cherry, raspberry and strawberry can be found around the prairies and eaten right off the shrub, or jams, jellies, juice, and syrup can be made from these berries. A perfume-scented jam, jelly or syrup can be made from rose-hips. All of these berries & hips can also be made into wine.
The leaves of certain plants can be made into teas, such as wild mint, stinging nettle, rose and raspberry. Spring is a good time to go collect leaves, while they are young and tender and haven't turned bitter. Collect the leaves, allow them to dry and store them in an air-tight container, and use for loose leaf tea throughout the year.
There are a few varieties of mushrooms that grow of the prairie that are edible – my husband tells me that when he was a kid, his mom would pick puffballs and fry them up in butter. Personally, mushrooms make me nervous because there are some varieties that are very poisonous that look similar to the good ones, and I haven't been taught how to tell the difference.
Several wild plants are very nutritious, and can be used in a variety of ways. For example, there are several ways to eat stinging nettle (once the leaves of the plant are dried, soaked or cooked, the toxic compounds that cause stinging reaction to skin are neutralized). The cooked leaves of stinging nettle taste similar to spinach and are rich in vitamins A, C, D, iron, potassium, manganese and calcium; they are also high in protein. The leaves can be added to mixed greens, or cooked into polenta, pesto or soup. The dried leaves make a very healthy tea, which has historically been referred to as a cure-all for things such as the common cold and sore throats to very serious afflictions such as cancer.
Other plants that you may not have considered a possible part of your diet are weeds. There is a lovely book available at the Craik library (CSLP collection) called "Edible Garden Weeds of Canada" by Adam Szczawinski and Nancy Turner, which contains a wealth of information of edible weeds, including how to recognize, where to find, how to use them, and many recipes. There is everything from "Candied Spearmint" to "Cream of Lamb's Quarter's Soup" to "Oriental-Style Chickweed". There are several recipes for dandelions, including one for dandelion coffee and one for dandelion wine.
Spring is a wonderful time to be outside and explore the hills and valleys around this great town, and a great opportunity to have a look around for the food that nature has provided, free of charge. | 1,365 | 841 | {
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Name __________________________________
Period __________
Example 1:
The lower equation (in this case, 𝑖= 1) indicates the first term of the sequence. The top number (n) indicates the last term of the sequence. The expression on the right (𝑎𝑖) is the explicit rule for the i th term of the sequence.
Write each series in sigma notation.
Find a rule for the i th term of the sequence
Write the sigma notation for the first 5 terms
Find a rule for the i th term of the sequence
Write the sigma notation for the first 6 terms
Alternating Signs:
Exercise 1:
First Value not 1:
Example 2:
For sequences with alternating signs, use the following:
Write each series in sigma notation.
A sequence always begins with 𝑖= 1; nevertheless, a series may begin with an index value other than 𝑖= 1. For example, see example 2a.
Expand and evaluate the following:
Exercise 2:
Expand and evaluate the following:
Formulas:
Constant Series:
Linear Series:
Quadratic Series:
Finding the sum of a sequence with many terms can be tedious. Let's derive formulas for some common series.
In a constant sequence, each term has the same value. Suppose each term in a sequence has the same value:
Then the sum of the first n terms is,
A linear series derives from am arithmetic sequence. Consider the arithmetic sequence that is the natural numbers, 1, 2, 3, 4, ⋯.
Find the sum of the first 10 natural numbers.
Consider what happens when we rearrange the terms.
Notice that 5 is half the number of terms, and 11 is the sum of the first and last terms. This suggests that the sum of a linear series is,
Similar methods help us to find the sum of a quadratic sequence,
Summation Formulas:
Example 3:
Constant Series
Linear Series
Quadratic Series
Evaluate each series, a.
Use the summation formula. Notice there are 6 terms; therefore,
5
∑𝑖
𝑖=1
Use the summation formula. Notice there are 5 terms, and the sum of the first and last terms is 6. Therefore,
b.
Exercise 3:
c.
Use the summation formula. Notice there are 7 terms; therefore,
Evaluate each series, a.
Example 4:
c.
10
2
Ricky is building a house of cards. He wants the house to have as many stories as possible. With a deck of 52 cards, how many stories will Ricky's house have?
1. Understand the Problem
The answer will be the number of rows in the card house. List the important information:
- He has 52 cards.
- The house should have as many stories as possible.
2. Make a Plan
- Make a diagram of the house.
- Find a pattern for the number of cards in each story.
- Write a series and evaluate it.
3. Solve
Make a table and a diagram.
The number of cards increases by 3 in each row. Write a series to represent the total number of cards in n rows.
It is important to recognize that the sigma notation is addition. Therefore, we can use the associative and distributive properties to rewrite this expression as follows:
The first sum is a linear series, and the second sum is a constant series. Therefore,
Now, we set this equal to the total number of cards available (52) and solve for n.
Using the quadratic formula, we find,
We reject the negative answer and recognize that we cannot have a fractional answer. Therefore, we cannot have more than 5 stories. We evaluate the series with 𝑛= 5.
Exercise 4:
A flexible garden hose is coiled for storage. Each subsequent loop is 6 inches longer than the preceding loop, and the innermost loop is 35 inches long. If there are 6 loops, how long is the hose?
Class work: p 638: 1-12
Homework: p 638 ff: 13-51 odd | 1,590 | 877 | {
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Introduction
PART ONE: IMMIGRANTS: HOW MANY ARE THERE? WHO ARE THEY? WHERE DO THEY GO?
Introduction
1. Prologue: definitions and experiences
18.104.22.168. Counting immigrants
1.1.2. Diversity of situations and experiences
1.2. Immigration has changed profoundly
1.2.1. Migrants' origins and destinations
1.2.2. Economic participation of migrants differs in different European countries
Table 1: Share of the foreign-born in total population, labour force and employment, 15-
64 years old
1.3. In Europe, each host country has a different past
1.3.1. Geographical concentration by nationality of origin
1.3.2. Rising immigration flows but varying situations in different host countries
1.3.3. Different grouping criteria
1.3.4. Focus on a few countries
22.214.171.124. Recent immigration: Spain, Portugal, Greece, Italy
Table 2: Immigration in some European countries, change between 1985 and 2005
Figure 2: Structure of the population by age in Spain (2007)
126.96.36.199. Older immigration countries: Germany, France and the United Kingdom
188.8.131.52. A specific case: Russia
Conclusion
PART TWO: CERTAIN AREAS OF DISCRIMINATION AND RESPONSES IN TERMS OF INTERCULTURAL DIALOGUE
Introduction
2.1. High levels of discrimination in the labour market
2.1.1. On average, immigrants have a lower employment rate than the native-born
2.1.2. Immigrants are more vulnerable to unemployment
Table 1: Unemployment rate by gender for foreigners and native-born
2.1.3. Skill and qualification levels reduce disparities but do not eliminate them
Figure 1. Change in the education level of emigration according to region of origin between 1975 and 2000
Figure 2. Highly-qualified individuals in low- and medium-skill jobs as a percentage of the employed population aged 15-64, 2006/2007
2.2. Lower pay and poorer working conditions
2.2.1. An overview of pay and working conditions
Table 2. Discrimination according to geographical origin and gender Figure 3: Median wage by education level for native-born and foreign-born
2.2.2. The reasons for economic discrimination
2.3. School, a medium for integration?
2.3.1. Significant spatial segmentation fuels educational segregation
2.3.2. Poorer performance at school than that of native-born pupils
Figure 4. Differences in mathematics performance associated with students' immigrant background
Figure 5. Place of birth and student performance
Figure 6: Home language and student performance
2.3.3. Towards less discrimination in educational guidance
184.108.40.206. Educational guidance
220.127.116.11. Discrimination upon leaving school | 1,389 | 631 | {
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10 Foods To Eat
We all know how eating is simple but keeping a diet is difficult. Different health issues can restrict us from eating some particular types of food. But yet, even we are not under restriction, our diet can improve our health and make us stronger. So let's see some of the foods that are rich in nutrient and can be easily added to our daily meals.
1) YOGURT:
The probiotic organisms from yogurt is beneficial to the body. These organisms help strengthen our immune system. However, not all yogurts have these probiotic organisms. So before buying make sure to check the label to find the one that carries "live and active cultures".
2) CARROTS:
This vegetable has so many health benefits. It contains a fat compound that is soluble called CAROTENOIDS. Carotenoids helps in fighting and preventing cancer and also help in reducing inflammation in our body.
3) SPINACH:
Spinach forms a base for making some of the medicinal products like omega-3s and also folates. This product help reduces and prevents stroke, heart disease, and osteoporosis. Spinach also makes a wonderful vegetable for salad so adding it to your meals is also easy.
4) TOMATOES:
gradesfixer.com
The red ripe tomatoes are better since they contain more lycopene than the unripe. Lycopene is an antioxidant which helps reduce the risk of lung, bladder, skin, stomach, and prostate cancer.
5) BLUEBERRIES:
Berries in general are rich source of fiber. They also contain antioxidant and vitamins C and A. The fiber helps in fighting cancer, diabetes, and memory challenges due to old age.
6) EGGS:
Eggs are highly proteinous; one egg contains about 6 grams of protein. The yolk contains two
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antioxidant which are: zeaxanthin and lutein which are good for the eyes.
7) OATS:
Oats are mostly served as breakfast. Very in fiber which protects us from many heart disease. Most oats are cheap to buy and easy to add to our meals.
8)NUTS:
As small as they come, they have a lot to offer to the human body. Nuts are rich sources of fats and magnesium. There are 2 nutrients help keep the heart healthy.
9) BLACK BEANS:
All beans are nutritious to the body but black beans stands out when considering your brain's health. Black beans are rich in a special antioxidant called anthocyanins. Anthocyanins have the ability to improve brain power.
10) ORANGES: Oranges most times are not regarded as fruit of high importance but they have a lot offer to the human body. They are a great source of vitamin c which is essential to the body producing antibodies including white blood cells. gradesfixer.com | 1,159 | 606 | {
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REPRODUCIBLE MASTER G5-8
Collect Denim for America Recycles Day ACTIVITY
Recycling is an important part of caring for the
environment, but did you know that recycling denim jeans can also help people stay warm in the winter?
Part 1: Read the passage below and answer the questions.
In 2006, Cotton Incorporated began an innovative program that would go on to help people in communities all over the country. The program, called Blue Jeans Go Green™, gives people the opportunity to recycle unwanted denim made of cotton rather than throw it into landfills. The denim is broken down and made into natural cotton fiber insulation, which is given to building organizations that help communities, such as Habitat for Humanity affiliates. Insulation helps keep homes cool in the hot weather, and warm in the cold weather, thus saving energy year-round.
In 2009, a 9-year-old student named Erek Hansen read about the program. He became passionate about recycling denim, organizing denim drives, and encouraging his friends, family, neighbors, and school to become involved. As of January 2019, over 33,000 items of denim clothing have been recycled into insulation through Erek's efforts.
It takes between 500 to 1,000 pairs of jeans to create enough cotton fiber insulation to insulate one averagesized home. The more denim recycled, the more insulation created for building efforts that will help keep cotton out of landfills.
1. Why do you think the Blue Jeans Go Green™ program was started? ____________________________________________
__________________________________________________________ __________________________________________________________ __________________________________________________________
2. According to Blue Jeans Go Green™, about 6,000,000 square feet of insulation has been produced from recycled jeans. If the average house in the United States is about 2,300 square feet, how many houses could that much insulation provide for?
__________________________________________________________
© 2020 YMI, Inc.
3. Describe two benefits of the Blue Jeans Go Green™ program.
__________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________
4. Erek was only 9 when he became involved with the program. Anyone can make a difference! On this America Recycles Day, what is something you could do to make a difference in your community or to help the environment?
__________________________________________________________ __________________________________________________________ __________________________________________________________
Part 2: Imagine your school has joined the Blue Jeans Go Green™ program. With your group members, create a poster to let people know how their unwanted denim clothing can be recycled into insulation. The poster should include how recycling denim can help the community, as well as when, where, and how the clothing will be collected or can be mailed in. Add a creative flair by including a catchy slogan and graphics. Plan your poster on a separate sheet of paper.
Learn how your family can recycle denim by visiting bluejeansgogreen.org/ recycle-denim!
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Lesson/Unit Title: Cellular Ceramics
Grade Level(s):
Grade 7 (adaptable)
Duration:
Multi-day (multi-week) Unit
Big Idea/Unit Overview:
Students were introduced to cell biology through a Cellular Ceramics lesson. Students observed different colors, textures, lines, and shapes as inspiration for their abstract cell form with use of a microscope and a series of slides. Structures were built to merge and illustrate these observations to develop a more concrete understanding of the cell, its parts, and their function.
Essential Questions:
* How can we critique real life objects as art objects?
* How can this help us critically analyze the world around us?
* How can we benefit from critiquing our work halfway through the art making process?
Objectives/Outcomes:
* Interpret visual images from media sources and the immediate environment through the context of art.
* Select skills and information needed from other disciplines (science) to solve artistic problems.
* Use observation skills of the environment and personal experiences to create original imagery.
* Analyze a variety of careers in regard to how art skills are needed to be successful.
Vocabulary: Parts of a Cell, Abstract, Form, Line, Texture, Color
Materials: Sketchbooks, Clay, Clay tools, Glaze, Brushes, Kiln, Microscopes with Slides, iPads
Resources (websites, videos, images, books, etc.): n/a
Procedure:
Introduction:
Begin class by presenting a scientific animation from Harvard University. Students were asked to record any Elements and Principles seen throughout the brief film to initiate discussion. The students then formally analyzed a series of cell photography by using their art vocabulary. The discussion that followed the presentation was focused on how the images were taken by scientists using cell biology microscopes. The discussion also stressed the importance of using observation skills inside and outside of the art room. The students were then introduced to the parts of a cell as the art teacher presented each component, its function, and a visual description to assist in the recognition of these parts. Lastly, the students were introduced to several contemporary artists whose work was influenced by cell biology.
Demonstration:
The students developed several thumbnail sketches using the provided image galleries on the iPads and microscopes from the Science department. These sketches were encouraged to be abstract, while merging and utilizing different colors, textures, lines, and shapes that were observed to represent specific parts. The teacher demonstrated how to properly use a microscope and discussed topics such as how to change a slide and how adjust the lens. The students worked in groups of four to six and rotated through the microscopes to discuss the series of cell slides that were viewed.
The teacher performed a demonstration to provide students with guidance on how to develop their two-dimensional designs into three-dimensional forms.
Process:
The students built their ceramic cell tiles by using various additive and subtractive constructing techniques. The students were required to include and emphasize a nucleus and a cell wall or membrane within their piece. The students conducted a formative critique at the beginning of Day 6 to assess their progress and adjust their designs to meet the specified expectations. The students' work dried for approximately two weeks and was then fired in the kiln. The students had three class periods to complete the glazing of their work. The teacher demonstrated specific glazing techniques that students could then use to complete their piece.
Assessment:
Student progress was informally assessed through observation throughout the art making process to monitor understanding. The students completed a series of exit tickets to summarize and assess each step of the process. Students also completed an Artist Statement that discussed process, inspiration, conceptual purpose, and a formal analysis. Throughout this process, students were reminded to make visual connections to the cells that were observed at the beginning of the lesson and within their Science curriculum. These writing samples are reviewed and graded in conjunction with a rubric that assesses the planning process, construction techniques, glazing techniques, and the inclusion of specific parts of the cell.
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The Children's Workshop
HEALTHY EATING POLICY
EYFS: 3.47 – 3.49
'Good health in the early years helps to safeguard health and wellbeing throughout life. It is important that children develop healthy habits when they first learn about food and activity' (Early Years Foundation Stage, DfES, 2008).
At the Children's Workshop our aim is to help our children to develop healthy habits when they are learning about diet, good health and the nutritional benefits of food and activity.
We plan activities, including professional talks by doctors and dentists, which help the children to develop positive attitudes towards diet, health and oral hygiene. Revisiting activities throughout the year ensures that they are constantly building on their knowledge and understanding of a healthy lifestyle.
All staff responsible for food preparation and handling of food and are competent to do so and have the appropriate Level 2 food hygiene/safety e learrning qualification. which is updated every three years.
At the Children's Workshop we believe that mealtimes should be happy, social occasions for children and staff alike. We promote shared, enjoyable positive interactions at these times.
Snacks
We provide a self-service snack area open throughout the session to ensure children receive appropriate levels of energy and nutrition. Using age-appropriate equipment, children can help themselves to a healthy snack consisting of fruit, vegetables, rice cakes, cereals, biscuits or bread sticks. We ensure that all our food is low in fat, sugar and salt, falling in line with government guide lines to promote healthy eating and help combat the increase of obesity in young children.
Information is made available to parents/carers regarding snacks provided for the children on a daily basis.
Drinks
The children have access to fresh drinking water throughout the session and we encourage them to have a drink, especially in hot weather or after they have been more active. We often talk to the children about the health benefits of drinking water during activities. Milk is also available throughout the session.
Lunch
Parents/carers provide a packed lunch for their children and are reminded of our healthy eating policy both verbally and via regular news-letters. We advise them about what can be stored safely and about appropriate food content.
Staff will be good role models for healthy eating.
Staff will pro-actively involve children at meal times to create a social occasion which provides opportunities to promote children's social and educational development as well as encourage good eating habits and table manners. During snack or lunch time we sit with the children and talk to them about table manners, thus promoting good social eating skills and a calm atmosphere in which to enjoy a their meal.
The Children's Workshop
Fussy eaters will be encouraged (but not forced) to eat. Praise will be given when the child eats, food will be removed without judgement if the child refuses food. Staff will always show great sensitivity towards any dietary requirements a child may have and will always follow parent's instructions. Any food left uneaten will be sent home in the child's lunch box so that parents can monitor what they are eating from day to day.
Children will be given as much time as they need to finish meals.
In the very unlikely event of any food poisoning affecting two or more children on the premises, whether or not this may arise from food offered at the pre-school, we will inform Ofsted as soon as reasonably practical and in all cases within 14 days. We will also inform the relevant health agencies and follow any advice given.
Allergies
The setting will obtain and record necessary information from parents/carers regarding any ethnic/cultural or special dietary requirements, preferences or food allergies. This information is passed onto all of our staff and displayed daily in the snack area. We give careful consideration to seating to avoid cross contamination of food from child to child. An adult will sit with children during meals to ensure safety and minimise risks. Where appropriate, age/stage discussions will also take place with all children about allergies and potential risks to make them aware of the dangers of sharing certain foods.
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The Magic Noodle Show
by Janice Marriott illustrated by Matt Hunkin
Book Summary
Mrs. Pohl has invited the children's parents to come to school to talk about their jobs. Hong thinks this is a bad idea. His parents don't speak English very well and they're too busy at the restaurant. This story shows how Hong changed his opinion when he learned about his grandfather's special skill.
Features of the Book
* Information about different cultures
* Character development within the story
* The use of adjectives to describe feelings – worried, surprised, nervous, puzzled, proud
* Exploring a problem and its resolution in a story
Purpose
The Magic Noodle Show can be used to introduce and reinforce the following skills and understandings:
identifying a problem and predicting outcomes; S
interpreting and analyzing characters' feelings, relationships, and actions; S
forming and supporting opinions; S
exploring the conventions of direct speech; S
writing for a specific purpose or audience; S
exploring the ways in which different skills are valued in communities. S
Investigation Tools
* Digging Deeper – Chopsticks, page 29
* What's the Background? – Noodles around the World, pages 30–31
* Weighing Both Sides – All Jobs Are Important, page 32
The Guided Reading Lesson
Identifying a problem and predicting outcomes S
Interpreting and analyzing characters' feelings, relationships, and actions S
Forming and supporting opinions S
Introducing the text
Ask the students to look at the cover and read the blurb on the back of the book. Ask them to make predictions about the story. Clarify the concept of a "show."
– What do you think a "Magic Noodle Show" might be?
Reading and discussing the text
Ask the students to read the first chapter heading aloud. Discuss how chapter headings can give us clues about what we are reading.
– What does the chapter heading tell us about the beginning of this story?
– What do you think Hong's problem will be?
– How is Hong feeling?
Write "Hong" on the board, and list the students' ideas about how he's feeling.
Ask the students to read chapters 1 and 2.
– How is Hong feeling in chapter 2?
– How do you know?
Add their ideas to the list.
– What have you learned about Hong's family?
– Why is Hong surprised when his grandfather offers to go to school?
Ask the students to look at the chapter heading and illustration on page 11.
– How might Hong's problem be solved?
Discuss the concept of mixed feelings and point out some of the conflicting feelings that Hong may be having (embarrassed, protective, concerned, shy, nervous, worried).
Ask the students to read the rest of the story (to page 28) independently.
– Is this how you thought the story would end?
– How did Hong's feelings change? Why did they change?
– What has Hong learned about his grandfather?
– What have the children in Hong's class learned?
– How was Hong's problem solved?
The last four pages contain nonfiction information related to the text. The students can read this now, or they can read it later as part of their independent reading.
Revisiting the Text
The activities below can be used immediately after the guided reading lesson, during later reading sessions as mini-lessons, or as independent activities.
Interpreting and analyzing characters' feelings, relationships, and actions S
Hong's feelings about his grandfather's visit to his classroom change during the story. Ask the students to find the sentences or the illustrations that tell them how Hong feels through the first four chapters. Write their ideas on the board so that they can see how his feelings change. For example: Page 6 – "… Hong was worried that the other children would laugh at them."
The students can complete this exercise for the remaining chapters.
Exploring the conventions of direct speech Review the rules for the use of quotation marks in direct speech. Using examples from the text, illustrate how punctuation is placed inside or outside the quotation marks. S
Writing for a specific purpose or audience Discuss how Hong's classmates reacted to the "Magic Noodle Show." Together, write a thank-you letter that Hong might have written to his grandfather. S
The students can complete the blackline master on page 77 to write a thank-you letter.
Exploring the ways in which different skills are valued in communities S
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The Lighthouse People
by Susan Paris illustrated by Denise Durkin
Book Summary
Becca's family have lived and worked at the lighthouse all her life. Now there is talk that the lighthouse will be automated and they will have to leave. This realistic narrative examines themes of dealing with change, working together to overcome difficulties, and the importance of family.
Features of the Book
* Figurative language – similes
* Evocative illustrations
* Emotive language and descriptions
* Comparisons
* Times used as chapter headings
Purpose
The Lighthouse People can be used to introduce and reinforce the following skills and understandings:
analysing point of view to form an opinion; S
analysing descriptive language; S
identifying how science and technology have changed people's lives; S
using strategies to make meaning of unknown words. S
Investigation Tools
* What's the Background? – From People to Power, page 29
* Looking Closer – The Fresnel Lens, pages 30–31
* Making Connections – Life in Isolation, page 32
The Guided Reading Lesson
Analysing point of view to form an opinion S
Analysing descriptive language S
Identifying how science and technology have changed people's lives S
Introducing the text
Ask the students to share what they know about lighthouses.
– What are lighthouses? What are they for? How do they work?
Distribute the books. Ask the students to study the cover and the title page and read the blurb on the back.
– What might this book tell us about lighthouses?
– Would you like to live in a lighthouse?
– What would be the challenges of living there? Why might someone enjoy it?
– Why do you think the girl on the title page looks sad?
Reading and discussing the text
– Read to the end of page10. Identify the problem in the story and how the characters feel about it.
– Why was Becca sad?
– How do the other family members feel?
– Locate the words and phrases that show the characters' emotions and inner thoughts. (on edge, page 3; grim, page 5; picking at the tablecloth, page 5; my dinner churned in my stomach, page 6; protested, page 6; wasn't looking at anyone, page 10)
– How would you respond if your family had to move?
Discuss the concept of automation. Ask the students to consider the automation of lighthouses from different perspectives.
– What might it mean to each of the characters?
– What could it mean to the coast guard? To the captains of ships?
Ask the students to compare the different perspectives and to form an opinion about what should happen to the lighthouse and the family. Invite them to provide reasons for their opinion.
The students can now read to the end of the story.
– As you read the rest of the story, think about how automation might have changed the outcome.
Ask the students to look at the chapter headings.
– Why might the author have titled the chapters this way? (to make it seem like a diary entry; to show the importance of time)
– How does it create a sense of drama or urgency? (creates a sense that the family might be "running out of time")
Ask the students to read "From People to Power" on page 29.
– What are good things about new technology?
– What has been lost?
Help the students to think about other professions that have been changed or eliminated because of technology (typists, delivery people, typesetters, blacksmiths, coal miners, production workers). Ask them to make connections with the situation in this story. They can use the Making Connections investigation tool on page 93 to record their ideas.
Revisiting the Text
The activities below can be used immediately after the guided reading lesson, during later reading sessions as mini-lessons, or as independent activities.
Analysing descriptive language S
Ask the students to reread Becca's description of the generator shed on page 19, then write a description of a place that is special to them. Encourage them to use language that creates images and suggests "mood" or feeling.
Using strategies to make meaning of unknown words S
Ask the students to use context, association, and substitution to help them interpret the meanings of the following words: grim, generator (page 5); debris (page 12); tight smile (page 19); indignant (page 20); horizon (page 26); navigate (page 29); lens (page 30); and isolation (page 32).
Identifying how science and technology have changed people's lives S
Ask the students to work in teams to investigate how certain activities (listed on the blackline master on page 75) have changed as a result of new technology. Provide them with research tools such as encyclopedias, books, and the Internet to assist their investigation. | 1,903 | 1,025 | {
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Understanding English Grammar: A Linguistic Introduction
Additional Exercises for Chapter 9: Complementation
1. Complements or adjuncts?
Underline any Complements of the italicized words, and circle all Oblique adjuncts in the following sentences (Note: Complements occuring within complements should be underlined twice). Remember that the difference between Complement and Oblique adjunct is a continuum, rather than an absolute distinction. If you find any of these troublesome, feel free to express your difficulties:
a. Wallace was snoring in the sitting room.
b. All of the students at Hogwarts love magic.
c. The Slitherins don't like the boy with red hair.
d. This professor of alchemy is famous.
e. He was waiting for her in the kitchen.
f. She hugged him warmly.
g. They quickly moved the body.
h. He slowly sharpened the knife in the kitchen.
i. Phil, we're not gonna leave a baby in the room.
2. Types of Predicate Complements
The following examples illustrate several types of Predicate Complements. For each example, underline the Predicate Complement, and indicate whether it is a Subject Complement or an Object Complement, and whether it is stative or inchoative.
a. Proverbs form a very important part of Maasai oral literature,
b. since they summarize the wisdom of the sages.
c. You are literally too stupid to insult.
d. Don't let the beard fool you.
e. You're a disgrace to depression.
f. You seem a decent fellow.
g. We are but poor, lost circus performers.
h. My grandmother has more attitude than you!
i. Let me put it this way.
j. I look like a nerdy hillbilly!
k. I consider myself a bit of a loner.
l. You are deemed unfit.
m. I hereby relieve you of your command.
n. You can't ascribe great cosmic significance to a simple earthly event.
o. Peanut butter on bananas I find delicious.
3. Determining syntactic functions
Determine the syntactic function (Head, Modifier, Complement) of each of the underlined constituents and indicate which other constituent it functions in relation to (adapted from Brinton (2000:140).
Example: .You don't by any chance happen to have six fingers on your right hand?
Answer: by any chance = Modifier of the IP "don't __ happen to have six fingers . . . " your = Head of the DP "your right hand".
a. There are things in this world which are out of our control.
b. You make me want to be a better man.
c. You shine up like a new penny.
d. Life is full of interruptions and complications.
e. Sauron's forces are already moving.
f. The Ring is trying to get back to its master.
g. I should have danced with you.
h. That does put a damper on our relationship.
4. Subjects and Predicates
Underline the (main clause) Subject and circle the highest level Predicate in each of the following sentences (Hint: Sometimes predicates can be divided into two parts, in which case you will need two circles):
a. How much do you pay people to do this?
b. Just because I'm a man doesn't mean I can't do ballet.
c. Every evening about this time, there's a big ruckus over at the Villa Rosa.
d. It really bothers me when students eat popcorn in class.
e. Where in the world would you have hidden my shoes?
f. Beans for breakfast is one of my favorites.
g. Even selling off the farm won't get you out of debt.
h. It's amazing what a little paint can do.
i. Let them eat cake.
j. Whoever goes to the store should buy bread.
k. That time of year thou mayst in me behold When yellow leaves, or none, or few, do hang Upon those boughs which shake against the cold, Bare ruined choirs, where late the sweet birds sang.
(William Shakespear, from Sonnet 73)
5. Categories and functions
Give the syntactic category and syntactic function for each underlined constituent in the following sentences. Write the category label below the constituent and the function label above it. The first example is done for you:
Predicate Complement
Head or Determiner (of DP)
a. There are things in this world which are out of our control.
prep. phrase pronoun
b. It's been 84 years, and I can still smell the fresh paint.
c. The concept of the suction pump is centuries old.
d. Wait! Take a couple practice swings over there.
e. When you first entered the restaurant, I thought you were handsome.
f. When I was your age, television was called books!
g. If you can make it here, you can make it anywhere!
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L3L46: Isaiah and the King
2 Kings 15-20
Isaiah was a prophet during the reigns of Uzziah, Jotham, Ahaz, and Hezekiah in the Kingdom of Judah. The northern kingdom of Israel had not listened to the warnings of the prophets to turn from their evil practices, so God allowed them to be conquered and taken into captivity by the mighty Assyrian empire. God told Isaiah to warn the people of Judah that if they did not give up their idolatry and fully turn to God He would allow them to suffer the same consequences that Israel had suffered. King Hezekiah was on the throne at the time when the Assyrians conquered the northern Kingdom. Though his father Ahaz had been an evil king, Hezekiah was determined to follow God. He understood that the Assyrians would soon be coming after Judah, but he also remembered God's promises, of which Isaiah helped remind him at a most decisive moment in the history of the kingdom of Judah.
Discuss:
- There is a parallel account of the story of King Hezekiah in the book of Isaiah (Isaiah 36-39). Compare the account with the one in 2 Kings. Does Isaiah add any details to the story?
- How was King Hezekiah different from the three previous kings of Judah? Why do you think God was with him (2 Kings 18:7)?
- When the Assyrian King Sennacherib threatened to destroy Jerusalem how did Hezekiah express his dependence on God? How can we use this example to put our hearts into our prayers when we talk to God?
- What was God's response to Hezekiah's prayer about the armies of Assyria?
- What bad news did Isaiah bring to King Hezekiah? What did Hezekiah do after hearing this news?
- What miracle did God perform to show Hezekiah that his prayer was heard?
- Did Isaiah have good news for the people of Judah? What things did God charge against Judah?
Sweet Publishing | FreeBibleImages.org
Memory Challenge:
2 Kings 18:5-7
He trusted in the Lord God of Israel, so that after him was none like him among all the kings of Judah, nor who were before him. For he held fast to the Lord; he did not depart from following Him, but kept His commandments, which the Lord had commanded Moses. The Lord was with him; he prospered wherever he went. And he rebelled against the king of Assyria and did not serve him. | 911 | 533 | {
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Communication and Language
* Songs and Rhymes
* Recap on Rhymes learnt in previous years: Baa Baa Black Sheep, Incy Wincy Spider, Wind the Bobbin Up, Twinkle Twinkle, Round and Round the Garden, Row Row Row your Boat, I'm a dingle dangle Scarecrow, Two Little Dickie Birds, I'm a little Teapot, Tommy Thumb, 1,2,3,4,5 Once I Caught, Heads Shoulders Knees and Toes, Old Mcdonald, If you're Happy, The Wheels on the Bus, One Finger One Thumb
* Listen with increasing attention, join in with stories & poems
* Use talk to give meaning, to explain & to connect ideas
* Build up vocabulary & use widening range of words
* Show interest, hold & handle books correctly & carefully
* Use 1-handed tools & manipulate with increasing control & co-ordination
Understanding the World
* Show interest in the world they live in, question & comment on the natural world
* Differentiate between past & present, showing awareness of change & describing events concerning themselves & their family and friends
* Understand tools can be used for a purpose & use range of tools & techniques
* Operate simple equipment
Expressive arts and design
* Role play area – introduce story lines, take on roles, play cooperatively
* Songs and Rhymes
* Finger/hand/foot prints
* Action dances, Body sounds and rhythms
Physical Development
* PD/Outdoor ongoing
* Move freely, expressing feeling, judging special awareness & showing respect for others personal space
* Show increasing control in holding position & using equipment to climb, scramble, slide
* Persevere in developing new skills and repeating actions
* Collaborate with others in tasks and in following rules.
* Show a preference for a dominant hand
* Can copy some letters
Literacy
* Owl Babies (T4W) and other quality texts will be read daily
* Enjoys rhyming and rhythmic activities.
* Listens to and joins in with stories and poems, one-toone and also in small groups.
* Beginning to be aware of the way stories are structured.
* Listens to stories with increasing attention and recall.
* Shows interest in illustrations and print in books and print in the environment.
* Recognises familiar words and signs such as own name and advertising logos.
* Looks at books independently.
*
Gives meaning to marks as they draw and paint.
Personal Social and Emotional development
* Be able to separate with confidence
* Show acceptance of the needs of others and show care for others and for living things and the environment
* Seek out others to share experience, linking up for
* guidance and support
* Show willingness to tackle problems, take initiatives and manage developmentally appropriate tasks
* Show increasing independence in carrying out activities
Mathematics
Maths lessons will be individually planned for each child to ensure their needs are being met.
They can include lessons like:
* Songs and Rhymes
* Counting objects to 10
* Match number cards to numbers and/or amounts
* Show interest in counting and in number problems
* Use size language big/medium/ small/tall/short...to differentiate and describe
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Q1.
Which sentence contains a relative clause?
Tick one.
The boy who I met at the park is in my class.
The team is going to play a match tomorrow.
Sue said that she wanted to learn to play the drums.
Whenever they have time, they like to go cycling.
1 mark
Q2.
Label each of the clauses in the sentence below as either main (M) or subordinate (S).
When the bell rang, we dashed into the playground and
we started a game of football.
1 mark
Q3.
Tick one box in each row to show whether the underlined clause is a main clause or a subordinate clause.
Sentence
Main clause
Subordinate clause
The school, which has three playing
fields, opened in 1967.
Although I had cycled to school, I still had the energy for my lessons.
We will be proud if we try our best.
1 mark
Q4.
Underline the relative clause in the sentence below.
The old house that is next to our school is for sale.
1 mark
Q5.
Tick the option that shows how the underlined words are used in the sentence.
My baby brother was born in the hospital where my father works.
Tick one.
as a preposition phrase
as a relative clause
as a main clause
as a noun phrase
1 mark
Q6.
Tick one box to show which part of the sentence is a relative clause.
The table which is made of oak is now black with age.
1 mark
Q7.
Tick one box in each row to show if the underlined clause is a main
clause or a subordinate clause.
Q8.
Rewrite the sentence below, adding a subordinate clause. Remember to punctuate your answer correctly.
The children played on the swings.
___________________________________________________________________
___________________________________________________________________
Q9.
Write out the words from the boxes below to make one sentence.
You can use the boxes in any order.
Remember to punctuate your answer correctly.
went to Spain who is in my class
over the summer
Ben Green
___________________________________________________________________
___________________________________________________________________
1 mark
1 mark
1 mark
Which sentence starts with a subordinate clause?
Tick one.
Elena, who was good at science, wanted to be a vet.
Even though it was difficult, she was determined to succeed.
Elena loved all kinds of animals, especially horses.
She wanted a dog because she enjoyed caring for animals.
1 mark
Q11.
Label the parts of the sentence below as either a phrase (P) or a clause (C).
Despite the bad weather, the man headed out into the woods,
leaving his cottage behind.
1 mark
Q12.
For each sentence, put a tick to show whether the main clause or subordinate clause is underlined.
Sentence
I have violin lessons, although I have not been playing for very long.
If you want to improve, you must practise a lot.
I practise every weekend, even when it's in the school holidays.
Main
Subordinate clause
clause
Q13.
Underline the subordinate clause in each sentence below.
One has been done for you.
Lucy enjoyed playing football, especially when James asked her to take part.
When she was standing next to her brother, Anita looked very tall.
Even though he had little patience, Robert enjoyed chess.
Sue's skills were good although she had not been playing for long.
They finished the walk, which seemed never-ending.
Q14.
This sentence is made up of two clauses, a main clause (MC) and a subordinate clause (SC).
Add a subordinate clause to the sentence below.
2 marks
1 mark
Q15.
Rewrite the sentence below, adding a subordinate clause to make it a complex sentence, remembering to use the correct punctuation.
The puppy started to bark.
___________________________________________________________________ ___________________________________________________________________
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Workshops and Classes
Each class can be modified appropriately for a variety of ages and experience levels. To chat more, drop me an email at firstname.lastname@example.org
Character Creation Workshop
Students are guided through the process of creating a character using text, movement, and physical exploration. While developing tools to apply to their next role in a play or musical, young artists will expand the bounds of their empathetic spirit, take risks in a supportive environment, and learn how to make memorable character-driven choices that enhance any story being told.
Fueling Yourself As an Artist
Arriving at college or in a new city can feel stressful in many ways - including finding ways to build supportive meals and snacks that are sustaining through a full day of classes, rehearsals, auditions and day jobs. Add budget limitations, dietary preferences, college meal plans, and the emotional/ psychological aspects of eating to the mix, and the simple act of feeding oneself can feel overwhelming at times! This workshop is ideal for young artists in college or musical theatre programs, recently graduated students, or those who are looking to navigate the role that nutrition plays in the life of an artist. *Kelly is a Certified PN L1 Nutrition Coach
Acting as a Profession Workshop
The business of being an actor can feel daunting, and there is no one "right" path to building a life in the arts. This workshop focuses on using the resources you have, navigating barriers and setbacks, "making it work" financially, investing in your career where you can, and how to wear your business hat while not losing your artist heart.
Monologology Workshop
A writing-based workshop with elements of performance, students will finish the experience with a self-written monologue. Curating their own narrative, developing a compassionate listening ear, and cultivating a heightened attention to the world around them, this empowering workshop takes storytelling to a new level.
Acting the Song Workshop
Each student will come to class with a 16 or 32-bar cutting of a song they wish to work on. Through nurturing exploration and play, each student will receive one-on-one coaching time and have the opportunity to support the growth of other students as their songs come to life in deeper ways.
The Anxiety-Monster Workshop
Students are guided through the process of identifying, naming, and giving life to their "Anxietymonster" - the voice in their life that fosters negative self talk, blocks creativity, and impedes their work as a young artist. An empowering combination of arts and crafts, movement work, speech/text, and group chat, students will cultivate tools for negotiating the relationship with their critical voice, while claiming and celebrating what makes them unique to the world. *Kelly is a trained Crisis Counselor and has worked as a volunteer Counselor with The Trevor Project
Text Analysis Workshop
Once you've been cast in a play or musical- how do you begin your own work on the material? Exploring both classical and contemporary texts, this workshop is an engaging fusion of reading, writing, performance, and can enhance school work in classes like Literature and History, as well.
Create-a-piece-Workshop
Students will work together to create a short play to be performed at the end of the workshop day. Education about play structure, brainstorming, casting, rehearsal - all done in a period of cooperative, rapid-fire fun! This can be used in conjunction with a school or camp curriculum, or be a free-form experience devised by the group.
Private Coaching
One-on-one coaching in 1/2 hour or hour long increments. College audition prep, monologue selection and/or coaching, working on an audition side or song, preparing for a public speaking engagement, or something else of your own imagining!
Teaching Artist Statement:
As a current working actor, I'm passionate about preparing students for the "survival" side of the industry, and have a particular interest in exploring the relationship of class to this art form - how to navigate a career path in the arts if you don't come from generational wealth or have outside financial support. I believe that the same creativity we engage with as artists can be applied to forging unconventional approaches to a career. As a trained Crisis Counselor, I'm also enthusiastic about discussing mental health and the development of resilience.
As a teaching artist, my values include creating an atmosphere of empathy, trust, and safety for every young artist. I provide actionable feedback that is tailored to the unique needs, talents, and learning styles of each individual, based on two decades of acting professionally. I also believe in dismantling gate-keeping, and that diversity of all kinds improves and informs every experience.
My credits as an actor span Off-Broadway, London, voiceover work in multiple animated series, video games, and audiobooks. I have a private coaching practice and have taught, directed, and worked with young people for the last decade.http://www.kellypekar.com | 2,034 | 1,004 | {
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H&F LSCP Safety Briefing: Window Safety
Preventing falls from open windows
If you have windows that are reachable by young children, think of them as a risk
With the arrival of better weather, windows are likely to be left open in the hope of catching a breeze – and this may put children at risk if safety measures aren't put in place.
Every year according to the Royal Society for Prevention of Accidents (RoSPA) more than 4,000 children under 15 are injured from falling out of windows.
Injuries sustained can range from cuts and bruises, fractures, broken limbs and death depending on the height of the fall. Infants and toddlers are especially vulnerable, with those aged 5 and under being most at risk.
Top Safety Tips:
*These tips apply to everyone, whether you own your own property, live in private rented accommodation, Housing Association or Council housing
Ensure children are always supervised by an adult in the home.
Arrange to have all window catches, locks or restrictors to stop your windows opening too wide (If you opt for a lock, keep the keys somewhere you can easily find them, in case there's a fire and you need to get out).
Keep young children away from balconies unless they are supervised. Keep balcony doors locked when not in use
Where possible, move furniture away from windows to make it harder for small children to climb up, especially in their bedrooms.
Small children are curious and want to see what's happening outside but have no real understanding of danger. Teach children where not to climb.
Immediately organise a repair of any broken window, balcony or door catches or if in rented accommodation immediately report it to your housing provider or landlord so they can be repaired
Be vigilant about window and balcony safety when you visit other homes
Avoid putting toys or other objects, which can entice children, near to window openings. These can also be used as a means to climb up.
This advice applies to all windows in the home, including bedrooms and bathrooms even if you live on the ground floor children can still sustain injuries falling out of a window.
Don't Forget: *If you own your own home, you will need to arrange to have safety equipment fitted yourself, or if you are in rented property – please check with your landlord or housing provider.
*If you have children in your home, please check if your windows require guards or safety glass. If your windows are low down, you may require a guard.
*Seek advice regarding how far to restrict the opening of your windows, to prevent children's heads becoming stuck.
*Please check if all frames, catches, hinges, sashes and safety devices are in good order and if not – please arrange for them to be repaired by a reputable service, or by your housing provider.
Further information:
Housing | London Borough of Hammersmith & Fulham (lbhf.gov.uk)
Falls | Child Accident Prevention Trust (capt.org.uk)
Safety of the built environment - RoSPA
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Sandalwood
Santalum spicatum
Buying Seed
Buy seed from a reputable supplier who can provide you with the correct provenance to ensure you have a close match with your soil type. Generally plantation seed will have a greater genetic diversity and the resulting plants will be more vigorous. You can also enquire about the form of the trees the seed was collected from.
Sandalwood growers are generally looking for good apical dominance characteristics but those interested in the seed may be looking for a large seed size. At present there is little information on the
Seed Collection
Sandalwood seed is normally harvested from November onwards depending on the season. If seed is collected or sourced from the wild you will need to contact Department of Environment and Conservation (DEC) for a license to collect.
The population you collect from should contain as many individuals as possible to ensure that inbreeding is reduced. Conditions on the license will indicate the percentage of seed that should be collected. This is to ensure that seed is retained at the site for natural regeneration and conservation of the remnant populations. Ideally seed should be collected in
Storage and Preparation
Once collected the seed will need to be dried and dehusked before storage. See "Separating husks from sandalwood nuts and the importance of moisture content" edition).
SANDA LW O O D : FA C T S H E E T 3
A number of locally produced machines have been developed by ASN members or for small growers a method of stomping and sieving gives a good result if the husk is very dry.
Store seed away from extremes of heat and high humidity to maintain viability until planting time. If storage conditions are maintained sandalwood seed viability can remain good for several years.
Before sowing the seed needs to be cracked to assist the germination process. This cracking can be achieved by soaking the seed in water overnight in a 1% solution of household bleach or fungicide to prevent the transference of fungal diseases through the water. The seed is then laid out in single layer in the hot sun to dry .This process will cause the seed to sample if over 70% have a crack, the seed is ready to be sown. The process can be repeated if not successful
Seed Sowing
sandalwood is by direct seeding. Sow the sandalwood seeds when the host trees are 1 - 2 years of age. For good root connections, the host trees should be approximately 1m tall before introducing the sandalwood. In April after opening rains plant 2 - 3 sandalwood seeds approximately 0.5m from every second host (500 sowing spots ha - 1). Sow the seeds along the rip line; the host roots will be more concentrated in this region. Plant the sandalwood seeds approx 2 - 3cm below the surface, slightly hard-setting surfaces, the soil may need to be loosened with a hoe or spade, before seeding.
PA G E O N E
To ensure good germination:
Purchase good quality seed
Use a spade, pottiputki or machine (egad)
Sow nuts into warm and preferably moist soil (break of season)
Use cracked nuts
Balance host root availability and soil moisture
Sow at a depth appropriate for the soil type
Nature, Presentation to ASN on 8th April 2004
Approximately two weeks after the break of the season (e.g. early June), spray each sandalwood planting spot (in a 0.5m radius) with a knock down herbicide. Ensure no spray touches the host plants. Weed control is very important before the sandalwood seedlings emerge. Weeds can smother the seedlings and reduce survival and growth.
Sandalwood seeds take 4 - 8 weeks to germinate after good rains in late autumn or early winter. Sandalwood seedlings normally emerge in July/August.
In the year after host establishment control of interrow weeds (in the same year of sandalwood seed
Selling Seed
After 4 - 5 years your plantation will start to produce seed for your own use. Eventually you will probably want to sell what you produce. At present even though it is plantation grown you need a license from DEC to sell Sandalwood seed as it is a native plant species.
References and further information
Brand, John 2006 WA Sandalwood (Santalum spicatum) establishment guide for farmland in the Wheatbelt, through newsletters, workshops and meetings. www.sandalwood.org.au
Further information and application forms on licensing can be obtained from DEC's Nature base website or by contacting DEC's Wildlife Licensing Section on 9334 0441.
This fact sheet has been produced with funding provided by Lotterywest.
SANDA LW O O D : FA C T S H E E T 5
SANDA LW O O D : FA C T S H E E T 3
PA G E F O U R
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Deadly Tornadoes and Hurricane Milton's Fury Leave Florida Counties Devastated
Massive damage and multiple deaths reported as 20 tornadoes, linked to Hurricane Milton, tear through Florida; storm now a Category 1 but continues to cause severe flooding and power outages affecting over 3 million residents
Hurricane Season / Published On October 10, 2024 05:26 AM /
Janeka Simon October 10, 2024
Image not found or type unknown
Tornado damage in Fort Meyers, Florida on Oct. 9, 2024.
The devastating impact of Hurricane Milton became apparent hours before the hurricane made landfall on Wednesday night. Some counties in Florida suffered massive damage from tornadoes – at least 20 confirmed in total – as twisters from a "tornadic supercell" associated with Hurricane Milton cut a path of destruction through neighborhoods and communities, some where residents were still trying to stage last-minute evacuations.
One of the worst hit areas was St. Lucie county, where between 6 and 12 tornadoes touched down on Wednesday. Multiple fatalities were reported after a tornado struck the Spanish Lakes Country Club, a senior community near Fort Pierce. The exact number of casualties is not yet known. Injuries were also reported in Palm Beach County
Tornadoes will continue to be a threat, as watches and warnings are expected to continue into Thursday.
Apart from the tornadoes, Hurricane Milton itself generated scenes of major devastation as it cut across the Florida Peninsula. Millions have been left without power, over 3 million as recorded by United States Power Outage Map. Tropicana Field in St. Petersburg, which was set up to house 10,000 emergency responders including National Guard troops and out-of-state linesmen, lost parts of its roof on Wednesday night. Officials say that the staging area was relocated before the damage occurred, and no injuries were reported.
The city of St. Petersberg was also forced to shut off water, following a water main break.
At 5 a.m. Thursday, Hurricane Milton – now a Category 1 storm – was about 10 miles northeast of Cape Canaveral. The fast moving system is heading out to sea, moving northeast at 18 miles per hour, with an expected turn eastward on Thursday night. Hurricane and tropical storm warnings are in effect for counties along Florida's east coast, and tropical storm warnings are in effect for the northwestern islands of The Bahamas, including Grand Bahama, the Abacos, and Bimini.
Forecasters are still concerned about the threat of storm surges, however, with warnings still in effect for cities on Florida's west coast up to Altamaha Sound in Georgia. Heavy flooding caused by rain and storm surge has inundated streets, homes and businesses in several counties in western Florida, with videos published by authorities showing water levels ranging from a few feet up to approximately 6 feet or more of floodwaters.
© Viconsortium 2024 | 1,277 | 604 | {
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St Bede's Catholic Middle School
"We are God's children working together to be our best in love, learning, service and worship."
Departmental Scheme of Work
Curriculum Intent in SMSVC: SMSVC enables our pupils to become healthy, independent and responsible members of our school but also of society. It aims to help them understand how they are developing personally and socially, and tackles many of the moral, social and cultural issues that are part of growing up which they will likely face.
Lesson Objectives
Keywords
* To show an understanding of budgeting and outgoings.
* To make realistic decisions about money in a real-life scenario.
* To review decisions that I made about budgeting with money.
* To list things, I do in school and how they link to the world of work.
* To spend time identifying my likes and dislikes.
* To link likes and dislikes to potential careers.
* To identify the skills and qualities that I and those around me have.
* To demonstrate that I value other people's contributions through listening actively and responding appropriately.
* To explain why certain skills and qualities are beneficial.
Vocation, calling, reflect, opportunities, skills, development, careers, money, budgeting, saving, project, budget, teamwork
Ideas of how parents can support children in this unit
* Discuss with children before/after the sessions about what your own calling/purpose in life is, life choices that you made, including careers.
* Discuss your child's interests and start thinking about all the different jobs that are available and things which your children enjoy.
* Discuss budgets in the house and discuss the household budget and the different things which have the be paid for when owning/renting a property
Marking/ Assessment of this unit
The lessons for SMSVC are not formally assessed as learning outcomes are subjective and personal to each individual pupil. Pupils' work will regularly be read by teachers and followed up accordingly.
* To describe how skills and qualities link to different jobs.
* To explain why your gender should not influence your career choice.
* To assess my own skills and qualities and look at what I need to work on when choosing a certain career path.
Virtual Curriculum and Extension ideas
* Help parents/carers create a weekly budget plan and discuss the different bills that must be paid for.
* Go shopping with family and add up the approximate costs and work to a budget
* Plan a pretend holiday for your own family with a given budget.
* OR plan a pretend holiday/day trip for your own family and work out how much you would have to save each week.
* Create a poster/booklet/guide about "top tips for saving
* Virtual curriculum units to complete – online careers platform, campaign project, money matters, the growth of football, business studies and sustainable development.
Catholic Ethos
SMSVC/ Personal Development
Pupils will be Learned by gaining their skills and understanding about what a vocation is and the skills they have learnt about money and budgeting. Pupils will be wise by applying their own skills to contribute to a team project and reflecting on the process.
Cross Curricular Links
The SMSVC outcomes are met through the learning objectives stated above.
British Values
* Maths: planning an event with a budget and a product price list. They must work out how much they can afford and implications when budgets or figures change. This used the 4 operations. They also cover income and outgoings which covers the 4 operations and includes negative numbers in context giving them chance to use negative numbers in a new context after learning about them with temperature in the Autumn term.
* Geography: Whilst planning their event, pupils discuss the implications and benefits of sourcing goods and products locally which links to their summer topic.
* RE: Learning what a vocation is and links with dedicating our life to the Church and God. Reflections on what our own callings are.
* Links with arts and music confidence in presentation
Careers
During this term pupils will be provided with accurate and relevant knowledge towards careers. They will look at skills, language and strategies they need in order to live healthy, safe, fulfilling, responsible and balanced lives. The sessions will enable pupils to develop their selfknowledge, self-esteem and self-confidence. In addition, it will enable pupils to acquire a broad general knowledge of and respect for public institutions and services in England.
Across this term children will look at a range of careers and see which best suits their skills. There will opportunities for visitors to talk to them about their career path.
* Nurse
* Paramedic
* Firefighter
* Police
* Professional athlete
* Landscape gardener
* Engineer
* Education consultant
* Farmer | 1,953 | 954 | {
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tymodule
Food & Shopping
Task: A Traditional Dish
Topic Overview
In this topic, students will learn some basic vocabulary for Chinese food and ingredients and some simple expressions related to Chinese cookery. Students will practice Chinese cooking using the recipes and information provided.
Task Description
This task is for students to write a shopping list of necessary ingredients and very simple cooking instructions for preparing a traditional Chinese dish. Students will have to keep their expenses to a given budget. Students will prepare a poster or PowerPoint presentation of their chosen dish, as well as the ingredients list and/or a Vlog of them demonstrating how to cook it.
Learning Outcomes
* Recognise the main ingredients in a traditional Chinese dish
* Investigate the prices of food items
* Explore the basic techniques of Chinese cookery
* Learn about authentic and popular Chinese dishes in different regions in and outside of China
Resources
Comments
* A food map of China: https://www.tasteatlas.com/china
* A Simple Tomato Eggs recipe: http://bit.ly/eggstomato
* Tomato Eggs taught by Chinese national banquet masters: http://bit.ly/tomatoegg
* Shredded Potatoes Chinese Style: http://bit.ly/CNpotato
* To prepare for the task: https://www.asiamarket.ie
This task could be done with students working in groups, pairs or individually. You could collect all the list and create a book of recipes. You can liaise with the home economics teacher and prepare some of the dishes.
ppli.ie
tymodule
Food & Shopping
Task:
A Traditional Dish
Expected time taken - 80 Mins
Key language
Names of dishes: 西红柿炒鸡蛋、炒土豆丝、饺子
Verbs: 切、泡、包、炒、煮
Appliances: 刀、菜板、锅
Ingredients: 西红柿、鸡蛋、土豆、面粉、
肉、盐、糖、油、酱油、水
Suggested Scaffolding Activities
* Crossword: food/dishes to be recognised by using pictures.
* Doubles/spot it: an observation game using images to present different kinds of food.
* Flashcards or Quizlet: help students familiarise themselves with different objects.
Self-assessment can-do descriptors
I can:
Follow a simple recipe.
Recognise the names of some foods.
Write a list of ingredients for a traditional dish.
Pronounce the names of some typical dishes.
Work out a budget and the prices of food items.
Key Skills
Managing information and thinking
Being creative
Communicating
Being literate
Additional Suggestions
Go to a Chinese restaurant and try a taste test/blind tasting whereby students guess the ingredients in a Chinese dish.
Arrange for a Chinese person to come to the school and the students interview them.
Play a matching game where you have pictures on one card and name character(s) on the other. They are turned upside down and students take it in turns to turn over two cards. If they match the food and character then they keep the cards. If they do not, they have to turn them back over and someone else in the group has a go. Continue until all cards are gone.
ppli.ie
It is important to remember that students learn the language chunks they need. They are not expected to learn the grammatical categories. | 1,352 | 709 | {
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Calibration of Backpack and Canister Sprayers.
Always make sure the sprayer is empty and clean prior to calibration. Cleaning and neutralizing previous pesticide can be accomplished by filling sprayer ¼ full of water and adding 4 ounces of household chloride. Shake well and spray out over undesired area. DO NOT DISPOSE INTO WATER OR SEWER SYSTEM. Rinse with clean water and you are ready for calibration.
Calibration should be performed with clean water.
1. Measure an area of 31.5 X 31.5 feet. This will equal 1000 ft2 .
2. Fill sprayer with clean water.
3. Spray pre-measured area. Keep track of the following:
a. Time that it takes to uniformly spray area.
b. Pattern of spraying, make sure that spray patterns overlap.
4. Spray into container for the same amount of time that it took to uniformly spray premeasured area.
5. Measure amount of liquid caught into container.
6. Use the following formulas to determine rate of application:
AREA (length X width)
43,560 = _________acre (A) (43,560ft
2
= 1 acre)
1000ft
2
43,560 = 0.02295 acre
Seconds Traveled _________ seconds (B)
Amount Caught _________ Gallons (C) 128 ounces = 1 gallon
C_____ A ______ = _________ GALLONS/ACRE
To figure how much pesticide to add to your sprayer, take sprayer size gal/ac, then take that figure and multiply by recommended rate on pesticide label.
Example: measured gal/ac = 70, and pesticide label suggest 1 qt/acre 3 gallon backpack 70 = 0.0429 X 32 ounces = 1.37 ounces or 8 teaspoons of pesticide
1 gallon = 128 ounces = 4 quarts = 8 pints = 16 cups 1.0 cup = 8 ounces 1.0 ounce = 2 tablespoons = 6 teaspoons, one tablespoon = 3 teaspoons or 15 milliliters
With most pesticides spray until vegetation is wet, NOT until spray is running off leaves. Pesticides are labeled according to manufactures years of research, adding more pesticide to tank to get a BETTER kill will do nothing more than spend your money. With herbicides, a plant will only absorb as much material as needed to cause damage, that plant then shuts down and will not absorb any additional material. That additional material will only go onto the ground and be wasted.
ALWAYS READ AND FOLLOW MANUFACTURES LABELLED RECOMMENDATIONS for additional information seek professional help; we are all here to keep our environment clean and safe to all forms of life.
Date__________________ Name_______________________________
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Otto Henry Auber (1865-1939) was the son of German immigrants, Henry and Agatha Hoelsche Auber. Otto had married Amelia Briemson (the daughter of German immigrants) the same year – 1896. Their daughter, Clara, was born in 1900.
3530 (and 3532) Jacob Street
An 1890 map of South Wheeling shows a small, single-story building at 3530 Jacob Street, labeled B&S Makr (Boot and Show Maker). By the time of the 1896 Wheeling City Directory, O. H. Auber, tinner, is listed at this address, with his residence shown as 3532 – most likely the street address for the upper floors of the building. Theo Auber, tinner; Miss Julia Auber, dressmaker; Miss Martha Auber, saleslady; and Henry Auber, shoemaker were also listed as residing at 3532 Jacob. This addition may suggest that the current building was constructed at some point in the mid 1890s.
By the time of the 1904-05 City Directory, Otto Auber's business had changed to a saloon, while he still apparently lived on an upper floor. Five-cent Wheeling Trade Tokens were apparently used by Auber, perhaps as advertising for his bar. With prohibition causing the closing of saloons and bars, the Auber establishment was labeled a restaurant in the 1917-18 and 1928 directories.
The change from being a tinner to being a bar owner may not have been a good idea – Otto Auber died of cirrhosis of the liver, with alcoholism a contributing factor, according to his death certificate.
Following the death of Otto Auber in 1939, the property housed the Mayflower Grill, operated by Raymond L. McGlone (born c. 1915) and his wife Dorothy (born c. 1916). Subsequent occupants of the building included:
* Wood Brothers' Delicatessen and Wood's Café in the late 1940s to mid 1950s (Arthur Wood, Velma Wood (1904-1952), Harry Wood)
* The Beauty Lounge, operated by Mrs. Mildred Wood in the 1960s
* Alpha Finance Company, from the mid 1960s into the 1970s (E. G. Mehallis, Fanny Stambolis, Kiki Mehallis)
* Double-J Club, Ron's Double-J Club, and Ron's Club from the mid 1970s until the mid 2010s (Clyde Schau, Florence Schau, Ron Nixon).
The current owner, Jared Stone, purchased the property in the summer of 2018 from Carol Sue Nixon.
Prepared by Jeanne Finstein, Friends of Wheeling July 9, 2022
Sources:
* Findagrave.com
* Ancestry.com
* Ohio County Deed Records
* Ohio County Public Library - maps
Photos by Joanne Sullivan
* Wheeling City Directories
* WV Vital Records
* Wheeling Intelligencer | 1,208 | 647 | {
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THAT'S NOT FAIR!
Things were very different when our rights and freedoms weren't guaranteed.
Imagine you were treated unfairly because of your skin colour, religion, gender or disability. Before the Charter of Rights and Freedoms, governments could decide — and change — who had what rights. People who tried to fight back against injustice rarely won. Here are just a few examples.
In 1975, Ontario's Racing Commission fired jockey (professional horse rider) John Damien because he was gay. Two years later, the Canadian Armed Forces fired Barbara Thornborrow for being a lesbian.
From the 1930s to the 1970s people in mental health institutions in Alberta and B.C. could be forced by law to have an operation that would leave them unable to have children.
Many women who worked outside the home, as teachers or flight attendants, say, or for the government had to quit their jobs when they got married. The marriage bar, as it was known, lasted until the 1970s in some places.
The Supreme Court of Canada ruled against Fred Christie, a Black man in 1940. It said that a Montreal bar didn't have to serve him.
By the late 1970s, people in power started to think about a way to protect rights for all Canadians — something that would give them a way to stand up for justice.
People (known as pacifists) who refused to fight in wars because it was against their religion weren't allowed to vote in federal elections for much of the first half of the twentieth century.
Library and Archives Canada
Laws started changing in the 1930s. In 1944, Ontario passed the Racial Discrimination Act. Three years later, Saskatchewan passed the country's first bill of rights, which protected freedoms and outlawed certain kinds of discrimination. When John Diefenbaker — who was from Saskatchewan — became prime minister, he pushed for the Canadian Bill of Rights. (That's him in the photo). It became law in 1960.
Even though it was a big step, the Canadian Bill of Rights was treated like a guideline instead of a law that ensured fairness for all. In 1970, Jeannette Corbiere Lavell, an Anishinaabe woman from Ontario, married a non-Indigenous man. The Indian Act said that meant she lost her status as an Indigenous person and couldn't pass it on to any children. She fought back. But in 1973, the Supreme Court of Canada said the Bill of Rights didn't guarantee the rights the Indian Act had taken from her. | 942 | 529 | {
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Soil and Water Relationships
by Jeff Ball
Soil moisture limits forage production potential the most in semiarid regions. Estimated water use efficiency for irrigated and dry-land crop production systems is 50 percent, and available soil water has a large impact on management decisions producers make throughout the year. Soil moisture available for plant growth makes up approximately 0.01 percent of the world's stored water.
By understanding a little about the soil's physical properties and its relationship to soil moisture, you can make better soil-management decisions. Soil texture and structure greatly influence water infiltration, permeability, and water-holding capacity.
Soil texture refers to the composition of the soil in terms of the proportion of small, medium, and large particles (clay, silt, and sand, respectively) in a specific soil mass. For example, a coarse soil is a sand or loamy sand, a medium soil is a loam, silt loam, or silt, and a fine soil is a sandy clay, silty clay, or clay.
Soil structure refers to the arrangement of soil particles (sand, silt, and clay) into stable units called aggregates, which give soil its structure. Aggregates can be loose and friable, or they can form distinct, uniform patterns. For example, granular structure is loose and friable, blocky structure is six-sided and can have angled or rounded sides, and platelike structure is layered and may indicate compaction problems.
Soil porosity refers to the space between soil particles, which consists of various amounts of water and air. Porosity depends on both soil texture and structure. For example, a fine soil has smaller but more numerous pores than a coarse soil. A coarse soil has bigger particles than a fine soil, but it has less porosity, or overall pore space. Water can be held tighter in small pores than in large ones, so fine soils can hold more water than coarse soils.
Water infiltration is the movement of water from the soil surface into the soil profile. Soil texture, soil structure, and slope have the largest impact on infiltration rate. Water moves by gravity into the open pore spaces in the soil, and the size of the soil particles and their spacing determines how much water can flow in. Wide pore spacing at the soil surface increases the rate of water infiltration, so coarse soils have a higher infiltration rate than fine soils.
Permeability refers to the movement of air and water through the soil, which is important because it affects the supply of root-zone air, moisture, and nutrients available for plant uptake. A soil's permeability is determined by the relative rate of moisture and air movement through the most restrictive layer within the upper 40 inches of the effective root zone. Water and air rapidly permeate coarse soils with granular subsoils, which tend to be loose when moist and don't restrict water or air movement. Slow permeability is characteristic of a moderately fine subsoil with angular to subangular blocky structure. It is firm when moist and hard when dry.
gravitational water drains quickly from the soil after a heavy rain because of gravitational forces (saturation point to field capacity). Plants may use small amounts of this water before it moves out of the root zone. Available water is retained in the soil after the excess has drained (field capacity to wilting point). This water is the most important for crop or forage production. Plants can use approximately 50 percent of it without exhibiting stress, but if less than 50 percent is available, drought stress can result. Unavailable water is soil moisture that is held so tightly by the soil that it cannot be extracted by the plant. Water remains in the soil even below plants' wilting point.
One can see from the table that soil texture greatly influences water availability. The sandy soil can quickly be recharged with soil moisture but is unable to hold as much water as the soils with heavier textures. As texture becomes heavier, the wilting point increases because fine soils with narrow pore spacing hold water more tightly than soils with wide pore spacing.
Soil is a valuable resource that supports plant life, and water is an essential component of this system. Management decisions concerning types of crops to plant, plant populations, irrigation scheduling, and the amount of nitrogen fertilizer to apply depend on the amount of moisture that is available to the crop throughout the growing season. By understanding some physical characteristics of the soil, you can better define the strengths and weaknesses of different soil types.
The table and figures were originally published by the Institute of Agriculture and Natural Resources at the University of Nebraska - Lincoln.
© 1997-2011 by The Samuel Roberts Noble Foundation, Inc. | 1,897 | 949 | {
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Mountain Vista Metropolitan District
What is a Bioswale and how are they maintained?
Bioswales are storm water runoff conveyance systems that provide an alternative to storm sewers. They can absorb low flows or carry runoff from heavy rains to storm sewer inlets or directly to surface waters.
You have probably noticed that between your house and the street there is no curb and gutter design. These areas are called "bioswales". (See image to the left)
This area is maintained by the Mountain Vista Metropolitan District and not the responsibility of the Home Owner (or tenant).
Some Common Questions
Why did the Land Developer build bioswales instead of curb and gutter?
A: The City of Colorado Springs requires that to protect public and private improvements from damage that all storm water be conveyed from streets, homes, driveways, etc. to local public drainage systems. The developer's engineers designed these bioswales to be part of that system and the City approved the design. The developer was interested in trying a different streetscape look in this area and creating an environmentally sensitive improvement that allows the water to recharge into the ground.
Is the Bioswale on my property?
A: The swale is either in the City Road right of way (owned by the City), or in an easement granted for bioswale. The easement grants a right for this improvement to be on your private property. The City required that the Mountain Vista Metropolitan District be responsible for maintenance.
What is the bioswale there for?
A: The swale is a replacement for curb and gutter, it is designed to direct storm water runoff for collection and either absorb it into the ground or convey it to the detention ponds in the neighborhood.
What is the District's responsibility?
A: The District has the responsibility for making sure the stormwater conveyance capacity is maintained as designed. This includes keeping pipe inlets operating and making sure water can flow to the pipe and into the ground as designed.
What is my responsibility as a Homeowner (or tenant)?
A: If you see damage done to your bioswale please reach out to the District so we can fix any damage and help keep the drainage system operating properly. Be sure to report any drain covers that are damaged so the District can repair those in a timely manner.
What is the Maintenance schedule?
A: Since the District took over landscape maintenance for Filing 3 and 4 in early 2020 to present, the contracted schedule was to maintain these areas on a Time and Material basis. This also includes a 1-2 times per month weed spray and mow of native grasses (depending on weather effect on growth).
A: As the District has learned more about the operations of the bioswales, the District is going to increase maintenance on these areas in the summer to help eliminate weed growth and keep the bioswales clear of debris to help them function as they are intended.
What are my options as a Homeowner (or tenant) to help maintain them better?
A: The District recognizes that these swales are effectively part of your front yard landscape for your home and each homeowner has their own plan and sensibilities for the aesthetic of their front yard. The District allows homeowners to do some of their own maintenance in these areas with the following guidelines:
1 – You may pull the weeds or spray weed killer. If you spray weed killer be sure to NOT spray the native grass growing and restrict your activity to the rock area. The native grass serves a purpose to the drainage design.
2 – If you would like to replace the limited grass area, please let us know in writing and utilize 24" blue gray river rock.
What is the Parking Restrictions?
A: DO NOT park on these bioswales as it can cause early erosion that can affect the operations and design of the bioswales.
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What Does a Reading Apprenticeship Classroom Look Like?
Teachers can use this snapshot of a Reading Apprenticeship classroom as a refl ection tool, for lesson planning, and with colleagues for peer observations. It can also serve as a guide for administrators' classroom walk-throughs. Three characteristics of a Reading Apprenticeship classroom are paramount: a focus on comprehension, a climate of collaboration, and an emphasis on student independence.
A Focus on Comprehension
* Reading Apprenticeship is embedded in subject area learning: students develop strategies, identify and use text features, build topic knowledge, and carry out discipline-based activities while reading course-related materials.
* The work of comprehending reading materials takes place in the classroom; the teacher scaffolds the learning and serves as model and guide.
* The work of comprehending is metacognitive; how readers make sense of text is as important as what sense they make of it.
A Climate of Collaboration
* Class members draw on each other's knowledge, serving as resources to make sense of text together.
* Class members respect and value problem-solving processes: classroom norms support risk taking, sharing knowledge and confusion, and working together to solve comprehension problems.
* Grouping arrangements support collaboration and inquiry: students work independently, in pairs, in small groups, and as a class, depending on the task and the text.
* A shared vocabulary to describe reading processes and text features is evident in classroom talk, materials in use, and materials on display.
An Emphasis on Student Independence
* Students are agents in the process of reading and learning: they actively inquire into text meaning, their own and others' reading processes, the utility of particular reading strategies, and their preferences, strengths, and weaknesses as readers.
* Students are expected and supported to read extensively: course- related materials are available on various levels, and accountability systems are in place to ensure that students read large quantities of connected text.
* Over time, students are expected and able to do more reading, make more sophisticated interpretations, and accomplish more work with texts with less support from the teacher during class time.
Source: Reading for Understanding: How Reading Apprenticeship Improves Disciplinary Learning in Secondary and
College Classrooms, pages 337-338. Copyright © 2012 WestEd.
Other Th ings to Notice
Reading Apprenticeship classrooms can also be recognized by a number of other classroom characteristics, including how materials and student groupings are used, the types of learning activities students undertake, and the roles of the teacher, students, and classroom talk in the learning environment.
Materials
* What materials are present? How are they being used?
* What kind of work is displayed in the classroom? On the walls? On the board?
* What do these displays indicate about how reading is approached and the role it plays in the class?
Groupings
* How is the classroom arranged?
* What kinds of groupings are students in as they carry out classroom tasks?
* What do these arrangements offer students as learning environments?
Tasks and Activities
* What activities are the teacher and students engaged in?
* What activities seem to be routine in this classroom?
* Who is doing the work of reading and comprehending?
Teaching and Learning Roles
* What roles do the teacher and students play in classroom activities?
* Does the teacher model, guide, and collaborate in comprehension as well as give instructions, assign, and question students?
* Do students pose questions and problems as well as respond to questions about course readings?
* Do all members of the classroom community collaborate in comprehension, share their knowledge and experience, inquire?
Classroom Talk
* What does the teacher say—to the class, to small groups, to individual students?
* What do the students say—to the teacher, to each other?
* What do the teacher and the class talk about?
* What kind of language is being used?
Source: Reading for Understanding: How Reading Apprenticeship Improves Disciplinary Learning in Secondary and
College Classrooms, pages 337-338. Copyright © 2012 WestEd. | 1,797 | 821 | {
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All together now
One, __________, __________, four Can I have a little more? ___________, six, seven, __________, nine, ten, I love you.
A, B, C, D
Can I bring my friend to ___________?
E, F, G, H, I, J,
I love you.
Sail the ship, Jump the ___________
Skip the rope, Look at ____________
All together now... (4 X)
Black, ___________, green, ___________ Can I take my friend to ___________? Pink, ____________, ____________, orange, blue, I _________ you All together now... (
Sail the ship, Jump the tree Skip the rope, Look at me All together now...
- Use the words in the box to complete the song:
NUMBERS: three, eight, two, five
COLORS: red, white, yellow, brown OTHER WORDS: love, tree, me, tea, bed eight five tea me white red bed pink brown love two three tree
___ - JOHN LENNON – 1940 -1980
___ - PAUL MCCARTNEY – 1942
___ - RINGO STARR – 1940
___ - GEORGE HARRISON – 1943 - 2001
All together now
One, __________, __________, four Can I have a little more? ___________, six, seven, __________, nine, ten, I love you. two three five eight
A, B, C, D
Can I bring my friend to ___________?
E, F, G, H, I, J,
I love you.
Sail the ship, Jump the ___________
Skip the rope, Look at ____________
All together now... (4 X)
Black, ___________, green, ___________ Can I take my friend to ___________? Pink, ____________, ____________, orange, blue, I _________ you All together now... ( white red bed brown yellow love
Sail the ship, Jump the tree Skip the rope, Look at me All together now...
bed
tree
me
- Use the words in the box to complete the song:
NUMBERS: three, eight, two, five COLORS: red, white, yellow, brown OTHER WORDS: love, tree, me, tea, bed eight five tea me white red bed yellow brown love two three tree
___ - JOHN LENNON – 1940 -1980 2
___ - PAUL MCCARTNEY – 1942 3
___ - RINGO STARR – 1940 4
___ - GEORGE HARRISON – 1943 - 2001 1 | 1,114 | 571 | {
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Bullies Never Win
When the class bully, Brenda Bailey, makes fun of Jessica's skinny legs and her boyish lunch box, Jessica doesn't know what to do. She doesn't want to be a tattletale, but she also wants the bullying to stop. Can Jessica find the courage to stand up for herself? - Simon & Schuster
B I GIDEA S T oReinfo r c e B I GIDEA S T oReinfo r c e
Standing up to Bullying, Kindness, Encouraging Others
Student-Friendly Learning Target
I can retell a story remembering the characters, setting and what happened. I can write a sentence with a picture to tell others about how I can be kind.
Aligned to Common Standards
Every lesson plan aligns with grade-level standards in Reading, Writing, Speaking & Listening and Literacy.
Every lesson plan supports ASCA Mindsets & Behaviors.
Build Background
Key Vocabulary
Discuss the word "bullying." On two pieces of chart paper write "looks like" (with an eye) and "sounds like" (with an ear). Ask students to identify what kinds of things they would see and hear if someone was being bullying.
pg 1
pg 21
teased
Discussion Starters
1. What did Jessica worry about when she was at home? at school?
3. Why was Jessica worried about going to school?
2. How do you know that Jessica felt hurt when Brenda was mean?
4. What advice did Jessica's mother give to her?
5. How did Jessica finally solve her problem?
7. NED is sitting with his friends at lunch when one of the kids starts to make fun of a girl sitting nearby. What would NED do next?
6. How did Brenda feel when Jessica stood up to her?
My Act of Kindness Discuss with students the word "kindness." What are some acts of kindness that we could do? Create a list on the board for students to refer back to when completing their writing prompt ("My act of kindness...I can _____________"). PRINTABLE
Kindness Quilt Use the quilt squares created in the writing prompt to make a classroom "Kindness Quilt." Cut out square pieces of construction paper and attach their writing square. Allow students to punch holes in their quilt square. Cut a length of yarn for students to lace around their square (Hint: wrap tape around the end of the yarn to keep it from fraying while lacing). Staple the squares next to each other on a bulletin board entitled "Kindness Quilt."
Catching Kindness Sit in a circle or have students sit at their desks. Using a foam or koosh ball start out by saying a student's name and telling one nice thing about him/her. Then throw the ball to that student to allow them to do the same. Continue the game until all students have had a turn catching and throwing the ball.
Accelerated Reading Quiz: 131989 www.actsofkindness.org
Writing Prompt
Activities
More Resources
© 2013 All for KIDZ®, Inc. Producers of The NED Show® All Rights Reserved Visit www.theNEDshow.com/lessonplans for more free lesson plans & resources
My act of
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Technical Note: Basics of Radar system and designing
Mesfin Mohammed
914-367-046
Radar system
Radar is an object detection system that uses radio waves to determine the position (distance), angle, or velocity of objects. The importance of radar in this modern world is very important. Few decades ago, the use of radar system is limited for military purposes to detect aircraft, ships, spacecraft, guided missiles, and so on. But, nowadays, a radar system is part of our lives, for instance, the forecast of weather information is entirely depend on the radar system, and radar system is a major component of self-driving cars.
There are two major types of radar system pulsed radar and Frequency-Modulated continuous-wave (FMCW). The pulsed radar detects the range to a target by emitting a short pulse and observing the time to reach the target object and return back to the receiver. For our radar system we used the FMCW radar system. Frequency-modulated continuous-wave (FMCW) radars achieve similar results using much smaller instantaneous transmit powers and physical size by continuously emitting periodic waves whose frequency content varies with time. To summarize the process in a simple words, in FMCW radar system, the transmitted signal is a linear frequency modulated continuous wave sequence, whose frequency vs time characteristics follows the saw tooth pattern as shown below in the figure. The local oscillator (LO) module generates a linear frequency modulated continuous wave signal and amplified by the power amplifier. This amplified wave transmitted from the antenna.
The target object illuminated by the radar reflects back the transmitted signal. The receiver (antenna) receives the reflected signal and passes to the LNA, and the LNA amplifies the signal. The received signal mixes with the LO signal to produce the intermediate frequency (IF) output, which the ADC digitizes and subsequently to process it. Pictorially, it presented below.
Analysis of the computation
Unlike the pulsed radar, FMCW radar uses a continuous wave signal for transmission. As stated above the frequency changes with respect to time in a specific pattern such as a saw tooth wave or a triangle wave. A triangle wave example is shown below. These patterns are achieved by ramping the control voltage of the VCO in the transmitting side up and down.
As shown on the above figure, the transmitted and received signals have different frequency. These differences in frequency of the two signals are extracted by the mixer. The main point on here is that, this frequency difference is proportional to the round trip delay of the radar signal to and from the target object. Hence, the distance of the target object is calculated by examining the frequency difference. The general calculation is presented below.
Where t- the time required the wave reaches to the target and comeback to the source.
d- is the distance of the target object c- Speed of light.
The difference of the frequency is proportional to the distance of the object.
Designing the radar system
For our radar system, we used the general block diagram of FMCW radar system presented on the lab manual 6. The block diagram is presented below.
The main requirement of our design is to measure accurately the distance between our radar an object 5-50m away. The calculated maximum path loss for an object 50m away determines the minimum requirements for our transmit and receive system. The received power at 5m and 50 calculated as follows:
Then we select components; we primarily considered the power level at each stage which fits to our system. To calculate the power level at each stage, we used ADIsimRF. The block diagram of our radar system and the power level at each stage is presented below.
The ADIsimRF of the transmitter and receiver of the system is presented below. | 1,644 | 768 | {
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Fast Facts about Biodiversity
- Biodiversity can be measured on three levels: Species diversity (the sheer variety of living things, from microscopic bacteria and fungi to towering redwoods and enormous blue whales) Ecosystem diversity (tropical rainforests, deserts, swamps, tundra, and everything in between) Genetic diversity (the variety of genes within a single species, which give rise to the variations that cause species to evolve and adapt over time)
- Tropical ecosystems support higher levels of biodiversity than temperate or boreal ecosystems. Tropical rainforests and coral reefs are the most diverse ecosystems on the planet. 50-90% of Earth's plant and animal species are found in tropical regions. (World Resources Institute)
- Biodiversity "hotspots" are areas of the world with a high number of endemic species (that is, species found only in that place).
- Over 50% of the world's plant species and 42% of all terrestrial vertebrate species are native to a specific country and do not naturally exist elsewhere. (Conservation International)
Taxonomists--biologists who specialize in identifying and classifying life on the planet--have named approximately 1.7 million species about 13,000 more species are added to the list of known organisms. (National Wildlife Magazine)
In 1980, in the tropical rainforests of Panama, scientists discovered 1,200 species of beetles living in and around just 19 trees… and fully 80% of these species were previously unknown to science. (Equator Initiative)
Approximately half of all synthetic drugs have a natural origin, including 10 of the 25 highest-selling drugs in the US. (Equator Initiative)
- The greatest species diversity is found among the invertebrates. Invertebrates are animals without backbones, including insects, crustaceans, sponges, scorpions and many other kinds of organisms. Over half of all the animals already identified are invertebrates. Beetles are some of the most numerous species.
- Scientists know the least about the diversity of microscopic organisms such as bacteria and protozoa. Microorganisms may be tiny, but they are tremendously important, forming the base of the food chain and playing many other roles in ecosystems.
- Based on data on recorded extinctions of known species over the past century, scientists estimate that current rates of species extinction are about 100 times higher than long-term average rates based on fossil data. (Encyclopedia of Earth: Biodiversity) | 1,055 | 514 | {
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SAFETY ALERT
Mosquito Protection for Outdoor Workers
Zika is a disease caused by Zika virus that is spread to people primarily through the bite of an infected Aedes species mosquito.
Outdoor workers may be at the greatest risk of exposure to the Zika virus, which is primarily spread through the bites of infected mosquitoes. Here is information regarding the risk of exposure through mosquito bites and how to protect yourself. Symptoms may include fever, rash, joint pain, pink and red eye, muscle pain, and headache.
How to Protect Yourself:
- Use insect repellent that contains DEET, picaridin or another EPA-registered active ingredient on skin that is not covered by clothing. Always follow label precautions.
- If using permethrin, spray it on clothing and gear only—not directly on skin.
- Choose a repellent that provides protection for the amount of time that you will be outdoors.
- Repellent should be applied at home before arriving at your worksite.
- Wear clothing that covers all of your skin, including socks that cover the ankles and lower legs.
- Check with your doctor or healthcare provider before using any type of insect
- In warm weather, wear lightweight, loose fitting clothing. This type of clothing protects you from the sun and provides a barrier to mosquitoes.
- Get rid of sources of standing water (e.g., tires, buckets, cans, bottles, barrels) whenever possible to reduce or eliminate mosquito breeding areas.
- If symptoms develop, seek medical attention promptly. Discuss any possible exposure to mosquitoes or infections spread by mosquitoes with a healthcare provider.
Guidance on use of insect repellents for employers and workers:
- Always follow label precautions when using insect repellent.
- Use insect repellent containing an EPA-registered active ingredient. All of the EPA-registered active ingredients have demonstrated repellency, but some provide longer-lasting protection than others. Research suggests that repellents containing DEET (N,N-diethyl-m-toluamide) or picaridin (KBR 3023) typically provide longer-lasting protection than the other products, and oil of lemon eucalyptus (p-menthane-3,8-diol) provides longer-lasting protection than other plant-based repellents.
- Permethrin is another long-lasting repellent that is intended for application to clothing and gear, but not directly to skin. Spray insect repellent (permethrin) on the outside of clothing, as it is possible for mosquitoes to bite through thin clothing.
- To avoid reaction to DEET or other ingredients in insect repellents, read and follow the directions on all insect repellents before use.
- Do NOT spray insect repellent on skin that is under clothing.
- Do NOT apply insect repellent to skin that is already irritated, or to cuts/lacerations.
- Do NOT spray aerosol or pump products in enclosed areas. Do NOT spray a pump or aerosol product directly on the face. First spray it on hands and then carefully spread it on the face (do not allow insect repellent to contact eyes or mouth).
Take extra precautions after heavy rains and regularly inspect outside your facilities:
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Happy Birthday, Gus!
by Jacklyn Williams
Mom
Gus
Bean
Billy
Sensei Chase
Karate belts and headbands,
Pretend cake
Realistic Fiction
4 - 6
Characters:
Props:
Genre:
Ages:
Happy Birthday, Gus! page 1
NOTES TO THE LEADER OF THE CREATIVE DRAMATICS SESSION
Before acting out the story, read Happy Birthday, Gus! to the entire class.
The leader/narrator of the creative dramatics session needs to give clear, simple clues to the children who are acting out the story. First, select the children who will be playing the separate parts. Gus and Bean can be played by two individuals or by a group. The same for Billy and Sensei Chase.
The leader might want to ask the children to describe the characters before the session begins. For example, "What kind of animals are Gus and Billy?" or "What are words to describe Gus and Sensei Chase?" Answers could include friendly, curious, smart, happy, excited, etc. Also, "What are words to describe Billy?"
The children can act out the story from their chairs, sitting on the floor, or by standing in clearly marked places where the action will take place. The front of the room could be Gus's house, while the back is karate camp. It's always a good idea to make sure that the characters and locations (if you decide to use them) are clearly established before the play session begins.
Narrator:
Mom:
Narrator:
Gus:
Narrator:
Gus and Bean:
Narrator:
Gus:
Narrator:
Gus:
Narrator:
Mom:
On Gus's birthday, his mom says, "I have a surprise for you, Gus."
I have a surprise for you, Gus.
(Narrator can prompt, "What do you think the surprise is? Have you ever gotten a birthday surprise? What was it? How did you feel? Were you excited, happy, etc.? Can you show me how you acted?")
Gus's mom tells him she is sending him to karate camp. Gus says he can't wait to go to karate camp!
I can't wait to go to karate camp!
The next morning, Gus and his best friend, Bean, wait at the bus stop to go to camp. Gus and Bean say, "We are so excited for karate camp!"
We are so excited for karate camp!
Gus tells his mom, "Thank you for the wonderful present!"
Thank you for the wonderful present!
When the bus comes, Gus waves goodbye to his mom.
(Waves goodbye.)
"Have fun," his mom says. "I'll see you in five days."
Have fun! I'll see you in five days.
Narrator:
All:
Narrator:
Happy Birthday, Gus! page 2
At camp, Gus and Bean learn all about karate from Sensei Chase. Sensei means "teacher" in Japanese.
Billy is at karate camp, too. He isn't very nice sometimes. He can be a bully.
(Narrator can prompt, "Have you ever met someone who is not very nice or a bully? What's the best way to deal with a bully?")
Sensei Chase makes everyone repeat these two rules: "I promise never to use karate in anger. I promise to only use karate in class."
(Narrator can prompt, "Everyone, raise your right hand and repeat after Sensei Chase.")
I promise never to use karate in anger. I promise to only use karate in class.
Billy crossed his fingers when he said the pledge. He lied about his promise.
(Narrator can prompt, "Uh-oh. Billy lied. It's never good to tell a lie. Why is lying bad?")
All during karate camp, Billy used his karate outside of class. He used it to make his bed, but he just made a mess.
He used it when Gus and Bean were fishing, but he just scared the fish.
On the last day of karate camp, Gus and Bean packed up their gear.
Gus had fun at camp, but he was sad he missed out on birthday cake.
(Narrator can prompt, "Gus is sad. What are some things that could cheer him up? What are some things that cheer you up when you're sad?")
Suddenly, a bell rang. "Oh boy, lunch!" says Bean.
Oh boy, lunch!
When Gus walks into the dining hall, everyone yells, "SURPRISE!"
SURPRISE!
Gus looks around. There are balloons, streamers, and a huge chocolate cake.
(Narrator can instruct children to sing "Happy Birthday.")
Sensei Chase tells Gus to blow out the candles.
Bean:
Narrator:
All:
Narrator:
Happy Birthday, Gus! page 3
Sensei Chase:
Narrator:
Billy:
Narrator:
Gus:
Narrator:
Gus:
Narrator:
All:
Blow out the candles, Gus.
Gus takes a deep breath. Just then, Billy runs in. "Let me help," Billy said.
Let me help!
"No," says Gus. "My wish won't come true."
No. My wish won't come true.
(Narrator can ask, "Do you make a wish when you blow out the candles? What other traditions do you celebrate on your birthday?")
Billy punches the air, trying to make enough wind to blow out the candles.
(Narrator can instruct Billy to start moving his arms in karate-like movements toward the cake, in an attempt to blow out the candles.)
"Watch out!" shouts Gus.
Watch out!
It was too late. Billy punches and the cake and makes a huge mess. Sensei Chase frowns.
(Narrator can indicate the cake has been destroyed.)
Do you think Gus's wish will come true?
(Let's all wish Gus happy birthday.)
Happy birthday, Gus!
THE END | 2,004 | 1,229 | {
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ACTIVITY 3
PART C – Tuesday, July 3
Week 3, Tuesday
Due: Monday, July 9
Instructions: A hard copy of the final version of Activity #3 is due Monday, July 9 (Week 4). You will be given the activity in parts, but it is your responsibility to keep track of all questions on one master document for each respective activity.
Answer Q1-Q5 using Hypothesis 1 from the midterm dataset (user: pls205; pass: !pls205*).
Hypothesis 1: There is a difference between a) hispanic respondents and b) non-hispanic respondents (info_hisp) on their thermometer scores for Donald Trump (score_trump).
(1) What is your independent variable?
(a) What is the level of measurement for this variable?
(b) Report the value(s) for the most appropriate measure of central tendency.
(c) Report the value(s) for variability.
(d) Draw the most appropriate graph for this variable.
(2) What is dependent variable?
(a) What is the level of measurement for this variable?
(b) Report the value(s) for the most appropriate measure of central tendency.
(c) Report the value(s) for variability.
(d) Draw the most appropriate graph for this variable.
(3) Discuss a possible causal mechanism for this hypothesis. Explain your logic.
(4) State the null hypothesis.
(5) What is the appropriate test statistic you should calculate for this hypothesis?
(a) What is the mean for white respondents on their thermometer score for Trump?
(b) What is the mean for non-white respondents on their thermometer score for Trump?
(c) What is the value of the test statistic you calculated?
(d) What are the degrees of freedom for this test?
(e) What is this test's significance value?
(f) Interpret. Is there a significant difference between white respondents and non-white respondents on how they feel about Trump? Is this result surprising?
Answer the following questions using the midterm dataset. You'll have to perform t-tests for each of these questions.
(6) Evaluate the hypothesis: There is a difference between respondents with a 4-year degree and respondents with a post-graduate education (info_educ) on their feelings about police (score_police).
(a) Copy and paste the "Independent Samples Test" output box onto your document.
(b) What is the t-value for this test statistic?
(c) What is the probability that this relationship is due to chance?
(d) Do we accept or reject the hypothesis?
(7) Evaluate the hypothesis: There is a difference between black and non-black (info_black) on how much they support Barack Obama (score_obama).
(a) Copy and paste the "Independent Samples Test" output box onto your document.
(b) What is the t-value for this test statistic?
(c) What is the probability that this relationship is due to chance?
(d) Do we accept or reject the hypothesis?
(8) Evaluate the hypothesis: There is a difference between Asians and other races (info_asian) on their levels of political knowledge (knowledgescore).
(a) Copy and paste the "Independent Samples Test" output box onto your document.
(b) What is the t-value for this test statistic?
(c) What is the probability that this relationship is due to chance?
(d) Do we accept or reject the hypothesis?
(9) Evaluate the hypothesis: There is a difference between people who feel no white guilt and people who feel a great deal of white guilt (white_guilt) on their thermometer score for Donald Trump (score_trump). Answer the following questions:
(a) Copy and paste the "Independent Samples Test" output box onto your document.
(b) What is the t-value for this test statistic?
(c) What is the probability that this relationship is due to chance?
(d) Do we accept or reject the hypothesis?
(10) Non-SPSS question. After performing several t-tests for unnamed hypotheses, you receive four different significance values listed below. For A-D, convert these significance values to a percentage and write out the complete interpretation of the hypothesis by explaining the probability the relationship is due to chance.
(a) .002
(b) .981
(c) .051
(d) .005
(e) .003 | 1,836 | 875 | {
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The circus, roller coasters, round-the-world travel
and those crazy aliens…NED's adventure on the way to your school was an entertaining tale that engaged students and left them with a memorable message. We encourage you to take a step further with the lessons shared to impart a deeper understanding of what it means to Never give up, Encourage others and Do your best. This recap page and the curriculum that follows offers suggestions for helping students reflect on how NED's tips can be used at school, home and in life.
A few ideas to get you started
What are some benefits when you make the choice to never give up? 1
What happens to you and those around you when you give up? 2
Why should you encourage others? 3
Has someone recently encouraged you? Give an example. 4
Who can you encourage? 5
Ideas for going further
Using NED's tips from the assembly, make your classroom a NED zone. Brainstorm a list of champion attributes and behaviors that apply to each. Post them in the classroom to help remind students of choices that build strong, positive attitudes and champion behavior. 1
Invite students to complete the NED survey. Talk about each action step and what it means. Ask students to share an example of one thing they are already doing well and one thing they try to improve at. Keep the originals for later comparisons. Repeat the exercise again in a month and allow students to see if they have made any changes. Chart or graph their progress and discuss why they think there is or isn't a difference in their attitudes. 2.
Visit www.theNEDshow.com/curriculum for additional grades & resources
Never give up • Encourage others • Do your best®
B I GIDEA S T oReinfo r c e
We make champion choices because it's the right thing to do.
We do the right thing because this is how people show love, care and respect for each other.
Doing the right thing encourages integrity and success. By following NED's choices, we are respecting ourselves and caring for others.
Let's create a zone in our classroom and at home by building strong, positive attitudes! Take the test below and see how you are doing. Dont worry, you can improve, just like did!
How did you do? Add up your score:
Always - 3ptsOften- 2ptsSometimes- 1ptNever- 0
25 - 33points: You have a great attitude. You are a champion!
15 - 24points: You are on your way, keep working at it!
0 - 14 points: It's not too late to be a champion, you can start today! | 969 | 574 | {
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Thanksgiving Dinner: What was On The Menu?
What did the Pilgrims eat at the very fi rst Thanksgiving in the year 1621?
Was it pumpkin pie and stuffed turkey? No, it wasn't!
Things we know the Pilgrims defi nitely ate at Thanksgiving
We do know certain Thanksgiving dinner items from a letter that a Pilgrim man named Edward Winslow wrote in 1621.
Wheat, corn, and barley – but no peas
"Our corn did prove well, and God be praised, we had a good increase of Indian corn, and our barley indifferent good, but our peas not worth the gathering"
*Note: to the Pilgrims, "corn" is what we call "wheat".
To the Pilgrims, "Indian corn" is what we call "corn"
Waterfowl (ducks and geese)
" Our harvest being gotten in, our governor sent four men on fowling"
Deer meat
"...king Massasoit, with some ninety men, whom for three days we entertained and feasted, and they went out and killed fi ve deer, which they brought to the plantation and bestowed on our governor"
Things we think the Pilgrims probably ate at Thanksgiving
We know from records of Mayfl ower Pilgrims certain things that were native to Plymouth or that they grew in their colony.
Seafood ( fi sh, lobster, eels, clams, mussels) Nuts (walnuts, chestnuts, acorns)
Wild Fruit (strawberries, raspberries, cranberries) (the fruit may have been dried from the summer)
Native American Vegetables (pumpkin, squash, beans)
English Vegetables that were brought with the Pilgrims and planted (onions, leeks, lettuce, carrots, radishes)
Things the Pilgrims maybe ate at Thanksgiving
Cranberry sauce (made from mashed wild cranberries)
Chicken and eggs (there might have been a few chickens aboard the Mayfl ower)
Things the Pilgrims did NOT eat at Thanksgiving
There were no cows, goats, pigs brought to America on the Mayfl ower. The fi rst cattle did not arrive until 1623 – so the fi rst Thanksgiving was dairy-free!
* No butter
* No milk
* No cheese
Most fl our did not survive the trip, or last the following year, so there would probably have been no baked goods or pie, except cornbread.
* No apple pie
* No pumpkin pie
* No bread
* No buns
Activities
1) Write down your Thanksgiving Menu:
What is for dinner at your home this Thanksgiving?
What is defi nitely NOT on the menu?
2) Create your Fantasy Menu:
Write a menu of what your most fantastic dream Thanksgiving dinner would have.
What would it defi nitely NOT have?
3) Creative Menu Planning:
Pick one of the following guests, and write a Thanksgiving dinner menu for them. Include the appetizers, drink, main meal, and dessert!
a. A vegan (a person who eats no meat, eggs, or anything that comes from an animal)
b. A person with no teeth who must gum their food
c. A raccoon
d. A dinosaur
e. A robot
f. A pirate | 1,218 | 693 | {
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Name:______________________________________
Date:_______________________
Math 8 Section 2.1 Multiplying Fractions with Manipulatives:
1. Given that one hexagon is equal to one unit, shade in each of the following fractions:
a)
1
6
b)
1
3
c)
1
2
d) 2
3
e) 5
6
2. Indicate the fraction represented by each of the shaded areas. Reduce the fraction to lowest terms:
a)
b)
c)
d)
e)
f)
g)
h)
i)
j)
k)
L)
m)
n)
o)
3. Given each of the diagram, write the multiplication statement and then draw the answer with the space given:
a)
b)
c)
d)
e)
f)
4. Determine the product for each of the following. Simplify your answer:
5. Johnny bought six chicken pot pies from Costco. He only ate 3/5 of each pie because he shared every one of them with his girlfriend. How many chicken pot pies did he eat in total?
6. Sandy has $3000 in her bank account. 5/6 of the money is for tuition. How much money will she have left after paying her tuition?
7. There are 60 students in Mr. Lee's class. 1/5 of the students black hair, 1/3 have blonde, and the rest have brown hair. How many students have brown hair?
8. Challenge: Amy, Betty, and Graham ran for Student Council president. Amy won with 9 20 of the votes, Betty
got 2 5 , and Graham got 3 20 . If 20 people had switched their vote from Graham to Betty, then Betty would have ended up with 1 more vote than Amy. How many people voted? | 931 | 585 | {
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How to Plan Good Projects
How to Watch and Listen
The "watch and listen" method is good if you want to know about people's skills or how they behave or act. Behaviour includes what people say, as well as what they do.
If you do this kind of project, you need to pick
* who or what kind of people to watch,
* where or what kinds of places to watch in,
* when is a good time to watch,
* what actions or behaviours to look at, and
* how you will record what you see.
Your project question should tell you what kind of people you need to watch or listen to. Then you must pick a good place and time when those people do what you are interested in. You must ask people if it is OK to watch them, if it is not in public.
For example, what if you want to know about how much people with disabilities control meetings of self-advocacy groups. You would need to observe self-advocates and non-disabled advisors (or helpers). You could watch them at self-advocacy group meetings.
Code what you see and hear
You must then pick a behaviour or set of behaviours to observe that are related to your question. There are many actions you could pick in a meeting that relate to who controls the meeting. You could write down everything that you see. But then you would be so busy writing that you may miss a lot. Or you could videotape the meeting. But sometimes people are shy when there is a camera. It takes them a while to forget about the camera and act like themselves.
So it is important to plan what to look for before you go. Then you can make a form to mark down what you see, instead of writing a lot. This is called "coding the data." Data is another name for the information you gather in your project.
First you decide what behaviours relate to your project question. If you want to know who controls meetings, you could look at who speaks more often, how long they talk, whose ideas get picked, who moves the meeting to the next agenda item, and so on. You will need to pick which ones you think tell you the most about who is in control. It is good to look for more than one behaviour. But if you have many to look for, it is hard to keep track of them.
Most people make up a sheet of paper to use to code what they observe. They divide the paper into sections and label each section with a few words that stand for the behaviour they want to look for. Each time they see that behaviour, they put a mark in the section with the label for that behaviour. The mark can be a line or an "x" or a check mark. It is up to you. If you want to look at how long someone talks, you will put in a number, like the number of seconds they talk before someone else talks. When you are done watching and listening, you can add up the number of times each kind of behaviour happened.
If you watch and listen to more than one kind of person at a time (like self-advocates and advisors), you can fold the paper or draw a line down the middle. You can use this to keep track of how often each group did what you picked to observe. When you add up the numbers on each side, you can compare who did each thing more.
Record behaviour to look at later
If you have a lot of behaviours to watch for, you may decide to record what people do with a video camera or a tape recorder. Then you will watch and listen to the video or tape to code the data.
You use the same kind of paper to code what you observe as we talked about already. The good thing about recording is that you can watch or listen to what people did a few times. That way you do not miss anything. You can also add codes for behaviours you did not think about when you picked what to look for. The bad part about recording what people do is that you have to give them time to forget about the recorder and be natural.
People have the right to say "yes" or "no" to making movies or tapes of what they do and say. You must also keep the tapes safe and private until you are done. Then you should erase them to protect people's privacy.
Kathleen Biersdorff and Christina Stebanuk got money from the Persons with Developmental Disabilities (PDD) Community Research Program to write this paper. | 1,351 | 920 | {
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: 15 minutes
Time
Grades: K-3
Objectives:
* Understand that sedimentary rocks may be composed of pieces of minerals or pieces of other rocks
* Consider how a sedimentary rock forms of loose sediments.
* Observe the shape of the sediments.
* Observe the size of the sediments.
* Understand that fossils are a kind of sediment.
Materials:
* School glue (water-soluble glue) or Elmer's Glue
* Gravel (less than ½ inch)
* Assorted sediments—all should be clean, such as aquarium sand, craft sand or sandbox sand:
* Coarse clean sand
* Wax paper
* "Fossils" such as sea shells, twigs, or plastic dinosaurs
* Molds such as plastic bowls, margarine tubs, or small paper plates
* Plastic spoons
* Sedimentary rocks, especially conglomerates and sandstones
* Ruler
* Magnifying glass
Procedure:
* Tear off a piece of wax paper for each student.
* Place on a mold or on a paper plate.
* Have the students place afew spoonfuls of sediments on the wax paper.
* Place a selection of "sediments" on each desk or table with plastic spoons.
* Pour glue on the sediments.
* Stir with plastic spoon.
* Allow to set.
* Discuss how your "rock" and the sedimentary rock are alike or different.
* Observe sedimentary rocks and compare to the rock just made.
* Draw the newly made "rock" or a real rock. Label the drawing.
* Measure the rock, the fossil, or any other feature large enough to be measured. Label some measurement on the drawing.
* If there is a "fossil" in the rock, write a short story about it, or tell the class about the fossil.
Make Your Own Sedimentary ROCK
Maureen Leshendok email@example.com
Teacher's notes:
While the standards do not call for the rock cycle to be taught until Fifth Grade, a basic understanding of the difference between rocks and minerals will tend to lead into the concept of the rock cycle.
Here is a short discussion of the rock cycle, with a diagram:
http://www.cotf.edu/ete/modules/msese/earthsysflr/rock.html
Note that igneous rocks crystallize from molten rock so that the crystals interlock. Sedimentary rocks that are composed of bits of older rock are "glued" together by natural cements.
A sedimentary rock composed of sediments that have been sorted out by water or wind, such as sandstones that are cemented-together sand dunes, will have particles that are nearly all the same size and shape. Sedimentary rocks composed of sediments that have not been sorted, for example, sediments that have accumulated at the base of a steep slope or near the beginning of a river, will have a variety of sediment sizes and shapes.
Sediments that have been tumbled around in water or wind tend to be rounder and smoother (all the corners have been knocked off). Sediments that have been cemented together before being rounded will be more broken and jagged.
See how each sedimentary rock tells a story about its origin!
GeoMan's Rock Identification Chart: http://jersey.uoregon.edu/~mstrick/MinRockID/RockID/RockIDChart.html
GeoMan's Mineral and Rock Glossary:
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Manor Non-Negotiables: Year 4
Unlocking learning through oracy
* Talk and listen confidently in a wide range of contexts.
* Give an answer and justify with evidence.
* Ask questions to clarify or develop understanding.
* Vary the use and choice of vocabulary dependent on the purpose and audience.
* Sequence, develop and communicate ideas in an organised and logical way in complete sentences as required.
* Show they have listened carefully through making relevant comments.
* Vary the amount of detail dependent on the purpose and audience.
* Show understanding of the main points and significant details in a discussion.
* Increasingly able to adapt what they say to meet the needs of the audience/listener.
Reading
* Show understanding of how and why language choices vary in different contexts.
* Present writing to an audience using appropriate intonation and control the tone and volume so that the meaning is clear.
* Use some features of Standard English.
* Perform poems or plays from memory conveying ideas about characters and situation by adapting expression and tone.
* Understand when the context requires the use of Standard English.
Writing
* Give a personal point of view on a text.
* Justify inferences with evidence, predicting what might happen from details stated or implied.
* Re-explain a text with confidence.
* Use appropriate voices for characters within a story.
* Identify how sentence type can be changed by altering word order, tenses, adding/deleting words or amending punctuation.
* Recognise apostrophe of possession (plural)
* Explain why a writer has used different sentence types or a particular word order and the effect it has created.
* Skim & scan to locate information and/or answer a question.
2014
Mathematics
* Vary sentence structure, using different openers.
* Use appropriate choice of noun or pronoun.
* Use adjectival phrases (e.g. biting cold wind).
* Use fronted adverbials.
* Use a comma after fronted adverbial (e.g. Later that day, I heard bad news.).
* Use apostrophe for plural possession.
* Use commas to mark clauses.
* Use paragraphs to organize ideas around a theme.
* Use inverted commas and other punctuation to punctuate direct speech.
* Use connecting adverbs to link paragraphs.
* Write with increasing legibility, consistency and fluency.
* Count backwards through zero to include negative numbers.
* Compare & order numbers with up to 2 decimal places.
* Compare & order numbers beyond 1,000.
* Read Roman numerals to 100.
* Count in multiples of 6, 7, 9, 25 & 1000.
* Find 1,000 more/less than a given number.
* Recall & use multiplication & division facts all tables to 12x12.
* Round any number to the nearest 10, 100 or 1,000.
* Recognise PV of any 4-digit number.
* Round decimals with 1dp to nearest whole number.
o Numbers with up to 4-digits using written columnar method.
* Add & subtract:
* Multiply:
o 3-digit by 1-digit
o 2-digit by 1-digit
* Count up/down in hundredths.
* +/- fractions with same denominator.
* Recognise & write equivalent fractions
* Read, write & convert time between analogue & digital 12 & 24 hour clocks.
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Incorporating Sources
Properly incorporating sources such as,
,
,
research data, graphs, and images will help you avoid plagiarism, provide evidence to back up your claims, build your credibility, and establish your argument in the critical conversation of your topic. Although you should consult the correct style guide (MLA, APA, Chicago, etc.) for information on formatting different sources, meeting specific guidelines, and citing properly, this handout will give a basic overview of how to incorporate textual sources into your writing.
direct quotations summaries
paraphrases
Introducing Sources
Introduce your sources to signal to readers that information is not your own. Two useful ways to introduce sources are presenting the speaker and contextualizing quotations, summaries, or paraphrases.
Presenting the Speaker
Show readers why the speaker of the source is an authority on the subject. This will build the credibility of your work.
Example: Mark Twain, American humorist and author, said, "Honesty is the best policy—when there is money in it."
Contextualizing the Quotation
Give your reader the context of the quotation. By explaining the context, you can indicate its significance in the existing conversation.
Example: At the annual banquet of Eastman College, Mark Twain said, "Honesty is the best policy— when there is money in it."
Partial Quotations
A quotation does not need to be a complete sentence. You can select just a few powerful words from your source and weave them into your writing. This technique allows you to retain your sentence structure and individual voice.
Example: In his speech to Eastman College, Mark Twain told the alumni that he believed in honesty but only "when there is money in it."
When using partial quotation, be careful not to misrepresent or misinterpret the author's original idea. Do not shorten a full quotation if it changes the speaker's intended meaning.
Incorrect: Mark Twain believed, "Honesty is the best policy."
This partial quotation is incorrect because it misrepresents Mark Twain's original statement about honesty.
Altering Quotations for Clarity
In most cases you can change the tense of a quotation to match the tense of your sentence by setting any altered words or information within brackets. You may also use brackets to add information in your own words in order to clarify your point.
Typically you also use ellipses to account for any omitted material within your quotation. You do not need to put ellipses at the beginning or end of quotations. To correctly use an ellipsis, insert three periods with a space before and after each period where you have omitted any part of the quote.
Example: Mark Twain believed in "honesty . . . when there [was] money in it."
Always be sure to consult with the style guide you are using to make sure it adheres to these guidelines.
Summarizing
Summarizing provides a condensed version of the key points from the original source. It is useful to use when you have a long passage with lots of important information.
Example: Mark Twain said that honesty was best when profitable.
Paraphrasing
Paraphrasing restates the main ideas in your own words at about the same length and level of detail as the original source. Be sure to capture the original tone as well.
Example: Mark Twain believed being truthful was useful when it offered profit.
Analyzing Sources
The most important element of using a source is providing analysis. Such analysis makes a clear connection between the cited material and the purpose of your paper. Never use so many quotations in your writing that it becomes a collection of someone else's ideas. You should be the primary speaker in your paper. The following table provides strategies for improving the analysis of sources in your writing:
Twain, Mark. "Business." Mark Twain's Speeches. New York: Harper & Brothers, 1910. 341-344. Print. | 1,557 | 802 | {
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Jazz Lyrics/Poetry Analysis
Annotated analysis (discussion starters)
Writer Luis Rodriguez
List two details from the writer's biography that might have influenced the writing or your understanding of the poem.
1. Rodriguez saw destructive behavior firsthand during his gang days.
2. Rodriguez works with troubled youth, like the girl in the poem.
As you read the poem:
Underline parts that relate to historical facts, especially African American issues Circle words/phrases that stir up emotions
Place a question mark next to ideas that you don't recognize and may need to research Place [ ] around parts of the poem that seem musical (call and response, rhythm, refrain, repetition, etc.)
After you read the poem, answer the following questions, quoting parts of the poem that led to your responses:
1. What historical background does a reader need to better understand this poem?
Michael Meade is an author, mythologist, and storyteller who works with at-risk youth, homeless populations, returning veterans, prisoners, and youth involved in the gang life. He often collaborates in this multicultural work with Luis J. Rodriguez
Cutting
2. How does the poem relate to African American issues or jazz? Refer to historical context and text of the poem.
References to "silences" and "fears" of, not only gang members, but people of color living in areas like Watts or East L. A.
The poem has many musical references, although not necessarily jazz music: "octave spiral," the "bass fluctuates"
The poem implies the music will soothe or heal: "let the rhythm speak"
3. Look at the emotional words you circled. Are those emotions more negative, or more positive? Both? What emotions do you think the writer wanted those words make you feel?
The writer uses many negative words/phrases ("slash," "screams," "fears," "pangs")to convey a sense of hopelessness which has turned to hopefulness at the end of the poem ("caresses" "violins…stay our hands," "learn to play").
4. What musical qualities of the poem or song lyrics might influence the audience? How?
Linear: The poem is in complete sentences with a clear beginning, middle, and end which also makes it more formal/traditional
Musical terms ("bass," "octave," "rhythm," "violins") makes the audience think about music
5. Think about your responses to questions 2-4. What might the poet be persuading the audience to think or do? Write your responses in a sentence.
The writer wants the audience to "hear" and relate to the pain of the girl, and perhaps let the "music" of the emotions heal, or "stay our hands."
6. What did you learn from reading this poem?
Title "Red Screams" | 1,121 | 586 | {
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Name
Date
Objectives
1) Understand a linear graph
2) Find rates of change on a graph
Concept 1: Understand a linear graph
Concept 2: Find rates of change on a graph
Test Prep
If John got paid 34 dollars in 4 hours, how much money will he have earned after 7 hours?
A $48.25
B
C
D
$52.50 $56.75 $59.50
Numeracy Skill Builder: Long division, decimal remainders
Divide, writing any remainders as decimals.
6 219
8 426
5 201
Directions: Label each section of the graph with the correct letter.
Basic: At least 3 labels correct
Proficient: All 5 labels correct
Advanced: All 5 labels correct, and determine if each section of the graph has a positive, negative, or zero rate of change.
Directions: Find the rate of change of each section of the graph. Include units in your answers.
Basic: Do sections A and B
Proficient: Do sections A, B, and C
Advanced: Do sections D and E.
Work / Explanation
Algebra A
Chapter 5, Lesson 7: Notes
Main Concept
| | Seconds | | Feet |
|---|---|---|---|
| 0 | | 0 | |
| 1 | | 5 | |
| 2 | | 10 | |
| 3 | | 15 | |
| 4 | | 16.25 | |
| 5 | | 17.5 | |
| 6 | | 18.75 | |
| 7 | | 20 | |
| 8 | | 20 | |
| 9 | | 20 | |
| 10 | | 16 | |
| 11 | | 12 | |
| 12 | | 8 | |
| 13 | | 4 | |
| 14 | | 0 | |
Workspace for calculating Rates of Change:
Interpret the graph: When is the Hare…
1. running fastest? running slowest?
2. not moving at all?
3. running away from the starting line?
Name:____________________________
running toward the starting line?
Name:____________________________
Basic Level: Bath Time
1. Make a graph of this data.
2. Find the rate of change of each section of the graph. Include units.
3. Write a short story that is represented by this graph. Each section of the graph must be explained.
Proficient Level: Cash Flow
1. Make a graph of this data.
2. Find the rate of change of each section of the graph. Include units.
3. Write a short story that is represented by this graph. Each section of the graph must be explained.
Advanced Level: Mountain Climber
| | Time | | Height |
|---|---|---|---|
| | (Minutes) | | (Meters) |
| 0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100 105 110 115 120 125 | | 120 160 200 240 280 280 280 280 360 440 520 600 720 840 960 960 960 960 960 960 800 640 480 320 160 0 | |
1. Make a graph of this data. You first need to figure out a good scale for the axes.
2. Find the rate of change of each section of the graph. Include units.
3. Write a short story that is represented by this graph. Each section of the graph must be explained. | 1,559 | 849 | {
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Student Activity
Double the Consonant and Add 'ing' – Word Find
Words only go left to right, the same way that we read. Help the students to identify the left side of the table, so they know how to initiate the task. Have them highlight the word below, once they find it, to help them keep track.
| s | t | o | p | p | i | n | g | k |
|---|---|---|---|---|---|---|---|---|
| w | m | h | o | p | p | i | n | g |
| a | j | f | i | l | t | p | a | j |
| c | s | w | i | m | m | i | n | g |
| s | a | c | k | l | l | o | g | u |
| i | k | d | r | u | m | m | i | n |
| k | r | w | a | g | g | i | n | g |
| o | p | i | l | r | a | j | k | g |
| h | u | g | g | i | n | g | l | o |
wagging hopping hugging swimming drumming stopping DeaL®. All rights reserved
Student Activity
Double the Consonant and Add 'ing' – Word Find
Words only go left to right, the same way that we read. Help the students to identify the left side of the table, so they know how to initiate the task. Have them highlight the word below, once they find it, to help them keep track.
| s | t | o | p | p | i | n | g | k |
|---|---|---|---|---|---|---|---|---|
| w | m | h | o | p | p | i | n | g |
| a | j | f | i | l | t | p | a | j |
| c | s | w | i | m | m | i | n | g |
| s | a | c | k | l | l | o | g | u |
| i | k | d | r | u | m | m | i | n |
| k | r | w | a | g | g | i | n | g |
| o | p | i | l | r | a | j | k | g |
| h | u | g | g | i | n | g | l | o |
wagging hopping hugging swimming drumming stopping DeaL®. All rights reserved
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The Guardian
Artikel aus dem „Guardian vom 23.3.2008
Andrew Purvis
Sunday 23 March 2008 10.15 GMTLast modified on Tuesday 25 March 200810.15 GMT
Is this the greenest city in the world?
Eco housing, car-free streets and socially conscious neighbours have made the German city of Freiburg a shining example of sustainability. But this brave utopian vision of clean living has its fair share of dirty linen, finds Andrew Purvis
It is 6C outside, and a dusting of snow can be seen on the Schauinsland - the low hill overlooking Freiburg, where the good burghers of the southwest German city take their children hiking. In Meinhard Hansen's apartment, however, it is perpetual summer; the sun streams in through tall, southfacing windows and a gauge on the wall reads '24C'. Next to it, the words 'Heizung 0' appear in a small glass window. 'Heating, zero,' Meinhard translates. 'In fact, we haven't switched the heating on for weeks.'
While a typical home in Germany (or Britain, for that matter) squanders 220 kilowatt hours of energy a year for each square metre of floor space, this one wastes 15kWh/m2 a year. 'My mother-in-law has an old house in the country,' says Meinhard, 'and she uses 6,000 litres of oil a year to heat it. We use 150 litres.' On one wall there is a radiator, but it is stone cold. 'It's just for psychological reasons,' he says, 'because my wife never believed this was possible.'
The impossible dream was a 'passive house' where no active system is needed to maintain a comfortable temperature. Super-insulated with foam and lagging up to 30cm thick, the flat is triple-glazed and externally sealed. Fresh air enters at ceiling level and is sucked out through a funnel on one wall. 'The heat from the warm air going out is transferred to the cold air coming in,' says Meinhard, Freiburg's chief architect and a world authority on passive houses. So far, his company has built about 100.
Opening a cupboard, he shows me how the cold and warm ducts meet in a knot of corrugated silver piping. The result? An almost constant temperature without the need for heating - because warmth is provided by cooking, lighting, even warm-blooded mammals. 'My wife and I produce 100W of energy each, the dog another 20W,' says Meinhard, bending down to check the animal is still breathing. 'If we hold a dinner party, we have to open the windows.' By his calculation, the entire flat could be heated with 30 candles.
These ideas are not very complicated,' Meinhard insists - though designing the ducts and ventilation systems 'requires a bit of thinking'. The proof, he says, is in the economics. While a passive house costs 10 per cent more to build, it reduces energy loss - and utility bills - by a staggering 90 per cent.
In Freiburg, passive houses like this are relatively few, but energy-saving houses are the norm. Elsewhere in Germany, the law states that every new house built must waste no more than 75kWh/m2 per year (roughly a quarter of the energy lost from a typical Victorian house in Britain) but the specification in Freiburg is radically lower. 'It used to be 65kWh per year,' says Meinhard, 'but we are now discussing a new Freiburg law of 55, 50 or even 40kWh.'
It is part of Freiburg's unrelenting quest to be one of the greenest cities in the world, helped by the (uncomfortable) fact that it was flattened by Allied bombers in the Second World War and rebuilt on enlightened, energysaving principles. Now, as Gordon Brown announces plans to build 10 new eco towns in Britain - in places such as Oakington in Cambridgeshire, and Long Marston, near Stratford-upon-Avon - perhaps it is time to learn from the city we destroyed. | 1,541 | 876 | {
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Module 00109 Exam Introduction to Material Handling
Trainee Name: _________________________________________________________________
Social Security Number: _________________________________ Date: ___________________
MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question.
1. Before attempting to lift any material, _____.
a. look for any protruding nails, wires, or sharp edges
b. use a safety harness
c. ask your supervisor for help
d. ensure the stacking ratio is no greater than 3:1
2. What is the proper procedure to lift objects?
a. Bend over with your knees straight, feet together, and then lift.
b. Lift with your back, keep your legs straight, and keep your arms up.
c. Lift with your legs, keep your back straight, and keep your head up.
d. Lift with your arms, keep your legs straight, and keep your head up.
3. When stacking bags of material that are the same width, step back and cross key the bags
_____.
a. in each tier above seven feet
b. until the stack reaches four feet
c. every 10 bags high
d. all the way to the top of the pile
4. NEVER stack or store materials _____.
a. in cabinets
b. on scaffolds
c. outdoors
d. on pallets
5. The knot shown in the figure provided is a _____.
a. square knot
b. clove hitch
c. half hitch
d. bowline
Page 1 of 2
6. When moving a material cart on an inclined or declined surface, be sure the _____.
a. load does not exceed the labeled weight capacity
b. hand brake is within your reach
c. hydraulic ram has been removed
d. load is cushioned with moving pads to prevent slippage
7. What device may have a rotating table surface and/or spikes on the table surface for a better grip?
a. Roller skid
b. Pallet jack
c. Pallet conveyor
d. Accumulating conveyor
8. To work with motorized material-handling equipment, a worker must be _____.
a. trained, certified, and authorized
b. experienced and knowledgeable
c. a job foreman or supervisor
d. licensed to drive
9. To prevent a tipover when driving a rough terrain forklift, keep the load _____.
a. light
b. low
c. high
d. heavy
10. The forklift hand signal for dog everything means _____.
a. to lower the tines
b. to tilt the mast back
c. to creep forward
d. to pause
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Curriculum Summary
First Grade – Health and Physical Education
Students should know and be able to demonstrate mastery in the following skills by the end of First Grade:
[x] Identify and engage in physical activities that promote physical fitness and health.
[x] Identify reasons why regular participation in physical activities improves motor skills.
[x] Identify likes and dislikes related to participation in physical activities
[x] Recognize positive and negative interactions of small group activities: roles (e.g., leader, follower), cooperation/sharing, on task participation.
[x] Know and recognize changes in body responses during moderate to vigorous physical activity: heart rate and breathing rate.
[x] Identify foods that keep our bodies healthy.
[x] Recognize and use basic movement skills and concepts:
[x] locomotor movements (e.g., run, leap, hop)
[x] non-locomotor movements (e.g., bend, stretch, twist)
[x] manipulative movements (e.g., throw, catch, kick)
[x] relationships (e.g., over, under, beside)
[x] combination movements (e.g., locomotor, non-locomotor, manipulative)
[x] space awareness (e.g., self-space, levels, pathways, directions)
[x] effort (e.g., speed, force)
[x] Know and describe scientific principles that affect movement and skills using appropriate
vocabulary: gravity, force, production/absorption, balance, rotation.
[x] Recognize and describe game strategies using appropriate vocabulary.
[x] faking/dodging
[x] passing/receiving
[x]
moving to be open
[x] defending space
[x] following rules of play
[x] Identify and use principles of exercise to improve movement and fitness activities.
[x] frequency/how often to exercise
[x] intensity/how hard to exercise
[x] time/how long to exercise
[x] type/what kind of exercise
Compliance Statement
It is the policy of Bear Creek Community Charter School not to discriminate on the basis of race, sex, religion, color, national origin, age, handicap or limited English proficiency in its educational programs, services, facilities, activities or employment policies as required by Title IX of the 1972 Educational Amendments, Title VI and VII of the Civil Rights Act of 1964, as amended, Section 504 Regulations of the Rehabilitation Act of 1973, the Age Discrimination Act of 1975, Section 204 Regulations of the 1984 Carl D. Perkins Act or any applicable federal statute.
For information regarding programs, services, activities, and facilities that are accessible to and usable by handicapped persons or for inquiries regarding civil rights compliance, contact: Bear Creek Community Charter School, 30 Charter School Way, Bear Creek Township, PA 18702; or the Director of the Office of Civil Rights, Department of Health, Education and Welfare, Washington, D.C. | 1,393 | 580 | {
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Borrelia burgdorferi Transmission
Lyme disease is caused by the spirochete bacterium Borrelia burgdorferi. Spirochetes have an unusual twisting motility due to endoflagella (also called axial filaments) that wrap around the spiral cell between the inner and outer membrane. The bacterium is transmitted to humans through the bite of infected blacklegged tick, Ixodes scapularis. The bacterium passes between Ixodes ticks and a vertebrate host. Lyme disease is the most common vector-borne illness in the USA.
Getting ticked off? An SUU college student is thrilled to be hiking the Appalachian trail during his summer vacation. A week after his backpacking adventure began, he experienced fever, chills, headache, fatigue, and joint aches. Another week passed. After episodes of dizziness and shortness of breath, he returned home. A month later his right knee appeared swollen and painful. Unaware that he had been bitten by a tick, and lacking the bulls-eye rash, diagnosis was difficult.
Treatment/ Prevention:
Lyme disease was first identified in Lyme, Connecticut. Most cases of Lyme disease can be treated successfully with a few weeks of antibiotics. It is more prevalent in May through November when people are outdoors during the nymph phase of the tick vector. Steps to prevent Lyme disease include using insect repellent, removing ticks promptly, applying pesticides, and reducing tick habitat.
For further questions or concerns, please see your physician.
Reference: www.cdc.gov
Debra Hanson, Assistant Professor
Microbe of the Month
Signs/ Symptoms:
Lyme disease is a multisystem illness caused by infection with the spirochete Borrelia burgdorferi and the body's immune response. Typical symptoms include fever, headache, fatigue, and a skin rash (often bulls-eye shaped) at the site of the bite. Disseminated (in blood) Lyme disease may develop 3-10 weeks after inoculation. If left untreated, infection can spread to joints, the heart, and the nervous system. In a small percentage of cases, these symptoms can last for more than 6 months, a condition called "Post-treatment Lyme Disease Syndrome" (PTLDS). In patients with late disease, the typical physical finding is arthritis, especially the knee.
Not all ticks transmit Lyme disease. In the United States, most infections occur in endemic areas of the Northeast and mid-Atlantic states, Wisconsin, Minnesota and northern California. Ixodes ticks must feed on the blood of an infected vertebrate to acquire the bacterium. An infected nymphal tick then transmits B. burgdorferi in its saliva to a human during its blood meal. Although blacklegged ticks exist in the southern U.S., their feeding habits make them much less likely to transmit Lyme disease. | 1,236 | 601 | {
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Name: _______________________________ Per: ______
Antebellum Dinner Party
Congratulations! You have been invited to a rare event: a meeting of some of the giants of history. This particular dinner party will honor the following individuals for their contributions to the grand historical narrative of our country.
Your task for this assignment will be to choose a new identity as an individual from the Antebellum period and research the life of this person. Then, on the day of the dinner party, you will assume the character of this person to share your story and answer questions from other reformers of this era.
Preparation:
* Complete document analysis worksheet for your primary source
* Complete "Getting to Know Yourself" worksheet
* Questions for guests at your table: You will be assigned to a table with a group of Antebellum people for the dinner party. Once you receive this assignment, you will develop two questions per person at your table from your person's perspective. The questions should be open-ended instead on "one-word" answers. Your questions should demonstrate that you have basic knowledge of the life and type of work the each individual focused on.
* Create a costume or bring a prop related to your role (OPTIONAL)
Responsibilities
* Make sure you take on the persona of the person you are imitating. Do not step out of character. Remember, for this activity to be fun and meaningful each person MUST remain in character the whole time!
* During the dinner party, support discussion by responding to questions posed by the other guests or moderator.
* Actively engage in discussion by asking clarifying questions. Have your questions for the guests at your table typed or neatly written. Leave space to write down the answers.
* Highlight similarities and differences of opinion between yourself and others at the party.
* Feel free to bring in food/drink to make it a real dinner party. Just make sure to clear it with Mrs. Spencer first.
Name: _______________________________ Per: ______
Getting to Know Yourself
Assigned Role: _______________________________________
1. What do you think is the most important issue of our times?
2. What inspired you to become involved in the work that you do?
3. How were you educated?
4. Have you faced any challenges to your beliefs? By whom? Any violent challenges?
5. Do you know or have you worked with any others who are here today?
6. What do you think about
- abolition?
- women’s rights?
- temperance?
- other moral reform?
- religion and the role of religion in politics?
- industrialization?
- education?
- the Mexican War?
**You may not find answers for all of these**
Other guests invited to the dinner party:
Who will your person get along with? Why?
Who will your person not get along with? Why?
Name: _______________________________ Per: ______
Think of 2 questions/conversation topic you can bring up with each person. Also, think about what your opinion on that topic would be.
*
Guest #1: ______________________________________
2 Questions/conversation topics you will bring up:
Your person's opinion: ONE SENTENCE
*
Guest #2: ______________________________________
2 Questions/conversation topic you will bring up:
Your opinion:
*
Guest #3: ______________________________________
2 Questions/conversation topics you will bring up:
Your opinion:
*
Guest #4: ______________________________________
2 Questions/conversation topics you will bring up:
Your opinion: | 1,664 | 701 | {
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Truman State University
Intramural Recreational Sports
Pickleball Rules
Truman State University Intramural Volleyball will follow USA Pickleball Rules. The following is a listing of the more common rules applying to Intramural play along with Intramural Recreational Sports Modifications. The complete USA Pickleball rulebook is available for viewing online at USAPA.org. All Participants must follow guidelines stated in the Intramural Recreational Sport Handbook.
RULES
1. Game Format: The match will consist of a best of three series.
2. Serving: The server must hit the ball underhanded while keeping one or both feet behind the end line. The server must also serve the ball diagonally across the court. The player in the right hand court ALWAYS begins serving. This rule holds true throughout the game. Only one serve attempt is allowed unless the ball touches the net and lands in the proper service court (let). After that, each player will serve before giving the ball to their opponents.
3. Non-volley zone: The area between the net and the short service line is called the non-volley zone. If one is standing in this area the player must let the ball bounce before hitting it. All volleying must be done with a player's feet behind the non-volley zone. It is considered a fault if a player's follow through carries his/her body into the non-volley zone.
4. Double Bounce Rule: Each team must hit their first shot of the game off of the bounce. In other words, the receiving player must let the serve bounce, and the serving team must let the return bounce.
5. Scoring: You may only score while serving. A player serving shall continue until a fault is committed. A game is played to (11) points; however, one must win by (2) points.
6. Faults: Faults are the same as in tennis with the exception of the following:
1. Volleying the ball while in the non-volley zone
2. Volleying the ball before the Double Bounce Rule has been satisfied
7. Determining Who Serves First: Rock, Paper, Scissors
8. Doubles Play: The only variation pertains to serving. If a fault is made by the receiving team, a point is scored by the serving team. When the serving team wins a point, its players will switch courts and the same player will continue to serve. When the serving team makes its first fault, players will stay in the same court and the second partner will then serve. When they make their second fault, they will stay in the same courts and turn the ball over to the other team. Players switch courts ONLY after scoring. A ball landing on any line is considered good. | 1,027 | 587 | {
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About the Snell Memorial Foundation
Since 1957 the Snell Memorial Foundation has been a leader in helmet safety in the US and around the world. As a not-for-profit organization, Snell is unique because it exists solely to develop standards and test programs for crash helmets. Unlike other safety standards and their organizations, the Snell Standards are unique because Snell:
Maintains complete independence from helmet manufacturers and from local and national governments.
Tests all models and sizes before certification in the Snell lab and continuously tests random samples of certified helmets obtained from the market to ensure performance quality of certified helmets.
Maintains state-of-the-art testing facilities for helmet research and testing.
Snell offers free information to anyone interested in helmet safety. List of currently certified helmets by name and size, copies of various Snell Standards, brochures, buttons, posters advocating helmet safety are made available to the general public through websites and mail.
For information, please contact:
Snell Safety Education Center, Inc. 3628 Madison Avenue, Suite 11 N. Highlands, CA 95660
Tel. 916.331.5073 Fax. 916.331.0359
Web: www.smf.org e-mail: firstname.lastname@example.org
Helmet Facts and Injury Statistics
* In 2007 in the U.S. 700 bicyclists died and 43,000 were injured in traffic crashes.
US national statistics show
In bicycle crashes, 2/3 of the dead and 1/8 of the injured suffered brain injuries.
95% of bicyclists killed in 2006 reportedly were not wearing helmets.
85% of bicyclerelated head and brain injuries can be prevented by a helmet.
Estimated indirect costs for injuries to unhelmeted cyclists are $2.3 billion yearly.
Every year the estimated number of bicycling head injuries requiring hospitalization exceeds the total of all the head injury cases related to baseball, football, skateboards, kick scooters, horseback riding, snowboarding, ice hockey, in-line skating and lacrosse.
Functions of a Helmet
A good bicycle helmet is made of dense crushable material that provides extra time and space to absorb impact energy in a crash. It is the sudden stop, not the fall, which causes brain injuries. Imagine yourself in a moving bus that comes to a sudden stop. Without a seat belt, your body would keep moving forward until you hit the back of the seat in front of you or the bus windshield. A helmet acts like a good driver applying a braking force, a few taps on the brake, to slow down the bus before a full stop, giving your head and brain inside the helmet a little more time to come to a gentler stop.
A Good Helmet
A bicycle helmet is a safety product. Helmets models carrying these Snell certification stickers meet the rigorous Snell bicycle helmet standards, the most stringent in the world. Snell continuously tests currently
certified helmets in the market on a random basis to verify quality performance. But a good helmet must also be a well-fitting helmet. For best head protection, the Snell Foundation urges you to wear the Snell certified helmet that best matches your own head size and shape.
Tips for Wearing Helmets
Try the helmet before purchase and 1. make sure the helmet fits your head size and shape.
Wear the helmet low over the 2. forehead just above your eyebrows.
Adjust the chin straps one at a 3. time independently and make sure the side buckle is placed below the earlobe on the side jaw bone.
Buckle snugly under the chin not 4. over the throat and allow only two fingers to slip through the buckled strap.
Wear the helmet every time 5. you ride.
Replace your helmet at least 6. every five years.
When thumbtacks are used correctly, it's the wall that's pierced and not the thumb. The flat of the thumbtack spreads the force over a broad area of thumb and the point concentrates that same force against a vanishing small area of wall. The smaller contact point results in greater force and easier penetration. The same physics rule works by using a helmet to supply more space to decrease the impact energy to the head. A helmet spreads concentrated forces from a rock or any sharp impact surface over a larger area on the helmet's shell and protective liner before reaching the wearer's scalp and skull inside the helmet. Instead of slicing through flesh and bone, the forces are blunted and redirected into the strengths of the helmet's and the head's protective systems. Not wearing a helmet is comparable to misusing a thumbtack, except that hardly anyone dies of thumb injuries. | 1,856 | 960 | {
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MODES – MAJOR SCALE COMPARISON – www.PlayGTR.co.uk
This is a another classic chart to understand how modes are built by comparing them to the major scale staring from the same note…you'll see right away how D Dorian is a minor mode and how it differs from D major scale.
C Ionian = C major by constitution and it is a Major mode.
| C Ionian | C | D | E | F | G | A | B |
|---|---|---|---|---|---|---|---|
| C Major | C | D | E | F | G | A | B |
D Dorian
As you can see the difference here is that the Dorian mode has the minor 3 rd (F natural instead of F#) and the minor 7 th (C natural). The Dorian Mode is a Minor mode
E Phrygian
| E Phry | E | F | G | A | B | C | D |
|---|---|---|---|---|---|---|---|
| E Major | E | F# | G# | A | B | C# | D# |
Here not only we can see the minor 3 rd and the minor 7 th but also the minor 6 th and 2 nd . This last note gives the characteristic sound to this mode. This is a minor mode.
F Lydian
| F Lyd | F | G | A | B | C | D | E |
|---|---|---|---|---|---|---|---|
| F Major | F | G | A | Bb | C | D | E |
A major mode with the raised 4 th (Bb raised to B natural). Quite an interesting sound, used a lot for its dream like qualities.
G Mixolydian
This is called a major dominant mode, the characteristic note is the minor 7 th on a major scale.
A Aeolian
| A Aeol | A | B | C | D | E | F |
|---|---|---|---|---|---|---|
| A Major | A | B | C# | D | E | F# |
This mode is also known as Relative minor or Natural minor. Has a minor 3 rd , minor 6 th and 7th
B Locrian
| B Locr | B | C | D | E | F | G | A |
|---|---|---|---|---|---|---|---|
| B Major | B | C# | D# | E | F# | G# | A# |
Maybe not as popular as the other modes, but used quite a lot in many jazz standards and similar tunes this is a minor mode with minor 2 nd , 3 rd , 6 th and 7 th . Also the characteristic note is the diminished 5 th , that makes this mode one of kind among those from the major scale. | 1,143 | 672 | {
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PREVENTING THE SPREAD OF INFECTIOUS DISEASE : SOME USEFUL TIPS
If you or a member of your family think or know they have an infectious disease, it is important to prevent it from spreading to other people. The same tips should also be followed for viruses.
These illnesses can quickly be spread from person to person by poor personal hygiene and can cause severe illness, particularly in elderly persons or young children.
Here are some simple tips on hygiene at home which will help prevent your family from becoming ill:-
Regular and thorough hand washing using soap and warm running water is the best way to stop other people from becoming ill, particularly after using the toilet and before preparing food. Thorough hand drying is also important! Liquid soap, disposable hand towels and alcohol hand gel are strongly recommended.
Make sure that hands are washed thoroughly after caring for sick people as you can become infected by handling soiled clothes, bedding etc.
Soiled clothing and bed linen should be washed separately from other clothes in a domestic washing machine at the highest temperature that they will tolerate (e.g. 60°C plus for linen). If the items cannot be placed straight into the washing machine, scrape any soiling into the toilet bowl before it goes into the washing machine. A pre-wash cycle of the washing machine may then be used.
Make sure that the outside of the washing machine is wiped down with hot water and detergent after using it for soiled clothing, bedding etc.
Any spillages or contamination should be cleaned up immediately with absorbent materials, e.g kitchen roll or paper towels. Clean the area with hot water and detergent afterwards – this should kill any bacteria present.
Thoroughly clean and disinfect toilet seats, flush handles, taps, door handles etc. regularly throughout the day. Hot water, detergent and/or disinfectant should be used. Using solutions such as Milton, Domestos, Dettol or alcohol wipes etc should do the trick. Pour neat disinfectant around the toilet bowl at night and flush next morning.
Cleaning of soiled items should not take place in food preparation areas (e.g. in sinks in domestic kitchens).
Supervise young children using the toilet and whilst hand washing.
Do not share towels or flannels.
Persons suffering from diarrhoea should avoid using toilets in other households or places if they can – particularly if cleaning the toilets afterwards may be an issue.
Avoid preparing food for other people if suffering from diarrhoea or other food poisoning symptoms.
If you or a member of family are unwell and your work involves handling food or drink, or you nurse or work with the young, sick or elderly you must tell your employer.
It is strongly recommended that any ill person/s, especially young children, avoid returning to playgroups, school or work for at least 48 hours after their symptoms have gone.
For further advice on infectious disease, please contact your local G.P and/or local Environmental Health Department at Torfaen County Borough Council on 01633 762200. Alternatively visit our website – www.torfaen.gov.uk | 1,216 | 620 | {
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15.
Adolescent Wellbeing
1. I look forward to things as much as I used to 2. I sleep very well 3. I feel like crying 4. I like going out 5. I feel like leaving home 6. I get stomache-aches/cramps 7. I have lots of energy 8. I enjoy my food 9. I can stick up for myself 10. I think life isn't worth living 11. I am good at things I do 12. I enjoy the things I do as much as I used to
I like talking to my friends and family
I have horrible dreams
I feel very lonely
16. I am easily cheered up
17.
18.
I I I
I I I
I feel so sad I can hardly bear it
I feel very bored
I
I
I I
I I
ADOLESCENT WELLBEING 1b
other sources will be necessary to make a definite diagnosis. There will be some who score high, but who on careful consideration are not judged to have a depressive disorder, and others who score low who do have one. 20. In most instances the way a young person responds to the the different questions will be as important and as valuable as any score, because they can give an insight into that particular young person's needs. The reply to only one question may give the opportunity to understand their point of Birleson P (1980) The validity of Depressive Disorder in Childhood and the
questionnaires are not usually a good starting point Older children and adolescents can give a more reliable report, which means that a questionnaire may be more helpful. As with some adults they often find it easier to respond to a questionnaire about feelings than face-to-face interviewing. The Adolescent Wellbeing Scale was devised by Birleson to pick up possible depression in older children and adolescents. It has been shown to be effective for this purpose. The scale has 18 questions – each relating to different aspects of an adolescent's life, and how they feel about them. They are asked to indicate whether the statement applies to them most of the time, sometimes or never. The scale can be used by children as young a 7 or 8, but as indicated above, responses are more reliable for those aged 11 or more. Birleson P (1980) The validity of Depressive Disorder in Childhood and the Development of a Self-Rating Scale; a Research Report. Journal of Child Psychology and Psychiatry . 22 : 73–88.
ADOLESCENT WELLBEING SCALE Background 2. are depressed or even suicidal. | 936 | 544 | {
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common cognitive errors Identifying
Faulty Thinking
Adapted from Cognitive Behavioural Therapy
What is faulty thinking?
Common cognitive errors, also known as faulty thinking, are where our thought patterns don't match up with reality, which can be very stressful and unnerving if not addressed.
When stress affects our mental health, it can make us feel unproductive, irritable and isolated. But by learning to identify the signs and with healthy coping methods, we can learn to recognise and control faulty thinking before it overwhelms us.
Identifying Common Cognitive Errors
All or nothing thinking: Seeing things as black or white. If your performance falls short of perfect you see yourself as a total failure.
Overgeneralising:
Making sweeping inferences based on a single incident e.g. I can't control my temper. Often use words such as 'never' and 'always'.
Discounting the positives:
Deciding that if a good thing happened, it couldn't be very important e.g. refusing to take pride in earning a degree because "everyone goes to Uni these days". Maintaining negative beliefs.
Jumping to conclusions:
Focusing on one aspect of a situation when forming a judgement e.g. I haven't received a phone call from the team because they think I'm useless and they don't want me playing for them.
Mind reading:
Believing one knows what another person is thinking with very little evidence e.g. I know he dislikes me because he's never spoken to
me.
Fortune telling:
Anticipating things will turn out badly and treating your prediction as though it is already an established fact e.g. I haven't heard back from the job interview. It means I really messed it up and will never get a job.
Magnifying/minimising (Catastrophising):
Having a distorted perception of positive and negative events (e.g. you receive feedback during a performance review and focus exclusively on the negative, minimising any positive feedback).
Emotional reasoning:
Believing that something must be true because it feels like it is true e.g. I can just feel that I'm going to be fired. It's not anything I've done specifically but I just feel it.
Making "should" statement:
Telling oneself one should do (or have done) something when it is more accurate to say that one would like to do (or wishes one had done) the preferred thing e.g. I should have got up in time to catch the bus then I wouldn't have driven and been involved in an accident. Often leads to anger, frustration and resentment.
Labelling/mislabelling:
Using a label e.g. bad mother, idiot, to describe behaviour and then imputing all the meanings the label carries. An extreme form of overgeneralisation.
Inappropriate blaming:
Using hindsight to determine what one should have done even if one could not have known the best thing to do at the time. Also ignoring mitigating factors or ignoring the role played by others in a negative experience or event e.g. I shouldn't have gone off on holiday then I would have been there when my father had a heart attack and died.
Self‐worth:
You make a subjective decision that in order to accept yourself as worthy, and to feel good about yourself you have to look, perform, or behave a certain way.
Useful links
Activation Event / Trigger
Beliefs / Faulty Thinking
Consequences / Behaviour / Feelings
NHS - get help with stress Mind.org.uk – stress and mental health HSE stress at work resources Introducing mindfulness to your workday Mental Health Awareness Week resources
Support and advice
Westfield Health Counselling and Advice Free telephone advice for health cash plan customers 24 hours a day: 0800 092 0987.
DoctorLine™
Arrange a call back from a practising UK GP, available 24/7 with our health cash plans. | 1,518 | 788 | {
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Caring for family history documents
Family history documents include a wide range of items such as photographs, certificates, letters, newspaper cuttings and memorabilia.
The longevity of these items can be threatened by numerous factors such as light, moisture, insects and physical damage. By taking the simple precautions outlined below, you can preserve your family history documents and there should be no need to seek the help of a conservator.
Copying originals
To avoid unnecessary wear and tear on original documents, make several copies for reference and circulation to family members.
* Ensure that equipment such as scanners and photocopiers are clean before placing your documents on them.
* As an added precaution, documents can be copied while they are inside a plastic sleeve. This will keep your documents clean and help to support fragile documents during copying.
* Avoid continual copying of original documents. When photocopying, save an extra copy to make copies from in the future.
* To ensure that copies will be long lasting, copy onto archival paper.
* Scanners are useful for copying both documents and photographs. When scanning, save images to a file and make subsequent copies from the file rather than re-scanning the original.
Storing documents
Ideally, family history documents should be stored off the floor and away from external walls or windows, to protect them from dramatic fluctuations in temperature and humidity. Storage areas must remain dry to prevent mould growth and water damage. Keep storage areas free of dust, dirt, insects and rodents, which can cause permanent harm to your documents. Avoid unnecessary exposure to light, which can cause paper to become yellow and brittle. Light will also fade inks, colours and some photographic formats.
Family history documents should be stored in protective plastic sleeves and storage boxes. Use well-fitting enclosures: too large and the item might slip around, too small and its edges will be crushed. Items should be stored in boxes large enough to avoid the need to fold or roll them. Only fold or roll items if your storage space is limited. Folding weakens the paper and rolling can make it difficult to view the item without damaging it.
Any box that you have handy will provide protection to your documents, but do not use ones that have been used to store food – these attract insects and rodents. If your budget allows, the ideal solution is to store your documents in archival storage boxes. These are available from specialist suppliers.
Plastic sleeves are particularly useful for family history documents as they allow examination while providing protection from fingertips. Always check the labelling and only buy plastic sleeves made from polypropylene, polyethylene or Mylar. Cheaper alternatives like polyvinyl chloride (PVC) will cause irreversible damage to your family history documents.
Sleeves are available that contain pockets of varying sizes so that diverse materials can be placed together in a binder or box. This is a useful way of keeping discrete but non-uniform collections together.
Place fragile or damaged documents in plastic sheet covers with an archival card support that is 5 mm smaller in width and height than the plastic sleeve, for extra support.
Do not laminate your family history documents. This is an irreversible process that permanently embeds the document in plastic and adhesive. Documents treated in this manner will become permanently disfigured.
To hold individual documents together, either store them in a single plastic sleeve or use plastic paperclips. Never use metal paperclips, staples and pins. These can rust and cause irreversible staining to paper items.
When to call a conservator
Do not repair tears with pressure-sensitive tapes such as sticky, magic or masking tape. With age, these tapes become difficult to remove and cause staining on paper items. If you cannot live with a torn document, make an appointment with a professional conservator to discuss appropriate treatment.
Do not try to remove pressure-sensitive tape and stains, or to repair and flatten your family history documents yourself. These treatments should be carried out by a qualified conservator.
Further information
Visit the Australian Institute for the Conservation of Cultural Materials website for more information about commissioning a conservator.
For advice, please get in touch with our Ask a librarian service at www.slv.vic.gov.au/visit/ask-librarian.
The material contained in this information sheet is for general reference only and should not be relied upon to change a legal or financial position. State Library Victoria does not warrant the accuracy or completeness of the information and disclaims all liability for any loss and/or damage that may be caused by reliance upon it.
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10 Reasons to Fluoridate Public Water
Single most effective public health measure to prevent tooth decay. The Centers for Disease Control and Prevention (CDC) has proclaimed community water fluoridation one of 10 great public health achievements of the 20th century.
Centers for Disease Control and Prevention. "Ten Great Public Health Achievements – United States, 1990-1999." MMWR 1999;48(12):241-3.
Natural. Fluoride is already present in all water sources, even the oceans. Water fluoridation is simply the adjustment of fluoride that occurs naturally in water to a recommended level for preventing tooth decay.
Similar to fortifying other foods and beverages. Water that has been fluoridated is similar to fortifying salt with iodine, milk with vitamin D, orange juice with calcium and bread with folic acid.
Prevents dental disease. It is the most efficient way to prevent one of the most common childhood diseases – dental decay. An estimated 51 million school hours are lost each year due to dental-related illness.
Gift, H.C. "Oral Health Outcomes Research: Challenges and Opportunities." In Slade, G.D., ed., Measuring Oral Health and Quality of Life. Chapel Hill, NC: Department of Dental Ecology, University of North Carolina 1997;25-46.
Protects all ages against cavities. Studies show that community water fluoridation prevents at least 25 percent of tooth decay in children and adults, even in an era with widespread availability of fluoride from other sources, such as fluoride toothpaste.
*Griffin S.O., et al. "Effectiveness of Fluoride in Preventing Caries in Adults." J Dent Res 2007;86(5):410-415.
** Task Force on Community Preventive Services. "Promoting Oral Health: Interventions for Preventing Dental Caries, Oral and Pharyngeal Cancers, and Sports-related Craniofacial Injuries: A Report on Recommendations of the Task Force on Community Preventive Services." MMWR 001;50(RR21):1-13. View information at thecommunityguide.org/oral/fluoridation.html and cdc.gov/mmwr/preview/mmwrhtml/rr5021a1.htm
Safe and effective. For more than 65 years, the best available scientific evidence consistently indicates that community water fluoridation is safe and effective.
Saves money. The average lifetime cost per person to fluoridate a water supply is less than the cost of one dental filling. For most cities, every $1 invested in water fluoridation saves $38 in dental treatment costs.
Griffin S.O., Jones, K., Tomar, S.L. "An Economic Evaluation of Community Water Fluoridation." J Public Health Dent 2001;61(2):78-86.
Recognized by more than 100 organizations. The American Dental Association (ADA) as well as the U.S. Public Health Service, the American Medical Association, the World Health Organization and more than 125 national and international organizations recognize the public health benefits of water fluoridation.
ADA Fluoridation Facts Compendium. Available at ADA.org/4378.aspx
Availability of fluoridation continues to grow. In the United States, 73.9 percent of the population on public water systems receive fluoridated public water, or a total of 204 million people.* This is an increase of almost nine percent from 2000. The Healthy People 2020 goal is for 79.6 percent of the population on public water systems to have access to fluoridated water.**
*CDC Reference Statistics on Water Fluoridation Status, cdc.gov/fluoridation/statistics/reference_stats.htm **Healthy People 2020, healthypeople.gov/2020/topicsobjectives2020/objectiveslist.aspx?topicId=32
Endorsed by the American Dental Association. One of the most widely respected sources for information regarding fluoridation and fluoride is the American Dental Association. Learn more on the ADA's website at ADA.org/fluoride.
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Dichlorodiphenyltrichloroethane (DDT)
Dichlorodiphenyltrichloroethane (DDT) is an insecticide used in agriculture. The United States banned the use of DDT in 1972, but some countries still use the chemical. DDT has also been used in the past for the treatment of lice. It is still in use outside the United States for the control of mosquitoes that spread malaria. DDT and its related chemicals persist for a long time in the environment and in animal tissues.
How People Are Exposed to DDT
People are most likely to be exposed to DDT from foods, including meat, fish, and dairy products. DDT can be absorbed by eating, breathing, or touching products contaminated with DDT. In the body, DDT is converted into several breakdown products called metabolites, including the metabolite dichlorodiphenyldichloroethene (DDE). DDT and DDE are stored in the body's fatty tissues. In pregnant women, DDT and DDE can be passed to the fetus. Both chemicals are found in breast milk, resulting in exposure to nursing infants.
How DDT Affects People's Health
Human health effects from DDT at low environmental doses are unknown. Following exposure to high doses, human symptoms can include vomiting, tremors or shakiness, and seizures. Laboratory animal studies showed effects on the liver and reproduction. DDT is considered a possible human carcinogen.
Levels of DDT and DDE in the U.S. Population
In the Fourth National Report on Human Exposure to Environmental Chemicals (Fourth Report), CDC scientists measured DDT and its metabolite DDE in the serum (a clear part of blood) of at least 1,956 participants aged 12 years and older who took part in CDC's National Health and Nutrition Examination Survey (NHANES) during 2003–2004. Prior survey periods of 1999–2000 and 2001–2002 are also included in the Fourth Report. By measuring DDT and DDE in the serum, scientists can estimate the amounts of these chemicals that have entered people's bodies.
* A small portion of the population had measureable DDT. Most of the population had detectable DDE. DDE stays in the body longer than DDT, and DDE is an indicator of past exposure.
* Blood serum levels of DDT and DDE in the U.S. population appear to be five to ten times lower than levels found in smaller studies from the 1970s.
Finding measurable amounts of DDT and DDE in serum does not mean that the levels of these chemicals cause an adverse health effect. Biomonitoring studies of serum DDT and DDE can provide physicians and public health officials with reference values so that they can determine whether people have been exposed to higher levels of DDT and DDE than are found in the general population. Biomonitoring data can also help scientists plan and conduct research on exposure and health effects.
For More Information
* Agency for Toxic Substances and Disease Registry Public Health Statement for DDE and DDT http://www.atsdr.cdc.gov/toxprofiles/phs35.html
* Environmental Protection Agency DDT Fact Sheet http://www.epa.gov/pbt/pubs/ddt.htm
November 2009
The Centers for Disease Control and Prevention (CDC) protects people's health and safety by preventing and controlling diseases and injuries; enhances health decisions by providing credible information on critical health issues; and promotes healthy living through strong partnerships with local, national, and international organizations. | 1,568 | 758 | {
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Dyspepsia (Indigestion)
What is dyspepsia?
Dyspepsia (dis-PEP-se-ah) is another name for indigestion. It can cause bloating, or make you feel full too early when you eat. It may also cause acid reflux (a burning pain that moves up from your stomach into your chest), nausea, or vomiting.
What causes it?
Dyspepsia can be caused by many things. However, in many people the cause is unknown. This is called functional dyspepsia.
In some cases of dyspepsia, your stomach may not be emptying properly, or you may have acid buildup. Sometimes you can get dyspepsia from taking over-the-counter pain medicines, such as ibuprofen (one brand: Motrin) or aspirin. Some people get ulcers in their stomach or intestines from bacteria called Helicobacter pylori. Infection from this bacteria can cause indigestion.
55 years of age. Talk to your doctor if you have these symptoms.
How is it treated?
You should stop taking over-the-counter pain medicines. Drinking less alcohol, quitting smoking, and changing your diet may help. Try to avoid foods that make your symptoms worse.
Indigestion may get worse if you are stressed or depressed. Your doctor can help you find healthy ways to cope with stress or talk to you about treating depression.
Can medicine help?
If you have pain or burning, your doctor may recommend medicine, such as ranitidine (one brand: Zantac) or omeprazole (one brand: Prilosec). There are other medicines that may help if you feel bloated or full. If you have a bacterial infection, you may need antibiotics.
Sometimes dyspepsia can be a sign of something serious, such as gallstones. In rare cases, it may be a sign of stomach cancer. Other signs of serious disease include unplanned weight loss, anemia (a blood problem), loss of appetite, trouble swallowing, frequent vomiting, and indigestion symptoms that begin after
Where can I get more information? Your doctor
AAFP's Patient Education Resource Web site: http://familydoctor.org/474.xml
March 2011
This handout is provided to you by your family doctor and the American Academy of Family Physicians. Other health-related information is available from the AAFP online at http://familydoctor.org. This handout is provided to you by your family doctor and the American Academy of Family Physicians. Other health-related information is available from the AAFP online at http://familydoctor.org.
This information provides a general overview and may not apply to everyone. Talk to your family doctor to find out if this information applies to you and to get more information on this subject. Copyright © 2010 American Academy of Family Physicians. Individuals may photocopy this material for their own personal reference, and physicians may photocopy for use with their own patients. Written permission is required for all other uses, including electronic uses. This information provides a general overview and may not apply to everyone. Talk to your family doctor to find out if this information applies to you and to get more information on this subject. Copyright © 2011 American Academy of Family Physicians. Individuals may photocopy this material for their own personal reference, and physicians may photocopy for use with their own patients. Written permission is required for all other uses, including electronic uses.
Information
from Your Family Doctor
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Consent Information - Patient Copy Dental Fillings
1. Why are fillings needed?
Fillings help worn, damaged or decayed teeth last longer. Both adult and baby teeth can be repaired with fillings.
medication may affect the way your body clots your blood. Applying a cold pack to the area will help to minimise the bruising.
2. Should baby teeth be filled?
Baby teeth are important for speaking, eating and keeping the necessary space for the adult teeth to come through. Some baby teeth stay in your mouth until 13 years of age. A dental professional can give you advice about any baby teeth that should be filled and any baby teeth that could be left to fall out.
3. What happens during a filling?
The tooth may be numbed (by injection), depending on how much damage there is to the tooth or if the patient wants it to be numb. If tooth decay is present, it is removed from the tooth with drills and different instruments. The tooth is cleaned, washed and dried.
The filling material is pushed into the space, restoring the tooth to its original shape. You will be given advice as to which is the best type of filling for your tooth.
You will be asked to bite your teeth together to check your new filling feels comfortable when you chew.
4. What are the risks and complications of this procedure?
* Sensitivity to hot or cold for a few weeks after filling.
* Sensitivity on biting teeth together for a few days after filling.
* Allergic reaction to the filling material. Skin rashes and itching could indicate an allergic reaction.
* Death as a result of this procedure is very rare.
5. Will my tooth be numb?
You may or may not have an injection (local anaesthetic) when you have a filling. The injection is to numb your tooth. It is used to prevent or relieve pain, but will not put you to sleep. If the filling is only very small, you may not need to have your tooth numbed.
6. What are the risks and complications of a local anaesthetic during a dental procedure?
* Damage to lips and cheeks – you may bite or rub the numbed area without realising the damage you are causing. Children may need to be supervised until the numbness has worn off.
* Failure of local anaesthetic – this may require a further injection of anaesthetic or a different method of anaesthesia to be used.
* Bruising – if you take any drug used to thin your blood, you are more likely to get a bruise as this
* Nerve damage – if nerve damage happens, it is usually temporary and will get better over a period of weeks to months. Damage may cause weakness and/or numbness of the mouth, lips, tongue or face that the nerve goes to. Permanent nerve damage rarely happens.
* Infection at site of injection – this is uncommon however can be treated with antibiotics.
* Allergy to the local anaesthetic solution – is a rare complication and medical attention should be sought immediately.
7. What are white (tooth coloured) fillings?
White (tooth coloured) fillings are made of materials that are able to be stuck to the tooth surface. Some may release fluoride, helping in the reduction of further tooth decay.
8. What are silver fillings?
Silver (amalgam) fillings have been widely used for a long period of time. They are made from a mixture of silver alloy and mercury. Silver (amalgam) fillings are long lasting and durable.
Silver fillings- further information and possible risks i
There is no reliable evidence that people with amalgam fillings have a greater risk of ill health than people without amalgam. A very small number of people may experience local side effects due to an allergic reaction to dental amalgam. The safe use of amalgam as a filling material is confirmed by the World Health Organization (WHO) and the International Dental Federation.
The National Health & Medical Research Centre (NHMRC) suggests avoiding any dental treatment involving silver (amalgam) fillings during pregnancy, unless delaying the treatment could cause greater problems. NHMRC also recommend avoiding the removal or placement of silver (amalgam) fillings during breastfeeding.
Amalgam is now generally avoided for filling children's teeth. Growing children tend to be more sensitive to the effects of exposure to any chemical substance in their environment. Several of the new tooth-coloured materials are suitable for use where cavities are small, as they often are in children.
High level exposure to mercury (which is present in silver fillings) may affect the kidneys. Therefore, the NHMRC, suggest people with kidney disease may be more concerned than others to minimise exposure to mercury.
i
NHMRC Dental amalgam – filling you in. October 2002.
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Safe Routes to School Safety
Walk & Bike Safety
Safe Routes to School
Federal Dollars to support Infrastructure
Projects that promote walking & biking to school
Increase activity & decrease traffic
Program History
Safe Routes to School (SRTS) started in Europe in the 1970's
Goal to reduce death & injuries to children on the way to school
First SRTS program in the US was in 1997
Federal funding since 2003
Components
Funding
Education
SRTS provides funding for infrastructure projects
Make changes to parking & traffic flow
Age appropriate programs for elementary age students
Walk & Bike Safety
Infrastructure Funding
These changes can include things like restricting parking or altering the traffic flow to make children crossing more visible to drivers.
Building sidewalks, pedestrian refuge islands & curb extensions
Signage and lighting
Education
Educate students on bike and pedestrian safety programs.
Educate parents on safety in walking & biking vs. automobile travel
Educate drivers around the schools
Pedestrian Safety
Neighborhood Navigators Curriculum (BTA)
Age appropriate to students K-3, 4-5 & 6-8
Includes an easy to use curriculum & workbook for the students to use to apply what they have learned
To be presented by teachers
Bicycle Safety
Bicycle Safety Classes starting in 5 th grade
Teaching basic safety skills, signals, stopping, starting and where to ride
Include group rides around the school & neighborhood
Trained teachers
A generation ago 40% of children walked or biked to school
An average of less than 16% are currently using some form of active transportation to get to school
More & more students are being driven to school
Childhood obesity is at an all time high
Concerns about Active Transportation
Parents are concerned with the distance to the school
Traffic volume & speed
Stranger danger
Crime
Realities about Active Transportation
Children are more likely to be involved in a crash riding in a car than when walking or biking
Use side streets when possible to avoid potential conflicts with cars.
Children are encouraged to travel in groups with an adult
Large groups such as walking school busses or bike trains can minimize crime
Benefits of Active Transportation
Fewer Cars = Better Air around schools
Active Children learn better
Movement/exercise = healthier children
Safe Pedestrian Behavior
Walk with a buddy – its fun!
Wear a blinking light or reflective clothes
Always stop at corners and look for cars
Obey traffic signals and crossing guards
Make sure car has stopped before stepping into the street.
Walking School Bus
Group of students walking together with a parent or teacher
Safety in numbers
Rules – Obey traffic laws, watch & listen for cars
Safe Bicyclist Behavior
Always wear a helmet
Have lights on your bike - headlight & a red light on the back
Use hand signals when stopping and turning
Always ride on the right side of the road
Look for cars at corners
Look for cars backing out of driveways
Bike Trains
Group of Students with a parent or teacher riding as a group
Rules – helmets required, safety equipment
Bike Train Box 1 st aid, flat repair kit & pump
For More Info
Contact me Charity Sturgeon at
email@example.com
Info on Walk & Bike Challenge Month and Safe Routes to School Safety information in Oregon check out www.walkandbike.org
Safe Routes to School National Website www.saferoutesinfo.org | 1,627 | 830 | {
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Common Core State Standards for Mathematical Practice (68)
Lesson 5.1 - Applied Chemistry
Lesson 5.2 - Nanotechnology
Lesson 5.3 - Applied Physics
Grade 6
Ratios and Proportional Relationships
Understand ratio concepts and use ratio reasoning to solve problems.
1. Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, "The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak." "For every vote candidate A received, candidate C received nearly three votes." (6.RP.A.1)
3. Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations. (6.RP.A.3)
The Number System
Compute fluently with multi-digit numbers and find common factors and multiples.
2. Fluently divide multi-digit numbers using the standard algorithm. (6.NS.B.2)
3. Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation. (6.NS.B.3)
Expressions and Equations
Apply and extend previous understandings of arithmetic to algebraic expressions.
2. Write, read, and evaluate expressions in which letters stand for numbers. (6.EE.A.2)
Grade 7
Ratios and Proportional Relationships
Analyze proportional relationships and use them to solve real-world and mathematical problems.
1. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. (7.RP.A.1)
2. Recognize and represent proportional relationships between quantities. (7.RP.A.2)
2.a. Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin. (7.RP.A.2a)
The Number System
Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.
2. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. (7.NS.A.2)
Expressions and Equations
Solve real-life and mathematical problems using numerical and algebraic expressions and equations.
3. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. (7.EE.B.3) | 1,524 | 744 | {
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Disclaimer
This e-book has been written for information purposes only. Every effort has been made to make this e-book as complete and accurate as possible.
However, there may be mistakes in typography or content. Also, this e-book provides information only up to the publishing date. Therefore, this e-book should be used as a guide - not as the ultimate source. The purpose of this e-book is to educate. The author and the publisher does not warrant that the information contained in this e-book is fully complete and shall not be responsible for any errors or omissions.
The author and publisher shall have neither liability nor responsibility to any person or entity with respect to any loss or damage caused or alleged to be caused directly or indirectly by this e-book.
Author Bio
Ricardo Santos is an entrepreneur and founder of ENGLISH SPEECHES living in Canada who loves sharing knowledge and helping others on the topic of learning English.
Ricardo is a passionate person who will go the extra mile and overdeliver.
Ricardo's words of wisdom:
"I believe that there are no secrets to becoming successful in life. And I truly believe the result to true success in life is the result from hard work, the preparation and the most important of them all, the learning from the failings."
If you would like to learn more from ENGLISH SPEECHES, please visit: www.englishspeecheschannel.com
Table of Contents
Perfect Grammar
Grammar… what is it exactly? It's the extension of linguistics that deals with word form and structure (morphology) and their relation to sentences (syntax).
Unfortunately, most people take grammar for granted, using it without fully understanding it. Many times, they use it improperly without considering the linguistics or semantics involved.
2 Types of Grammar: Descriptive and Prescriptive Descriptive and prescriptive – Those are two types of grammar that are the most widely recognized and used. However, linguists tend to stick with the descriptive side of grammar while English teachers, professors and tutors stick with the prescriptive side. It's important though to understand that both approaches have their positive and negative points. PREVIEW
Descriptive Grammar
Descriptive grammar is a look at the existence of any language's dialect. A sentence is looked at grammatically, using speech rules that are not set but are spoken. For instance, a grammatically correct sentence would be, "He done got thrown off the horse." You could defend the sentence by the set of grammar rules. However, people would also accept (more widely accepted, in fact) the sentence, "He was thrown off the horse."
Prescriptive Grammar
Prescriptive grammar is a look at speech norms noted by influential academic sources such as academics and upper-class groups. These sources develop stringent rules for speech to follow to be considered grammatically correct for the language.
Currently, a minute number of linguists use the prescriptive method for grammar. They'd rather talk about language as seen in speech. However, many teachers and grammarians that use the prescriptive method for grammar. They use the strict rules as the only "right way" to talk.
While descriptive and prescriptive are the two common approaches to language, there are other kinds – functional, comparative and historical. These focus on word order and building, addressing the language's structure. They are also different from semantics (linguistic look at content or meaning) and phonology (linguistic look of sound).
This kind of grammar is used to teach a foreign language. For example, English needs a standard by which to teach it to a non-native speaker. This will help to diminish the confusions students could have. Once a person understands the language, the descriptive method can be used. Non-native speakers often turn to television and movies to learn how to speak conversationally. These rules may not fit into the prescriptive grammar side of rules. PREVIEW
Noah Chomsky is an American linguistic scholar who looks at grammar as the theory of language – the knowledge men have to attain language.
It would be easy to argue that grammar is how people use a particular set of rules for any language to talk with each other. However, it still begs the ultimate question: should people use a descriptive or prescriptive set of rules to communicate? | 1,786 | 866 | {
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Where does our food come from?
Most people source their food from supermarkets
Most foods have travelled long distances to reach the shelf, using lots of fuel and resources
Supermarkets store about 3 days worth of food supply – after that, the shelves will be empty in the event of any disruption to delivery (natural disaster, fuel supply disruption etc)
Secondary sources (take-aways, restaurants, dairies etc) all depend on the same delivery routes
What ever happened to this?
In the old days, farmers' markets and green grocers were common, selling food grown within a small radius.
People had home gardens. The classic Kiwi 'quarter acre section' originated based on the thought of enabling every individual to grow their own food.
During ongoing crises (e.g. WWII: 'Victory Gardens' in UK and US), home gardening is promoted as large scale supply might be unavailable.
During the Cuba crisis, Cuba reverted to urban farming – using any available urban land area for food production, e.g. turning up sidewalk pavers to make garden edging.
Modern cities, like Sydney / Australia now promote berm gardens and community gardens as a resilience measure.
Why is food getting so expensive? (1)
Many factors influence food prices – changing weather patterns and increased frequency of extreme weather events can lead to crop shortfalls
Climate destabilisation will make it harder for farmers to produce optimum harvests
Since the drought and flooding in the US midwest in 2011 and 2012, the bushfires in Russia in 2012 and flooding in China in 2012 we have seen extreme weather events at increasing frequency.
Decreasing water availability puts a limit on production capacity in many places
Why is food getting so expensive? (2)
Fossil fuels are directly linked to grain production – increasing oil prices mean increasing food prices.
The international Energy Agency have confirmed that we reached the peak plateau of oil production in 2008, making on going price increases likely
Even taking into consideration new oil fields that have been discovered but are not yet producing and predicted future discoveries, oil production will not increase anymore
Why is food getting so expensive? (3)
Fossil fuels are the basis for most artificial fertilizers, pesticides and herbicides.
Agricultural machinery runs on fossil fuels
They also play a part in long distance transport of food, making those winter strawberries from Europe more expensive if gas prices go up
On average, the food industry uses 10 calories of fossil fuel energy to produce 1 calorie of food
Supply security: Is NZ growing enough?
| Commodity | 2007 Import |
|---|---|
| Fruit | 280,157 |
| Dairy | 103,176 |
| Vegetables | 86,689 |
| Meat | 164,314 |
| Fish | 66,910 |
| Cereals | 191,769 |
| Oil seeds | 63,871 |
| Sugar | 208,932 |
| Fat, oil | 211,701 |
| Fertilizer | 418,606 |
| Mineral fuels | 6,041,364 |
NZ produces lots of food – for most foodstuffs we produce more than we consume, allowing us to export vast quantities of fruit, vegetable, meat and dairy
However, NZ grain and oil seed production is below our own requirements
To produce these quantities of food, we are reliant on imports of fertilizer and fuel.
How would the production picture change if these were no longer easily available?
The switch to organic production takes time – soil needs time to recover from fertilizer use.
User notes on these visual aids
Sustainable Living Food topic 2014 - Activity 6. Group self-teaching 'food security' theme
Download and double sided print the 12 page slide set above, so that notes are on the back of pictures. Give six willing learners one double sided sheet and invite them to show their pictures and either read out (using the notes facing them) or in their own words explain, adding their own knowledge and comments. Work in order, prompt discussion. Allow a minute for the helpers to view their pictures and scan the text, ahead of using it. May be a good topic to restart a group after a tea break?
Lead author Natalie Hormann, for SLET. Illustrations internet-sourced. Education use only. Suggestions for improvement to email@example.com | 1,853 | 976 | {
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Traditional good companion plants
Recommended garden crop associations, gathered from several sources:
For apples and other pip fruit, wallflowers, foxgloves, nasturtium and comfrey are useful companions: cut large leaves for mulch. Chives help apples resist black-spot. Keep grass at a distance by mulching apple trees, but do not place mulch onto the tree's trunk. Keep potatoes at a distance. Grow flowers to help attract useful insects.
Asparagus (perennial) can grow with tomatoes, basil and parsley (annuals). They have a similar liking for liquid feeds, to the roots, not leaves. Keep away from onion family.
Aubergine (eggplant) with potatoes, beans & peas, spinach
Dwarf Beans with celery, and climbing beans with pumpkin. Keep separate from sunflowers and onion family.
Beetroot - see spinach, kohl-rabi.
Broad beans with winter spinach, but keep both these crops separate from potatoes.
Summer broccoli with nasturtiums, to deter aphids. Both can be close to potatoes.
Cabbage and other brassicas benefit from sage as a companion, to deter white butterfly and other pests. (Harvest the sage leaves to make a fertiliser, soaking these in water in a closed container, along with stinging nettle and comfrey leaves if available. Do not plant comfrey within vegetable crop-rotation plots or you will not be able to remove their roots - restrict comfrey to a separated garden area, or orchard.)
Cabbage and cucumbers flavour apparently benefits from nearby Thyme, Marjoram, Oregano (perennials) and German chamomile (annual, which can be dug into the soil later, as it accumulates useful minerals.)
Carrots do well with chives, leeks, onions, shallots or garlic, planted in alternate rows - to deter carrot fly. Sage and rosemary (together) nearby are also useful, but these herbs will need less water than the carrots. Keep dill, fennel and celery away from carrots.
The herbs chives, chervil, and coriander, also dill, anise are good company for eachother and for lettuce, brassicas and apples, helping to resist aphids. If allowed to flower they attract useful pest-controlling insects (hover flies, tiny wasps). Dill can become a weed if it seeds.
1
Celery grows well with leeks, brassicas and tomatoes - all like extra watering and rich soil, or celery with beans, but keep the bean/pea crop and onions/leeks separate from each-other.
Courgette (zucchini) is best grown on its own.
Garlic and onions are good for roses, help to deter aphids and enhance rose perfume.
Kohl-rabi with beetroot, silverbeet, spinach and onions. Keep away from beans and tomatoes.
Lettuce but not brassicas associate with strawberries and dwarf beans (strawberries are good in the vegetable garden - and remember that strawberry plants should come out after three years, and then not be grown in that patch for a while, as a prudent disease control)
Scented African or Mexican marigolds tend to inhibit soil nematodes, which make them a useful vegetable garden plant, mixed in with potatoes, beans, tomatoes and lettuce. If you let them seed they can become a weed, however.
Nasturtium is an aphid deterrent in the vegetable garden, and has attractive edible flowers.
Onions - see carrots, silverbeet.
Pumpkin - see sweetcorn
Radishes are generally useful mixed with other vegetable crops, such as peas, beans, carrots, lettuce.
Silverbeet is happy mixed with onions, beetroot, kohlrabi, tomatoes.
Summer spinach with beans, celery, peppers and aubergine. (You can start these off in Spring using a tunnel or cold frame as frost protection.)
Strawberries - see lettuce.
Sweetcorn with climbing beans/peas, aubergine (egg plant), cucumbers, nasturtium and pumpkins. Keep away from brassicas.
Tomatoes benefit from sweet basil, bee balm and parsley alongside them (if using liquid feeds, apply these to the soil, not the herb leaves). Keep potatoes, sweetcorn, dill and strawberries away from tomatoes.
Geraniums are a useful companion for grapevines, helping to resist Japanese beetle. The herb hyssop is another vine companion, but note that it attracts bees, if your grapevine is very close to the house. Peas and beans can accompany grapevines | 1,723 | 954 | {
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Treat water as money, because it is
Les Minor – Editor, Texarkana Gazette, 5/7/2007
Businessmen know in tough times a key strategy is expense control. If you cant make more, spend less. If you cant generate more wealth, increase the purchasing power of the wealth you have.
But what is tried and true in the world of business math and household finance seldom gets more than a cursory nod when it comes to how we manage water resources.
The concern is largely about how we can collect and move more water to where we need it and less about how we can conserve and stretch existing supplies. Its all about building reservoirs and not about lessening the appetite.
While the state water plan does call for more and better conservation efforts, including saving 200 billion gallons of water annually by 2060, the National Wildlife Federation and its experts say that amount is low and saving 326 million gallons is easily achievable.
San Antonio is the poster child for how to conserve. It dropped its daily per person water consumption from 225 gallons in the early 1980s to 140 gallons today.
It achieved this reduction by addressing everything from infrastructure, to appliances, to ordinances and glutton penalties. Lawn watering is controlled for effectiveness. Water supply lines that leak are replaced. Incentives are provided for drought-resistant plants and grasses. Rebates are given for clothes washers, shower heads and other appliances that use water efficiently. Large-tank toilets were the first to go.
The city took a stick and carrot approach, penalizes heavy users by upping the price per gallon, but otherwise helping businesses find and utilize the newest in water-stingy technology.
The results speak volumes. Still, the city thinks it can trim another 16 gallons per person by 2060.
The Dallas metroplex sits in stark contrast. Its daily per person usage is 238 gallons, a top user among Texas cities. This thirst is why officials there are so anxious about building Marvin Nichols Reservoir in Northeast Texas. It is to feed a need they dont see how to contain.
Dallas isnt as arid as San Antonio, so presumably it wouldnt have to work as hard (though it should). It gets 34 inches of rain annually, while San Antonio gets 30.
And experts say reasonable conservation efforts would pay big dividends and render most of the states $5 billion dollar reservoir plan unnecessary, or at least push it back.
A report by the National Wildlife Federation titled 'Save Water, Save Rivers, Save Money: The Potential of Municipal Water Conservation in Texas' claims that 'reasonable conservation efforts by cities could negate the need for the 16 new reservoirs in the Texas water plan.
Dr. Norman Johns, who did much of the research, says 'Conservation is not just easier on our rivers and streams, its also easier on taxpayers wallets.
In San Antonio, for example, officials estimate for every dollar spent on conservation, they avoid $7 in expenses on creating new water supplies.
Johns also warns the volume of water these new reservoirs will be able to supply might be overestimated. Thats because drought conditions and increased evaporation could significantly decrease yield estimates.
'The only question is how much less Johns says. 'Using the water we already have more efficiently will help extend our municipal supplies.
The report suggests conservation could supply an equivalent amount of water at a lower cost. The report also singles out the folly of building Marvin Nichols.
It says, because the state water plan creates surplus, only a small part of Marvin Nichols capacity about 15 billion gallons of water will be needed by 2060. The water will be piped to some of the most hoggish users in the state, and the report says conservation efforts could save 91 billion gallons annually.
Thats a pretty decent plug for conservation. But there are others with differing opinions, of course.
There is also a deep-seated human fear that seems to fly in the face of conservation efforts. Water is so vital of our lives and our civilization were scared to not have enough in reserve.
Having a glass of water in hand is a lot more comforting than being told we dont need as much water as we think we do. Hence, we build reservoirs and make conservation the afterthought.
We would all be better off if we turned that equation around. | 1,703 | 880 | {
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| | Weekly Maths Tasks (Aim to do 1 per day) | Weekly Reading Tasks (Aim to do 1 per day) |
|---|---|---|
| ● Play on Hit the Button - number bonds, halves, doubles and times tables. ● Look in the cupboards and the fridge. Sort some of the foods you can find into different groups. Which food group has the most or least number of items? Which item of food is the lightest or heaviest? Why might this be? ● Play the game Fruit Fall - answer the data handling questions based on how many pieces of fruit you catch. ● Choose and draw a 2D shape of your choice. List how many sides, vertices and lines of symmetry it has. | | |
| | Weekly Phonics/Spellings | |
| | Tasks (Aim to do 1 per day) | |
| ● Daily phonics - your child to practice their sounds and blend words. Interactive games found on link below. ● Phonics play ● Top Marks ● Spelling ● Spell the days of the week ● Spell common exception words ● Spelling City | | |
Learning Project - to be done throughout the week: Food
Food
The project this week aims to provide opportunities for your child to learn more food. Learning may focus on where different foods originate from, what makes a healthy meal, opportunities to cook etc.
Balanced diet: Show your child this video about how to have a balanced diet.
Play these games about healthy eating.
What do we have today? Look in the kitchen to see if you can create an A-Z list of foods.
Fruit and vegetables - Draw pictures of fruit and vegetables in your house. Label the fruit and vegetables and place in alphabetical order.
Sorting activity: Collect food from the kitchen and sort into healthy and unhealthy foods.
Design a poster - think about the foods you like to eat and food that you need to eat to keep you healthy. Create a poster that you can put in the kitchen or in the school hall. Will you be able to use any food wrappers or make your poster interactive?
Healthy lunchbox: can you play this game and make a healthy lunchbox?
Traditional food: Many cultures have various dishes of food to celebrate their festivals. Find out about a festival and compare it to a different festival. What are the similarities? What are the differences? How is the food prepared? Do you have any traditional food you enjoy with your family?
Designing a school menu. Can you design a new school menu? What could you add? What would you keep the same? Will it be a healthy school menu? Can you find pictures or draw pictures to add to your menu? Plan out your menu and remember to include prices.
Will you have a different menu every day?
Cooking: find a few recipes and check if you have the ingredients at home and cook a meal for your family. Think about a starter, main and dessert. Can you cook as a family? Who will do the measuring?
Fruit survey: ask in your family the different fruits they like to eat. Collect the information and add it to your tally chart. Can you represent this information in a particular way?
Fruit and vegetables printing: Look at the work of the artist: Lynn Flavell. How does she represent fruit and vegetables? Can you create a piece of artwork in the Lynn Flavell.
Look at the work of Giuseppe Arcimboldo.
Using different drawing materials, can you create a picture of your own?
Additional learning resources parents may wish to engage with
Classroom Secrets Learning Packs - These packs are split into different year groups and include activities linked to reading, writing, maths and practical ideas you can do around the home.
Twinkl - to access these resources click on the link and sign up using your own email address and creating your own password. Use the offer code UKTWINKLHELPS. | 1,445 | 816 | {
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______________________________________________________________________________________________________________________________________________________________________
623-2110 (78-730) Fieldmaster ® Collapsible Dipper
Introduction: Mosquitoes are often considered to be pests, but they play an enormous biological role. They provide food for vast numbers of other insects, bats and fish. The presence of mosquito larvae can be an indicator of the health of a body of water.
There are several species of mosquito, but all of them depend on water to lay their eggs. Most use stagnant water for this, such as ponds, puddles, or even the inside of tires. After the eggs hatch into larvae, they continue to live in water until they become adults.
All water borne insects are exceptionally susceptible to environmental changes, but due to their large numbers, mosquitoes are a good indicator of the health of a body of water. If an otherwise normal water body has few mosquito eggs or larvae, it may mean that pollution or an overabundance of predators is depleting their numbers. Likewise, if a pond or pool is choked with mosquitoes, it can be an indicator of a lack of predators or an overabundance of nutrients. Either of these scenarios indicates that the water is not in a healthy equilibrium.
Operation: Obtaining mosquitoes for study are not the most pleasant of tasks. The insects thrive in pools of water where they have few predators, which usually turn out to be mud puddles or ponds choked with algae. These areas are predator free, but are generally unhealthy and unpleasant to work in. For this purpose, our mosquito dipper makes the task far easier.
The dipper itself is 4.6" in diameter, and can hold a volume of 350ml. There are three spouts of various sizes that allow you to pour out excess water. The dipper is white to make it easier to see the sample.
The handle of the dipper extends from 48cm to 167cm. To use, twist the handle counter clockwise to loosen it, and clockwise to lock it in place. There are two telescoping segments.
Warranty and Parts:
We replace all defective or missing parts free of charge. Additional replacement parts may be ordered toll-free. We accept MasterCard, Visa, checks and School P.O.s. All products warranted to be free from defect for 90 days. Does not apply to accident, misuse or normal wear and tear. Intended for children 13 years of age and up. This item is not a toy. It may contain lead or small parts that can be choking hazards. Adult supervision is required.
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New Report Details Threats To, Ways To Save Texas Bays
AUSTIN, Texas - Texas bays and estuaries teeter on the brink of a challenging future, according to a new report that reviews past and present threats and suggests options to protect bays in the future.
The report notes that the Texas coastal zone is home to one out of every three Texans, two of the nation's largest ports, and one of the nation's longest coastlines. Two-thirds of Texas drains to the coast.
"The Texas coast's ecological richness rivals its size and fuels the state's economy to the tune of billions of dollars," said Larry McKinney, Ph.D., and Texas Parks and Wildlife Department coastal fisheries director. "However, that ecological richness and economic productivity are challenged by future threats that need to be addressed."
McKinney said a state population on track to double in the next few decades will increase the pressure on water resources that are a fundamental element to the health and productivity of Texas bays. Conservation scientists and others are concerned that the state's growing population, especially on the coast, will increase the pressure to convert homes for fish and wildlife to homes for people, and will increase the amounts of runoff pollution from developed lands.
"Between the ecological health of the coast and the growing threats to its health lies the need to engage all Texans in stewardship of coastal ecosystems," McKinney said.
Texas Parks and Wildlife Department collaborated with Texas Sea Grant to publish "Texas Coastal Ecosystems: Past, Present and Future." The report sets the stage by describing in detail the state's coastal region and trends in critical coastal habitats like wetlands and seagrasses. It then focuses on five critical issues for Texas bays - water quantity and quality, protection of natural habitats (particularly those affected by urban development), unique economic development opportunities like birding, and effective communication and outreach to coastal residents.
"In recent years, Texans have seen the mouth of the once-proud Rio Grande go completely dry," said Dave Buzan, TPWD coastal studies team leader, who co-authored the report with McKinney and former TPWD scientist Dan Moulton. "Will we work together to find ways to make sure other rivers continue to flow to the coast?"
The report outlines Smart Growth and the Preservation 2000/Florida Forever program as approaches to proactively minimizing coastal habitat loss while meeting development needs. Ecotourism development such as birding is outlined as a positive economic engine for coastal communities. The report says birding tourism generated more than $100 million in economic impact for the lower Rio Grande Valley in 1997.
"Environment-based education is important," Buzan said. "It not only helps students understand ecosystems but is showing student improvements in reading, language and math. It's a way for students to master academic skills and make connections that lead to higher-level thinking."
Limited copies of the report are available from Texas Parks and Wildlife Department by contacting Buzan at email@example.com or (512) 912-7013. | 1,358 | 618 | {
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West Valley City Parks and Recreation Rookie League Jr. Jazz & Itty Bitty Ball Rules
Structure:
Duration:
Jump Ball:
Equipment:
Free Throws:
Violations:
Defense:
Substitutions:
Officials:
Recreation:
Rookie League Basketball is a program designed to teach participants the basics of basketball so participants understand rules, proper techniques, and basic skill development in a fun environment. The focus of this program is clinic time led by WVC staff with the help of parent volunteers / coaches. To see what skills are being taught for each age group, see the age appropriate curriculum. During the scrimmage portion of the program, the following rules will be used.
Clock will be running continuously during scrimmages. There will be a 1-minute break between halves/quarters and a 2-minute halftime.
- 1 st /2 nd Grade:
o Weeks 1 - 2 will be 30-minute clinic & two 6-minute halves
o Weeks 3 - 4 will be 20-minute clinic & four 5-minute quarters
o Weeks 5 - 6 will be 15-minute clinic & four 6-minute
quarters
Curriculum will dictate:
- Itty Bitty Ball
: No Jump Ball
- 1 st /2 nd Grade: Introduced weeks 5 & 6
Each league will use the junior size (27.5") basketball.
- Itty Bitty Ball: 6" foot hoop
- 1 st /2 nd Grade: 8: foot hoop
Itty Bitty Ball: No free throws or bonus shots will be awarded when a foul has been committed.
1 st /2 nd Grade – Introduced Week 5: Free throws will be shot from 8 feet from the basket. The shooters feet may cross the line after the shot has been released but should be encouraged to learn the proper techniques of staying behind the line until the ball leaves the shooter's hand. No bonus foul shots will be awarded.
Violations will be called as need at discretion of staff – based on skills taught in Rookie League. Staff may be lenient on calls during the first few weeks of scrimmages, as children are learning.
Only man-to-man defense can be played. Double teaming will not be permitted. Colored Slap Bracelets will be used to signify who guards whom. No defense can be played until the ball crosses the three point line or as designated at each facility. Steals are NEVER permitted in Rookie League in either Itty Bitty or 1 st /2 nd divisions.
All players should play an equal amount of time during the scrimmage. Parent volunteers/coaches will be in charge of ensuring all players are substituted in and out for an equal amount of time.
Staff will lead clinic/instruction time with help of volunteer parents/coach. Staff will officiate during scrimmage, volunteer parents/coach are encouraged to be on the court to help their team.
We do not keep score for these scrimmages. This is an instructional league, designed for participants to have fun playing basketball in a non-competitive atmosphere. All rule interpretations are at the discretion of the staff members and site supervisor. | 1,293 | 637 | {
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Supporting the Dependency Diagram
With Visual Definitions of Objects & their Attributes
* Workstation
– an area where work of a particular nature is carried out, such as a specific location on a manufacturing assembly line.
* Visual Documentation
– A hierarchical breakdown of a workstation into its component parts.
– Visual Documentation answers the questions: What is it? Where is It? What Does it Do?
– Allows workers to master the tools necessary to their job
Definitions
* Process
– a series of actions or steps taken in order to achieve a particular end.
* Process Dependency Diagram
– Shows how successful results can only result from a sequence of successful actions. In other words, "What depends on What"
– Allows the reader to comprehend an entire process in a single frame at a given level of detail.
– Deeper detail on a specific high level process step is described on a separate sheet, or condensed into concise "factor tables"
An example that illustrates the Idea
Workstation Knowledge is Not the same as Process Knowledge
* The "Kitchen/ Break Room"
* The Coffee Process
– "Tell me how to operate the Coffee pot."
– "Tell Me how to Make Coffee"
DOCUMENT: ___________
REVISION: ___________
DATE: ___________
TIME: ___________
Coffee Making
Amount=10 Cups
The Coffee Machine… WHAT…IS it?
WHERE… is it?
Visual Definition: Coffee Pot
A "Work-center"; home to a process.
Pot Warmer
Water Tank And Cover
Pot Warmer Indicator Light
Pot Warmer Power Switch
FIlter Basket
Coffee Pot
Refrigerator
KITCHEN
© 2001 Ron Parker
For seminar and consulting inquiries, email to: email@example.com or call direct: (828) 231-0586
Coffee Pot
* Makes Coffee
* Keeps 1 or 2 Pots of Coffee Warm.
Pot Warmer
* Keeps Coffee Pot Warm
* CAUTION: HOT SURFACE!
Water Tank & Cover
* Heats Clean Water for –1Pot of Coffee.
* (Adding 1 Pot of Water Forces Hot Water in Tank Through Coffee Filter, into the pot.)
Pot Warmer Power Switch
Coffee Pot
* Turns Power on or off to the pot warmers.
* Top Switch Controls Top Warmer.
* Bottom Switch Controls Bottom Warmer.
Pot Warmer Indicator Light
© 2001 Ron Parker
For seminar and consulting inquiries, email to: firstname.lastname@example.org or call direct: (828) 231-0586
* Glows RED when Pot Warmer Power is ON
Filter Basket
* Holds Coffee Filter & Coffee
* Drips Fresh Coffee directly into Pot | 1,300 | 561 | {
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BBC LEARNING ENGLISH
Take Away English 随身英语
Dealing with exam stress
应对并克服考试压力的方法
- 請注意：中文文字内容只提供簡體版
Vocabulary: exam stress 词汇：考试压力
How do you feel about exams? Is it the one thing you dread or an experience you relish because it's your time to shine? Every year, many young people sit exams and whether they love or loathe them, most of them will face some anxiety in the lead up to the big day.
If you're anxious about your exams, don't worry, you're not alone. It might seem like a stressful time when the pressure is on to pass that all-important test but take a deep breath and absorb some good advice from people who've been through the same experience as you.
Eating the right food can feed your brain and keep you alert. Nutritional therapist Kerry Torrens recommends making breakfast the most important meal of the day. She recommends eating energy-giving oats and eggs, which contain a nutrient called choline - thought to help cognitive performance and improve memory as we age. And don't forget to drink lots of water to keep you hydrated – some research even suggests students who take water into the exam hall may even improve their grades.
One thing I know I always need is a good night's sleep to help me work and think better the next day and that's what's recommended for anyone preparing for their exams. If you get good sleep your memory is better and that means you can retain the information you have revised. And it's good to wind down before bedtime too – no watching TV or chatting on social media!
A good way to reduce your stress is to write down your anxieties. This is something that Lisa Artis from the Sleep Council recommends because it can 'free your mind'. She also says sitting on your bed when you're cramming is not a good idea because then you associate that place with stress. Revising for exams can also sometimes seem relentless, so it's good to take breaks and reward yourself will a small treat, like a cake or a quick run around the block. There comes a point when your brain can't absorb any more information so you'll also need to know when to stop.
But if all this talk about revising and exams is still stressing you out, be assured that there are some people who will always be more on edge than you: your parents! They're there to support you but they'll be biting their fingernails, worrying about you and the final results. So maybe you need to give them some advice – chill, everything will be ok!
词汇表
测验与练习
1. 阅读课文并回答问题。
1. According to Nutritional therapist Kerry Torrens, what is the most important meal of the day?
2. According to the article, how does getting good sleep help you?
3. True or false: Revising on your bed can actually make you feel less stressed.
4. Who do you sometimes need to tell to 'chill out' and stop worrying?
5. What does the author mean when he says "There comes a point when your brain cannot absorb any more information"?
2. 请你在不参考课文的情况下完成下列练习。选择一个意思合适的单词填入句子的空格 处。
1. Love it or _________ it, the city of Milton Keynes has successfully attracted families and businesses and is used as a model for new towns across the world.
```
dread relish loathe relentless
```
2. The young actors felt a lot of ________ before they went on stage for the first time. anxious anxiety anxiously relish
3. The rain was _________, so we decided to pack up and go home.
absorbing
relentless
wind down
dread
4. Everyone seems to be _________ because the exam results come out tomorrow.
on an edge
edged on
on edge
edging on
5. _________ all your recommended weekly exercise into one or two weekend sessions is enough to produce important health benefits, a study suggests.
Cramming
Absorbing
Relishing
Stressing
答案
1. 阅读课文并回答问题。
1. According to Nutritional therapist Kerry Torrens, what is the most important meal of the day?
Nutritional therapist Kerry Torrens recommends making breakfast the most important meal of the day.
2. According to the article, how does getting good sleep help you?
If you get good sleep your memory is better and that means you can retain the information you have revised.
3. True or false: Revising on your bed can actually make you feel less stressed. False. Sitting on your bed when you're cramming is not a good idea because then you associate that place with stress.
4. Who do you sometimes need to tell to 'chill out' and stop worrying?
Your parents.
5. What does the author mean when he says "There comes a point when your brain cannot absorb any more information"?
You have done plenty of revision and it has become hard to remember any more information.
2. 请你在不参考课文的情况下完成下列练习。选择一个意思合适的单词填入句子的空格 处。
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2. The young actors felt a lot of anxiety before they went on stage for the first time.
3. The rain was relentless , so we decided to pack up and go home.
4. Everyone seems to be on edge because the exam results come out tomorrow.
5. Cramming all your recommended weekly exercise into one or two weekend sessions is enough to produce important health benefits, a study suggests. | 1,865 | 1,220 | {
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Year 3 Reading List
It Was a Dark and Stormy Night – Janet Ahlberg Harry the Poisonous Centipede – Lynne Reid Banks
The Twits – Roald Dahl
Dilly the Dinosaur – Tony Bradman
Flat Stanley – Jeff Brown
The Secret World of Polly Flint – Helen Cresswell
Fantastic Mr Fox – Roald Dahl
My Naughty Little Sister – Dorothy Edwards
The Reluctant Dragon – Kenneth Grahame
The Charlie Moon Collection – Shirley Hughes
All Because of Jackson – Dick King-Smith
The Orchard Book of First Greek Myths – Saviour Pirotta
Winnie-the-Pooh Collection – A. A. Milne
Mrs Cockle's Cat – Philippa Pearce
Mrs Pepperpot Stories – Alf Proysen
Unusual Day – Sandi Toksvig
Pippi Longstocking – Astrid Lindgren
The Children of Green Knowe – Lucy M. Boston
All Illusrated Treasury of Hans Christian Andersen's Fairy Tales –
Hans Christian Andersen
Anna Hibiscus – Atinuke
Finn Family Moomintroll – Toye Jansson
Gobbolino the Witch's Cat – Ursua Moray Williams
My Dad's A Birdman – David Almond
Ivan the Terrible – Anne Fine
The Hundred Mile an Hour Dog – Jeremy Strong
Through the Looking Glass – Lewis Caroll
Wind in the Willows – Kenneth Grahame
Follow this link to find 100 best books for ages 0-14 https://www.booktrust.org.uk/books-andreading/our-recommendations/100-best-books/
- Tell me about your favourite author and why you like them.
- Who is your favourite poet and why?
- What plays have you read?
- Pretend you are X (character from the story). Tell me the three most important things about yourself and why they are important.
- Can you draw a character and a place from the story and add labels using words from the story?
- How did the story end? Why?
- Tell me the features of a fairy story/myth/legend.
- How is X (character from story) the same as X (character from story) and how are they different?
- What fairytale language do you think the author will use?
- Describe how this plot is similar to X.
- What is the moral of the story?
- Why did the author choose to end the story in such a way? Why did he/she not choose a different ending?
- What did you learn from the story?
- List 5 interesting words in the book.
- Name 3 words that the author uses to describe X
- Find a word you would change. What would you like to change it to?
- Can you extract words from the text that provide evidence of the writer's point of view?
- How could the writer have made the plot more gripping?
- What could the author have done to improve the passage you've just read?
- What is X thinking right now?
- How could some of the sentences have been improved?
- What do you think X will do next?
- Tell me 2 important things that X chose NOT to do and explain why.
- Which character from history would you like to be included in this story? Why?
- Give me one word that describes a character very well. Give me 2 reasons why you chose that word. | 1,327 | 699 | {
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Year 6 Homework Summer Term
Homework in Year 6 is set fortnightly. The literacy and maths homework must always be completed and handed to class teachers by the due date. Homework for science and foundation subjects is optional. Please remember to complete other homework that has been set: MyMaths, grammar, reading comprehension, weekly spellings and times tables practice.
Wks beginning: 8 th June and 15 th June
English:
Accurate use of a semicolon. Write 3 sentences that contain a semicolon to mark the boundary between two main clauses. Then write 3 complicated lists that contain semicolons.
Maths:
Draw a coordinate grid onto a piece of paper ranging from 0-10 in the x and y axes. Draw a quadrilateral onto the grid and then extend the coordinate grid so that each axis ranges from 10 to 10. Reflect the quadrilateral in the x and y axis. Then translate the shape on the grid and describe the translation underneath.
Science:
In your own words, write a definition of evolution, macroevolution, microevolution, natural selection and sexual selection.
Geography:
Pick two countries - one in North America and one in South America. Compare the two countries. Research: population, temperature, rainfall, physical features and animals in the area.
How do these countries differ from each other? Which would you prefer to live in and why?
Due: 19
th
June
Wks beginning: 22 nd June and 29 th June
English:
Using and accurately punctuating parenthesis in writing. Write 2 sentences that contain parenthesis punctuated with brackets, 2 sentences that contain parenthesis punctuated with commas and 2 sentences that contain parenthesis punctuated with dashes.
Maths:
Calculate 4 questions that involve dividing 4-digit numbers by a 1-digit number i.e. 6,234 ÷ 4. Then calculate 4 questions that involve dividing a 4digit number by a 2-digit number i.e. 4727 ÷ 23.
Science:
In your own words, explain how variation within the same species occurs and then explain how variation can lead to evolution of a species.
PSHE:
A friend has told you they are struggling with their parents arguing at home. It is affecting their concentration at school, and making them really quiet at play time. What would you do? What advice would you give your friend and how could you help them?
Due: 3rd July
Wks beginning: 6 th July and 13 th July
English:
Accurate use of a colon in writing. Write 2 sentences that use a colon to introduce a list, write 2 sentences that use a colon to introduce a word or phrase, then write 2 sentences that contain a main clause either side of a colon.
Maths:
Ask 12 children in Year 6 what their favourite subject has been this year. Gather and record your data in a Tally Chart, Bar Chart and Pie Chart. Create 4 questions underneath your graphs about the data that you have gathered.
Science:
The Theory of Evolution is often debated. Some people argue that The Theory of Evolution does explain all life on Earth today as we know it, some people argue that a higher power is the cause of life on Earth today as we know it, some people argue that it is a combination of both. Explain who you agree with and attempt to draw on secondary sources of research when doing so.
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Year 5 Homework Summer Term
Homework in Year 5 is set fortnightly. The literacy and maths homework must always be completed and handed to class teachers by the due date. Homework for science and foundation subjects is optional. Please remember to complete other homework that has been set: MyMaths, grammar, reading comprehension, weekly spellings and times tables practice.
Wks beginning: 8 th June and 15 th June
Wks beginning: 22 nd June and 29 th June
Wks beginning: 6 th July and 13 th July
| English: Write 3 sentences that contain direct speech and attempt to accurately punctuate the direct speech. Use direct speech at the beginning of one sentence, at the end of one sentence and use a reporting clause in the middle of direct speech. | | English: In your own words, explain what adverbials are and how they are punctuated. Then write 3 sentences that contain adverbials. Vary the position of the adverbials i.e. start, middle and end of sentences. As a challenge, attempt to use more than one adverbial within a sentence. | | | English: |
|---|---|---|---|---|---|
| | | | | | In your own words, explain what a |
| | | | | | subordinate and main clause are. Then |
| | | | | | write 3 sentences that contain subordinate |
| | | | | | and main clauses and underline the |
| | | | | | subordinate clause within each sentence. As |
| | | | | | a challenge, use a subordinate clause at the |
| | | | | | start of a sentence. |
| Maths: Order the following fractions from smallest to largest: 13/9 4/3 8/9 5/6 10/6 2/3 | | | Maths: | Maths: Draw 4 rectangles that are different sizes on a piece of paper. Then use a ruler to accurately measure the length of each side to the nearest centimetre and calculate the area and perimeter of each shape. | Maths: |
| | | | Calculate 3 questions that require multiplying a 3 | | Draw 4 rectangles that are different sizes on |
| | | | digit number by a 1-digit number, 3 questions | | a piece of paper. Then use a ruler to |
| | | | that require multiplying a 4-digit number by a 1- | | accurately measure the length of each side |
| | | | digit number and 3 questions that require | | to the nearest centimetre and calculate the |
| | | | multiplying a 3 or 4-digit number by a 2-digit | | area and perimeter of each shape. |
| | | | number below 30. | | |
| Science: In preparation for Year 6 science, research who Carl Linnaeus was and record some facts about him. | | Science: In preparation for Year 6, provide a definition of Taxonomy and research and record the 5 kingdoms that all living things are classified into. | Science: | | Science: |
| | | | In preparation for Year 6, provide a definition of | | In preparation for Year 6, research and |
| | | | Taxonomy and research and record the 5 | | record the observable characteristics that |
| | | | kingdoms that all living things are classified into. | | are used to classify living things into each |
| | | | | | kingdom. |
| Art/DT: Have a go at baking some Egyptian bread. Look at the following recipe or find your own recipe to follow. Don’t forget to take pictures! https://www.ancient-egypt- online.com/ancient-egyptian-recipes.html | | | History/Geography: | PSHE: Think about what the term ‘self-care’ means and create a little weekly timetable with self-care ideas in place. This could be making a ‘no electronics zone’ and finding some mindfulness colouring to do. | PSHE: |
| | | | | | Think about what the term ‘self-care’ means |
| | | | Find out some interesting facts about Ancient | | and create a little weekly timetable with |
| | | | Egypt and create a multiple choice quiz. | | self-care ideas in place. This could be |
| | | | | | making a ‘no electronics zone’ and finding |
| | | | | | some mindfulness colouring to do. |
| | Due: 19th June | | Due: 3rd July | | Due: 17th July | | 1,946 | 1,091 | {
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2005 goes down in S.A. history as ninth driest
Web Posted: 01/02/2006 12:00 AM CST
Jerry Needham
Express-News Staff Writer
Despite a watery year worldwide that included a tsunami, a flood-destroyed New Orleans and a record number of tropical storms, 2005 was officially the ninth driest year in San Antonio's history.
The 16.56 inches of rain recorded at San Antonio International Airport barely would beat out 1999's 16.63 inches to log the ninth spot.The National Weather Service considers normal rainfall here as 32.44 inches a year.
Even so, the Edwards Aquifer — the region's primary source of drinking water — is winding up the year in relatively good shape at 679.2 feet above sea level. That's 10.4 feet above the monthly average level for December.
But the aquifer started the year high at 697.3 feet — filled by the 45.33 inches of rain that made 2004 the sixth wettest year since records have been kept, starting in 1871.
The aquifer rose in March to 699.8 feet, near its all-time measured high of 703.2 feet, and dropped to a low in July of 675.4 feet.
"We actually had pretty good rainfall the first three months, so if you think about just the past nine months, it's been exceptionally dry," said Robert Potts, general manager of the Edwards Aquifer Authority.
"I haven't seen any weather projections for the next several months, but based on what's happened the past six to nine months, I'm not very optimistic about rainfall," Potts said.
"What's been interesting is that since the end of June, with very little rainfall, the aquifer has shifted only a little. It's been within 3 feet of 678 feet."
Potts said that with a continued lack of normal rainfall, aquifer levels could begin to show stress in the spring.
Restrictions on water usage, primarily landscape sprinkling, begin under most local ordinances when the aquifer level drops to 650 feet. Water usage restrictions haven't been enacted since 2000, except for a single day in 2002 that preceded record flooding.
If the prospect of water usage cutbacks this summer isn't enough incentive to save water, there are a couple of other reasons to ease off the tap.
A 4.8 percent increase in the rates that SAWS charges for water and sewer usage will show up on bills measured from Jan. 1, and SAWS and other water utilities are measuring winter water usage to determine what each customer's sewer bill will be for the next year starting in the spring.
Karen Guz, SAWS conservation director, said customers have conserved well, but it's a constant struggle, especially during dry periods.
"We're optimistic, but we're also dusting off our critical period plans," she said. "The pumping is not as high as we might have expected if this were five years ago. We think pumping would have been much higher without the programs we have in place.
"If people are still doing outdoor irrigation, they should be cutting back drastically," Guz said. "That's because the temperatures are cooler and a lot of the plant life is dormant."
She suggested SAWS customers looking for an easy way to save some water should drop by one the utility's service centers to pick up new showerheads and aerators.
email@example.com
Online at:
http://www.mysanantonio.com/news/metro/stories/MYSA010206.1A.drytimes.828a823.html | 1,379 | 751 | {
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STRETCHING EXERCISES - DAILY
Begin with a light warm-up for 10-15 minutes such as walking, biking on stationery bike, marching in place (aerobic activities should be selected that minimize joint stress). If pain, stiffness and fatigue are barriers to exercise, you might benefit from a warm shower or warm compress prior to exercise. Always maintain a steady stretch, never bouncing and do not force a stretch (go to the point of mild tension but not pain). Stretches may have a range of time to hold. Start with the shortest time and work your way to the longest time as you feel comfortable. For each additional repetition, try to stretch just a little further as you are able to do without pain. Remember to breathe throughout the stretch.
CAT STRETCH
CHILD'S POSE STRETCH
Hands should be directly under shoulders and knees should be directly under your hips. Contract your stomach muscles and push your spine toward the ceiling while tucking your chin down toward your chest. Reverse the stretch by allowing the back to relax forming a valley.
Hold 3-5 seconds | 8-12 reps each direction
CHEST LIFT STRETCH
Lie flat on your stomach. Bend your elbows and place your hands under your shoulders. Press your hands down and gently lift your chest off the floor.
Hold 15-30 seconds | 3 reps
Resting on your hands and knees. Push your bottom back and down onto your heels. You may also rest your forehead on the floor and bring your arms back to your sides to stretch the upper back.
Hold 15-30 seconds | 3 reps
KNEE TO CHEST STRETCH
Lie on your back with your knees bent and feet flat on the floor. Slowly bring your knees toward your chest and gently grasp your legs just below the knees. Hold and then slowly lower feet back to the floor. If this is difficult, you can stretch one leg at a time.
Hold 15-30 seconds | 3 reps
STRETCHING EXERCISES - DAILY continued
SPINE TWIST
Lie on your back with your knees bent, feet flat on the floor and arms straight outward. Turn your head to the right and gently roll both legs to your left side as far as comfortable (keep shoulders touching the floor). Return to starting position and turn your head to the left and roll the legs to the right side.
Hold 15-30 seconds | 3 reps each side
STRENGTHENING EXERCISES- 2/3 TIMES A WEEK (NONCONSECUTIVE DAYS)
Strengthening activities should start at a relatively low intensity and gradually progress as pain tolerates.
SUPERMAN
PLANK
Lie flat on your stomach with your arms reaching out in front of you. Contract your abdomen and lift your chest while also squeezing your bottom and lifting your legs to the point of mild tension. Hold then slowly lower back to starting position.
3-5 seconds | 5-7 reps
OPPOSITE ARM & LEG RAISE
Hands should be directly under shoulders and knees directly under hips. Lift left arm and right leg at the same time until they are in line with the body. Contract abdomen to keep back straight. Hold then slowly lower to starting position. Repeat lifting right arm and left leg. Continue alternating.
Hold 3-5 seconds | 8-12 reps
Lie flat on your stomach. Bend your arms 90 degrees and bring them under your chest. Push off the floor, raising up onto your toes and resting on your forearms. Contract your abdomen to keep your back flat and in a straight line from head to heel. Hold as long as you are able to keep your back straight. Lower, rest and repeat.
Hold 15-60 seconds | 3 reps
PARTIAL CRUNCH
Lie on your back with knees bent and feet flat on the floor. Take a deep breath and as you slowly exhale, contract your abdomen and lift your head and shoulders slightly up off the floor, keeping your chin up, not tucking. Hold and slowly return to starting position while inhaling.
Hold 3-5 seconds | 8-12 reps | 3 sets | 1,641 | 890 | {
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ABOUT THE PROGRAMS
Kathak is the art of telling stories through dance. Originally a temple dance over 2000 years ago in Northern India, Kathak has since evolved into the dramatic dance we see today. Although Kathak combines complex footwork and spins, much of the dance is improvised in time with the music.
"Kathikas" were the original storytellers in India; their stories and dances formed part of the daily ritual of worship.
PROGRAMS
- Kathak Dance
- Classical Indian Music
- Culture of India
- Visual Art of India
- Indian Literature
- Folk Dances of India, Yoga
ARTS FOR LEARNING CT 1 EVERGREEN AVENUE 3 RD FLOOR HAMDEN, CT 06518
Arts for Learning CT PROGRAM GUIDE
LEARNING OBJECTIVES
- Students will learn to interpret meaning through, and communicate with, this inspiring dance.
- Students will connect meaning to various hand gestures found in classical Indian dance.
- Students will study rhythm as it pertains to storytelling through dance. They will study how meaning is created through footwork, for example, and bell sounds.
ABOUT THE ARTIST
Rachna has intensively studied the Lucknow style of Kathak. She has also received a Master's Degree in dance from Pracheen Kala Kendra in India, a Senior Diploma in Classical Indian vocal music from Prayag Sangeet Samiti and a Masters degree in Hindi Literature from Delhi University.
About the Artist & Program Preparations
PRE PROGRAM
RESOURCES
What is a story? How can a story be related?
How can you use your body to express emotion?
Try to express a story using only your hands.
Now, tell the same story using your entire body.
POST PROGRAM
How does Hindi storytelling differ from American storytelling?
What elements do Hindi and American storytelling share?
Are there dances similar to Kathak that we perform in the United States?
How can art be used to tell stories?
Name two forms of art and demonstrate how, separately, they are used to tell stories.
Now, think how these art forms can be used together?
CURRICULAR LINKS
National Core Arts Standards: Anchor Standards
10. Synthesize and relate knowledge and personal experiences to make art.
11. Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. CCSS.ELA-LITERACY.CCRA.SL.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
"Rachna mesmerized the audience with her twinkling footwork and graceful style. Although the seating provided sightlines, the audience was compelled to stand and move positions to be able to see her performance even more clearly, such was the beauty of her dancing." – Weekly Spotlight, Chicago
Website:
Contact:
Email:
email@example.com
Books:
http://www.kathakusa.com/
"Kathak: Indian Classical Dance Art" by Sunil Kothari Web:
http://www.artindia.net
RESIDENCY
Here, students will be given the opportunity to study the customs, practices, and history of Indian culture. Students will investigate the geographic conditions of India, including the nation's economy, and analyze how they impact everyday life. A minor study of India's national language Hindi is included. | 1,542 | 700 | {
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Aquatic Activity Calendar: Water Safety Month
May 2020
2
9
| | Sunday | | Monday | | Tuesday | | Wednesday | | Thursday | | Friday |
|---|---|---|---|---|---|---|---|---|---|---|---|
| | | | | | | | | | | 1 Watch Aquatic Manager Introduction Video | |
| | 3 | 4 Guess that picture | | 5 Find the Drop | | 6 Share a meal and recipe with us on Facebook | | 7 Build your own water safety checklist. | | 8 Create a water safety character | |
| Skill Practice Video | Skill Practice | | | | | | | | | | |
| | Video | | | | | | | | | | |
| | 10 | 11 Help us thank the City of West Hartford for keeping us safe | | 12 Send a TikTok Video | | 13 Why we wear sunscreen video | | 14 Share your favorite family beach picture | | 15 Compete the water safety word search on FB | |
| Name that picture | Name that | | | | | | | | | | |
| | picture | | | | | | | | | | |
| | 17 | 18 Practice Skills | | 19 Water safety topic video | | 20 Boat Safety video | | 21 Color your own Cornerstone Boat and share on FB | | 22 Create a boat safety checklist and share on Facebook | |
| Create your dream pool drawing | Create your | | | | | | | | | | |
| | dream pool | | | | | | | | | | |
| | drawing | | | | | | | | | | |
| | 24 | 25 Review all home drills from levels | | 26 Try to complete our new Aquatic Dry Land Work out | | 27 Try our stretching/Yoga Video | | 28 Create a short video telling us what you most look forward to when we reopen | | 29 Create water safety water bottle label | |
| Name that picture | Name that | | | | | | | | | | |
| | picture | | | | | | | | | | |
| | 31 | | | | | | | | | | |
| | Watch a short video | | | | | | | | | | |
| | or our staff | | | | | | | | | | |
| | enjoying water | | | | | | | | | | |
| | safety month | | | | | | | | | | |
All activities are interactive with Facebook, log in everyday and see what new stuff there is to see. | 1,353 | 763 | {
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October 1794 : The Ursulines climb the scaffold.
The Ursuline Order, officially recognized in 1612, was founded by Sister Angela of Brescia, who died on January 27, 1540. Saint Ursula is the patroness of the Order. From 1791 on, because of laws banning the convents, all were closed, including those of this Order ; the Sisters were then expelled from their Convent.
VALENCIENNES.
A the request of the d'Oultreman ladies, who wished to open a school for girls, seven Ursulines arrived in Valenciennes on April 10, 1654, and settled in the
Lalaing hotel on Cardon Street. In 1790, there were thirty-two members in the community. That very year, the constituent Assembly decided to suppress religious Orders, but the houses ensuring education were not concerned.
CLOSINGOF THE CONVENTS
From 1791 on, after the laws banning the Convents were enacted, almost all of them were closed and their inmates expelled. The Ursulines endured inquiries, visits, different searches in the Convent. On April 3, 1792, the Convent where twenty-nine Sisters resided, was sold by the city of Valenciennes.
Reverend Mother Clothilde could not leave her religious life and took with her twenty-six Sisters in good health, as well as the Benedictines of Saint-Saulve, in order to find refuge in Mons. Five Sisters, in weak health, left for their families.
French and Austrian troops fought against one another in Belgium, and the French were victorious in Jemmapes (on November 6, 1792), with the triumph of Dumouriez and Dampierre. On January 22, 1793, Belgium was annexed to France and all religious goods were confiscated. After the Austrians' victory on March 19, 1793, they conquered Mons again and went forward to Valenciennes. The city was besieged during 87 terrible days, before falling into the hands of the enemy. Then, those who had emigrated (including the Sisters), returned to Valenciennes. The Ursulines came back to their house on November 11, 1793.
The French troops reconquered the city a few months later, and on September 1st, 1794, the Ursulines were ordered to leave their house immediately. Terror had ceased in Paris, but settled down in Valenciennes. A scaffold was erected on the "Place d'Armes", and an executioner arrived from Cambrai in October, beginning trials and executions.
In 1925, in the Saint-Roch cemetery, the tomb of five sisters was found. On June 13, 1920, Pope Benedict XVI beatified eleven of these « Martyrs ».
La Voix du Nord October 17, 2013 | 1,081 | 617 | {
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Sesamum indicum
SESAME
Sim Sim, Bene, Sesamo, Agonjoli, Benne
ECHO PLANT INFORMATION SHEET ®
Origin
Sesame is one of the oldest cultivated plants in the world. It has been cultivated for some 4,000 years. India and China are the largest producers of Sesame. Other large producers include: Pakistan, Turkey, Thailand, Egypt, Ethiopia, Sudan, Uganda, Venezuela, Colombia, Mexico and Nicaragua. Sesame is a drought tolerant plant, but does require moisture for germination and a minimum of 50-65 in. of rain per season for a good harvest.
Uses
A large majority of Sesame is marketed as seed. Sesame seeds contain 50% oil and 25% protein. They are used in baking and oil production. The oil and foods fried in the oil have a long shelf life. The oil can be used for lighting and in the production of soaps, paints, perfumes, and pharmaceuticals. The meal left over after oil production can be used as a feed for livestock and poultry (34-50% protein).
Common Names
Malay
Bijan
Wijen
Tagalog
Linga
Cultivation
Sesame is grown from seed. Seeds should be planted 2 cm deep in moist soil with a temperature of 21° C. Temperatures of 25 -27° C are optimum. Rows should be 75 cm apart with one plant every 6-12 cm down the row. Make sure water is provided at germination. The plant can not withstand water logging. o
Harvesting and Seed Production
Sesame requires 80-140 days frost free before harvest. When Sesame ripens, the capsules split open and release the seed. As soon as the first capsules burst or capsules change from green to yellow, the pods should be harvested to minimize loss of seed. The plants should be cut at ground level and let to dry in an upright postion until all the capsules burst open. Then the seeds can be harvested by letting the seeds fall out. The moisture content of the seeds is only 10%, so there is little chance of molding.
Pests and Diseases
Since Sesame is a slow grower, it is a poor competitior against weeds. Careful selection of site is important in this aspect. Diseases are a problem in areas of high humidity and rainfall. In areas of moderate rainfall, problems with disease can be avoided by rotating crops. In drier climates, disease is not a problem for Sesame. Insect damage does not seriously affect Sesame. In places where this might be a problem, planting at the beginning of the rains will prevent those problems.
Cooking and Nutrition
Sesame oil contains oleic and linoleic acids, as well as the antioxidant sesamol. It is used to make dressings and margarine. The seeds contain the essential amino acids methionine and cystine. Sesame can serve as a supplement for diets that are high in starchy foods. The seed and meal are high in calcium, phosphorus, iron, and the vitamins thiamin, riboflavin, and niacin.
References
Heuzé V., Tran G., Bastianelli D., Lebas F., 2017. Sesame (Sesamum indicum) seeds and oil meal. Feedipedia, a programme by INRA, CIRAD, AFZ and FAO. https://www.feedipedia.org/node/26 Last updated on June 22, 2017, 16:08
http://ecocrop.fao.org/ecocrop/srv/en/cropView?id=1937
Tel: (239) 543-3246 | Email: firstname.lastname@example.org | Website: ECHOcommunity.org
Pedaliaceae | 1,457 | 797 | {
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OCEAN ANIMALS
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
OCEAN LIFE
OCEAN ANIMALS
KITCHEN
CHEMISTRY
Vocabulary: dinosaur, extinct, reptile, herbivore, carnivore, predator, prey, fossil Suggested Books: Fly Guy Presents: Dinosaurs, Curious About Fossils; National Geographic: Fossils; What the Dinosaurs Did Last Night Characteristic and Habitats Literacy Skills: compare/contrast; comprehension, close reading, fact identification, creative writing Math Skills: estimation, measurement, developing and executing a plan Vocabulary: anemone, coral, seaweed, reef, erosion, wave, tide, current Science Skills; Animal Classification; Living & Non-Living; Living Organisms; Earth Science Scientific Investigation & Reasoning; More Science units available individually or bundled!
Science Skills: Animal Classification, Animal Parts & Stages, Matter & Energy; Animal
Suggested Books: Living & NonLiving in the Ocean; Commotion in the Ocean; A Grain of Sand; First Big Book of the Ocean; Way Down Deep in the Deep Blue Sea
Observable Changes
Literacy Skills: Compare/Contrast; Comprehension; Nonfiction Text features; Adjectives; creative writing; Long and short vowel identification; classify & categorize
Math Skill: number comparisons, addition, subtraction, place value, mixed operations, counting on, number line; graphing
Vocabulary: mollusk, exoskeleton, gills, fins, dorsal fin, scales, echolocation, tentacles
Suggested Books: Sea Turtles, Sharks, National Geographic Readers (Sea Turtles, Dolphins, & Sharks); An Octopus is Amazing; Crabs
Science Skills: Life Cycles; Living/NonLiving; Organisms & the Environment; Earth Science; Animal Classifications and Characteristics; Scientific Investigation & Reasoning
Literacy Skills: Compare/Contrast; Comprehension; Schema; R-Controlled Vowels, ; Adjectives; Text-to-Self; Non-fiction Facts; beginning and ending digraph sounds
Math Skills: number comparisons, addition, subtraction, place value, mixed operations, counting on, number line; graphing
Vocabulary: chemical change, physical change; chemistry
Suggested Books: The Magic School Bus Gets Baked in a Cake, Ice Cream: The Full Scoop, The Watermelon Seed
Science Skills: Matter & Energy; Earth & Space; scientific method, chemical and physical changes, chemistry,
observable change Scientific Investigation & Reasoning
Literacy Skillscreative writing, vocabulary development, comprehension, sequencing, how-to
writing, fact identification:
measurement, sequencing, data collection and analysis,
DINOSAURS
Ocean animal science
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Thanks again and happy teaching! Cara Carroll & Abby Mullins | 1,960 | 872 | {
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Subject
Chesswood Junior School – Daily Learning – Wednesday 03.03.2021
Activity
Resources/Links
House
Points
| Starter Boards: Remember to mark your work – use a calculator to check. | | | 4 Operations |
|---|---|---|---|
| | Task: White Rose Maths. Lesson – Multiply a non-unit fraction by an | Maths daily questions Extension sheet Maths daily questions answer sheet White Rose video link - https://vimeo.com/514249638 | Maths daily questions |
| | integer | | Extension sheet |
| | Watch the video on how to do this. Complete the activity. Mark using the | | Maths daily questions answer sheet |
| | answers. If you cannot print, write/draw the answers in a workbook, | | |
| | before checking. | | White Rose video link - https://vimeo.com/514249638 |
| | Extension: Answer the new set of questions focussing on your reasoning. | | |
| | IXL: Year 5 maths – Multiply fractions U.3 and U.4 | https://uk.ixl.com/ https://ttrockstars.com/ https://play.numbots.com/#/intro | |
| | TT Rock Stars: Play Gig to set the tables you need to practice. If you | | |
| | have finished all the levels on Gig, Garage will play as normal. | | |
| | Numbots: If you have been told by your teacher to go onto Numbots, | | |
| | please continue for 20 minutes a day. | | |
| | Turbo Maths – watch and complete the activities on BBC Bitesize. Your task | | https://www.bbc.co.uk/bitesize/articles/zh24bqt |
| | is to look at Adding two mixed numbers | | |
| Read your reading book for 30 minutes. Take the AR quiz when finished. | | | http://ar.chesswood.org.uk |
| Task: Pick a task from the reading grid and apply it to your own reading book (or another if necessary). | | Reading Activity Grid | |
| Class Reader: If you haven’t listened to all of the videos for ‘The Boy Who Sailed the Ocean in an Armchair’, go and find them on the Chesswood YouTube and have a listen – you can do the quiz when you’ve finished! | | | |
| Nasty Writing: Create a range of rhetorical questions. Either use the statements suggested or create some of your own. Can you link them to your Egg Lander instructions? You could use them in your writing today. | | 0303 Nasty Writing Rhetorical Questions 0303 Nasty Writing example answers | |
| Task: Today you are writing the introduction for your egg lander instructions. Focus on the 5 Ws (who, what, where, why, when) to inform the reader about the Perseverance rover landing on Mars. | | Writing Input video 0303 0303 instructions Success Criteria 0303 Wednesday examples of introductions 0303 Features help sheets 0303 Information for introduction Wednesday writing instructions flip | |
| IXL: Year 4 English - D5, D6, D7, D8 | | | |
Chesswood Junior School – Daily Learning – Wednesday 03.03.2021
| Spellings: This is week 1 out of 2 to learn these. Task: Choose a task from the Tic Tac Toe Grid to help you learn your spellings. | Possible Possibly Horrible Horribly Terrible | Terribly Visible Visibly Incredible Incredibly |
|---|---|---|
| | Spellings Weeks 7 and 8 Spelling Flip Chart Spelling Task | |
| | Complete this week’s Sussex School games challenges https://www.activesussex.org/virtual/ | |
| Try to earn 10 XP on Duolingo today, continuing on from where you got to yesterday. Look out for the new Top Tens coming soon for Duolingo practice! Lots of house points to be earned for super French language learning. | | |
| Watch Newsround to keep up with current affairs | https://www.bbc.co.uk/newsround/news/watch_newsround | |
| Play Kodable mazes. | Weblink: https://hourofcode.com/uk/learn | |
Remember to let your teachers know what you are doing! | 1,920 | 985 | {
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Mentored Teaching Project Evaluation for Taylor Mills
I had the pleasure to serve as mentor for Taylor Mills's teaching project. The topic of her lesson was Plato's Lysis, a dialogue about friendship. Taylor and I met early in the semester so that she could explain her project idea to me, and then again a few weeks before her lesson to discuss her plans for implementing her ideas. We also met the week after her lesson (via zoom) to discuss outcomes. The class had initially been meeting in-person, but was moved online when MSU migrated all classes online due as part of its response to COVID-19. The class met virtually over zoom. Taylor adjusted her plans with great creativity and flexibility. I found the project to be an enormous success, and took away from it some new ideas for my own teaching.
What follows is my evaluation of each element of her teaching project.
Teaching and learning goal: Comprehensive
Taylor came up with a clearly articulated goal that is crucial for a course of this kind. With Plato's dialogues, textual exegesis is a necessary first step to good philosophical discussion.
Teaching question: Comprehensive
Taylor was interested in learning whether a mapping exercise could help student comprehension of a Platonic dialogues. Since Taylor has been a student in this course all semester, she was in a good position to observe and experience the challenges she and other students were encountering. Even experienced philosophy students often find Platonic dialogues particularly challenging. Because the dialogues explore philosophical ideas in the form of a conversation, many students struggle to follow the thread of the arguments, and even to identify the dialogue's principal claims, arguments, and objections. The mapping exercise is a clever way to uncover and clarify the structure of Plato's reasoning. It will be useful not only for understanding the Lysis but also for other dialogues we read in this course.
Classroom practice: Comprehensive
Taylor did an excellent job of explaining the dialogue mapping exercise and of guiding the class through it. She broke dialogue into smaller chunks and had students work through them together one at a time. Since this was a new approach for these students, Taylor made what she had in mind clearer by starting the class off with a concrete example and working through it with us. The exercise was also facilitated by a clear and concise Prezi presentation in which Taylor made it clear which part of the text students should consider and what the students should be looking for, i.e. how many arguments they should identify, how many objections, and how many conclusions. After open discussion, in which the class looked for these items collaboratively, Taylor presented a slide in which she had everything broken down. She also encouraged students to draw out a concept map for each section, and provided the class with example and suggestions. (E.g. "This argument comes back to the earlier argument, so you might want to represent them as a kind of circle”.)
Assessment Technique: Comprehensive
Taylor sent an email to all students a few days before class asking them to complete a short survey about their initial understanding of the text. All students completed the survey, and it showed that they were indeed, to varying degrees, struggling with the text. She then has students complete a post-lesson survey, with questions about the mapping exercise itself as well as about their post-lesson comprehension. Judging by student responses, the exercise was extremely useful.
Summary: Comprehensive
Taylor's summary of her results is clear and shows how that they answer her teaching question in the affirmative.
Conclusion: Comprehensive
Taylor's conclusion clearly states what she has learned from analyzing her results and what she might do differently in future classroom practice. In her conclusion, Taylor recognizes that it can be difficult to find the balance between giving students flexibility and giving them robust guidance. This is something she plans to continue to fine-tune in the future. | 1,544 | 774 | {
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CLASSES OFFERED
BALLET: A one hour class teaching the techniques of classical ballet along with the enjoyment of music and dance movement. Ballet is characterized by grace and precision of movement with elaborate formal gestures, steps and poses. Students are expected to learn ballet terminology, execution of steps and dances. Dance attire is a leotard, tights and ballet shoes.
JAZZ: A one hour class teaching the techniques of jazz dance. Current jazz dancing covers a wide spectrum of styles from Broadway to pop. It emphasizes body line and a flexible torso while utilizing fast, accurate footwork with the feet parallel (instead of turned out as in ballet). Dance attire is a tight fitting top or leotard, athletic/dance pants or leggings and jazz shoes.
TAP: Tap dancing was born from clog dancing when it was combined with African-American and Irish steps in the late nineteenth century. Single action taps on the soles of your shoes sound out the dance. This class teaches the fundamentals of tap, while students learn combinations of steps and dances. Dance attire is a leotard or other tight fitting top, athletic/dance pants or shorts and tap shoes.
LYRICAL: Lyrical dance is a blending of ballet, jazz and modern dance techniques creating a perfect avenue of selfexpression performed to contemporary music. A key element in lyrical is seeing the movements done in a flowing or continuous pattern. Lyrical dance interprets music or words, showing the audience the emotion of a particular piece. The dancers will gain fluidity of movement, grace, control and individual expression and self confidence. Dancers should have a strong and continuing background in ballet and jazz. Classes will consist of warm-ups, center and across the floor combinations. Dance attire is a leotard, tights or leggings, and jazz shoes or bare feet.
CREATIVE DANCE: A 45 minute class designed for the young student to develop their love of music and dance. Working on muscle development, students learn stretching techniques, steps and dances using scarfs, flowers and other objects to stimulate their imagination. Emphasis is on freedom of movement with music awareness. Dance attire is leotards and tights or a pretty ballerina costume or dress and ballet shoes.
DANCING TODDLERS: A 45 minute class of fun tapping and Creative Dance introducing dance to 2 1/2 year olds. Children will need tap and ballet shoes. Dress in leotards and tights or your favorite "dance" clothes.
HIP HOP: The history of hip hop can be traced back to an African martial art known as capoeta. This was first translated into break dancing, and it now takes many forms such as funk and pop-locking. Classes in hip hop most resemble the dancing seen in rap and hip hop music videos. Dance attire is a top or leotard, athletic/dance pants or shorts, and tennis shoes or dance sneakers.
PILATES/BARRE FUSION: Miss Rachel's classes will invigorate, energize and leave you feeling great! The classes are a fusion of training—pilates, yoga and dance. Movements are sequenced so students feel an endorphin high and a muscle burn. Time is also spent building strength around mobile joints to improve stability, mobility and function. This class is for all body types and fitness levels.
CONTEMPORARY: Contemporary Dance is not a specific dance technique. It is a collection of systems and methods developed from Modern Dance. Contemporary Dance principles include centering, gravity, breath, contraction, release, fall and recovery, tension and relaxation, opposition and emotion. It often utilizes ground work and the dancers often perform in bare feet.
TURN TECHNIQUES: This class will be dedicated to turn techniques only. Improve your pirouette skills and work on your ability to do fabulous multiple turns with control.
CHOREOGRAPHY & IMPROVISATION: Students create their own choreography by exploring different movement styles and music.
CALLING ALL THE BOYS: Focusing on the energy from the students in the class and their ability for large movements, the class includes dance steps from the styles of jazz and hip hop. Students wear clothes they can move in and tennis shoes. | 1,796 | 926 | {
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"Our Seeds Succeed"
Tuberous Begonias
Tuberous begonias come in a variety of shapes and colors. Ruffled, rose, and picotee style flowers range in every color but blue and purple (bi-colors are also common). Some varieties work perfectly in hanging baskets; others prefer the garden or a container. No matter which kind you choose, the plants will produce an abundance of long lasting, large, showy flowers. Once they start blooming, they won't stop all summer. And don't forget the best part of growing begonias – they love the shade.
When selecting your bulbs, choose tubers that are firm, but have a little give to them–it should feel alive in your hand. Generally, the larger the bulb, the more it will produce, but this is not always the case with begonias. Your best bet is not to search for the largest bulb. Instead, find the ones with small sprouts starting to form, or if they haven't begun sprouting, just select the most healthy looking specimens.
Most gardeners will start their begonias about 8-10 weeks before the last frost, then not set them outside until 2 weeks after planting tomatoes, just to be safe. Take a flat about 3 inches deep (you could probably get 10-12 bulbs in a flat) or use 4-5 inch peat or plastic pots and fill them with a mixture of half peat moss and half vermiculite, then thoroughly moisten the mixture (but make sure it's not too soggy). A good, light potting mix would work well also. Place the begonia tubers, hollow side up, into your potting mix, pushing them down until their tops lie just above the surface. Place the pots or flat in an area where the temperature will stay between 50° and 70°, and where the bulbs will receive at least 3-4 hours of light, but not direct sunlight. Make sure to keep the bulbs moist, but not wet. When watering, moisten the soil, and not the bulb. If water accumulates on the bulb, it could start to rot or mold.
When your plants have grown to 3-5 inches, and the first two leaves are equally developed, they are ready for transplanting (weather permitting). If you are using containers, be sure to use a good potting mix. If you plan to transfer them directly into the garden, a 4 inch layer of peat moss, lightly tilled in before planting, would do wonders. In either case, take care not to damage the tender root systems when transplanting. Plant the tubers approximately 1 inch below the surface and about 12 inches apart in the flowerbeds. In containers or hanging baskets, 2-4 bulbs per 14-16 inch pot would work well.
When selecting an outdoor location for your begonias, there are six key elements that will help your bulbs perform their best. 1) Begonias like the shade. Direct morning sun is fine but begonias should have full shade from the hot, afternoon sun. Too much sun and they might get a sunburn (which they don't tolerate well at all). 2) While begonias like moist soil, they don't like a prolonged bath. Make sure your soil drains well, especially after heavy rains or watering. 3) Begonias love humidity. Choose a warm, humid location where your plants won't dry out quickly. 4) A rich, humus soil is a must. If possible, always try and amend your soil with peat moss or compost. A little sand (for drainage) wouldn't hurt either. 5) Begonias need good air circulation, but they should also have protection from wind. The stems, leaves, and flowers are delicate and snap easily when subjected to strong winds. 6) Plant the bulbs so that the pointed tips of the leaves aim the direction you want the flowers to show. If you plant them with the leaves pointed into the house, that is the side where the flowers will appear.
69 West Center Street
Phone: 435-752-2345 | 1,408 | 897 | {
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Spontaneous Generation
About 2300 years ago, the Greek philosopher Aristotle believed a special "vital heat" brought some living things into existence out of nonliving material. It was generally accepted that some life forms arose spontaneously from non-living matter. This idea of "spontaneous generation" would not be fully disproved until the work of Pasteur in 1859. Such spontaneous generation appeared to occur primarily in decaying matter. For example, a seventeenth century recipe for the spontaneous production of mice required placing sweaty underwear and wheat in an open-mouthed jar, then waiting for about 21 days, during which time it was alleged that the sweat from the underwear would penetrate the husks of wheat, creating mice.
1. [SP 6] Provide reasoning for the belief in spontaneous generation.
The first serious attack on the idea of spontaneous generation was made in 1668 by Francesco Redi, an Italian physician. At that time, it was widely held that maggots arose spontaneously in rotting meat. Redi believed that maggots developed from eggs laid by flies because he noticed that maggots appeared a few days after flies had been present. Redi had his work cut out for him as the idea of spontaneous generation had persisted for nearly 2000 years.
2. [SP 3] State a hypothesis Redi might have had.
3. [SP 3] Design an experiment that could be used to test the hypothesis. Be sure to identify the independent and dependent variables and an appropriate control group.
The belief in spontaneous generation continued after Redi's work because of the discovery of microbes in the 1670s by Antonie van Leeuwenhoek. Critics of Redi claimed that these tiny organisms were not excluded in Redi's experiment and could be the source of the maggots.
Louis Pasteur designed an experiment to test whether sterile nutrient broth could spontaneously generate microbial life. Pasteur added nutrient broth to two flasks, bent the necks of the flasks into S shapes, and then boiled the broth to kill any existing microbes. After the broth had been sterilized, Pasteur broke off the swan necks from one flask, exposing the nutrient broth within them to air from above. The other flask was left alone.
4. [SP 3] State the hypothesis Pasteur might have been testing.
5. [SP 1, SP 6] Predict in which flask microbes should appear.
6. [SP 3, SP 6] Propose a source of the microbes that appeared in the flask.
7. [SP 3, SP 6] Propose a reason for the lack of microbes in the flask that was not exposed to air.
8. [SP 1, SP 3, SP 6] Explain how the work of Pasteur refuted the idea of spontaneous generation.
9. [SP 1] What major development in food packaging resulted from Pasteur's work? | 1,162 | 599 | {
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Back-to-school season can be stressful – and it can also provide great opportunities for reset and growth. This toolkit is designed to be a resource for educators and administrators to support mental wellness during the back-to-school season and beyond. Get started below!
Teens spend many of their waking hours at school, so educators play a crucial role in promoting mental wellness among students. It's important for adults in schools to understand teen mental health, what factors influence it and how to best support your students.
Tips for Healthy Learning Environments
Create a sense of belonging where all students feel safe.
Educate students on how to access mental health resources inside of school.
Start the day with a mental health check-in – this could look like taking a few minutes to journal or offering a prompt that students could respond to or think about.
Talk to your students about the daily things they can do – like getting enough sleep, staying active, asking for help and making time to connect with friends—to take care of their mental health.
Be open to learning from your students – when teens feel heard by those in leadership, strong partnerships are formed where teens and educators work together to accelerate positive mental health in their schools.
Ensure that school staff have training to meet diverse cognitive, emotional and social needs of students.
Connect students with resources that provide expanded opportunities and support when navigating challenges.
Provide opportunities for students to learn interpersonal skills like communication, empathy, and conflict resolution.
Need support now? You're not alone – call or text 988 for 24/7 mental health support.
Starting the conversation around mental health with your students can be difficult. Here are some prompts to help you out:
"How can I support you or help connect you with any resources this school year?"
"I've noticed you've missed a few assignments lately, are you doing okay?"
"I know you have a lot on your plate with AP classes, extracurriculars, sports, etc. How are you holding up?"
It's okay if you don't have all the answers for your students. It's just as important to guide them in the direction of the support they need. A simple way to do this is to make your students aware of national hotlines where they can reach a crisis counselor 24/7. Add these numbers somewhere around your school and classrooms as a reminder.
Educators, you deserve support, too. You can reach out to these numbers to support your own mental health or get additional ideas to support your students. You don't have to be in crisis to call.
Sources: American Foundation for Suicide Prevention, Mental
Health America, Mental Health Coalition, Crisis Text Line
Learn the Signs
When entering a new academic year, it's important for parents and caregivers to know the signs that your teen might be struggling. Get educated on mental health concerns to look out for in students:
* Expressing feelings of anxiety, depression or hopelessness
* Feeling irritable or experiencing mood swings
* Difficulty concentrating or sitting still
* Signs of self-harm or not taking care of themselves
* Changes in academic performance or attitude toward school
* Signs of being bullied or bullying others
* Trouble managing emotions
* Declining academic performance
* Withdrawing during class, sports or extracurriculars
Tip: For more content and videos, visit zeroreasonswhy.org/resources | 1,394 | 670 | {
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Activities for 4-7 year olds
Treasure hunt
Take five minutes and hide some treasures (toys, rocks, whatever) around the house. Make a list of the items, and have your child go on a treasure hunt. If they can't yet read, draw a sketch of the hidden item.
Memory game
Put some objects on a tray, talk about them with your child, then cover them up with a teatowel or towel, once covered put your hand underneath and take 1 object away without your child seeing, take the teacloth/towel away and see if they can recognise which one is missing.
Shadow drawing
A lovely activity for a sunny day, you need some paper and your children's toys, plastic animal toys are ideal for this.Position the paper and toy so that the toy creates a shadow onto the paper, your child can then draw the animal and colour it in.
Misfit characters
Lay out a selection of old magazines or catalogues, and get your children to cut out pictures of heads, torso, legs and feet/shoes. They can then have some fun mixing them up, and glueing mismatched characters onto blank sheets of paper. Older children may like to take this one step further and write a story about their unique characters.
Salt Dough
Make Salt dough using 1 cup of plain flour , half a cup of table salt and half a cup of water, your child can make this into their chosen model e.g fruit or veg or use cookie cutters, these can be left in the sun to harden or put in the oven on 150 degrees /gas mark 2 for 2-3 hours
Create an indoor den or outdoor den in the
Colour the picture
Can you draw a habitat for the butterfly? Remember that the habitat is it's home.
Garden Hunt
Can you find things of these colours in your garden? Draw them into the correct circle. What things would fit into the middle part?
Green
things
Brown
things
Make your own animal
You will need:
1. Some plasticine or a piece of paper to use as a base.
2. Some paints or felt pens.
3. Anything you can find in your garden, twigs, grass, leaves, anything you'd like.
What to do:
1. Use the plasticine as a base to make a head shape, or, draw your head shape on the paper.
2. Use your garden materials to make ears, eyes and noses.
3. Your animals can be real animals you have seen or an animal you have made yourself.
4. Try making your own people.
5. What else can you make?
Make your own Clay
Ingredients:
2 cups of water
Food colouring (optional)
3 ½ cups of any type of flour
½ cup of salt
1 tbsp cream of tartar or corn flour/polenta or ground cornflakes.
2 ½ tbsp of cooking oil
Baking sheet (optional)
You will need a large bowl, a wooden spoon, a pan and an airtight container to keep the clay in!
Method:
Bring water to the boil in a pan and add food colouring. Remove from heat.
Mix together flour, salt and cream of tartar
Add the oil to the water
Make a dip in the flour and carefully start adding the water mixture to the flour mixture and sir together with a wooden spoon.
Let it sit until it has cooled down, make sure it is still slightly warm.
Knead the flour until pliable, you could do this on a surface covered with a baking sheet.
Your clay is ready for modelling! Keep in an airtight container so it doesn't dry out!
Make your own game
You will need:
1.Stones or pebbles.
2.Some paints or felt pens.
3.Sticks or twigs or some paper to draw a board.
What to do:
1.Decide which mini beasts you want to use and colour your pebbles to make them into the mini beasts, 5 of each kind.
2.Lay out your sticks or draw your base like this
How to play:
1. Each player takes it in turns to put their mini beasts into the grid.
2. The first player to put 3 mini beasts in a line on the grid is the winner!
You can play on paper or with other sets of things you can find ot make.
Make Some Rabbit Soup
What do you think rabbits like to eat? What things would you put in rabbit soup? Find some things for your soup, these can be things you find inside or out in the garden.
Draw 4 things you would use in the squares.
Mix your ingredients together with some water. Draw your soup.
Who lives in your garden?
Can you find:
Something with wings?
Something that hides under things?
Something that curls up?
Something else?
Make Some Worm Soup
What do you think worms like to eat? What things would you put in worm soup? Find some things for your soup, these can be things you find inside or out in the garden.
Draw your ingredients in the squares.
Mix your ingredients together with some water. Draw your soup.
Numbers Hunt
Cut out the numbers and hide them around the house, let your child go on a hunt to find them – ask them to shout the number out loud when they find it and tick it off on the recording sheet.
1 2 3 4 5
6 7 8 9 10
Timed treasure hunt
How quickly can you find things?
Use elephants to help you time yourself
Count 1 elephant = 1 second.
Shape pictures
Cut out the 2D shapes below and use them to make
- A tree
- A house
- A boat
- A car
- A truck
| c | a | t | r | y |
|---|---|---|---|---|
| o | p | l | a | k |
| a | n | t | b | b |
| s | k | d | b | i |
| s | f | n | i | r |
Can you find:
ant bird cat dog mouse rabbit | 1,961 | 1,275 | {
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TEXAS PUBLIC POLICY FOUNDATION
FAQ: How will ESAs help special education Students?
Introduction
ESAs help students who receive special education (sp. ed.) services by matching them to schools and supports that best serve their needs. Key programs show that ESAs help sp. ed. students achieve their full potential.
Number of Special Education Students, by Diagnosis (2020-21 School Year)
Current Needs and Services
It is important to begin with an accurate understanding of the diagnoses and needs of sp. ed. students in Texas. In the 2021-2022 school year, 82% of sp. ed. students learned in a general education setting for more than half of the day, with 54% of students progressing in a fully mainstream arrangement. Almost one-third of Texas sp. ed. students have a specific learning disability, such as dyslexia, dysgraphia, or dyscalculia.
With the right support, most students receiving sp. ed. services can achieve on grade level. As Commissioner Morath testified in 2022, 80% of all sp. ed. students can be fully working on grade level with the right support.
Missed opportunities
Unfortunately, in the 2021-2022 school year, 25% of students receiving sp. ed. services were on grade level in reading and 23% in Mathematics. This is well below the rates of non-sp. ed. students, 56% of which are on grade level in reading and 45% in Mathematics, and it is nearly the inverse result of what Commissioner Morath observed is possible for students receiving sp. ed. services.
Parents of disabled children want, need, and deserve higher-quality opportunities.
Percent of Texas Students on Grade Level (2021-22 School Year)
parent-directed grants
Texas has already seen the results of empowering families with special needs through the Supplemental Special Education Services (SSES) grant. SSES offers a one-time grant of $1,500 to $5,000 for sp. ed. students. Established by the legislature in 2021, Texas families responded enthusiastically, with parents of over 100,000 students applying for a grant. By April 2022, the SSES program had awarded 60,845 accounts. In post participation surveys, 97% of families reported that the goods or services funded by SSES helped their child meet their learning goals.
Funding prior to the 88th Regular Session could support 72,600 students, and 32,764 students had been waitlisted by June 2023. In response, the legislature removed SSES' sunset date and provided $93 million to continue the program.
Florida's ESA
A larger scale program is the Family Empowerment Scholarship for Unique Abilities, which is an ESA available to Florida students with a qualifying diagnosis, such as cerebral palsy, Down syndrome, or a hearing impairment. In the 2022-23 school year 69,500 students participated in the ESA program.
Participanting parents can use their child's ESA to select a variety of tuition, tutoring, specialized services, and curriculum options. Parents spend an average of 70-80% of the ESA on tuition and the remaining amount on other goods and services.
"The SSES program was extremely beneficial. It made it possible to get my child the learning materials needed to bridge the gap between school and at home learning."
-SSES Parent
Protections under federal law
Federal law aims to provide two key protections to students with disabilities. First is Child Find, according to which public schools must find and evaluate any child in the community who may have a disability. Second is Free & Appropriate Education, which requires schools to develop a plan to support students with a disability.
Federal law offers a legal minimum, but this not ideal for all students. ESAs are an additional opt-in program that provide access to more quality options.
With ESAs, parents collaborate directly with teachers, tutors, and therapists to provide their child the services they need, when they need them. | 1,748 | 824 | {
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HMS Pomone
On 11 October 1811, HMS Pomone, a 5th Rate 38-gun 1,076-ton frigate with a crew of 284, was lost near the Needles. She had been built in 1805 (the year of the Battle of Trafalgar) and had fought successfully against the French in the Mediterranean under Captain Robert Barrie. Her greatest success was at the Battle of Sagone Bay, where Pomone led three frigates into the Corsican harbour, fighting two French frigates, an armed merchantman, and a barrage of fort and shore artillery. By nightfall, the three French ships were burnt wrecks, and the fort had been silenced.
In 1811, Captain Barrie was ordered home to repair the battle-scarred frigate; in addition, he was carrying intelligence from Sardinia, which needed to be taken to Westminster as soon as possible. Also, on board Pomone were the British Ambassador to Persia, Sir Harford Jones, who was retiring, and some Arab stallions, which were a present from the Shah of Persia to King George III. Trinity House had built three lighthouses around the Island's shores in 1785. One was at the Needles, on the cliff 500 feet above Scratchells Bay; one was at St Catherine's near the Pepper Pot and one at Hurst Castle.
Pomone set course through the narrow Needles Passage, with the ship's Master, James Sturrock, at the helm. It was a misty day, and Sturrock mistook the light at the Needles for the light at Hurst Castle. Barrie, at the front of the ship, was able to see Hurst Lighthouse, and realised Sturrock's mistake. The wheel was spun, but too late. Two minutes later Pomone struck. The crew approached Captain Barrie and asked permission to cover the figurehead in black cloth, and Barrie accepted that his ship was a wreck. Luckily, the sea was calm, and the crew were saved.
Over the next three days the ship's cannon, masts, cargo and valuables were all salvaged, with the Shah's horses manhandled out through the gun ports. The Court Martial severely reprimanded Sturrock, and Barrie was relieved of all responsibility.
In 1969, Derek Williams discovered the remains of Pomone, and the ship is now a Protected Wreck Site.
Sources: "The Wrecks of HMS Frigates Assurance (1753) & Pomone (1811)". Bingeman, Simpson & Tomalin. ISBN: 978-1-78925-6377-6
Illustration: HMS Pomone, from a colour lithograph by T. G. Dutton, after a painting by G.F. St. John | 993 | 589 | {
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Reading is a priority across the whole curriculum. We strive to provide language rich environments and a curriculum where children actively engage with high quality vocabulary.
| How we implement this in Music | Impact of this |
|---|---|
| Music glossary is in place in all pupil folders. | |
| 6 aspects of disciplinary literacy present in Music lessons include… 1. Reading Music notation 2. Reading Musical signs 3. Reading Musical symbols 4. Reading Lyrics in song and orchestral scores 5. Interpreting conducting gestures and cues 6. Dictation of both pitch and rhythm | |
| Music staff engage in CPD related to literacy in general, reading and development of disciplinary literacy. Explicit vocabulary instruction – such as etymology and morphology. Using reciprocal reading strategies - questioning, clarifying, summarising and predicting. Incorporating disciplinary literacy into the curriculum (6 ideas listed above) Modelling the use of new vocabulary in class - via such as Frayer models, prefix/suffix of the fortnight, false friends. | Training in reading and disciplinary literacy strategies. Etymology and morphology of words explicitly taught via such as Italian terms or Greek/Latin prefix/suffixes. Written and spoken use of Tier 2 and 3 vocabulary. Observation feedback. Increasing pupils’ understanding and enjoyment of the texts they read Enabling pupils to read, write, listen, think critically, and communicate their musical ideas more successfully. Pupils increase their vocabulary and their ambition levels in written and spoken English. Feedback from pupil surveys about Tier 1-2, Tier 3, Frayer models, prefix/suffix of the fortnight is as follows… (taking away the ‘don’t know’ option, all data is at least 85% agree/strongly agree) Use of Tier 2 vocabulary will help me in later life - 86% I feel confident using Tier 3 vocabulary - 61% Frayer models help me learn etymology and definitions - 56% |
Marking and feedback – use of 'V' code for the pupil to move their vocabulary from tier 1 to tier 2 and 'Sp' code for spelling corrections.
Reference in Schemes of Learning to the specifics of which what language is to be taught and how that will happen.
Reference to the prefix/suffix of the fortnight in Music lessons is helping me broaden my vocabulary - 75%
Improvement in pupils' literacy skills and levels of ambition in the language they use.
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Book '
Lycaenidae family
Wattle Blue
Theclinesthes miskini miskini
Also known as: Miskin's Blue
Abundance in Adelaide area: Rare
Flight: Oct–May
Wingspan: m 22 mm; f 22 mm
Mature larva length: 12–13 mm
The Wattle Blue is rare in the suburbs but can be locally common in the Adelaide Hills. It breeds on Acacias and likes the presence of ants. These ants attend the larvae.
Caterpillar food plants: Usually wattles. The caterpillars eat new leaf growth.
Golden Wattle
Adelaide native species:
(Acacia pycnantha).
Other South Australian species: Elegant
Wattle (Acacia victoriae ssp. victoriae).
While common in northern areas of the state, the Wattle Blue is far rarer in the Adelaide region. As its name suggests, the caterpillars of this species feeds upon various Wattle species. The adults are normally seen flying close to areas that have large stands of its caterpillar food plants, with the males being attracted to flowering shrubs and prominent high points, such as hill tops, small isolated trees, etc., around which they fly rapidly.
The males are a mid violet-blue in colour on the upper side. The females tend to be a little more blue in colour, with broad brown margins and have a prominent black spot positioned near the tail.
Underneath, the background colour is greyishbrown. There are slightly darker, descending, transverse brown markings edged in white on both wings. Between two spots, a small tail is
produced from the outer margin of the wing. This eyespot and tail are common in many blue butterflies throughout the world. It creates the appearance of an artificial 'head' which induces predators to the attack the wrong end of the butterfly, tearing the wings, but leaving the insect alive.
The oval shaped caterpillar is well camouflaged on the flower buds and on the new foliage of the Wattles it feeds on. It can be green, yellow or purple-brown—even red caterpillars have been noted. It has a darker band down the back, edged in yellow.
The ovate pupa is pale brown mottled with darker brown. It is hidden in cracks in the trunks of the wattle tree hosts or in leaf litter caught in branch forks or surrounding the host plant.
Although the butterfly is not common in the Adelaide area, the Wattle host plants will attract several other more common butterflies and may also attract this species.
available now! Visit www.butterflygardening.net.au for details.
Attracting butterflies to your garden' | 975 | 555 | {
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PSHE LEARNING JOURNEY
Year 7
Year 8
By the end of year 7 your child will have learnt the following. The curriculum will be delivered on a weekly basis throughout the year in PSHE, Science, English and Physical Education lessons as well as assemblies.
By the end of year 8 your child will have learnt the following. The curriculum will be delivered on a weekly basis throughout the year in PSHE, Science, English and Physical Education lessons as well as assemblies.
PSHE LEARNING JOURNEY
Year 9
Year 10
By the end of year 9 your child will have learnt the following. The curriculum will be delivered on a weekly basis throughout the year in PSHE, Science, English and Physical Education lessons as well as assemblies.
By the end of year 10 your child will have learnt the following. The curriculum will be delivered on a weekly basis throughout the year in PSHE, Science, English and Physical Education lessons as well as assemblies.
| Physical, mental health and wellbeing | Testicular cancer Breast cancer Depression Men’s mental health Social media Unhealthy coping strategies - eating disorders Stress |
|---|---|
| Relationships education | Coercive control Harassment - Is it a compliment? Consent Hate crimes Unwritten gender rules Re-writing relationship rules Conflict management County lines Breaking the bias |
| Careers | Apprenticeships Skills for employment Teamwork |
| Citizenship | Unconscious bias MPs Money laundering |
| Wider … | How to be inclusive Children's mental health week International women’s day Autism Awareness Drowning prevention Young Carers awareness National careers week Refugee week |
PSHE LEARNING JOURNEY
Year 11
By the end of year 11 your child will have learnt the following. The curriculum will be delivered on a weekly basis throughout the year in PSHE, Science, English and Physical Education lessons as well as assemblies.
PSHE LEARNING JOURNEY
Sixth Form
By the end of sixth form your child will have learnt the following. The curriculum will be delivered on a weekly basis throughout the year in PSHE, Science, English and Physical Education lessons as well as assemblies.
| Physical, mental health and wellbeing | Alcohol and drug misuse Cancer and how to prevent Managing mental health General health and wellbeing |
|---|---|
| Relationships education | Sexual coercion - informed consent Sexual health Racial toxicity Crime and your behaviour Fake news and the control of the media Destructive behaviours - gambling Online behaviour |
| Careers | Post 18 choices Choosing universities Rights and responsibilities at work Writing a CV Apprenticeships |
| Citizenship | Managing money - budgeting Debit and credit cards Voting Legal registrations Housing and mortgages | | 1,336 | 562 | {
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Leintwardine Endowed CE Primary School Learning Journey Itinerary
'Letting Our Light Shine'
SUBJECT : History
YEAR : A TERM : Spring 1
YEAR GROUPS : 3/4
Key Question: Why were the Romans so powerful? (Including how they shaped Leintwardine)
Previous Knowledge – We would expect children to already be able to:
Create a timeline using dates.
Explain the order of Stone Age, Bronze Age and Iron Age.
Know the difference between BC, AD, BCE and CE
Explain that the Iron Age are also know as the Celts.
END OF UNIT OBJECTIVES
Some children will not yet have met what is expected and will show that they are emerging because they can:
- Know that the Romans came to Britain after prehistory and during the Celtic rule.
- Know that the Romans had an empire.
- Know that Romans came from what is now Italy.
- Know that the Romans invaded and conquered Britain.
- Know that the Romans had an emperor.
- Know that Romans lived differently to Celts.
- Know Romans used Roman numerals.
- List different Roman armour and weapons.
- Know that Romans built lots of settlements across Britain, including Leintwardine.
ASSESSMENT OPPORTUNITIES
Kahoot quizzes.
End of unit test.
Work in text books
In lessons observations and questioning.
ENRICHMENT OPPORTUNITIES
SUBJECT SPECIFIC VOCABULARY
CROSS-CURRICULAR LINKS
Most children will show that they have reached the expected level because they can:
- Know that the Romans came to Britain after prehistory and during the Celtic rule.
- Explain what an empire is and describe the Roman empire.
- Know that Romans came from what is now Italy.
- Know that the Romans invaded and conquered Britain and explain why they might have done this.
- Name different Roman emperors.
- Know that Romans lived differently to Celts and describe what a normal day as a Roman might be like.
- List different Roman armour and weapons.
- Know Romans used Roman numerals.
- Know that Celts were kept as slaves by the Romans.
- Explain why Romans and Celts fought and name a Celtic leader who led a rebellion.
- Know that Romans built lots of settlements across Britain, including Leintwardine.
Some children will have gone beyond the expected level and will show that they are exceeding because they can:
- Know that the Romans invaded Britain during the Celtic rule.
- Explain what an empire is and describe the Roman empire, listing countries which were in the empire.
- Know that Romans came from what is now Italy.
- Know that the Romans invaded and conquered Britain and explain why they might have done this.
- Name different Roman emperors and express their opinion about them.
- Know that Romans lived differently to Celts and describe what a normal day as a Roman might be like.
- List different Roman armour and weapons.
- Know Romans used Roman numerals and spoke in Latin.
- Explain why Romans and Celts fought and name a Celtic leader who led a rebellion.
- Know that Celts were kept as slaves by the Romans.
- List other Roman settlements around Britain.
- Know that Romans built lots of settlements across Britain, including Leintwardine. | 1,381 | 668 | {
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Volume 40 Issue 2
2019
Snail & Worm Again
Kaley Durney
Follow this and additional works at: https://scholarsarchive.byu.edu/cbmr
BYU ScholarsArchive Citation
Durney, Kaley (2019) "Snail & Worm Again," Children's Book and Media Review: Vol. 40 : Iss. 2 , Article 202. Available at: https://scholarsarchive.byu.edu/cbmr/vol40/iss2/202
This Book Review is brought to you for free and open access by the Journals at BYU ScholarsArchive. It has been accepted for inclusion in Children's Book and Media Review by an authorized editor of BYU ScholarsArchive. For more information, please contact firstname.lastname@example.org, email@example.com.
Children's Book and Media Review
Article 202
Author
Illustrator
Tina Kugler
Tina Kugler
Reviewer
Rating
Kaley Durney
Excellent
Preschool, Primary
Level
Pages
Year
32
2017
Houghton Mifflin Harcourt
Publisher
ISBN
9780544792494
Published by BYU ScholarsArchive, 2019
Snail & Worm Again Book Review
Snail's Wings is the first short story in the book. Snail thinks he grew a wing and is excited to show Worm. Worm, however, is not excited because he thinks Snail is going to fly away. Snail's wing eventually flies away without Snail, but he's not sad because he gets to stay with Worm. The Mirror is the second short story in the book. Snail thinks he's found a mirror because it has such a handsome face on it. When worm comes over they start going through the characteristics on the mirror, which is actually a penny. They determine that it is a mirror for Worm because he is so handsome like the mirror. Sad is the third short story in the book. In this story, Snail feels sad about his shell, and he wants it to be shiny, orange, and have stripes. Worm helps him see that his shell is all of those things. Once Snail realizes those things, he is happy.
This book is similar to a graphic novel because there are multiple pictures on a page and the dialogue is usually above or below the characters. The conversations are easy to follow and the illustrations help the reader understand the emotion that the characters feel. The illustrations are simple and fun. There is not a lot of variety in the colors of the illustrations, but the colors they do use are bright and engaging. Snail and Worm are not the smartest creatures, which makes the stories funny and entertaining for young readers. Their stories have simple objects, and the characters interact with them in unusual and silly ways. This book great in teaching kids about friendship. It teaches that two people can have differences or different perspectives and they can still be friends and support each other. Overall, this is a fun book for young readers.
1 | 1,147 | 626 | {
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Cycling in East Sussex: Avenue Verte Route Guide
Ashdown Forest & Crowborough circular
This route and the Forest Way route (Map 5) both describe a circle around Crowborough on roads across the High Weald, an area of old rocks revealed by the erosion of the huge chalk cap that used to cover the whole of Southern England millions of years ago. This is not a ride for the faint-hearted – if it's not up, it's down on a maze of Sussex lanes.
Groombridge – Duddleswell
Leaving Groombridge on National Cycle Network Route 21 (NCN 21) you soon join the B2188 just past Motts Hill as you head south through Five Hundred Acre Wood, made famous in the 'Winnie the Pooh' books.
The lush pastures and woodland give way to a landscape of gorse and ferns as you climb up through Ashdown Forest but you will eventually be rewarded with a fabulous descent, offering an opportunity to stop for refreshments near to Duddleswell.
Fairwarp – Butchers Cross
Turning off the B2026 at Fairwarp takes you on to a series of much quieter lanes, past many fine tilehung houses. Watch out for the decorated crests of Oldland Hall, just before dropping down through the Ford and up through woodland towards Butcher's Cross.
Butcher's Cross – Eridge
Having negotiated the A267 at Butcher's Cross you rejoin NCN 21 along what's known as Avenue Verte, the Anglo-French cycle route from London to Paris. Continuing north through the quaint villages of Rotherfield and Blackdon via
2
a rough gravel track will eventually bring you towards the village of Eridge near the Kent border.
Places of Interest →
Rotherfield The first reference to Rotherfield is in AD792, when Duke Berthoald bequeathed a church on his estate of Ritheramfeld . The church was dedicated to Saint Dionysius, a French saint to whose monastery Berthoald had made a pilgrimage in order to have his illness cured. The original wooden church was replaced in the 11th century by a stone structure, with additions in the 12th, 13th and 14th centuries. By this time the dedication to St Dionysius had been corrupted to St Denys.
Ashdown Forest The largest and best-preserved area of heathland in the South East. Once the hunting playground of kings, today it is an area of open access where you can wander freely.
A closer look at the High Weald's 'routeways' reveals a unique, radiating network – created by farmers moving their pigs to the woodland for fattening in autumn. These drove routes are now preserved as footpaths, bridleways and roads – and are often deeply sunken from centuries of use. In 1086, when the practice was already past its peak, Domesday records indicate that around 150,000 pigs would have been driven to and from the woods of the High and Low Weald annually. That's 30,000 more than the total human population of the High Weald today! However, with their heavy clay soils and steep slopes, many High Weald meadows have never been ploughed up to grow crops. Compared to many areas of Britain, the High Weald Area of Outstanding Natural Beauty (AONB) still has a relatively large number of ancient, undisturbed, wildflower-rich hay meadows and pastures. These unimproved grasslands are some of our most important habitats for wildlife conservation, supporting a huge range of grasses and wildflowers which are home to a wide variety of insects and other creatures.
Starting point
Eridge
Distance
29 miles / 47 kilometres
Off road/rough sections
There is a ¾ mile gravel section alongside the A26 to the northeast of Eridge Station
3
Grade
Strenuous, with over 800 metres of climbing
Major climbs
Eleven climbs of 40-150 metres, the longest takes you to the top of Ashdown Forest and the High Weald on Black Hill
Refreshments
Eridge Station, Friars Gate (on the B2188), Duddleswell, Fairwarp, High Hurstwood, Rotherfield
Tourist Information Centres
Royal Tunbridge Wells: 01892 515675
712040
Ashdown Forest Llama Park: 01825
Cycle Hire and Shops
Forest Row:
Future Cycles:
01342 822847
Cycling in East Sussex
Ashdown Forest & Crowborough circular
Avenue Verte
Cartography © CityCycle Guides | 1,801 | 965 | {
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Kindergarten News February 17-21, 2020
Mrs. Maurer's Class
Upcoming Events:
Feb. 17: Great
Americans Day; No School (snow makeup day if needed)
March 2: Dr. Seuss's birthday! We will be reading a lot of Dr. Seuss stories and doing a lot of fun activities to celebrate my favorite author during the month of March.
March 23-27:
Spring Break
*We will have a Student Teacher beginning March 2! We would like to welcome Mr. Linton to our classroom.
Special Classes
Monday & Tuesday:
Music/P.E.
Wednesday: Art
Thursday: Computer
Friday: Library *Library books are due on Wednesdays.
Reading:
Theme: Then and Now
This week’s letter/s: review letters Ii, Pp, and Yy
This week's sight word/s: good
Vocabulary words: change, law
Stories for the week
Classroom stories: Changing Laws; Changing Lives: Martin Luther King Jr.: retelling, review: character, setting, author, illustrator, fiction or nonfiction, see/think/wonder, close reading
Take home story: The Past and Now (This story will not come home until next Friday so we can practice reading it at school this week. Please read this story with your child. A new one will come home each week on Fridays.)
We will have our sixth spelling test next Friday! List number 6:
1. cap 3. map 5. rap
7. tap
9. me
2. lap 4. nap
6. sap
8. zap
10. with
Math:
Review 2 Dimensional and 3 Dimensional shapes
Review addition and subtraction within 10
Counting to 100 by ones and tens
Counting to 50 by fives
Extra Notes:
Extra Notes *It's almost report card testing time again! Some things to practice at home would be: sight words, letters and sounds, saying the months and days of the week, clapping syllables in words, rhyming words, counting to 100 by ones and tens, recognizing numbers to 20, number words zero-ten, 2D and 3D shapes, and also addition and subtraction within 10.
*We have completed our second round of NWEA testing. I will be sending the results home soon. I have done a class ranking so you can see where your child fell in regards to the rest of the class. If you have any questions, please do not hesitate to contact me!
Have a great weekend!
Mrs. Maurer | 1,012 | 573 | {
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Stage III: 3-5 Intermediate – High Intermediate ELL READING
Print Concepts
Standard – The student will demonstrate understanding of print concepts of the English language.
B-2 Identify paragraphs and their distinguishing features (e.g., indentation of first word, topic sentence, supporting sentences, concluding sentences, etc.). (III-R-1:B-2)
HI-3: Evaluate the usefulness of various print sources based on the organizational features for a given task. (math, science, social studies) word, topic sentence, supporting sentences, concluding sentences, etc.). (III-R-1:HI-3)
HI-4: Alphabetize a series of words. (math, science, social studies) (III-R-1:HI-4)
Phonemic Awareness/Decoding
Standard – The student will identify and manipulate the sounds of the English language and decode words, using knowledge of phonics, syllabication, and word parts.
HI-1: Orally produce new words by manipulating initial, final and medial sounds in single-syllable words. (III-R-2:HI-1)
HI-3: Segment syllables in multi-syllabic words. (III-R-2:HI-3)
HI-4: Blend isolated phonemes to form multi-syllabic words, using r-controlled vowel sounds, digraphs, and diphthongs (/t/.../i/.../g/.../er/ makes tiger). (III-R-2:HI-4)
HI-5: Generate a series of rhyming words. (III-R-2:HI-5)
HI-6: Produce a new word when a specific grapheme is changed, added, or removed. (III-R-2:HI-6)
HI-7: Apply knowledge of spelling pattern exceptions (math, science, social studies) (III-R-2:HI-7)
HI-8: Apply knowledge of syllabication rules when decoding unfamiliar words in context. (math, science, social studies) (III-R-2:HI-8)
HI-9: Apply knowledge of inflectional forms of words in context. (math, science, social studies) (III-R-2:HI-9)
Stage III: 3-5
Intermediate – High Intermediate ELL READING
HI-10: Apply knowledge of affixes to words in context. (math, science, social studies) (III-R-2:HI-10)
HI-11: Read high frequency words. (math, science, social studies) (III-R-2:HI-11)
HI-12: Read contractions. (III-R-2:HI-12)
HI-13: Use word order (syntax). (science, social studies) (III-R-2:HI-13)
Fluency
Standard – The student will read with fluency and accuracy.
HI-1: Read aloud passages from unfamiliar content area text with fluency. (i.e., accuracy, appropriate phrasing, and attention to punctuation) (III-R-3:HI-1)
Comprehending Text (Fiction/Non-Fiction)
Standard – The student will analyze text for expression, enjoyment, information, and understanding.
HI-1: Compare and contrast fiction with nonfiction. (math, science, social studies) (III-R-4:HI-1)
HI-2: Generate and confirm predictions about text for accuracy. (III-R-4:HI-2)
HI-3: Answer literal (i.e., Yes/No, who, what, where, when, why, which and how) and/or personal response questions about text. (math, science, social studies) (III-R-4:HI-3) | 1,537 | 780 | {
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