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Cambridge IGCSE ™
ENTERPRISE
Paper 1
INSERT
INFORMATION
* This insert contains the case study.
* You may annotate this insert and use the blank spaces for planning. Do not write your answers on the insert.
0454/13
May/June 2021
1 hour 30 minutes
Millie's boat trip enterprise
The background
Millie lives in an area of a country which has miles of beautiful coastline and nearby islands. Her father, a fisherman, taught Millie the basics of sailing and how to maintain boats. Millie continues to enjoy sailing in her leisure time.
Millie currently works in a tourist office. She enjoys helping people but dislikes working indoors. Part of Millie's job is to give tourists the details of local boat owners who offer day trips. As a result, she has become good friends with some of the boat owners and they allow her to borrow boats to sail for a small fee.
The idea
Millie's friend, Keisha, had invited her to a party she was organising on a local island. Keisha had intended to hire a boat to sail herself and her friends to the island. Keisha asked if Millie could suggest a boat owner who would be able to do this. Millie had offered to sail Keisha and her friends to the island. The trip was successful, and some of the guests asked Millie if she would sail boats for them. The guests were willing to pay Millie to do this.
Soon Millie was spending all of her leisure time taking paying customers on sightseeing boat trips. She had become an entrepreneur.
Millie did not own a boat, and therefore she needed to pay to rent one from a local boat owner for each sightseeing trip. Renting a boat reduced the amount of profit she could make on each trip. She began to wonder if it would be worth taking the risk and buying her own boat. If she owned a boat, she could operate her boat trip enterprise full time and leave her job at the tourist office. She decided to do some research.
The research
First Millie researched the price of a boat. Then she asked the local boat owners about any other related costs. They told her that as well as the usual enterprise costs, the government required all boat owners to pay for insurance in case of accidents to their customers. Table 1 shows the costs she was given for operating in her first year.
Table 1
Millie calculated the revenue per boat trip would be US$30.
One boat owner, Kyle, reminded Millie to consider the cost of marketing communications. He also reminded Millie that government policies could change and she would need to ensure that she was always fully aware of the current laws and regulations. Any change could have an effect on the success of her enterprise.
The finance
After calculating all of the costs, Millie realised that if she gave up her full‑time job she would not be able to afford to buy and operate a boat. She had limited savings and so would need additional funds.
A bank loan would be a possibility but that would require her to write a business plan. Millie thought that this would be too time‑consuming. She decided to continue renting boats for her enterprise.
Millie told her friend Keisha about her decision. Keisha asked Millie if she had considered crowdfunding, a government grant or trade credit as sources of finance. Although Millie had heard of these sources, she was not sure how they worked. Keisha provided an explanation.
The decision
While Millie was considering the best source of finance, Kyle contacted her. He explained that he intended to expand his boat service enterprise and asked if she would be willing to work for him. Kyle knew that Millie had the practical skills needed and that she was popular with customers.
Millie knew that working for Kyle would provide a regular income, as he had many loyal customers. She was confident that she could help Kyle's enterprise to become even more successful. However, Millie did not want to work as an employee. Instead, she suggested joining his enterprise as a partner.
Having operated for a number of years as a sole trader, Kyle was not sure that he wanted a partner. He agreed to consider her suggestion and meet with Millie in a week's time.
BLANK PAGE
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To avoid the issue of disclosure of answer‑related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge Assessment International Education Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cambridgeinternational.org after the live examination series.
Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University of Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge. | 1,883 | 1,055 | {
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Copy ___ of 6
Back cover photos (clockwise):
John Stone with his class; John Stone's house; Boxing day sleep-in with his Mum, Uncle, and Grandpa; John Stone with his sister and a balloon friend
Forward
John Stone fi rst heard about the Wizard of the Sun at his new school.
All the children sang about the Wizard every morning.
He didn‛t understand all the words but John Stone knew he would like to meet this Wizard.
John Stone was very sure he would fi nd out more about this Wizard if he kept going to school.
So each morning he climbed into the big yellow school bus with a mix of fear and excitement. Fear – because everything was strange to him. Excitement – because this might be the day he would meet the Wizard.
It was comforting that his big sister climbed on the bus with him – even if she was focused on reading her book. She was in grade four and read wherever she went so it was just normal.
One day when the teacher was introducing them to mathematics she pointed to the numbers lining the blackboard. Each one of the numbers was above a small group of frogs.
John stretched his arm up higher than all the other children since he wanted to be the one to count the frogs.
"Jean Pierre" said the teacher – and he knew it was his turn because that is what she always called him.
"One, two, three…" he began – all the way up to "ten". He fi nished and a big smile spread across his face.
"Ha, ha, ha" laughed all the children, "Ha, ha, ha"
John Stone sat down at his desk and for the fi rst time he cried at school.
His teacher came over to his desk, wiped his eyes with a big tissue, and patted his hair. Then she turned to the class and spoke to them – but he couldn‛t understand what she said.
He wondered if the Wizard of the Sun had as much trouble understanding the teacher as he did.
There were many things about school that he didn‛t understand.
John Stone tried to fi nd out about the Wizard from his friends at school.
He made a big circle with his arms to show that the Wizard had a big head – and he pointed to his T-shirt to show them how yellow he was.
He wiggled his fi ngers near his ears to show how the Wizard had wisps of fl ame instead of hair.
He hung out his tongue and panted like a dog to show that the Wizard was hot to touch.
He fl apped his arms out behind him and pointed to the red on his friend‛s shirt to show how the Wizard had a big red cape.
It didn‛t work. The children just shook their heads and shrugged their shoulders.
John Stone knew they didn‛t understand because that is what he had done over the last few weeks when he didn‛t understand.
John Stone already knew enough letters of the alphabet to recognize that the apple, the horse, and the owl were in the wrong order among the pictures lining the blackboard. Why was the horse so close to the beginning and the apple so far toward the end?
He couldn‛t understand why the teacher chuckled when he said "apple" as she pointed at the letter "A" with her long stick.
John Stone walked slowly back to his desk with big tears in his eyes. That is when he cried for the second time.
It was after this second time that he began to think he didn‛t like school. He also wondered if the Wizard liked school.
He was still thinking about it when he went home so he told his Mum.
She smiled, gave him a big hug and kiss, and then whispered in his ear. "Don‛t think about the bad times" she said "think about the good times at school."
It was hard to think about the good times but he tried.
He thought about the Wizard song they sang each morning. He liked to close his eyes while the children sang – and sometimes he imagined the Wizard was right beside him.
He thought about 'gymnastique‛ – the class where the gym teacher would explain things using his whole body. He jumped when he wanted them to jump, he ran when he wanted them to run, and he threw the ball to show how it was done.
John Stone thought about it all day long but couldn‛t think of any more good times.
After school he told his Mum that two good things weren‛t enough. His Mum said he had to go back to school anyway.
John Stone went back to school the next day – and the next – and the next. Each day he understood a few more words, each day he discovered a few more friends, and each day he learned a few more games.
No one knows for sure exactly when the bad times turned into good times.
Maybe it was when the teacher let him watch what the other children were doing when he didn‛t understand her instructions.
Or, maybe it was the day that 'Dave puis Alan‛ invited him to come and play at their house after school.
What we do know is that John Stone gradually decided not to go on looking for the Wizard of the Sun.
He knew that the Wizard would fi nd him and he was quite sure that when he did, it would be easier and easier to remember the good times that happened at school, and harder and harder to remember the bad times.
The End
Afterward
John Stone‛s parents think that this is the song they sang every morning about the Wizard of the Sun. But, they never did fi nd out for sure.
Soleil et lune bénissez le Seigneur Montagnes et collines bénissez le Seigneur Plantes de la terre bénissez le Seigneur Et vous, tous les animaux bénissez le Seigneur (d‛après Daniel 3 :75) | 1,759 | 1,242 | {
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CenterPoint Energy is facilitating this pilot program but is not the supplier, installer or servicer of the equipment and will have no contractual obligations regarding the equipment with any client choosing to participate in the pilot program. CenterPoint Energy makes no claims or endorsements regarding the unit's efficiency or effectiveness. | 1,559 | 680 | {
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English:
During this term we will be focussing on two different stories within our English theme of 'Migration and Movement.'
these books to support us in creating meaningful pieces of writing including:
Children will be exploring the stories 'The Arrival' and 'Leila and the Blue Fox.' We will use the knowledge learnt from
* Letters
* Character Descriptions
* Diaries
* Short Reports
* Extended Narratives and Pitches to the local council
Spelling Focus/Rules
* Ambitious Synonyms: Adjectives
* Homophones and near homophones
* Adjectives ending in –ant into nouns ending in –ance/-ancy
* Adjectives ending in –ent into nouns ending in –ence/-ency
* Hyphens: To join a prefix ending in a vowel to a root word beginning with a vowel.
Geography
Children will focus on Construction (electronics). They will study famous Entrepreneur, Corinne Vigreux.
D & T.
During the unit children will be able to:
Within 'How is climate change effecting the world?' Children will carry out an enquiry, focussing on real people around the world who are being impacted on by changes to weather patterns. Amongst other aspects children will understand:
* The difference between weather and climate.
* How climate change is different to global warming.
* Some of the changes being caused by climate change in different areas of the world.
* The climate of polar, temperate and tropical regions.
* How countries around the world are acting to reduce global warming.
* Research current methods of navigation.
* Program a microbit.
* Use CAD Software to create digital 3D models.
* Pitch product to an audience, with a focus on sustainability.
Maths: Children will focus on developing their conceptual understanding of: Place Value.
Children will also focus on arithmetic and applying those concepts in their reasoning.
Within Place Value Children will learn to:
* Numbers to one million
* Numbers to ten million
* Read and write numbers to 10,000,000
* Powers of 10
* Number line to 10,000,000
* Compare and Order
* Rounding numbers
* Negative Numbers
Science:
Within 'How are traffic lights managed?' children will learn about:
* The parts of an electrical circuit.
* Voltage and its effect on an electrical circuit.
* Identify and correct problems with a circuit.
* Build a set of traffic lights.
* Apply knowledge of conductors and insulators.
PSHE:
Through the Unit 'Being Me in My World' children will take part in various activities and discussions covering the following learning:
* Helping Others to feel welcome.
* Making our school community a better place.
* Everyone's right to learn.
* Caring about other peoples feelings.
* Working well with others.
Computing:
Music:
Within Music, children will be learning to:
* Listen to Green Onions.
* Play on chime bars.
* Improvise within Music.
* Understand musical terms for dynamic and tempo.
* Improvise a melody using the 12 bar blues.
Sikh Studies
Children will take part in Online Safety Activities before using our programme Purple Mash to learn about Coding.
Children will focus on Historical Gurdwaras in India.
Remember, children can log onto Purple Mash at home to get more familiar with the programme.
RE
Children will explore RE and the question 'What is the best way for a Muslim to show commitment to God?'
PE: Following our exciting new scheme, children will now develop their PE Skills across 2 units.
Invasion Games - Football
* Maintain Possession when dribbling.
* Move into and create space to support a teammate.
* Apply rules, skills and principles to play in a tournament.
Fitness
* To develop strength using bodyweight.
* To develop speed and stamina.
* To develop balance and coordination.
Panjabi:
Children will be learning to:
* Recap all 9 vowel sounds and all 7 sets of letter sounds.
* Learning about Guru Nanak Dev Ji's life and story in Punjabi.
* All About Me: Personal Identity.
* Children present information about themselves in speech and writing. | 1,816 | 850 | {
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NAME ___________________________________
The Kingdom Overthrown
Multiple Choice: Circle ALL the Correct Answers!
1. Josiah:
a) was a righteous king
b) had three wicked sons who reigned
c) died before the judgments of God on Judah d) was taken captive to Babylon
2 . Jehoahaz:
a) was the son of Josiah
c) was taken captive by Pharaoh, king of Egypt
b) was righteous like his father
d) reigned for 3 months
3. Jehoiakim:
a) was the son of Josiah
b) was wicked
c) was set up as king by Pharaoh, king of Egypt d) reigned eleven years
4. Jehoiachin:
a) was the son of Josiah b) was the son of Jehoiakim
c) reigned for 3 months d) was taken captive to Babylon
5. Zedekiah:
a) was the son of Josiah
c) was the last king of Judah
b) reigned eleven years
d) had his eyes put out
Short Answer
6. Which prophet in Jerusalem kept trying to make the people hear God's Word? _______________________
7. What was his message to Judah regarding Babylon?
_____________________________________________ _____________________________________________
8. What did Baruch write on the scroll?
_____________________________________________
9. What did King Jehoiakim do when they read him the words on the scroll? ____________________________
_____________________________________________
10. Where did they throw Jeremiah and who rescued him?
_____________________________________________
________________________________________________________________________
True or False
______11. Jeremiah was accused of betraying his country to the king of Babylon.
______12. Daniel and Ezekiel were taken captive to Babylon before the final fall of Jerusalem.
______13. The people of Judah were taken captive to Babylon for 100 years.
______14. The city of Jerusalem and the temple were burned.
______15. The next king of Judah will be Jesus.
Fill in the Blank
16. "I will remove ___________ also out of my sight, as I have removed ___________, and will cast off this city Jerusalem which I have chosen."
17. Josiah had ________ sons, who reigned after him. They all "did which was ______________ in the sight of Yahweh."
18. The names of Josiah's sons were _________________________, _____________________ and ____________________________.
19. The words of God on the scroll were words of ____________, but full of ________________ to any who listened carefully.
20. Finally in __________________ eleventh year, the besieged city, now gravely weakened by ___________________ of famine and fear, fell to Nebuchadnezzar.
Thought Question
21. What can we learn about the character of God from this lesson? Think about what happened to righteous Daniel and Ezekiel compared to what happened to the last 4 wicked kings.
___________________________________________________________________________ ___________________________________________________________________________ | 1,831 | 636 | {
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CARNALRIDGE PS HEALTHY FOOD POLICY
Carnalridge actively supports healthy eating and drinking throughout the school day. In our school we are committed to giving all our pupils consistent messages about all aspects of health to help them understand the impact of particular behaviours, and encourage them to take responsibility for the choices they make. As a school, we aim to promote the health and well-being of pupils, staff and visitors, supporting individual needs (cultural, ethical and medical) as appropriate. It is essential that we implement the school food policy as it relates to the Government school food regulations and to the National Healthy Schools Programme.
This policy document was produced in consultation with the entire school community, including pupils, parents, school staff, governors and local school nurse.
Aim
To ensure that all aspects of food and nutrition in school promote the health and well-being of pupils, staff and visitors to our school.
Objectives
Our objectives are to:
* To ensure that we are giving consistent messages about food and health
* To give our pupils the information they need to make healthy choices
* To contribute to the healthy physical development of all members of our school community
* To promote health awareness
Action
We will meet our objectives by:
* Through assemblies, in class discussion and with school council.
* Encouraging children to use personal water bottles on a daily basis. We ask parents not to send in fizzy drinks and we remind them that only water may be drunk during the school day.
* Providing a number of opportunities for pupils to develop their knowledge and understanding of health, including healthy eating patterns and practical skills that are needed to understand where food comes from such as shopping, preparing and cooking food
* Pupils' lunch boxes should offer balanced nutrition. Across a week, parents are encouraged to offer a variety of healthy foods. Parents and carers are regularly updated on our water and packed lunch policies through our school newsletter.
* Parents of those with special dietary requirements should provide school with adequate information to meet their needs and therefore we ask parents to respect this and refrain from sending in Birthday cakes/sweets.
* Special events such as Christmas parties in class are also times where food contributes to a sense of celebration and sharing. On these occasions foods other that fruit or vegetables may be offered, but staff will remind children that these are 'an occasional treat' rather than 'an everyday food'.
* Promoting a healthy breakfast club e.g. publicising club in school newsletter
* Linking with health promoting national events such as British Heart Foundation
* Food events-.e.g. having food related competitions and themed food days.
* Continuing professional development: sending relevant staff on a one day basic food hygiene course.
Monitoring and evaluation
We will monitor and evaluate progress through:
* Classes report on progress to the school council
* Curriculum: teachers identify food based topics in planners.
* Reviewing policy bi-annually in light of improvement and changes.
* Breakfast club: Staff reporting on the number of pupils using this service. Pupils, parents and teachers are given opportunities to express their thoughts about the club and the range of food provided.
* Food events are celebrated regularly through the school year | 1,437 | 650 | {
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English:
During this term we will be focussing on two different stories within our English theme of 'Ambition and Desire.' Children will be exploring the stories 'The Man Who Walked Between the Towers' and 'Robot Girl.' We will use the knowledge learnt from these books to support us in creating meaningful pieces of writing including:
* Letters of Advice
* Interviews
* Persuasive Speeches
* Debates and Character Comparisons
Spelling Focus/Rules
* Words with ending that sound like /shuhs/ spelt with –cious
* Words with ending that sound like /shuhs/ spelt with –tious or -ious
* Words with the short vowel sound /i/ spelt with y
* Words with the long vowel sound /i/ spelt with y
* Homophones and near homophones
Geography
Children will carry out an enquiry, to understand the key physical processes that shape the earth. Amongst other aspects children will understand:
Within 'How do volcanoes affect the lives of people on Heimaey?'
* The countries, major cities, rivers and mountains of Europe.
* The five main lines of latitude.
* The climate of Iceland compared to the UK.
* Why Hiemaey has volcanoes.
* How volcanoes are formed.
* The structure of a typical composite volcano.
* The benefits and disadvantages of living in close proximity to an active volcano.
D & T.
Children will focus on Mechanisms and design a PopUp book. They will study famous Designer, Colette Fu.
During the unit children will be able to:
* Design and Create a Pop-Up book.
* Hide mechanical elements with more layers.
* Use appropriate materials.
* Create a high-quality product suitable for a target user.
Maths: Children will focus on developing their conceptual understanding of: Place Value.
Children will also focus on arithmetic and applying those concepts in their reasoning.
Within Place Value Children will learn to:
* Numbers to 10,000
* Roman Numerals
* Numbers to 100,000
* Compare and order to 100,000
* Round within 100,000
* Numbers to a million
* Partition numbers to a million
* Compare, order and round within a million
* Negative Numbers
Science:
Within 'Why do objects fall towards the earth?' children will learn about:
* The life and work of Isaac Newton.
* The connection between air resistance and parachutes.
* An objects ability to resist water.
* Investigate levers, pulleys and gears.
PSHE:
Through the Unit 'Being Me in My World' children will take part in various activities and discussions covering the following learning:
* Helping Others to feel welcome.
* Making our school community a better place.
* Everyone's right to learn.
* Caring about other peoples feelings.
* Working well with others.
Computing:
Children will take part in Online Safety Activities before using our programme Purple Mash to learn about Coding.
Remember, children can log onto Purple Mash at home to get more familiar with the programme.
Music:
Within Music, children will be learning to:
* Listen to and appraise trumpet music.
* Understand fanfare and swing.
* Learn to hold and play a note on the trumpet.
* Understand how to play different pitches.
* Learn C, D and E.
Sikh Studies
Children will focus on the life of Bhai Kanaiya Ji and Bhagat Puran Singh Ji.
RE
Children will explore RE and the question 'What is the best way for a Hindu to show commitment to God?'
PE: Following our exciting new scheme, children will now develop their PE Skills across 2 units.
Invasion Games - Football
* Maintain Possession when dribbling.
* Move into and create space to support a teammate.
* Apply rules, skills and principles to play in a tournament.
Fitness
* To develop strength using bodyweight.
* To develop speed and stamina.
* To develop balance and coordination.
Panjabi:
Children will be learning to:
* Recap all 9 vowel sounds and all 7 sets of letter sounds.
* Reading and Writing sentences with powerful vocabulary.
* Labelling about seasons in Punjabi.
* Names of different seasons and colours. | 1,801 | 867 | {
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At-A-Glance: Ages 10-12 Prophets & Promises Part 2: Elijah - Malachi Unit 8, Lesson 38
The Prophet Isaiah
THE WELCOME
Lesson Aim: To know we all need Jesus as our Savior every day.
MEET & GREET: What sounds do you think we will hear in heaven?
GAME:
Sheep Gone Astray
THE WORSHIP THE GOD WHO IS FAITHFUL
Read Worship Scripture: Isaiah 6:1-3.
Sing songs and worship God. Bless and collect the offering.
Perform The Love Sub script or read storybook.
THE WORD THE SAVIOR WILL LIGHT THE WAY
Children sign note cards; place in Golden Bowl. Classroom Covenant.
Review: God sent Amos with a message to the Israelites.
Today, we will learn about the prophet Isaiah who lived near Jerusalem. Point to Jerusalem. God gave him visions and messages of hope about the coming Savior. Point to Isaiah (Circa 710 B.C.).
God gave Isaiah a vision of six-winged seraphs worshiping a holy God around His throne. He also gave Isaiah messages that were easy for people to understand and remember. By using examples of sheep and shepherds, darkness and light, and even familiar wildlife, God's warnings, choices, and promises are easy for us to remember today, too. Reveal Bible Story Scripture Reference: Isaiah 53:6; 45:22-23; 9:2, 6-7; 40:31. Find and Highlight Key Verse First: Isaiah 9:2. Pray.
THE WAY THE SAVIOR LIGHTS OUR WAY
What was the WARNING from Isaiah? (We have strayed like sheep.) What are some of the ways we wander from the Lord? Sometimes we wander when we are tempted, discouraged, or disappointed. Have you ever wandered away from God for any of these reasons?
someone who watches over and guides that sheep every day? In what ways can you trust Jesus as your shepherd every day?
What was the CHOICE we read in Isaiah? (Turn to the Lord.) If you have wandered from doing things God's way, imagine Jesus is your shepherd. He is calling you to turn and follow Him. It can be very difficult to make a change and turn to God. Encourage children to share ways they have strayed and then turned to God.
What was the PROMISE we read in Isaiah? (God will send His Son as Savior and King.) Why do you think Isaiah compares Jesus' coming to the coming of a great light?
CHRIST CONNECTION:
How does the "great light" Isaiah spoke about point to Jesus? Listen to what Jesus said about that great light for the people.
Reveal John 8:12. Find It First. Highlight. Read.
Isaiah uses the word "darkness" to mean life without God. Who is the Light of the World? (Jesus.) How is Jesus like a light to you? When we believe in Jesus as our Savior, He saves us once and for all time from a life forever separated from God. When we follow Jesus each day as a shepherd or as a light that shows us where to go, He saves us from making many of those wrong choices that are called sin. When has following Jesus helped you make choices that please God? What are some things you do that help you follow Jesus as your shepherd or your light? Let's take seven seconds of silence to picture Jesus shining a light to lead you down godly right paths and to help you make godly choices. Picture your life now and as you grow older as an exciting journey walking in this light. Pray.
THE GOLDEN BOWL: Pray for individuals. Pray the Lord's Prayer.
FINAL FIVE MINUTES:
* W 3 BETWEEN THE LINES Journal Entry #38
* TREASURE TREAT: Sheep wool
* OFFERING OF ART: Wandering sheep, light in the darkness, or the six-winged seraphs worshiping at God's throne
* PRAYER REQUESTS
* BIBLE MEMORY VERSE SONG
GOT TIME?
What are the ways a good shepherd cares for his sheep? (He feeds his sheep, rescues them from danger, helps them stay together, finds them when they wander away, gives them a place to rest, calms their fears.) When has Jesus cared for you in any of those ways? What is the difference between someone who saves a lost sheep one time, and
SNACK: Energy Snack
GAME: Stick the Sheep to the Shepherd
CRAFT: "Jesus Is Coming" Kaleidoscope
BIBLE MEMORY VERSE ACTIVITIES: Passing the Light, Kneel & Say BIBLE TIMELINE REVIEW
Prophets & Promises Unit 8, Lesson 38 ~ Ages 10-12 | 1,908 | 999 | {
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Potato late blight
What is it?
Potato late blight is an extremely serious plant disease caused by the pathogen Phytophthora infestans. It's an oomycete, which are often described as 'water moulds' and are closely related to algae, not fungi as originally thought.
Why is it important?
P. infestans was the pathogen that caused the Irish potato famine (1845-57); one of the worst disease epidemics in history. The pathogen destroyed the staple crop of the Irish population: the potato. This resulted in death of over a million people and the emigration of another million.
Image 1: P. infestans sporangia. Credit: Prof. Mike Shaw, University of Reading.
What are the symptoms?
P. infestans infects potatoes and tomatoes. In the early stages, dark spots appear on leaves and stems. Then, white mould appears under the leaves (Image 2) and the whole plant can quickly collapse.
Infected tubers develop dark patches that are brown beneath the skin and then rapidly decay into mush.
Image 3: P. infestans infected potato tubers. Credit: Rasbak, Wikimedia.
Research shows the P. infestans strain (HERB-1) that caused the famine is likely to now be extinct. The active strains today are increasingly variable and aggressive. P. infestans is still a threat to global food security causing worldwide losses of potatoes exceeding $5 billion annually.
How does it infect?
P. infestans produces spore pockets called sporangia (Image 5), which under wet and cool conditions release swimming spores called zoospores. Zoospores can move through water and soil, and over leaves to find new host plants.
When spores come into contact with a host plant they germinate, by forming a tube which can penetrate the leaf surface.
Image 5: P. infestans sporangia. Credit: Prof. Mike Shaw, University of Reading.
Image 6 shows P. infestans, which scientists have tagged with green fluorescent protein. P. infestans is growing from the leaf surface between the plant cells, sticking small feeding structures into individual cells as it grows towards the stomata, where the sporangia emerge. The chlorophyll in chloroplasts is red under UV light (smaller red blobs). The larger brighter red blobs are the plant cell nuclei.
Masses of white sporangia are blown to healthy plants and the disease cycle continues.
Potato tubers become infected when sporangia are washed from infected leaves into the soil. Potatoes form cracks and turn a brown colour. Bacteria enter and cause the potatoes to rot.
How does it survive?
P. infestans also produces oospores, which have thick walls and help the pathogen survive overwinter on dead plant material and in the soil. It's then ready to re-infect new crops when they're planted.
How does it adapt?
Oospores are sexual, and allow mating between different strains. This mating increases the diversity of the pathogen's genes; helping it to adapt to new conditions and changes in host plants.
Which conditions?
Potato farmers keep a keen eye out for these ideal conditions to prompt them to try to stop the disease. They can use prediction and monitoring programmes to tell them when there's a high disease risk.
In ideal conditions, P. infestans can complete its life cycle in just five days. Sporangia start to form when temperatures are above 10°C and humidity is over 75% for more than two days. Rain washes spores from infected leaves into the soil; where they infect potato tubers. Wind can help spread spores over long distances.
What can stop it?
Farmers can try to avoid the disease by removing and destroying infected potato tubers and planting disease free seeds.
1. Farming practises
2. Fungicides
3. Resistance
Fungicides can be used to prevent infections. The choice of fungicide depends on the strains of P. infestans that are found locally. However, spraying fungicides can be expensive and there is concern that some P. infestans populations could be becoming resistant to some fungicides.
Potatoes resistant to P. infestans are ideal. Unfortunately, there are many P. infestans strains and so it's difficult to produce a potato which is resistant to all strains.
Created by...
Created by the BSPP (2014). More resources available on the BSPP site: www.bspp.org.uk. | 1,762 | 941 | {
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Southwestern Willow flycatcher
The southwestern willow flycatcher (SWFL) was designated by the U.S. Fish and Wildlife Service as endangered on February 27, 1995. The willow flycatcher is one of 10 subspecies in the genus Empidonax (meaning gnat or mosquito king). Willow flycatcher subspecies are distinguished by subtle differences in color, morphology, and genealogy. The SWFL subspecies is generally paler in color and considered grayish olive or pale grayish green. It is approximately 15 cm (5.75 in) long, and weighs approximately 12 g. It has a grayish-green back and wings, whitish throat, light grey- olive breast, and pale yellow belly. Two distinct wing bars are visible on the greater coverts, and an eye-ring is either absent or very faint. The upper mandible is dark, while the lower mandible is pale to yellowish.
The historic breeding range of the SWFL included southern California, southern Nevada, southern Utah, Arizona, New Mexico, western Texas,
travels between breeding areas in the United States to wintering grounds in Central and South America. Migration flyways include major river corridors and their tributaries such as the Gila River, Rio Grande River, and the lower Colorado River.
southwestern Colorado, and extreme northwestern Mexico. According to the critical habitat designation for SWFL, the current occupied geographic area crosses six southwestern states including southern California, southern Nevada, southern Utah, southern Colorado, Arizona, and New Mexico. When SWFL was listed as endangered in 1995, populations were estimated at 350 territories. Through an increase in survey effort, that number has increased to over 1000 territories. This neo-tropical migrant
The southwestern willow flycatcher is a small neotropical migrant that primarily lives along riparian corridors in dense trees and shrubs. These riparian habitats are associated with rivers, wetlands, lakes, and reservoirs. Surface water and/or saturated soil is typically present at least seasonally, and in most cases year round. The SWFL breeds across the lower southwestern United States from May through August. SWFL typically arrive on the breeding grounds between early May
and early June. The SWFL breeds in dense riparian vegetation near surface water or saturated soil, across a large elevational and geographic area. The majority of failed nests are due to depredation, and parasitism by brown-headed cowbirds, which increases the stress on a species already endangered. The SWFL is an insectivore that hawks insects while in flight, gleans insects from foliage, and occasionally captures them from the ground. Flycatchers forage from within the habitat or above the canopy, above water, or glean from trees and herbaceous cover. The main diet of the flycatcher consists of small to medium size insects such as true bugs, wasps and bees, flies, beetles, butterflies and caterpillars, and spiders. The flycatcher can exploit a diverse array of insects depending on availability within the habitat. | 1,282 | 632 | {
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Topic: Cultural Adjustment/Housing
Activity: Betel Nuts and Litter: A Critical Incident for Refugees
Objective
Participants will consider the American concept of respecting common areas and public space
Participants will understand what is considered appropriate behavior in U.S. public places
20 minutes
Critical incident (included)
Optional: Flipchart paper, markers, tape
Refugees may be unfamiliar with what Americans consider respectful treatment of common areas and public space in the United States. However, not following American norms regarding behavior in public areas can have serious consequences when it conflicts with health and safety laws.
(Note: Feel free to change names to reflect your participants.)
1. Put participants into small groups of 2-4 and ask each group to choose a spokesperson.
2. Read "Betel Nuts and Litter: A Critical Incident for Refugees" aloud, pausing after each set of reflection questions.
3. In small groups, participants discuss the reflection questions. Listen in on the discussions to check for understanding.
4. After the last set of reflection questions, bring the large group together and ask the spokesperson from each group to summarize the main ideas from their group discussions. Discuss as necessary.
- What happened in this critical incident?
- How can Cau change his behavior?
- What could Cau have done differently?
- What would you do if you were Cau?
- Give flipchart paper to each small group and have groups draw and present the highlights of their discussion.
- If literacy levels allow, prepare flipchart paper with reflection questions for each small group and have groups write and present their answers.
Lesson Time
Materials
Introduction
Practice
Reflection Questions
Variations
Betel Nuts and Litter: A Critical Incident for Refugees
Cau* is an older man who recently resettled as a refugee in the United States. He enjoys chewing betel nut and was happy to find it for sale in an Asian supermarket near his home. He carries a bag with him wherever he goes and spits out the seed juice like he has always done.
However, Cau's American neighbors don't like when people spit in public places, such as in the street or the hallway of their apartment building. Also, the betel juice leaves red marks on the ground that are hard to clean, and some people think they look like blood. Neighbors are also angry that Cau discards his betel nut bags on the sidewalk and in the parking lot instead of putting them in a trash can. They feel these areas are public spaces and everyone should work together to keep them clean. Cau's landlord asks Cau to stop spitting and littering in public places because it is hard to clean and his neighbors are complaining.
Stop and reflect:
- Why are Cau's neighbors upset with him?
- What should Cau do?
- Why would Cau want to make his neighbors happy instead?
Cau starts carefully putting his betel nut bags in the trash can, but he finds it hard to change his habit of spitting betel juice on the ground. After a few weeks, a neighbor calls the health department and makes a formal complaint about Cau's spitting. The health department officer talks to Cau's landlord, who tells Cau he will be evicted if he continues to spit in the public areas of the apartment complex.
Stop and reflect:
- What happened in this critical incident?
- How can Cau change his behavior?
- What could Cau have done differently?
- What would you do if you were Cau?
* This critical incident is based on information provided by managers of apartment complexes housing refugees. All identifying information has been changed to protect privacy.
This document is a product of the Orientation Technical Assistance Project, funded by the Office of Refugee Resettlement, Administration for Children and Families, Department of Health and Human Services, Grant No. 90RB0037. The views herein do not necessarily represent views held by the Office of Refugee Resettlement. | 1,662 | 819 | {
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Speak out
1 Internet research: How to give a speech
a) Go to the site below and research how speeches should be prepared and delivered.
http://www.wikihow.com/
b) Make a list of the ten best tips.
c) In pairs, share this list with a partner and agree on one list of useful tips.
2
Writing: A comment on a speech
On 15 June 2005 Steve Jobs, the CEO of Apple Computers at the time, gave a remarkable commencement speech at Stanford University.
a) Watch the video of this speech on YouTube and take notes of words and expressions which are new to you.
Commencement speech by Steve Jobs
b) Study the transcript and divide the speech into sections. Write one short sentence about each section.
Transcript of the commencement speech by Steve Jobs
c) Study a report on this speech.
Report on Steve Jobs' Commencement Speech
d) Having studied the speech and having read a report about it, write a comment on this speech. In your comment, you should:
* describe the occasion and the atmosphere of the speech
* explain what the speech was about
* analyse the core message
e) Find more inspiring graduation speeches here.
The personal excellence blog
3 Speaking: A thank you speech
Imagine you have won a prize (for whatever achievement) and you have to give a thank you speech.
a) Study the following page and watch the video. Take notes of typical phrases.
How to give a thank you speech
b) Prepare such a speech yourself and deliver it in front of the class.
Focus on language: Speeches
1 Introduction: How to begin a speech
a) Watch the beginning of some of the videos and take down typical ideas.
The personal excellence blog
b) Make a list of phrases that you could also use in another context.
2 Typical phrases
a) Study the following speech on global warming and again highlight typical phrases and expressions.
Example of a persuasive speech
b) Find alternatives for the following phrases and sentences:
It is certain that ... .
to forecast
What can we do about ... ?
There is an obvious answer.
similarly
but at least
you only need to
finally
3 Speaking: One-minute speeches
a) Go to the following site and study the topics presented there.
Speech topics: Help, advice and ideas
b) Choose one of the topics and prepare a speech of not more than one minute.
c) Use phrases from the previous exercise.
d) In pairs, rehearse your speech with a partner.
e) Deliver your speech in front of the class.
Key
2 Typical phrases | 1,096 | 537 | {
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Go Green – It does not matter how slowly you go as long as you do not stop
Being a student in Malaysia, having to go to school everyday for five days a week only to start the class with these familiar words, "Class, clean up the rubbish around your area or I will not start the class and will extend the time" had always been a bore to me. Always coming to class with recyclable papers and stationary, she was our teacher, Miss Lee. Miss Lee firmly believes that a small act into saving our environment goes a long way. I had always known why the teacher tended to force and persuade us into doing so, but being a teen, being told was something I would not like. There were times when some of my friends would clean the class out of pure kindness. Sadly, most of us took that for granted. Just like that, high school ended. We all then parted ways to places we desired in order to further our education. We left behind a teacher, who would constantly remind us that "cleanliness is the key" and "saving the environment is one of the ways to keep our mother earth happy".
After graduation from secondary school, we visited our former school and Miss Lee when we were free. She always gifted us cute crafts, handmade by her with recycled materials. We thought it was so sweet of her to gift us the items. Being determined to educate the world with ways to keep the goodness of Mother Earth going, she reminded us that this is one of the ways to save the Mother Earth.
One day, she called us up to a late meeting at her house. We thought it was just another normal outing, but this time, she had something planned. She wanted us to follow her to a place to help her with an event about saving the environment. We were hesitant at first, having to attend an event that we did not desire, but since it was Miss Lee, we decided to go instead.
It took us 6 hours to go into a reserved forest, somewhere we never knew existed. Some of Miss Lee's friends were there, greeting us with a warm welcome. Miss Lee introduced us as her former students, and that we came to help her with what she planned on doing. She then brought us around the area, showing us the place. Honestly, it was amazing as it was far away from the city. She showed us something that she had been working on for a very long time – a calm and clean environment with items made only of recycled materials, specially prepared for students to motivate them to reuse, recycle and reduce in their everyday life.
We then found out that Miss Lee started this programme when she was about 25 years old while she was completing her degree in university. She started off with just recycled materials from her house; it then escalated into something so huge and amazing. Seeing how amazing it was, we then joined her in the program. We enjoyed every single bit of it and learned a lot in the program. We believe that her efforts will not go to waste as it is a good platform and opportunity to educate students about saving the mother earth. Because of her, we now believe that hard work and persistent effort will pay off. She shows us that it doesn't matter how slowly you go as long as you do not stop. She requested us to help her keep the programme flowing even when she is no longer around in the future. We agreed, believing that our small contribution will make a big change. At the end of the day, it is all for a good cause which benefits the upcoming generation.
Name: Sarah Elizabeth Vagues
Matriculation No: I18014588
Hometown: Port Dickson, Negeri Sembilan
Motto: "Are you not ready or are you just scared?" | 1,157 | 769 | {
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LWSD Music Program Mission Statement
To provide opportunities for all students to learn, create, and experience all aspects of music.
Music possesses the unique ability to improve the lives of our students.
_____________________________________________________________________________________________________
LWSD Elementary Instrumental students will:
* Learn to read and perform a different language – MUSIC.
* Learn to play an instrument with confidence and artistry.
LWSD Elementary Instrumental Program's 21 st Century Attributes and Skills
* Utilize appropriate instrument care, maintenance, and safety.
* Become a member of the LWSD Instrumental Music Family!
June 2020
Collaboration
Experience the energy and success that comes with being a part of a team, building on each other's strengths, and working together respectfully.
Character & Citizenship
Work through challenges and build connections with a diverse group of students.
Creativity & Critical Thinking
Learn how to learn, analyze the "mathematics" of printed music, and perform it their OWN unique way.
Communication
Express themselves in a concise language appropriate for the context and defend their decisions.
Elementary Orchestra
Elementary Band
| Learn to read, perform, and create in a different language – MUSIC: • Recognize all notes and pitches in first position on the staff • Review/reinforcement of notes on G, C and E strings o Ability to play one octave o Introduction to shifting o Introduction to 2 octave scales - D maj Gmaj • Demonstrate understanding of rhythmic notation • Navigate music notation "roadmap" • Know an organized note and rhythmic counting system | Learn to read, perform, and create in a different language – MUSIC: • Recognize notes in Concert Bb and Concert Eb within beginner range of the instrument • Demonstrate use of fingering chart • Demonstrate understanding of rhythmic notation • Navigate music notation "roadmap" • Know an organized note and rhythmic counting system |
|---|---|
| Play music on orchestral string instruments with confidence and artistry: • Develop a proper bow hold in order to produce a rich tone. o Utilize full length, upper half, lower half and balance point of bow when appropriate • Perform differing bowing styles and patterns o Slurs and hooked bowing o Staccato o Legato • Incorporate rhythmic skills in instrumental performance o | Play music on wind and percussion instruments with confidence and artistry: • Develop proper “ergonomic” hand and instrument positions. • Use proper “articulation”/tonguing for the style o Slurring/rolls o Staccato o Legato • Incorporate rhythmic skills in instrumental performance • Incorporate musical expression into a performance. |
| Perform with technical accuracy and artistry: • Master flexibility and precision with your left hand o Naturals, flats, extensions • Willingness and ability to match pitch vocally • Develop intonation skills – the ability to respond and adjust tuning errors • Maintain group pulse - “ensemble skills” • Incorporate musical expression into a performance | Perform with technical accuracy and artistry: • Perform with clear, characteristic tone quality • Develop intonation/tuning skills – the ability to respond and adjust tuning errors. • Learn instrument- specific tuning issues • Match pitch vocally • Learn the balance of musical “roles” |
| Utilize appropriate Instrument care, maintenance, and safety: • Prepare and respect music learning space • Identify instrument components • Demonstrate proper instrument care o Handling, set up, cleaning, and maintenance of instruments | Utilize appropriate Instrument care, maintenance, and safety: • Prepare and respect music learning space • Identify instrument components • Demonstrate proper instrument care o Handling, assembly, cleaning and maintenance of instruments |
June 2020 | 1,831 | 754 | {
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TRADITION VS IDEOLOGY
A guide to avoiding harmful children's books
CULTURE 01-06-2021
Roberto Marchesini
Some parents have asked me how to recognise the clues that give away books that convey suspicious ideologies.
Personally, before dealing with books, I would worry about television. To tell the truth, I would suggest throwing out the TV, but I don't want to come across as a Taliban.
So let's deal with books for children and young people.
The aim of revolutionary ideologies is to destroy the Aristotelian-Thomistic philosophy, i.e. the philosophy based on finalism and natural law, which we know in the form of moral and religious law.
According to this philosophy, entities are not really as they are, but as they should be. Every entity has its own project (a 'nature') that guides its development, its realisation. This applies, of course, to the human being: every man has a project; a vocation, to put it in religious terms. There is, therefore, a 'should be' that is superior to what is actually there. Reason is the highest human faculty; it has the task of discerning good (what is according to nature) from evil (what is against nature) and guiding the person towards his or her own fulfilment.
The most recent ideologies, of course, deny this. There is no human nature, no plan, no should be. We are who we want to be. Since there is no purpose, there is no morality, no good or evil. Reason, dethroned, is replaced by the passions, by the motions of the body. All this is obviously reflected in literature for children and young people.
Literature and storytelling have been the fundamental instrument for the construction of European civilisation, based on the Logos; we need only think of the Homeric poems, the biblical stories, the literature of chivalry, the Divine Comedy... Now Europe seems to have forgotten the importance of this instrument: few tell children bedtime stories. The storyteller seems to be a figure lost in the mists of time. The TV set has replaced the fireplace, and the speaker the grandfather. But not the enemies of the Logos: they continue to churn out tales and narratives, especially for the little ones. From the tales of the Marquis de Sade to Piccolo uovo (Little Egg) and Il segreto di papà (Dad's Secret), revolutionary literature has changed target and language.
Here, then, are some suggestions for distinguishing 'traditional' children's literature from ideological literature.
1) Who is the enemy? In traditional literature, the enemy is a person. Evil is not abstract, but acts in the guise of a physical being. Someone has chosen evil, decided to be on its side, and to act accordingly. In ideological literature, on the other hand, the enemy is impersonal: it is tradition, prejudice, expectations. There are no 'good guys' or 'bad guys'.
2) How do you defeat the enemy? In traditional literature, the protagonist defeats the antagonist through a real confrontation, even a physical contest; that is, risking his own safety and even his own life. In revolutionary literature, the enemy is won by convincing others, by showing them that they are wrong, through good arguments.
3) Is there growth and change? In traditional literature, by confronting the antagonist, the protagonist changes, grows, becomes what he should be. The struggle is a circumstance that allows his own fulfilment. In ideological literature, the protagonist does not change: he is perfectly fine as he is, with his quirks and peculiarities (which others consider defects). Everyone else changes. It is the reversal of the idea of the speck and the beam (Lk 6:41).
4) How does the story end? In traditional literature, the protagonist triumphs and rejoices. He has paid a price for his victory, but facing the enemy has helped him to achieve his own fulfilment. The antagonist is vanquished: if he is not dead, he is exiled and licks his wounds. In ideological literature, usually, everyone is happy and in harmony. No one has lost, no one has been defeated.
The model of ideological literature is, to simplify, Andersen's The Ugly Duckling (18051875). It is the story of a duckling who feels different: ugly, compared to the other ducklings. So he flees and, after various vicissitudes, is taken in by a flock of swans. He discovers that his discomfort was due to the fact that he was forced into a role that did not belong to him. Having changed his social context, he is now free to be what he wanted: a beautiful swan. A more recent example of ideological storytelling is, for instance, the animated film Shark Tale (Dreamworks 2004).
Obviously, these are just a few example points; every ideological tale will not necessarily have all and only these. But I believe they are a good starting point for assessing whether the book that aunty and uncle have given our little one is suitable or, rather, a stealthy vehicle for propaganda. | 1,946 | 1,063 | {
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FCE Writing Part One essay tasks on Speaking Part One topics Part One: Speaking versions
Discuss your opinions on questions from below, not thinking about them as writing tasks for now. You can start with the easiest or most interesting questions if you like.
Which is more important to people in their twenties – friends or family?
Speak about:
1. time spent with those people
2. emotional support
3. (your own idea)
Is it better to sometimes give yourself some unhealthy food as a treat or to avoid unhealthy food for as long as you can?
Speak about:
1. health
2. self-control
3. (your own idea)
Some people say that violent computer games have a bad effect on people's lives. Do you agree?
Speak about:
1. violence in real life
2. younger and older people
3. (your own idea)
Flying is becoming more and more popular but it is very bad for the environment. Do you think this problem can be solved?
Speak about:
1. changes in technology
2. the developing world
3. (your own idea)
We should stop concentrating on English and learn more of a range of foreign languages. Do you agree?
Speak about:
1. other important languages
2. international relations
3. (your own idea)
Which is more important to people young adults nowadays – work or leisure?
Speak about:
1. changes in modern society
2. how ambitious people are
3. (your own idea)
Some people say that moving to big cities from smaller hometowns has a bad effect on people's lives. Do you agree?
Speak about:
1. mental health
2. relations with other people
3. (your own idea)
"We should use more technology in school classrooms." Do you agree? Speak about:
1. motivation to learn
2. cost
3. (your own idea)
Part Two: Writing
Plan a couple of the tasks above, including deciding what overall structure (= topic of each paragraph in the main body of your essay) you will use.
Decide on the introduction for one of those tasks.
Part Three: Speaking Part One
All the topics above are common in FCE Speaking Part One personal questions. List the topics below.
Match the tasks above to the topics under the fold below. Some tasks match more than one topic.
-----------------------------------------------------------------------
- accommodation/ local area
- arts and media
- food and drink
- foreign languages
- free time/ hobbies/ leisure
- health and fitness
- hometown
- studies
- technology
- transport and travel
- work
Ask each other Speaking Part One-style personal questions on the topics above. | 1,134 | 540 | {
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Red, Green, or Black: What Color is Your Lagoon?
Douglas W. Hamilton Waste Management Specialist Oklahoma Cooperative Extension Service
Ever wonder why people assume a red or purple color means a lagoon is healthy?
Reddish color indicates the presence of purple sulfur or purple non-sulfur bacteria in the lagoon. The designation sulfur and non-sulfur is confusing. Both types of organisms do the same thing: absorb sulfides and volatile acids, greatly reducing odor emissions from the lagoon.
But purple is not the sole indicator of lagoon health.
Lagoons are complex biological systems made up of many communities of microorganisms. The communities exist in layers, more or less along the lines shown in Figure 1. The names given to the layers arise because of two distinctions: aerobic versus anaerobic and phototrophic versus heterotrophic.
Aerobic organisms require oxygen to live. Anaerobic organisms do not require oxygen, and many anaerobes cannot survive in the presence of oxygen. Most lagoon microorganisms are facultative, meaning they can survive in either aerobic or anaerobic environments.
Phototrophic organisms use light for energy. Trees are phototrophs that use sunlight to build organic matter through photosynthesis. Heterotrophic organisms digest organic matter to survive. You and I digest food for growth and energy.
A lagoon's color is determined by the type of organisms dominating the layer closest to the surface.
Phototrophic organisms are brightly colored. They use pigments to capture light. Green generally indicates aerobic conditions; red and purple indicate anaerobic conditions. Aerobic organisms absorb red light; therefore, they reflect green. Anaerobic phototrophs absorb light from the middle and the blue ends of the spectrum, so they appear red or purple.
Heterotrophic organisms tend to be drab in color, because they absorb light across the entire spectrum. Anaerobic heterotrophs dress in basic black.
All livestock lagoons contain a black, anaerobic layer.
The presence of other layers is a function of organic loading, available sunlight, temperature, and mixing. Reducing the organic load on a purely anaerobic heterotrophic lagoon increases the likelihood that the lagoon will develop a red layer. If you further decrease organic loading and increase the surface area, the lagoon may develop an aerobic layer and appear green.
What if your lagoon is red in summer, but black in winter?
Less sunlight falls on the lagoon in winter. Also, microbial activity decreases with colder temperatures, so organic matter accumulates in the lagoon, further blocking light penetration. The phototrophic anaerobic organisms, so vigorous in the summer, lose out to heterotrophs in the winter.
How do you explain a brown lagoon?
Look closely. The brown color may be a combination of green algae and red bacteria (Figure 2). Algae and anaerobic phototropic bacteria always coexist in lagoons. They gather light from opposite ends of the spectrum, remember. The lagoon is green when algae dominate. Phototrophic bacteria have the upper hand in red lagoons. If algae and bacteria are equal, the upper layer is brown.
I once studied a lagoon in Tennessee that looked brown from a distance, but close up you could see tiger stripes of green algae undulating on top of watermelon pink liquid. It was like Mother Nature's psychedelic light show. | 1,476 | 719 | {
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"Preventing the loss of life and minimizing the damage to property from hurricanes are responsibilities that are shared by all." – Joe M. Allbaugh, former FEMA Director
"Preparation through education is less costly than learning through tragedy."
The official Hurricane Season is June 1 st through November 30 th . History teaches us that a lack of awareness and preparation are common threads among all major hurricane disasters. Are you prepared?
Scientists expect the 2022 Atlantic hurricane season to be above average. It is estimated that there will be about 16-20 named storms, 6-8 hurricanes (3-5 of which will be intense, category 3-4-5).
The first and most important thing anyone should do when facing a hurricane threat is to use common sense. Disaster prevention includes modifying your home to strengthen it against storms so that you can be as safe as possible. It is also important for your family to have a plan. You need to develop a hurricane preparedness plan before an actual storm threatens our area.
* Discuss the type of hazards that could affect you family. Know your home's vulnerability to storm surge, flooding and wind.
* Determine escape routes from your home and places to meet.
* Locate a safe room or the safest areas in your home for each hurricane hazard.
* Have an out-of-state friend as a family contact, so all your family members have a single point of contact.
* Post emergency telephone numbers by your phones and make sure your children know how and when to call 911.
* Make a plan now for what to do with your pets if you need to evacuate.
* Check your insurance coverage – flood damage is not usually covered by homeowners insurance.
* Use a NOAA weather radio. Remember to replace its batteries every 6 months, as you do with your smoke detectors
* Stock non-perishable emergency supplies and Disaster Supply Kit
* Take First Aid, CPR and disaster preparedness classes
– Max Mayfield, former Director National Hurricane Center
Do you have a Disaster Supply Kit? Do you know what you should have in you kit? Please refer to the list below to prepare your kit.
DISASTER SUPPLY KIT
* Water – at least 1 gallon daily per person for 3 to 7 days
- non-perishable packaged or canned food/juices
* Food – at least enough for 3 to 7 days
- food for infants or the elderly
- non-electric can opener
- snack-foods
- cooking tools/fuels
* Blankets/ Pillows, etc.
- paper plates/plastic utensils
* Clothing – seasonal/rain gear/sturdy shoes
* First Aid Kit/ Medicines/ Prescription Drugs
* Toiletries/ Hygiene items/ Moisture wipes
* Special Items – for babies and the elderly
* Flashlight / Batteries
* Telephones - fully charged cell phone with extra battery and a traditional telephone (not cordless).
* Radio – Battery operated & NOAA weather radio
* Cash & Credit Card (with some small bills) – Banks and ATMs may not be open or available for extended periods.
* Toys, Books and Games
* Keys
* Important documents – in a waterproof container or watertight resealable plastic bag
* Tools – keep a set with you during the storm
- insurance, medical records, bank account numbers, Social Security card, etc.
* Vehicle fuel tanks filled
- proper identification/ immunization records/ meds
* Pet care items
- ample supply of food and water
- muzzle and leash
- a carrier or cage | 1,487 | 741 | {
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Sunday
Monday Tuesday
Wednesday
Thursday
Friday
Saturday
| 29 | 30 | 31 | 1 | 2 | 3 |
|---|---|---|---|---|---|
| | Memorial Day | | Bring awareness to Reunification month by posting on social media. #ReunificationMonth | Text a parent a photo of her/his child(ren). | Call a parent and offer words of encouragement |
| 5 | 6 | 7 | 8 | 9 | 10 |
| Take time to practice self-care. | Schedule a shared parenting meeting between the child’s parent and caregiver. | Find ways to make sure your agency waiting and visitation rooms are father friendly. | Encourage a child to write a letter or draw a picture for their parent(s). | Register to attend the National Responsible Fatherhood Clearinghouse 2022 Virtual Summit to learn more about engaging fathers (6/16-6/17) | Take a picture of the family during family time/visitation. Frame it and give it to the parent. |
| 12 | 13 | 14 | 15 | 16 | 17 |
| Promote a culture of encouragement for reunification in your local county/region. | Ask resource/kinship caregivers to come up with a plan for their child(ren) to talk to or see their father on Father’s Day | Email a colleague thanking them for what they do. | Send a Thank You note to one of the parent’s supporters. | Reach out to a caregiver and ask how you can help. | Call a parent to celebrate a recent success! |
| 19 | 20 | 21 | 22 | 23 | 24 |
| Send a card to a father with a photo of his child(ren). | Look for ways to increase family time/visitation or schedule a visitation in a fun community setting. | Reach out to a parent just to ask how they are and how you can support them. | Talk with a community partner about the importance of father engagement (i.e. school contacts, mental health providers, etc.) | Encourage a resource/kinship caregiver to take the course “Supporting Successful Visits” on FosteringNC.org | Text a caregiver thanking them for caring for our children and supporting their parents. |
| 26 | 27 | 28 | 29 | 30 | 1 |
| Keep an open mind. Take time to learn about ways to support families towards reunification. | Talk to a parent about cultural norms or practices that are important for their child(ren) to maintain while in foster care. | Lend a listening ear to a child/youth. Remind them that their voice matters. | Participate in the Permanency Matters Webinar celebrating Reunification Month and Fatherhood Awareness Month | Reflect on Reunification Month and Fatherhood Awareness Month. How can you continue your efforts to support reunification and fathers all year long? | | | 1,157 | 632 | {
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THE GREENSCAPER PLEDGE
Watering our lawns can consume vast amounts of water. Pesticides, herbisicdes and fertilizers from our lawns can migrate great distances, polluting our water supply, rivers and oceans.
" I will care for my lawn by:
Watering only at dawn
Watering only when my lawn is thirsty
Mowing with a sharp mower blade
Leaving grass clippings on my lawn
Keeping my grass at least 3" tall
Using only compost on my lawn and garden"
There is a better way! Be a Greenscaper. Take the pledge. You'll save time, money and our environment.
Sign the pledge at www.greenscapes.org
TAKE THE GREENSCAPES PLEDGE
What is the Greenscapes pledge? It is a list of ways to care for your yard that will save you time, money and water.
Water only at dawn - At dawn plants can absorb the water they need, whereas watering in the heat of the day can actually burn your plants. Night watering encourages mildew and bacteria to grow.
Water only when your lawn is thirsty - Frequent, light watering discourages root growth. Watering to a depth of 6 inches no more than once a week will give your grass the stamina to withstand hot summer days by encouraging long root growth to reach water that is stored deeper in the ground.
Keep your grass at least 3" tall – Tall grass shades out weeds. A study showed that grass cut at a 3" height had 7% weeds, whereas 1" grass had 55% weeds. Less mowing = less weeding = less work. A good gauge of 3" is a credit card, held lengthwise, or see our guide below.
Mow with a sharp mower blade - Dull blades tear the grass, allowing mildew and bacteria to enter. Experts recommend mower blades should be sharpened every 10 hours of mowing time for a healthy, clean trim.
Leave grass clippings on the lawn – They will decompose quickly, leaving the equivalent of an expense free nitrogen fertilizer behind.
Visit www.greenscapes.org to find your complete source for a beautiful yard that protects our water. Find newsletters and gardening tips!
Use only compost on your lawn and garden – Compost builds healthy soil by encouraging the growth of important microbes, which feed the plants. Synthetic lawn products can kill these microbes, requiring your lawn to need more and more chemicals each year. In addition, it is estimated that 80% of the synthetic products don't stay put – they wash into our rivers, lakes and oceans. | 951 | 542 | {
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Winter sampling of a Svalbard glacier forefield
James Bradley, University of Bristol
The Arctic has experienced rapid climate warming and subsequent retreat of ice cover in recent decades, exposing vast areas of pristine landscape that has previously been locked underneath ice for thousands of years. Once exposed, these environments are colonised by microbes which drive further biogeochemical cycles. In 2013 we set out to characterise the initial stages of soil development and the establishment of microbial communities in this harsh Arctic ecosystem following glacier retreat.
Our field site is the forefield of Midtre Lovénbreen in Svalbard. In summer 2013 we travelled to Spitsbergen and spent 6 weeks collecting samples and performing experiments to measure microbial activity in soils. However, I came to realise a significant limitation in our current understanding of forefield dynamics – we know very little about the winter period (soil is snow-covered for the majority of the year), and we don't know if it is important in shaping long term soil development. I was delighted to hear that the Gino Watkins Foundation were supportive of my plans to return to the same fieldsite in the spring to determine whether microbial communities may be actively cycling organic material underneath an insulating layer of snow, and thus contributing to long term soil development in the Arctic.
In early May 2015, I travelled back to Spitsbergen with a team of scientists from Innsbruck's Institute of Ecology. We spent two weeks drilling ice cores, digging snow pits and collecting samples to analyse the properties of the snowpack, soils and frozen lakes in the forefield of Midtre Lovénbreen. Immediately upon arriving in Spitsbergen, it was clear that although the sun had returned several weeks before us, there was no sign of any melting. An endless blanket of snow and ice covered the entire island archipelago. Svalbard is stunning in the summer months, with incredibly diverse wildlife, the vivid colours of the fjords, the ice and the mountains, however with the spring snow cover, it has a fairy-tale-like feel, yet at the same time thrilling and exciting.
During the first few days of orientation, polar bear protection courses, snow-scooter practice, planning and equipment preparation, a few more inches of fresh snow fell. By the time of our first serious day in the field the sky had cleared to reveal bright blue skies and sunshine, as temperatures remained at a crisp -15°C. We set out on skidoo and arrived at our sampling site in 15 minutes (instead of the hour and a half walk in the summer). Returning to base, we were thankful for the trailers to carry our samples; instead of being limited by the amount of space in backpacks and weight on backs.
Throughout the fortnight, the snowpack morphology changed dramatically as temperatures rose to 8°C and even fluctuated up to 0°C at times. This was ideal for the Austrian team, who were hoping to characterise the changes in microbiology and snowpack chemistry as it starts to melt. The glacier forefield began to become recognisable from the months spent there in the summer two years previously.
After just two weeks it was time to return with all of our valuable collection of soil, ice and snow, but not before a swim in the fjord to touch a floating iceberg, a parade for Norwegian Independence Day and a buffet of reindeer steak and ice cream. | 1,342 | 694 | {
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Week beginning 6.7.20
Maths: All work on word document and PowerPoints
Monday
Solve questions 1 and 2 of the mixed problems sheets.
Tuesday
Solve questions 3 and 4 of the mixed problems sheets.
Wednesday
Solve questions 5 and 6 of the mixed problems sheets.
Thursday
Complete revision work calculating the Mean.
Questions 1-3 Mild, 4-6 Spicy, 7-9 Extra Spicy
Friday
Final arithmetic practice on SATs bootcamp.
English: All work on PDFs/ word document
Monday – Note taking
Work through the PowerPoint (or the pdf on the website)
Answer the question sheet for 6.7.20 – questions 1-3; Mild. 4-6; Spicy. 7-9; Extra Spicy
Tuesday – Note taking continued.
Answer the question sheet for 7.7.20, 1-3 Mild; 4-6 Spicy; 7-9 Extra Spicy (Answers are included)
Wednesday
Read the Broomstick product review.
Identify any words you don't understand and write the definitions.
Underline, or make a note of key phrases for a review.
Make your own Success Criteria for an effective review.
Thursday
Choose a product that you want to review (it can be something you make up).
Using the SC you wrote yesterday, write a product review.
Friday
Write a paragraph about what year 6 has meant to you. We'd love to see them so take a photo and email it to us.
Transition:
Session 1 – Dare to take risks (Follow the PowerPoint attached)
Task: Identify three things that you say you 'can't do'. Write them down. Now write each thing using a growth mindset approach. For example; I can't do maths turns into I am going to practise the things in maths that I can't do yet.
Think of something you've always wanted to get better at. Write it down. How could you practise that thing now?
Session 2 – Making the change
School memories – Name three things that have changed the most about you since you started primary school.
What will you miss most about your old school? What are you most concerned about in your new school?
New school – Write down three things that you are really excited about doing in secondary school. Write down three worries you have about secondary school. Speak to someone you trust about your worries to help you feel better.
Genius project:
Continue to work on your project. Please send us any completed ones so that we can have a look at all of your fabulous ideas!
Example: Art – research the artist, collated the information, presented it and then did a painting link to that artist for a display.
Free time:
As school will be closed Friday afternoon for the deep clean, we thought that at home the children can have a bit of free time to do what they want.
Science:
STEM continue with the challenge cards – There are 11 choices. Over the next three weeks, choose one a week to do.
(You can do more if you want to)
Geography:
https://www.bbc.co.uk/bitesize/articles/z6p8jhv
Follow the link – completing the tasks and watching the videos.
Task: Fill in the table writing down what types of resources you use in everyday life. | 1,298 | 695 | {
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Y3 M4d Can place 𝟏 𝟒 , 𝟏 𝟐 , 𝟑 𝟒 , 1 𝟏 𝟒 , 1 𝟏 𝟐 , 1 𝟑 𝟒 , etc. on a number line
Commissioned by The PiXL Club Ltd. August 2018
This resource is strictly for the use of member schools for as long as they remain members of The PiXL Club. It may not be copied, sold nor transferred to a third party or used by the school after membership ceases. Until such time it may be freely used within the member school.
All opinions and contributions are those of the authors. The contents of this resource are not connected with nor endorsed by any other company, organisation or institution.
PiXL Club Ltd endeavour to trace and contact copyright owners. If there are any inadvertent omissions or errors in the acknowledgements or usage, this is unintended and PiXL will remedy these on written notification.
Teachers' Notes
The purpose of the priority therapies is to support the teaching of fundamental concepts for the year group.
The therapies can be taught to a whole class or a target group. Year 3 therapies are designed to take approximately 30 minutes. However, this is flexible: it may be that only part of the therapy is taught or it could, of course, be adapted or extended.
A vocabulary slide is included in each therapy. This identifies key words which relate to the taught concept along with a link to the 'Vocabulary Shorts' on PrimaryWise (20 activities to develop vocabulary). The intention is that the therapy begins with explicit teaching of this vocabulary.
The therapy adopts the 'Teach, model and apply' process with plenty of opportunities for pupils to demonstrate the taught skill.
Problem solving and reasoning activities are an integral part of each therapy.
Vocabulary: fractions
fraction quarter numerator denominator equivalent
Please select an activity from the 'Vocabulary Shorts' to develop understanding of the key vocabulary.
Teach
How can I write a quarter as a fraction?
Teach
Teach
We call the top number the numerator and the bottom number the denominator.
1
4
Teach
Teach
Keeping this in mind, where do you think a quarter of 1 would be on a number line?
We split the number line between 0 and 1 into 4 equal parts…
We can see 4 equal parts and 1 4 is labelled.
And one quarter would be one part away from 0!
Shade half of the rectangle. How many quarters is this equivalent to?
One half is the same as two quarters. Where do you think 1 2 fits on our number line?
What fraction does this line show? Think about how much is shaded on the rectangle.
0
1
4
1
2
Model
Let's say the fractions on the number line out loud…
3
1 1 3
4
4 2 4
1 1 1 1 2
1 4 2
1 2 2
2
3
4
Teacher notes: Click to reveal the visual aid one quarter at a time as you count.
3
What comes next?
Apply
Apply
I'm too tired to finish my number line! What numbers are missing? Explain how you know.
Apply
Apply
Apply
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INTRODUCTION
This project, organised within the A4E lottery funded programme, resulted in an exhibition of artwork based around the theme and format of postcards being produced by Thanet school pupils, in collaboration with local artists and architects, and displayed in a range of readily accessible places in Margate.
The aim of the exhibition was to raise awareness among young people in particular, and the general public, of the regeneration taking place in Margate.
The project aimed to show young people how their views on the place where they live and their vision of the future of their town can be both valued and shared.
PROJECT REVIEW
Thanet schools were invited to participate in the creation of artwork for an exhibition about how young people see Margate now, and how it might be in the future- in the format of 'before' and 'after' postcards. Thanet-based artists and architects were invited to apply to take part in the project, working with one or more schools, in return for an honorarium.
KAC prepared an Information Pack for use by the schools and artist/architects. This contained background information on regeneration in Margate, a series of maps, historic and contemporary, lists of key questions to pose in relation to identified areas of the town and a photocopiable 'postcard' template to ensure consistency of format in the artwork produced.
Schools and artist/architects were matched and they then liaised to carry out the work within a mutually agreed timetable. Pupils were asked to produce two 'large postcards'. The first was to be a view or picture of Margate as it is now, which could be a photo, digital image, drawing, sketch, painting, printin fact any form of 2D artwork. On the back of this 'postcard' would be a message from the pupil about the view on the front, perhaps saying why they liked or disliked this particular part of town. The second large postcard would be a picture of how they would like Margate to look in the future, together with a written message on the back explaining the picture.
Artwork was submitted by the schools and the artist/architects and considered for inclusion in the exhibition by a panel. It was decided to find display space for all the work submitted. Five pairs of 'before' and 'after' postcards were selected for reproducing as sets of real postcards, which could be sold or distributed in Margate.
KAC researched venues for displaying the artwork, the criteria being 'shop window' type locations within Margate where the general public could easily view the work. Arrangements were made for all the artwork to be encapsulated to protect it during the display period. Sets of the limited edition postcards have been distributed to the local Tourist information office and Museum, so that they can be made generally available to both locals and tourists. A short celebration event was arranged to thank the participants, make awards to the schools submitting the best sets of postcards and congratulate the pupils whose artwork was selected for the set of postcards, to round off the project.
Feedback from both teachers and artists about the project was very positive, and the standard of the artwork submitted was testament to its success. | 1,214 | 651 | {
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St Edmund's RC Primary School
SPRING TERM 2021
Year 5 Class Newsletter
Dear Parents and Carers,
Happy New Year and welcome back! I hope you all had a restful Christmas break.
Curriculum
We have a busy term ahead. We will begin with a Science focus exploring Earth and Space. We will be learning about the different planets and using practical experiments to understand how the Solar System works. Later in the term, we will be learning about forces. The children will be creating parachutes to investigate resistance and launching rockets to explore and understand other forces.
We will then move on to a Geography focus looking at the Polar Regions. We will be exploring the geography of the Polar Regions and using maps and atlases to broaden the children's awareness of the different aspects of our planet.
In Maths, the children will continue to learn mental and written calculation methods. They will apply these methods to mental arithmetic. They will also continue to consolidate their understanding of place value and decimals, data and fractions. Reasoning and problem solving are a continuing focus in Maths, enabling the children to develop a deeper understanding of Maths as a relevant and powerful tool which can be used in a variety of settings. The children will continue to develop their mathematical skills through regular investigations.
Please can we ask students to start collecting any of the following to bring into school as soon as possible for art lessons and science investigations:
- Recycled plastic bottles – 1-2L
- Corks
- Jam jars
Homework
Thank you for your support with homework. I will set Maths and English/Topic homework each week alongside regular spellings. Please carry on with the reading challenges and aspire to read as much as possible. Homework will continue to be given out on Fridays and will be expected back in the following Wednesday.
One of the most powerful ways you can help your child is by helping them develop a love of reading. This may be through them seeing you read and enjoy books, through them reading to you or you to them, or discussing different things you have read together. Reading regularly will help your child with every subject. Children who read regularly at school and at home make the most progress so thank you so much for your support in this area. Please continue to encourage your child to read every day.
The enthusiasm and performance for Year 5 in Times Tables Rock Stars has been outstanding. I could see that many children were practicing over the school holidays. This will help them enormously with their maths work in Upper Key Stage 2 and beyond.
School Uniform and PE kit
PE will continue to be on a Thursday afternoon. Make sure to have trainers as we will carry on with Our Daily Mile after break each day. Please ensure you have a PE kit suitable for the colder temperatures this term.
If you have any queries, or if you wish to talk to me, I'll be available after school or via the class email address: email@example.com
Warm wishes,
Ms. Pérez | 1,155 | 614 | {
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FITNESS FLYER Be Kind to Mother (Earth)
By Megan Connolly
With Spring right around the corner (or already here, depending on when you're reading this) the human population begins to venture outdoors after being stuffed inside from another brutal winter. People start to take notice of new sprouts or saplings, becoming aware of growth and new beginnings. Naturally, everyone wants to preserve this beautiful state by consciously reducing and recycling, conserving water and energy, choosing and supporting local products or produce and opting for items made with less harsh chemicals or waste. If you are trying to keep your body healthy with clean eating, something that will help you, and everyone for that matter, in the long run is to help keep Mother earth's body healthy too.
Here are 5 ways you can help preserve Mother Earth and show her kindness:
1. Reduce, Reuse & Recycle - That's right, back to basics. Nowadays almost anything is recyclable or accepted at recycling centers. You can start small by simply reusing paper or plastic bags you get at the grocery store around the home or to shop with again. Some grocery stores have containers set up to recycle your old bags for you!
A great product to take advantage of is reusable bags. You can pretty much find these bags anywhere and they fold up small enough to fit into a purse or back pocket so you have no excuse to forget it at home! To make you feel even better about purchasing reusable bags, most of them are made from recycled plastics like water bottles. Some companies collect plastic materials that are found floating in the ocean, so we clean up the ocean AND get a fashion forward, sustainable bag!
2. Start Your Own Garden - Simple enough, right? Even if you are tight on space there are a ton of options to grow everything from herb gardens to fruit and vegetable gardens. By harvesting your own produce you can show love to Mother Earth by avoiding harmful pesticides or chemicals. This not only saves the rain water from soaking the chemicals into the Earth the atmosphere, but you're not ingesting anything harmful, thus giving you your very own Organic garden! There's nothing I love more than picking a couple Cherry Tomatoes right off the vine on my way to work!
still lower your carbon footprint simply by carpooling or asking if your job allows you to work from a home a couple days a week. Another option would be to invest in a hybrid or electric car. Those who live closer to work can simply take advantage of walking or biking to work and receive the benefits of exercise AND appreciation for Mother Earth.
As a new mom I made a conscious decision to use cloth diapers instead of regular diapers and also make my own detergent to wash the diapers with. I am reducing my carbon footprint by not filling up the landfills with an insane amount of diapers and loving Mother Earth by not using harsh chemicals in my laundry.
4. Opt for Sustainable Products - There are tons of products that are not only from sustainable sources themselves, but utilize packaging made from recycled materials as well. Examples would be the container your salad comes in or the bag of granola you buy. Purchasing these products might lessen the amount of harsh chemicals used in production, creating an overall cleaner product and reducing hazardous waste. The next time you are shopping read the box or tag and see if the company is an Eco-friendly company or what measures the company is taking to become more Ecoconscious.
3. Lower Your Carbon Footprint - Today there are a ton of commuters on the road that drive anywhere from 5 miles to 50 or more miles a day (my own commute is 32 miles each way). If you are a long-commuter like me, you can
5. Connect Back with Nature - Literally go hug a tree and walk barefoot outside. I'm not saying this because I'm a barefoot, tree-hugging yogini, but because we all need to come back to our roots. Take a walk outside, take a deep breath in, feel the love and support of Mother Earth. Nice, right? If we want to keep this feeling and truly be supported by our planet without repercussion, then we need to return that love and support. The more disconnected we are from nature, the easier it becomes to turn a blind eye when someone litters or doesn't look for clean, sustainable solutions during daily life. Become more aware of your actions and intentions so that we can keep a healthy, happy planet for ourselves and for all the generations after us. | 1,599 | 919 | {
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Bread Making in Parent and Child groups
Bread making is one of the most satisfying activities to do in Parent and Child groups, not only for the child but for the parents and carers.
It is one of the most basic ancient and comforting tasks that humans have created through many transformations of ways of making it, owing to the fact that changes in human consciousness bring about dietary change. To read more about this very interesting journey Rudolf Hauschka's book on Nutrition is very revealing about all aspects of diet.
The children can connect with that journey on another level in an unconscious way. The senses are brought into play as we knead and touch the dough activating the fungus, which leads to awakening the brain – then there is the wonderful smell of the cooking of the dough. There is the feeling of connection and community bringing a sense of achievement, when the little rolls and loaves are cooked to take home at the end of the session.
It is important that when ever possible to mix the dough in front of the group, then the process can be absorbed, even if no one is watching! When the dough is ready, sprinkle some flour at each place on the table, which the children can play with for a while. Meanwhile sing a song like "patter cake, patter cake" or "five sugar buns in the bakers shop" etc. or other baking song one might know, then give a piece of dough to each child and carer to work with. Don't forget to work with ones own piece of dough and sing! What is made can be place on lightly greased oven trays in the middle of the table.
Don't be daunted with the idea that you cannot make bread. As there is not time for it to rise, let the kneading of the little and big fingers do the work with our angels and you will be surprised what lovely bread you have all made. You can also add raisons, sunflower seeds etc. All Michealmas you can make a dragon loaf or a wheat sheaf with some mice on top.
Suggestion for Whole meal Bread
500g/11b strong wholemeal bread flour
1 tsp Quick yeast
1tsp salt
1 tbsp Vegetable oil
325ml/11floz hot water
1. In a large bowl mix together the flour, salt and quick yeast.
2. Carefully measure the water and roughly mix it into the flour.
3. Add the oil and continue mixing to form a ball of dough.
4. Knead the cough in the bowl, or on a table, until smooth and pliable.
5. Place on greased baking trays.
6. Bake in a pre-heated oven 230c/430F/Gas 8 for about 35/40 minutes. (For a loaf but could be less time for rolls.)
Letitia Costain
From Kindling, Issue 8, Autumn 2005
Steiner Waldorf Schools Fellowship, Early Childhood Group
3 Church Lane, Balsham Cambridge CB1 6DS
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GEORGETOWN ATHLETIC ASSOCIATION STANDARDS OF CONDUCT
PLAYERS' STANDARDS
1. Learn the rules of the game and play by them.
2. Improve your skills by learning from your coaches and working with your teammates.
3. Be on time for practice and games and contact your coach if there is a problem.
4. Show proper respect for your coach, the parents and your teammates and those from the other team.
5. Show proper respect for game officials: do not question their decisions.
6. Control your temper: do not engage in profane, threatening or abusive language or conduct.
7. Be gracious in victory and defeat.
8. Play for the fun of the game.
___________________ __________
Players Signature Date
PARENTS' STANDARDS
1. Encourage your child to play sports, but do not force them to play or place them under undue pressure.
2. Support your coach and team and assist in making your child's experience a positive one.
3. Know the rules of the game and support game officials.
4. Do not communicate with game officials unless there is a serious safety concern or they address you first.
5. Avoid coaching or criticizing your child or any other player during the game or practice: limit your communication to expressions of support and encouragement.
6.
Show your support for skillful play and good sportsmanship by all participants.
7. Do not engage in profane, threatening or abusive language or conduct.
8. Communicate important information to your coach: address any problems with him/her first before involving any other officials of the sport or G.A.A
___________________________ ____________
Parents/Guardians Signature Date
COACHES' STANDARDS
1. Be of good moral character and present yourself as a positive role model.
2. Teach the skills of their sport while building the self-esteem in your players.
3. Offer your players encouragement, instruction and teaching and avoid unnecessary criticism.
4. Take reasonable steps to ensure a supervised, safe and organized playing and learning experience for your players.
5. Ensure that all players are treated fairly and equitably and according to the dictates of these bylaws and any rules or guideline of the individual sport.
6. Make yourself available to communicate with players, parents, game/league officials and any officer or director for your sport and the G.A.A.
7. Be responsible for maintaining the appropriate paperwork for your team and communicate necessary information to the team's players and parents.
8. Do not engage in profane, threatening or abusive conduct or language.
9. Exhibit proper respect for the people involved with your team, game and sport and at all times comport yourself with dignity and decorum.
10. Accept responsibility for the conduct of your team's players and parents and take reasonable efforts to ensure proper behavior at practices and games.
_________________________ ___________
Coaches Signature
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Tips to keep young athletes injury-free
22 February 2021
Today's young athletes push themselves harder than ever before, which raises their odds for injury, experts say.
But there are proven ways to minimize injury rates, according to the Stanford Children's Health sports medicine team. Here's what they suggest:
Prepare for the season: Develop a comprehensive conditioning program for the off-season or when there are fewer games/meets. It should focus on strength, power, speed and coordination, which can improve your performance and reduce the risk of injury.
Always warm up: Always do a thorough warmup. Before any practices or games, you should do 5 to 10 minutes of aerobic activity, followed by active flexibility movements like high knees, butt kicks, skipping and arm circles.
Make training changes gradually: A rapid increase in amount or intensity of sport can increase the risk of overuse and traumatic injuries. After being off for several days due to an illness or minor injury, ease back into your sport with a modified training day.
Before the start of a new season, do daily jogs or cycles followed by dynamic warmups and strengthening exercises. This will help prepare your body for your sport.
Listen to your body: Don't ignore seemingly minor injuries. Doing so may make symptoms last longer, and also increase the risk of a more serious injury. Spend extra time on tight areas during warmup and ice sore areas after practice. Also, modify your training: A few short days of modified training can help a minor injury disappear and can prevent loss of playing time.
Eat, drink and sleep: A healthy diet, proper hydration and adequate sleep are essential. A small protein-rich snack or drink immediately after activity improves recovery and performance the next day. Young athletes should get 8-10 hours of sleep a night.
Create an off-season: It's important to take a break from your sport each year in order to reduce the risk of injury, fatigue and burnout. Take at least four weeks off from a single sport each calendar year and do other sports and types of physical activity during that time.
More information: The American Academy of Pediatrics has more on sports injuries.
Copyright © 2020 HealthDay. All rights reserved.
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2 / 2 | 1,167 | 553 | {
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1. DOTS
Quickly for craft of compositions/craft of presentation (mounting) Quickly identify which is proximity, similarity, continuance
2. SQUARES
Quickly crit of square craft/presentation
Quickly determine which set is which
congested/clear light/heavy
relaxed/anxious
playful/ordered
Focus on formal creation of meaning one word set at a time
1. IdentifyFORMal methods used to create
* location/position (translation)
* distance
* density
* scale
* rotation
* balance (symmetry/asymmetry, geometric/organic)
* sense of gravity (defying/applying)
* space (negative/positive)
* form interaction (detached, touching, overlapping, interpenetration, union, subtraction, intersection, coinciding)
2. How strongly is the meaning communicated
within a SINGLE COMP?
3. How dependent is the meaning on the opposing comp?
4. How much did your mind use process of elimination to determine meaning vs actual communication within the content itself?
5. What were the visual cues you used to determine meaning? Which dominated? Which confused?
6. In what ways is the solution clear? How is it not clear?
7. How could it be strengthened?
Detached
Touching
Overlapping
Interpenetration
Union
Subtraction
Intersection
Coinciding
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Subject - Maths
-1)
| Qualification | Examination Board | Specification Code |
|---|---|---|
| Mathematics A GCSE Mathematics (9-1) | Edexcel | 1MA1 |
| Examination element | 100% | Target Grades: 1 - 9 |
Examination Overview
Exam Strategy
The GCSE Mathematics (1-9) examination consists of 3 x 1.5 hours written papers .
Paper 1 - Non-calculator
Paper 2 - Calculator
Paper 3 - Calculator
Each paper is marked out of 80 and then the totals are combined.
There are two tiers:
Foundation Grades 1 - 5
Higher Grades 4 - 9
Notes
Remember!
Students are now required to memorise formulae – start to learn these early on!
Students will be required to memorise formulae – Your basic skills are extremely important. Ensure you are confident and fluent with long multiplication, long division, rules of fractions, converting from fractions to decimals to percentages, your times tables, etc.
fewer formulae will be provided in examinations There is a greater emphasis on problem solving and mathematical reasoning, with more marks being awarded to these higher order skills.
When you are revising ensure you practice questions in time pressured situations.
Maths is not a spectator sport – you must do the questions when revising.
You There are 80 marks on each paper. Use one minute per mark as a rough guide to help you complete all the questions in good time. You must always show all of your working out even when you have used a calculator. Make sure your work is set out neatly and is easy for the examiner to follow.
Have a go at every question even if you are not confident as a few marks can make a big difference to your final grade.
Check your answers for errors, especially the first few questions. Use your common sense – is your answer sensible?
Revision Resources
By using the Maths Watch revision timetable you can revise all the GCSE content in six weeks. Watch the clips and complete the questions in an exercise book. Mark the questions. If you have any difficulties, ask your teacher to explain or watch the online mathswatch videos – you can find your logins on FROG.
Ensure you purchase a revision guide, this compresses all the content that you need to know into a manageable amount.
Further revision material and sample exam questions can be downloaded from the maths area of FROG – you should be accessing this regularly.
Revision Websites
https://vle.mathswatch.co.uk/vle/
A revision schedule is included in this booklet www.mathsapp.pixl.org.uk/
(this app can be downloaded on tablets and phone)
Past Papers
As this is a new specification there are very few past papers. However, we have uploaded a number of sample papers to the maths area of FROG. These will be updated throughout the year so that you have plenty to revise from. | 1,238 | 622 | {
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#7602 © Teacher Created Resources—May be reproduced for non-commercial, educational use only.
Calendar Practice
Directions: Use the calendar to answer the questions below.
October
| Sunday | Monday | Tuesday | Wednesday | Thursday | Friday | Saturday |
|---|---|---|---|---|---|---|
| | | | 1 | 2 | 3 | 4 |
| 5 | 6 | 7 | 8 | 9 | 10 | 11 |
| 12 | 13 | 14 | 15 | 16 | 17 | 18 |
| 19 | 20 | 21 | 22 | 23 | 24 | 25 |
| 26 | 27 | 28 | 29 | 30 | 31 | |
1. Matthew plans to go to the movies with Douglas on October 4. What day of the week are they going to the movies? __________________
2. Katrina has a library club meeting on the third Thursday of October. What is the date of her meeting? __________________________________
3. Samantha has gymnastics classes every Tuesday. How many classes will she have during October? ____________________
4. E.J. plans to spend a week at his grandma’s. If he arrives on October 13, on what day of the week and on what date will he leave his grandma’s house?
____________________________________________________________
5. Dylan has a basketball game to play on the last Wednesday of the month. What is the date of his basketball game? ________________
#7602 © Teacher Created Resources—May be reproduced for non-commercial, educational use only.
Reading a Calendar
Directions: Use the calendar below to answer the questions at the bottom of the page.
1. What month is it? ____________________
2. How many days are in this month? ____________________
3. On what day of the week will Valentine’s Day fall? ____________________
4. How many Saturdays are in this month? ____________________
5. On what day of the week will March 1 st
fall? ____________________
#7602 © Teacher Created Resources—May be reproduced for non-commercial, educational use only.
Calendar Questions
1. Today is April 4th. On April 29th, there is a school holiday. How many more days until the school holiday?
2. Use the calendar to answer the questions.
A. How many Mondays are in the month of June?
____________ more days
________________ Mondays
B. How many days are in the month of June?
________________ days
3. Jeff's birthday is September 28th. If today is September 3rd, how many more days until Jeff's birthday?
____________ days
4. Frank's birthday is November 30th. If today is November 4th, how many more days until Frank's birthday?
A. 23
C. 25
B. 24
D. 26
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CLARION REVIEW
Tommy The Squirrel Wants to be Human
Karen L West Karen L. West Amy Norman, illustrator Softcover $12.99 (24pp) 978-1-4389-8096-6
Tommy the Squirrel lives a pleasant life in a park in Canada; he plays with his friends, helps out his family, and sometimes watches the humans who visit the park.
But Tommy feels less than satisfied with his easygoing life. While watching a human family who visits the park from the United States, Tommy decides that he too wants to be human. Instead of gathering fruit and nuts for his family to store for the winter, Tommy spends a few days observing the family to learn all he can about being human.
At first, Tommy does not see anything wrong with his dream of being human. While he does not understand why the humans hold sticks over a fire, he feels that he is good at other human activities. Tommy sits on a bicycle seat, and as far as he is concerned, he has ridden the bike: "I can ride a bicycle, eat, and clean up just like the humans. I'm a really good human, thought Tommy." It isn't until he is observed by some other animals that he begins to see some of the problems with his plan to be human. And a heart-to-heart with the family's pet dog really helps Tommy appreciate the life he has as a squirrel.
The illustrations, rendered with crayon, are not overly sophisticated, which may appeal to young readers. It is interesting to note that when Tommy first dreams of being human, he thinks about pitching a tent and driving a car—things he has seen humans do. Later, after talking to the family's pet, Tommy again dreams of being human, but this time he sees himself in a shirt and tie with a briefcase. While the dog speaks of the freedom that Tommy has as a squirrel, there is no mention of work or formal dress, yet the illustrations use a work outfit to signal the lack of freedom Tommy would have as a human. The dog's point of view may raise doubts for some children with pets, since the dog expresses dissatisfaction at being on a leash and sometimes being left in a cage.
In the end, Tommy decides that he prefers the freedom of living at the park. He even apologizes to his mother because he has not been gathering food for the winter as he should. The story presents its lesson without being preachy and Tommy concludes that it would be better for him to remain as he is, since he has "a wonderful life." (October 6, 2009)
Disclosure: This article is not an endorsement, but a review. The author of this book provided free copies of the book and paid a small fee to have their book reviewed by a professional reviewer. Foreword Reviews and Clarion Reviews make no guarantee that the author will receive a positive review. Foreword Magazine, Inc. is disclosing this in accordance with the Federal Trade Commission's 16 CFR, Part 255.
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Reminder about Cold Weather and Stressed Marine Life
by Bryan Fluech, Collier County Sea Grant Extension Agent
Just as many of us in Southwest Florida are having a hard time dealing with the cooler than normal temperatures many species of marine life are also feeling the effects. Several popular sport fish species such as snook and tarpon are at the northern limits of their natural range and are not adapted to prolonged exposure to cold temperatures. For instances water temperatures below 58 degrees can be lethal to snook, and there have been many reports of coastal water temperatures in the low to mid forties in many parts of the region.
Increasing numbers of dead snook and other fish are being reported around Southwest Florida as a result of the recent prolonged cold spell. Photo by Lynn Gledhillsubmitted to the Naples Daily News
As a result, a growing number of dead and dying snook as well as other fish species including snapper, grouper, catfish, and baitfish are being reported throughout the region. If you encounter a fish that appears lethargic, it is best to leave it alone. They are already in a state of stress, and touching them or trying to revive them can make the situation worse.
Also, although it may be possible to catch a snook with your bare hands or a dip net because of their slowed condition, snook are out of season and are illegal to harvest regardless of their size or how easy they are to catch. If you witness someone illegally harvesting snook or any species you are encouraged to call the Florida Fish and Wildlife Conservation Commission's Wildlife Alert Hotline at 1-888-404-FWCC. Keep in mind that even if you come across a dying fish that is legal to keep, it is never recommended to eat any fish that appears sick or is already dead (even if it appears fresh) due to elevated bacterial levels and associated heath concerns.
Fish, however are not the only marine species that are succumbing to the recent cold weather events. Thousands of cold-stunned sea turtles have been rescued in recent days and there are increasing reports of manatees with cold-related injuries. Symptoms of a cold stressed manatee can include but are not limited to white skin around the face, flippers and tail and/or deep grooves on the underside from the animal using significant amounts of their fat stores in order to keep warm. Sea turtles tend to float listlessly in the water or wash onto shore when they are cold stressed. If any sea turtles or manatees you encounter exhibit these symptoms or are dead, you are urged to report it to the state's Wildlife Alert Hotline at 1-888-404-FWCC.
Keep in mind because of the cold weather, wildlife officials are busy responding to calls from around the state and may not be able to respond to your call as quickly as normal. If it is possible, keep an eye on the animal in question and document its condition as well as its location. The more specific information you can provide officials, the more prepared they will be in their rescue attempt.
Manatees and other marine life such as sea turtles can quickly become disorientated and stressed when exposed to colder water temperatures for extended periods of time. You are encouraged to report any sick or dead marine animals to FWC's Wildlife Alert Hotline at 1-800-404-FWCC. Photo: University of Central Florida
The Extension Service is an off-campus branch of the University of Florida, Institute of Food and Agricultural Sciences and department with the Public Services Division of Collier County Government. Extension programs are open to all persons without regard to race, color, creed, sex, age, handicap, or national origin. In compliance with ADA requirements, participants with special needs can be reasonably accommodated by contacting the Extension Service at least 10 working days prior to the meeting. Contact Extension at (239) 353-4244 or by fax at (239) 353-7127. | 1,569 | 810 | {
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The Rationale for Adding Engineering is Elementary® To Your Curriculum
Why Teach Engineering To Children?
In America today, most students don't study engineering until they get to college—if ever. But introducing children to engineering at a much younger age—as early as elementary school—makes sense. Children are naturally fascinated with building things, not to mention taking things apart to see how they work! Solving engineering design challenges involves highly effective learning strategies, including project-based and hands-on learning. By
learning the engineering design process, children build their problem-solving skills—skills that transfer to other disciplines, including math and science. And today's society is increasingly dependent on advanced technologies, a reality that makes engineering and technological literacy essential 21st-century skills for all Americans.
Engineering builds skills that transfer to other disciplines
Despite the critical need to develop STEM (science, technology, engineering and math) literacy in all students, the number of American high school and college students who take courses in STEM subjects (and who go on to careers in STEM fields) is small, and it's also declining.
The Engineering is Elementary (EiE) curriculum has been expressly designed to address this critical need by increasing children's STEM literacy. Inquiry-based and standards-driven, EiE teaches engineering content and skills, links engineering to the science and math students are already learning, and helps children develop positive associations with engineering and science—to see them as being integral to modern life, and also as potential career paths.
The Engineering is Elementary project is based at the Museum of Science, Boston—the nation's only science museum with a comprehensive strategy and infrastructure to foster engineering and technological literacy in both science museums and schools. Launched in 2003 with support from the National Science Foundation, EiE is also supported by numerous foundations and corporations.
Lesson Plans That Build Knowledge
All 20 EiE units are structured in the same way. Each unit consists of a short preparatory lesson plus four longer lessons, some of which are designed to take more than one class period.
The Preparatory Lesson prompts students to explore the questions "What is engineering?" and "What is technology?" Many children hold misconceptions about these terms.
Lesson 1: Engineering Story
This lesson sets the context as students read or listen to the storybook. The lesson includes a series of questions that teachers can use to prompt student reflection before, during, and after the story.
Lesson 2: A Broader View
This lesson consists of hands-on activities that help students learn more about the particular field of engineering (mechanical, chemical, electrical, etc.) covered in the unit.
Lesson 3: Scientific Date Inform Engineering Design
In this lesson, children collect and analyze the data they will need to successfully address the engineering design challenge in Lesson 4. For example, they may investigate the properties of different materials or work to systematically vary one parameter of a design.
Lesson 4: Engineering Design Process
Each EiE unit culminates in an engineering design challenge similar to the challenge presented in the storybook. Working in teams and using the engineering design process, students imagine, plan, create, test, and improve a technology to solve the challenge.
Each curriculum unit includes all the resources a teacher needs to successfully teach these lessons, including:
* The storybook
* A teacher's guide (with lesson plans, background information, and activity instructions)
* Duplication masters (for both early and advanced learners)
* Student assessment tools (rubrics, multiple choice questions, and open-ended questions)
Engineering is Elementary ®
Museum of Science, Boston
1 Science Park
Boston, MA 02114
Phone: 617 589-0230
Email: firstname.lastname@example.org
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How to make a 5x4-inch NATL photo sign
by Natalie Hooton, NATL Graduate Teaching Assistant, 12 Nov 2009
1. Using a digital camera, take photographs of each species of interest.
2. Upload photographs to your computer. Be sure to save them in a format that is compatible with Microsoft PowerPoint
3. After identifying each species correctly, use resources to find additional information to include in the sign. The Vascular Plant Atlas is a great resource for common names, scientific names, and species distributions within Florida.
4. Open Microsoft PowerPoint and select a blank layout.
5. Insert auto shape- rectangle (no fill, solid, color- blue, weight- 2.5 pt). It should measure approximately 7.2 in (height) by 9.7 in(width)
6. Insert auto shape- rectangle (no fill, solid, color-dark orange, weight 1.5 pt). It should measure approximately 6.9 in (height) by 9.3 in (width).
7. Select insert Picture (from file) and then choose the photograph that you would like to use.
8. Resize the photo to approximately 5.5 in(height) by 4.3 in(width)
9. Move the resized photo to the left side of the slide.
10. Select insert WordArt. We use a simple black fill using Arial Narrow font at a size of approximately 24. The size will vary depending on the amount of text that you would like to use.
11. After selecting the WordArt, type in the common name of the species that you would like to use.
12. Move the common name WordArt to the top center of the slide just below the orange border.
13. Create a text box. It should be approximately the same height as the photograph (~5.5 in) and should take up the remaining width between the photo and the orange border (~5 in).
14. Inside the text box, using Arial narrow font, size 38, bold and with shadow type "Description:", "Family:", and "Scientific Name:".
15. Next to each of those words, using Arial narrow font, size 38 (not bolded or shadowed) write out the information appropriate for that species.
16. Finally, if you wish to add a website, create another text box at the bottom of the slide using Arial narrow font, size 17 and type in the web address.
17. Center this final textbox at the bottom of the slide, just above the orange border.
18. Save your PowerPoint file.
19. Select all of the components on the slide by holding down the Crtl button and clicking on each section. Right click your mouse and choose to Group all of the components.
20. Leave PowerPoint open, but also open a blank Microsoft Word document. Set the layout to landscape. Modify the margins so that they are 0.5 in on all sides.
21. Back in PowerPoint, left click on your slide and select to copy it.
22. In the Microsoft Word document, click to paste the slide.
23. Resize the pasted slide so that it measures approximately 4 in (height) by 5 in (width).
24. Four slides should fit on one page.
25. Save the Microsoft Word document on the hard drive as well as on a flash drive.
26. Take the flash drive to the printer's and have them print the document on waterproof paper using a color laser printer. | 1,304 | 723 | {
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GSHH Hispanic Heritage Patch
Below are the requirements by age level that can be completed individually or a troop activity. Once requirements for each level have been completed, you can purchase the Hispanic Heritage Patch by adding it to your order form.
We understand how busy life gets. We have included a few online resources to help girls complete the patch requirements.
Requirements:
Girl Scout Daisies choose and complete at least two activities.
Girl Scout Brownies choose and complete at least three activities.
Girl Scout Juniors choose and complete at least four activities.
Girl Scout Cadettes, Seniors and Ambassadors choose and complete at least six activities.
1. Learn how to dance one of the many Latino dancing styles (salsa, mambo, merengue, rumba, bachata, bomba and plena). Where did this dance originate? What cultures influenced this dance? Learn about these dances or ask someone you know.
2. What is a Guatemalan Worry Doll? Create your own Worry Doll and learn the history.
3. Hispanic Heritage Month begins on Sept. 15, the anniversary of independence for five Latin American countries: Costa Rica, El Salvador, Guatemala, Honduras and Nicaragua. Mexico declared its independence on Sept. 16 and Chile on Sept. 18. Learn about the independence story of one of these countries.
4. Learn at least six words or phrases in Spanish. Compared to English – are they similar, different?
5. Make a traditional Latin dish. Use the link below to Mamas Latina website for food from 21 Latin countries. Share a photo of your finished dish by email to email@example.com
6. Did you know one of our Girl Scouts World Centers, Our Cabana is in Mexico? Visit the website for World Association of Girl Guides and Girl Scouts, (WAGGGS) www.wagggs.org Learn about Spanish speaking countries and when did they established their first Girl Scouts/Guides troop.
7. Research or order take out from a restaurant that serves Latin food and try something new. (Mexican, Colombian, Dominican, Ecuadorian, Peruvian, etc…)
8. Research the history of the art of Piñata making? And create one yourself.
9. Learn and research how many countries make up Latin America and name their capitals.
10. Learn the history of the Peruvian Zampoña pan flute and create your own.
Online Resources:
KinderArt: https://kinderart.com/art-lessons/music/zamponas-panpipes/
Mexico Child Link: http://www.mexico-child-link.org/Pinata-Mexico.htm
World Association of Girl Guides and Girl Scouts: www.wagggs.org
Mamas Latina: https://mamaslatinas.com/food-home/10ry6907-hispanic_heritage_month_21_recipes
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Inspirational
Amanda Gorman Performing at NFL Super Bowl
2 nd February 2021
What is a poet laureate?
* This tradition began in the UK in the 17th century. In the UK today, The Queen selects the poet laureate.
* In America, the poet laureate acts as America's official poet who performs at large events and national ceremonies.
Amanda Gorman, America's first National Youth Poet Laureate, has made quite an impression it would seem.
Illustration: Amanda Gorman.
Since Gorman delivered her poem 'The Hill We Climb' at President Joe Biden's inauguration, the sky appears to be the limit for the 22-year-old!
Gorman will be joining a host of celebrities, such as Miley Cyrus and The Weeknd, who will be performing at the event.
And now, it has been revealed that Gorman will be performing once again. This time, at the Super Bowl. This is a special event for the National Football League (NFL) in America and takes place annually. Poetry is not generally recited at the event; however, her recital at the inauguration caught the organisers' eye (and ears!).
She will be writing and performing a poem that will pay tribute to teachers, nurses and veterans. The poem will celebrate three particular individuals who were chosen by the NFL for their efforts during the coronavirus pandemic.
But that's not all that's on the horizon for the talented poet! She has now been signed up to a modelling agency, joining a host of the world's top models.
Click Here for
It appears that people are keen to hear more from Amanda Gorman. Her books, which are set to be released in September this year, are already topping the charts. Taking to her social media, Gorman said, "I AM ON THE FLOOR" and "Thank you so much to everyone for supporting me and my words."
What will be next for Amanda Gorman? Well, she has already said she wants to run for president of the US in 2036…
| inauguration | A ceremony to recognise a new president starting their role. |
|---|---|
| recited | To speak aloud in front of an audience. |
| tribute | Something created to give thanks or show admiration. |
| veterans | Someone who used to serve in the armed forces. |
Support with using Interactive PDFs
Questions
1. When did the tradition of the 'poet laureate' begin?
2. What evidence in the text is there that the organisers of the NFL Super Bowl enjoyed Amanda Gorman’s inauguration poem ‘The Hill We Climb’?
3. ‘She has now been signed up to a modelling agency, joining a host of the world’s top models.’ What does the word ‘host’ mean in this sentence? (tick one)
a leader
a membership
an audience
a selection of
4. Number the events from 1-4 to show the order that they appear in the article. One has been done for you.
Amanda's books went to the top of the book charts.
1 She recited her poem ‘The Hill We Climb.’
Gorman was invited to perform at the NFL Super Bowl.
She signed up to a modelling agency.
5. How do you think Amanda might have felt when she was first asked to perform at President Joe Biden’s inauguration?
6. Summarise the key information in the article using 15 words or fewer.
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Brief outline of the history
In 1606, James I of England drew up a charter authorizing colonization. A group of investors formed the Virginia Colony, and sent out the first group of colonists in Dec. 1606, with sealed orders naming their governing council. Christopher Newport (who crops up in the reading) was captain of the fleet. The settlers were delayed by storms. They arrived, finally, in what will be Jamestown in late April.
Smith meanwhile occupied himself in carrying out explorations desired by the investors – searching for a gold mine, the Northwest Passage, or the colonists abandoned on the Outer Banks in the 1580's – and in trying to obtain food from the Indians (Algonquians, generally, though Smith names particular tribes within the larger group). In December 1607, on a hunting expedition, he was taken captive and led before the paramount chief Powhatan. Smith gave several different accounts of this captivity, including several in which he was rescued from execution by the king's daughter, Pocahontas. Whatever happened, some kind of alliance or détente resulted, which was in turn disrupted by the return of Captain Newport with a new batch of colonists ("the first supply") and by the intervention of both Newport and the sailors in the economic and diplomatic projects of the settlers. Newport returned to England in April, 1608; shortly afterwards, Smith wrote his first account of the colony, A True Relation; his account of the captivity describes a lengthy conversation with Powhatan, but not the threatened execution and rescue which appear in later accounts.
The colonists were plagued by a combination of heat, unsuitable clothing, bad water, and improper diet, bringing on "physical disorders of epidemic proportions" which affected the colony's leaders as well. When sealed orders naming the governing council were read, Smith was found to be included; he had almost been hanged for insubordination on an intermediate stop in the West Indies. The first elected president, however, was a gentleman (Smith was not).
1608 Sept. Smith elected president; shortly thereafter Newport arrives with "second supply" and scolding letter from the Virginia Company. Kemps and Tassore are hostages taken from Powhatan's people in an attempt to secure the return of runaway colonists.
* Dec. Newport returns to London
1609 May. The investors appoint a governor (Sir Thomas Gates) and admiral (Sir George Somers) for Virginia, naming a new governing council which includes Smith. The ships leave for Virginia but are separated; the ship with the orders and with the new government is caught by a hurricane and driven on the Bermuda reefs.
* August. The other surviving ships reach Jamestown and trouble is made by the new arrivals (who include old enemies of Smith). Smith is incapacitated by a burn and succeeded as president by George Percy, a nobleman. Smith was back in England by November
* November. Gates and Somers, still in Bermuda, begin building boats to get themselves to Virginia. (Subject of Strachey's Letter). Samuel Argall's ship arrives in Virginia on a fishing trip (Argall will later be instrumental in kidnapping Pocahontas). Meanwhile in Virginia, the "starving winter" begins.
* November. Strachey's True Reportory brought back to London.
1610 May. Thomas Gates arrives from Bermuda and finds <60 colonists alive out of 500. He begins an evacuation, but meets the fleet of Lord De La Warr, bringing a large number of new colonists and replacing him as governor.
1611 November. First recorded performance of The Tempest.
1617 Pocahontas arrives in London with her English husband, John Rolfe. Smith's published letter to Queen Anne alludes to Pocahontas' intervention during his captivity.
1612 Publication of Smith's Map of Virginia and Proceedings of the English Colony at Oxford (to escape censorship; many London printers were also Virginia Company investors). Largely by Smith, these texts include the voices of other colonists speaking about Smith in the third person; second version of the captivity story.
1624 Publication of Smith's General Historie of Virginia, New England, and the Summer Isles (last version of the captivity story). | 1,781 | 872 | {
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A letter to the editor (or LTE) is a letter sent to a publication about issues of concern from its readers, intended for publication. LTEs can be written any time you want to shape public opinion and are a great way to increase awareness of the issues that you or your organization are working for, as well as to advocate for your cause.
Letters to the Editor are usually sent by email, you can find the email address online, typically publications' websites will have a section on LTEs and who to send them to.
1
HOW TO WRITE AN LTE
OPEN THE LETTER WITH A SIMPLE SALUTATION
Don't worry if you don't know the editor's name. A simple "To the Editor of the Daily Sun," or just "To the Editor:" is sufficient. If you have the editor's name, however, you should use it to increase the possibilities of your letter being read.
2 GRAB THE READER'S ATTENTION & EXPLAIN WHAT THE LETTER IS ABOUT
Your opening sentence is very important. It should tell readers what you're writing about, and make them want to read more.
3
4
5
EXPLAIN WHY THE ISSUE IS IMPORTANT
If you are motivated enough to write a letter to a newspaper or magazine, the importance of your topic may seem clear to you. Remember, though, that the general public probably doesn't share your background or the interest. Explain the issue and its importance simply. Use plain language that most people will understand
STATE YOUR OPINION ABOUT WHAT SHOULD BE DONE
You should use this as an opportunity to propose a solution to the issue you have outlined. You should be specific and refer for example to specific bills or legislation (if you want to support it) that has or will be filed.
KEEP IT BRIEF & SIGN YOUR LETTER
Generally, shorter letters have a better chance of being published. So go back over your letter and see if anything can be cut or condensed. Be sure to write your full name (and title, if relevant) and to include your address, phone number, and e-mail address.
1
SAMPLE LTE
To The Editor,
A heat wave has again hit the Northeast, with potentially record-breaking temperatures in urban areas, causing dangerously poor air quality. With record floods during the winter and record heat during the summer, we are constantly reminded of why climate action is more pressing than ever, especially in a state like Massachusetts.
Burning fossil fuels releases the carbon dioxide that causes climate change. The same fuels, used in vehicles and power plants, yield other dangerous pollutants such as ground level ozone and particulates, which cause respiratory problems and disproportionately harm children, the elderly and those with pre-existing illnesses.
The impacts of climate change are already seen in our communities, and we can no longer wait to act on these issues. Carbon pollution pricing is a vital mechanism through which we can harness market forces to cut fossil fuel use, addressing both climate change and damage to human health.
That's why I call on the legislature to put a price on carbon this session. The Senate has already passed a bill that does so, S.2564. The House should join it, passing Representative Benson's bill, H.1726, and then a final bill should be sent to Governor Baker to sign.
Sincerely, Michael Green Climate XChange email@example.com (617) 624-0919
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PUPPET PARADE!
Girl Scout Cadette Silver Award Project by Gloria Vittone
Puppets have been a part of many cultures for centuries. Puppets are actors and can be any object brought to life. Explore the art of puppetry through stories, crafts, and performances. Learn to be a skilled puppeteer.
Available for Brownie through Ambassador Girl Scouts, each program level completes:
Girl Scout Daisies: 3 requirements, including any one-starred requirement
Girl Scout Brownies: 5 requirements, including any one-starred requirement.
Girl Scout Juniors: 8 requirements, including any two-starred requirements.
Girl Scout Cadettes, Senior and Ambassadors: 10 requirements, including all three-starred requirements.
1. *** Learn about the history of puppets. Select a country and find out how puppetry played a part in its culture. Share this information with your troop, group, school or local library by making a poster or booklet showing the type of puppets used.
2. Create a puppet using only recyclable items. Consider using paper cups, egg cartons, small cereal boxes, cardboard paper tubes, or aluminum cans. Entertain your friends with it.
3. A rod puppet has rods/sticks to move the body parts, such as the arms and legs. Create your own puppet character and personality, including its likes, dislikes, physical characteristics, and feelings. Make a rod puppet and use it in a skit.
4. Make a finger puppet, sock puppet, or glove puppet. Create a script for this puppet. Be sure to include a beginning, middle, and ending. Perform for your friends.
5. Marionette puppets are hung from strings that make them move. Make a marionette and have your puppet sing and dance to your favorite Girl Scout song.
6. Shadow puppetry uses a light source behind a screen to create a shadow of the puppet. Make a shadow puppet and using a sheet and light put on a show.
7. Make a miniature puppet stage with scenery using a shoebox stood on its side. Remove the bottom side to allow your hand, glove, or finger puppet to move about. Be creative with craft supplies to decorate your set.
8. Using puppets you have made, prepare a skit that presents a challenge faced by girls your age, including a clever solution.
9. List all the puppets you have seen either on television, in movies, or other types of performances. Pick one and learn about its puppeteer, puppet maker, or style of puppetry.
10. Pick a Girl Scout theme (the Brownie Girl Scout Story, Juliette Low, Girl Scout Promise, etc.) and create a puppet skit using puppets you have made and present it to other Girl Scouts or at a Girl Scout rally or event.
11. Attend a puppet show and interview one of the puppeteers after the performance. Prepare your questions before the show and be sure to thank them for their time.
12. Make a puppet that a younger child would enjoy and donate it to a local children's center. Remember Girl Scouts of the USA's Safety Wise considerations in the materials you choose.
13. Make up a game using puppets you have made. Play it with your troop or group.
14. Experiment with different types of puppetry skills such as gestures, eye focus, sound effects, special effects, and vocal variety. Use your puppets to practice these skills.
15. With a buddy read a short children's picture book and act it out using either a puppet or stuffed toy substitute in front of younger children. Remember that many common household items can be used as substitute puppets and props during your reading. A simple story comes alive and becomes a performance.
16. Make a puppet from your favorite fairy tale and act out the story using your puppet.
17. *** Invite parents or friends to attend one of your Girl Scout meetings to view your prepared puppet shows or put on your own puppet event at a local library, church, school, day care, or other similar facility. Make it enjoyable and show off everything you have learned by creating a program, advertising your show, making tickets, using sets and stages, and serving refreshments. Have fun! | 1,623 | 885 | {
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Kritikos
agora reviews
Available online at agora.htav.asn.au/reviews Books available for review are listed at agora.htav.asn.au/books
Good Humanities 7, 8 and 9: Victorian Curriculum
A 'Learning Ladder' weaved throughout the textbook gives students the ability to show their learning at any stage of development. This differentiation allows teachers to target the level needed for their students and for students to work at what best suits them and then push themselves to get to the next level of skill or understanding. The Learning Ladder is colour-coded to match the historical skills learned in the 'History-How-To' chapter. This allows for the practice of specific skills or all skills for each set of Learning Ladder questions and tasks.
By Ben Lawless, Danielle O'Leary and Peter van Noorden
November 2020
Matilda Education
RRP: $62.95 student book + e-book,
$52.95 e-book only
Reviewed by Kara Taylor, Irymple College
Good Humanities is a flip book that includes History and Geography within its pages, but it doesn't stop there. It also integrates Economics and Civics and Citizenship within these two major sections.
The books in the series are accessable to students. The pages are well spaced, full of colour and easy to read. The sources used are detailed and stunning to look at, each adding to the learning taking place rather than crowding the page.
The books address teaching and learning historical skills with its 'History-How-To' chapter, which teaches students chronology, source analysis, continuity and change, cause and effect, and historical significance.
There is also an end of unit Masterclass with stepped differentiated questions. These are also colour-coded to match history skills, showing the teacher which skills the students have grasped and which skills need more practice. After this Masterclass section there is also the ability to practise historical writing, and then a Capstone project accessed by a QR code.
Not only is this book 'future-ready', so is the support that the Matilda suite provides with the book. When you purchase Good Humanities for your class, you also get access to My Digital, Matilda's online textbook. My Digital holds so many resources it almost needs its own review. Each chapter has recordings to teach you how to better use the book or to support your students. There are worksheets to check learning, and answer pages too. There are also links to external websites and sources that can be used together with the textbook. Online quizzes self-mark to check learning as well. With lesson-by-lesson teacher plans, the work has been done for you.
Year 7 Good Humanities is organised into the following History chapters: Introduction to History, Ancient
Australia, Ancient Egypt, Ancient Greece, Ancient Rome, Ancient China, and History-How-To. Its flip side is organised into the following Geography chapters: Introduction to Geography, Water on Earth, Water for Life, Living in Australia, World Liveability, Fieldwork, and GeoHow-To. With Civics and Citizenship and Economics and Business woven though the main chapters.
Year 8 Good Humanities includes: Introduction to History, The Vikings, Medieval Europe, Mongol Expansion, Japan under the Shoguns, The Spanish Conquest, History-How-To. The flip side has: Introduction to Geography, Landscapes and Landforms, Coastal Landscapes, Changing Nations, Fieldwork, and Geo-How-To. Again, Civics and Citizenship and Economics and Business are covered within the other chapters.
Year 9 Good Humanities includes: Introduction to History, Australia (1750–1918), Australia and Asia (1750– 1918), Australia at War (1914–1945) and History-How-To. The flip side contains: Introduction to Geography, A Natural World, A Human World, Perceptions and Places, Choices and Changes, Fieldwork, and Geo-How-To.
Matilda Publishing is adding resources to its My Digital platform all the time, including an upcoming learning pathway plan that will help students to see and track their own learning growth. They have made work assessable, readable and usable not only for teachers but for its students. It is worth a look if not the investment.
(2021)
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Kritikos
agora reviews
Available online at agora.htav.asn.au/reviews Books available for review are listed online at agora.htav.asn.au/books
Welcome To Country: An Introduction to our First Peoples for Young Australians, by Marcia Langton, provides an introduction to Australia's First Peoples in an easily navigable yet concise and comprehensive text. The contents of the book touch on both historical topics and more recent and contemporary ideas and events.
Welcome to Country (Youth Edition)
By Marcia Langton
Hardie Grant Travel
September 2019
Paperback, 225 pages
RRP: $29.99
ISBN: 9781741176667
Reviewed by Eliza Lowes, Jennings Street School
I would definitely utilise this book in a classroom setting and would highly recommend it to other teachers. Langton not only writes in a way that is easily understandable, but also provides numerous resources that would greatly aid teachers with sufficiently explained content while allowing students to develop their knowledge independently.
A reference list gives teachers additional resources that will further assist their own knowledge and ability to teach the content, and further classroom resources for students.
The glossary is my favourite aspect of this book. It allows students to identify and acquire the vocabulary that they can use to understand and write about First Nations cultures and histories. Not all students have the ability to appropriately define words just by reading text, so this guarantees that students have a reliable source to find and understand word definitions.
Welcome to Country is an ideal classroom resource with multiple links to the Victorian Curriculum. In particular, the Level 7 and 8 curriculum asks teachers and students to explore Aboriginal and Torres Strait Island peoples and cultures, community, land, stories, beliefs, values and practices, warfare, death and funerary customs, and the importance of conserving cultural heritage. Langton touches on all of this in a way that is respectful and encouraging to students to learn more. Langton also provides a First Nations perspective on Indigenous Australia, herself being a proud Yiman/Bidjara woman and one of Australia's most prominent First Nations voices.
Additionally, the Level 9 and 10 History Curriculum explores rights and freedoms of various minority groups, one being Aboriginal and Torres Straight Islander peoples. While this book could still be a useful reference and starting point for Levels 9 and 10, it will not provide older students with adequate information. The same can be said for VCE Australian History. However, the book is a fantastic and concise starting point for students of all levels to begin with, and from there to research further.
The only qualm I have with this book is that it would have been nice to see a few more sources used, especially secondary sources. This would have provided students with the chance to differentiate between a primary and secondary source and provide them with an opportunity to practise responding. I also wish this book had an activity book with questions and activities to go along with it. That being said, it does make it very easy for teachers to create their own activities and questions for students.
Overall, Welcome to Country is an ideal resource for the earlier years of History education, and a fantastic reference point for the higher levels. It has been written and formatted in a way that makes it suitable for younger students to navigate and retain knowledge. The glossary is something that students can and should refer to over their school years right through to VCE, and the additional resources provided are an easy and accessible way to encourage and aid further research for both teachers and students.
(2021)
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| Core school value | Curriculum Key Concept | Trips/enrichment & visitors | Pupil leadership |
|---|---|---|---|
| Responsibility | Cause and Effect | WWI trenches | Christmas Church Service |
| | Sub: Movement and People | WWI workshop | Gardening Club |
| | | STEM week | Craft Club |
| | | ‘History off the Page’ | IT club |
| | | Rev. Chris to speak about Incarnation | |
NEPTUNE TERM 1 TOPIC TITLE: Cause and Effect
Key Concept QueSTION: How did the EVENTS of the late 18 th /early 18 th century change life in Britain?
Core Text
When World War I begins, Albert is bereft when his father sells his horse Joey to the army. Joey is like a brother to Albert, so he decides that he too will sign up and find his horse so they can be together again.
Yet the war takes Joey and Albert to far ends of France where the war is being fought, and though Albert sees the horror of the trenches, he never gives up hope that he will find Joey again.
We follow Albert and Joey's journeys in World War I and see them finally reunited in an incredibly moving scene.
Tom Clohosy Cole's artwork fills the book with the wide French fields – and, on some pages, the harrowing reality of the trenches and no man's land.
English: Core reading text: War Horse, Michael Morpurgo
Reading: Using samples from a wide variety of fiction, nonfiction and poetry texts we will develop skills in exploring comparison, inference and the Author's word choices
Writing: We will be reading War Horse and use it to support writing. We will write about the character Albert and use the themes within in to write a newspaper report and playscript.
EGPS/Spelling: This term we will be exploring the use of standard English, powerful adjectives, expanded Noun phrases, compound words and editing and evaluating our word choices in sentences.
Science – Physics – Forces and Magnets
What forces act on objects?
How does our knowledge of forces help us make a slingshot car? (DT)
How does a toy car move over different objects?
How does air resistance effect the speed and distance a slingshot car can travel?
Computing: Networks and the Internet, Comparison cards
Outdoor learning: Physical education focus and soldier/trench, poppy art using natural resources (link to topic).
Topic: History/Geography
Term 1 Key concept question: How did the events of the late 18 th /early 18 th century change life in Britain?
Why did World War One begin?
What was lifelike on the front line?
What happened during the Battle of the Somme?
What was it like to live in Britain during the war?
What was Christmas like during WWI? How did World War One end?
We will also make links with Remembrance Sunday and the poppy.
Curriculum Subjects
Art drawing self-portraits and charcoal art linked to the topic.
DT Making a slingshot car/WWI plane
PSHE Family and relationships
French School days
Music Singing in unison and canon, working on tuning and pitch
Maths
Addition and Subtraction:
We will be continuing to learn about subtraction with exchanging up to 1000 (Y3) and past 1000. We will also be learning about estimation and using inverse operations to check answers.
Multiplication and Division:
We will be revising how to use and apply arrays and bar modelling to support our understanding of multiples. We will practise multiples up to 12 and use this knowledge to solve problems. We will start looking at division facts.
RE: Incarnation What is Trinity?
PE Coach Harry – Netball | 1,575 | 789 | {
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What comes after "drought" in California's disaster dictionary? FLOOD
The risk of flood can never be eliminated – but a robust levee and flood bypass system reduces risk and increases public safety. Did you know . . .
* Approximately 200 floods have occurred in drought years.
* Californians have consistently experienced both major droughts and Central Valley floods in every decade since 1950.
* One in five Californians lives in an area exposed to flood risk.
* Cars are easily swept away by only two feet of water.
* Damage from a few inches of flood water in a singlefamily home can cost tens of thousands of dollars.
* Homeowners have about a 26% chance of a 100-year flood occurring during their 30-year mortgage.
* Most homeowners insurance does not cover flood damage.
* California's State Plan of Flood Control project protects more than one million people, 1.7 million acres and almost $70 billion in assets from flood risk.
Hypothetical Flood Depth Risk at Central Valley Landmarks Currently Protected by State Plan of Flood Control Levees*
State Capitol: 1-5 Feet
Stockton Golf and Country Club: 4-12 Feet
Old Sugar Mill (Clarksburg): 6.5 Feet
Robbins Elementary School (Robbins): 25-30 Feet
* Examples above are for illustrative purposes only. Sources: Various local agency and DWR modeling estimates.
Major Drought And Flood Events In California Central Valley
California Droughts Since 1950
(Source: DWR "Drought in California" 2012 Brochure)
* 1947-50
* 1959-62
* 1976-1977
* 1987-1992
* 2000-2002
* 2007-2009
Central Valley Major Flood Storms Since 1950
(Source: SAFCA and DWR "Flood History" website pages)
* 1951 - American River watershed has first of five record storms.
* 1955 - Floods in Central Valley and northern CA result in 67 deaths.
* 1956 - Newly constructed and empty Folsom Dam fills in just one week when second record storm arrives -- saving Sacramento from flooding.
* 1964 - Third record flood in less than 15 years.
* 1986 - Storm dumps 10 inches of rain in 11 days. Resulting levee failure causes 14 deaths and $1.5 billion in property damage, and leads to a $464 million Paterno flood damage settlement against the State of California 18 years later.
* 1997 - Fifth record flood event in 46 years causes levee failures with flood flows inundating Modesto, Arboga, Olivehurst, and Wilton, resulting in 8 deaths and more than $2 billion in property damage.
* 2005/06 - Governor declares state of emergency due to threat of major flooding in northern CA and San Joaquin Valley. [A National Oceanic and Atmospheric Administration storm summary
reservoir releases and weir flows into the State Plan of Flood Control bypass system prevented major flooding incidents, with only minor levee declared 2005 the wettest December on record, with reported high winds and the second-highest astronomical high tide in the Delta; but advance
breaches in Suisun Marsh.]
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SENTENCE PATTERNING CHART
Bechtel, M. 2001. Bringing it all together: Language and literacy in the multilingual classroom. Carlsbad, CA: Dominie Press.
The Sentence Patterning Chart is an adaptation first developed by the McCrackens. It is created on a large piece of butcher paper to assist students with vocabulary, parts of a sentence and sentence structure. This strategies supports students in reading and writing, engaging them in a low anxiety environment.
| ADJECTIVE | NOUN | VERB |
|---|---|---|
| sad tired lonely hard-working | miners | dig Work shovel |
Procedures:
1. Draw four or five columns on a large piece of butcher paper. For grades K 3 include adjectives, nouns, verbs and prepositional phrases. In grades 4 -6 you may add a column for adverbs.
2. Label each column using a different color for each column. For early grades and for Emergent Bilinguals, you may add a brief description below the name. (e.g., under Adjective, you may include "describing words").
3. Select a plural noun. The noun may coincide with the key concept you are teaching in a content area unit or a book the students are reading. A plural noun avoids worrying about verb/subject agreement and the use of articles.
4. Have students volunteer vocabulary to include in each of the columns.
5. Chant the chart to the tune of "The Farmer in the Dell" to create a sentence. Some of the sentences may be nonsensical – just adds to the fun.
6. Display the completed chart in your room for students' reference.
Extensions:
A. After they have practices chanting the various sentences, have students copy some of the words on word cards, using the same color as the chart. For younger students, you may create the cards.
* Divide students in small groups. Make sure that younger students have all the cards they need to make complete sentences. Ask each group to put together the most interesting sentences, using all the their cards.
* Using Numbered Heads Together, one student reads one of the sentences the group created.
* For older students provide a random set of cards. Ask students to create a sentence with two adjectives, one noun, one verb, one adverb and a prepositional phrase. If they do not have the necessary parts of speech in their set, they must "go trading" with another group.
B. To practice comparative and superlative adjectives, add a strip of paper that covers the adjective column, and brainstorm the possibilities.
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ENGLISH
ह दी
िं
MATHEMATICS
SCIENCE
SOCIAL SCIENCE
BRAHMANANDA PUBLIC SCHOOL
HOLIDAY HOMEWORK (SESSION – 2020-21) CLASS – 5
1. Make a beautiful and creative invitation card using old marriage card for your birthday. Write an invitation also.
2. Paste any two pictures of nouns. Write one sentence about each picture. Circle the subject and the predicate in those sentences using different colours.
3. Make a book about yourself:-
a) Paste your photo on the first page. Write your name under it.
b) On the next page write about yourself.
c) On the next few pages draw or paste pictures of your family members and friends.
Write under each picture name of the person and your relationship with him or her.
d) Paste picture of your favorite cartoon character. Write few lines about it.
4. Learn Poem 'The Teachers Pest' from your literature book.
5. Do one page writing daily.
6. Revise all work done till now.
1) ऱेखन सुधार हेतु 15 ऩेज़ सुऱेख उत्तर – ऩुस्ततका में लऱखखए |
2) "कोलिि करने वाऱों की कभी हार नही होती हैं" इस ववषय ऩर कोई घटना या कहानी अऩने िब्दों में लऱखखए |
3) ग्रीष्मावकाि में मुल्ऱा नसीरुद्दीन की कहाननयाॉ नेट से ढ ॉढ़कर ऩढ़ढ़ए |
4) भारत देि की ककन्ही चार सुप्रलसद्ध इमारतों का चचत्र सढ़हत वर्णन करते हुए ( P.P.T ) तैयार कीस िए |
्
1. Learn table 2 to 20.
2. Make a degree clock by using items best out of waste.
3. Do 20-20 sums each for addition, subtraction, multiplication and division.
4. Draw the following and count its faces and edges: brick, dice and ball.
5. Take 10 phone numbers of your friends and write them in expanded form and in words.
1. Show the different phases of moon on a blank page by using an Oreo biscuit/ any round shaped cream biscuit and write their phases.
2. Prepare any five flash cards showing signs used in traffic.
3. Write a report about endangered animals.
4. Show the seed germination by using cotton balls and a waste cold drink bottle or water bottle.
5. Revise and learn chapter 1, 2, and 3.
1. Learn and write Indian states and its capital in your notebook.
2. Make a model of Globe using old newspapers.
3. Draw or paste 'National symbols of India' and write few lines about it.
4. Revise all work done in your notebook.
िं
्
Follow all the Do's and Don'ts for the prevention of Covid-19. Stay home, stay safe.
ृ
ॊ
्
ॊ
ॊ
ॊ
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Availability of local food key to improving food security
9 May 2011
"People don't think of rural areas as places without healthy foods," Kaiser says. "However, many people live miles from the nearest store, and this makes them less likely to buy fresh, perishable foods because they buy groceries less often. In urban areas, many people buy their food from restaurants or convenience stores, where nutritious food is scarce. Even if there is a nearby grocery store, many people don't have access to reliable transportation to those stores."
Elementary schools can use "grow labs" and "learning gardens" to help students learn about growing vegetables and experience the taste of fresh produce. Credit: MU News Bureau
Most strategies to assist the hungry, including food banks and providing food stamps through the Supplemental Nutrition Assistance Program, are short-term, emergency solutions. Those who rely on these programs face daily shortages of fresh and healthy foods, which lead to poor diet choices, nutritional deficiencies and health problems. An expert at the University of Missouri says the production of sustainable, locally grown foods is key to providing long-term food security for communities.
"We have to recognize that access to food is a human right," says Michelle Kaiser, researcher in the School of Social Work in the College of Human Environmental Sciences. "People should be able to get healthy food consistently; access to healthy food will benefit the health of the environment and the people consuming it."
Healthy, affordable food availability is an issue in urban areas, as well as rural areas, Kaiser says.
Local food production reduces the economic and environmental impact of transporting food. Increasing the availability of whole foods, such as fruits and vegetables, enables people to avoid processed, unhealthy foods. Kaiser describes a few strategies that policy makers and individuals can use to improve access to local, healthy food:
Farmers that sponsor community supported agriculture (CSA) programs ask consumers to purchase shares of their harvests prior to the growing season. Each week, consumers receive portions of seasonal fruits, vegetables, meat and eggs. A challenge to CSAs is that governmental assistance is not available; consumers directly purchase shares of the harvest rather than food.
Farmers' markets have been a staple of the American food system since the 1970s. The markets bring locally grown crops to people that might otherwise have difficulty finding fresh, healthy food. Many farmers' markets accept food stamps as payments.
Community and personal gardens can be planted anywhere from rooftops to apartment complexes. Kaiser says gardens bring people closer to their food and their neighbors. Gardens are increasingly being used by schools as educational tools. To increase the number of community gardens,
1 / 2
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policy makers should incentivize businesses to convert empty lots into gardens.
Community food assessments (CFA) are tools to define food-related issues including availability of fresh food, prices of foods, transportation to stores and more. Policy makers and local coalitions can use CFAs to better understand how to improve their community's food situation.
More information: Kaiser recently published a study on food security in the Journal of Community Practice.
Provided by University of Missouri-Columbia
APA citation: Availability of local food key to improving food security (2011, May 9) retrieved 14 October 2019 from https://phys.org/news/2011-05-availability-local-food-key.html
This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.
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Parallel Crossings – Questions and Answers (Q&A)
1. Q- Why are we building new Parallel Crossings?
A- Essex Highways is providing these new crossings which are designed to make journeys easier and more reliable for people who cycle. Parallel Crossings are a key part of Essex County Council's efforts to get more people cycling in Essex more safely and more often by making cycling more attractive. Better design will help to encourage more people to ride a bike by joining up sections of cycle routes, removing interruptions.
2. Q- How will they help cyclists?
A- Journeys for people who cycle will be quicker and easier. People riding a bike are not required to dismount when crossing the road, and vehicles on the road must give way to them. Parallel Crossings are used to join up sections of existing or new cycle routes.
3. Q- Why are they not yet in the Highway Code?
A- The Highway Code is revised periodically by the Department for Transport, but Parallel Crossings are fully legal and recognised in the Department's documents, such as the official guidance on appropriate signs and layout at TSRGD Schedule 14, including Part 1, Section 18, 21, 25, and Part 2 sections 31 and 53. http://www.legislation.gov.uk/uksi/2016/362/schedule/14/made
4. Q- Are these crossings safe for cyclists?
A- Yes. However, just like a zebra crossing for pedestrians, they are safest if used correctly. Drivers may not all be immediately aware of the new type of crossing and that cyclists have priority. So a cyclist approaching the Parallel Crossing must slow down, just as a pedestrian should at a zebra, to ensure that traffic on the road has had a chance to notice them and to slow down ready to stop for them as they set out riding across the road on the crossing.
5. Q- How will a car/van/truck driver or motorcyclist (or indeed a cyclist on the road) know they should give way to cyclists on the crossing?
A- Just as with all road signs and rules, drivers are expected to obey legal road rules. All Parallel crossings are built parallel to, that is alongside, a zebra crossing, so drivers should in any case always be approaching cautiously. The Belisha beacons at the crossing now extend to cover the area with the crossing markings for cyclists too. Some crossings, where appropriate, will be built on raised "tables" to add to the slowing effect on approaching traffic.
6. Q- Why can't cyclists just dismount and walk across the road with their bikes on the zebra crossing?
A- Cyclists do have that option if they prefer. However, Essex County Council is determined to act to increase cycling over the use of cars for local personal transport and some light goods delivery vans. Cycling is healthier in that it provides exercise and the more people cycle the less motor vehicles are contributing to congestion and pollution. Parallel crossings make cycle journeys quicker by avoiding having to dismount. Just as pedestrians, logically, legally and according to the Highway Code, always have priority to make their journeys safer and quicker, so at these particular points joining sections of cycle routes, people on bikes are favoured. | 1,284 | 661 | {
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How patients and carers can help challenge and deal with stigma and discrimination in mental health
What we'll talk about....
Some of the negative words used to describe individuals with mental ill-health and why these are wrong and hurtful
What ' stigma' and 'discrimination' mean and the effect stigma has
When,how and where we have faced mental health stigma and discrimination
Supporting people with their mental health – talking about ways of challenging reduce stigma and discrimination
Words used to describe mental ill- health
Sticks and stones may break my bones, but words can also hurt me.
Stones and sticks break only skin, while words are ghosts that haunt me.
Slant and curved the word-swords fall, it pierces and sticks inside me.
Bats and bricks may ache through bones, but words can mortify me.
Pain from words has left its' scar, on mind and hear that's tender.
Cuts and bruises have not healed, it's words that I remember.
Ruby Redfort
What does stigma feel like?
Activity
This activity is aimed to help you learn what it can feel like to experience stigma
Using negative words/ descriptions
What is stigma?
Bullying
Attitudes
Name calling
'Perception that a certain attribute makes a person unacceptably different from others, leading to prejudice and discrimination against them'.
Activity
Group activity- stigma
1.How and where have you experienced mental health stigma and discrimination?
2.What would you like to change if possible?
Who do we need to talk to and why.....?
1 in 4 people are affected by a mental health problem at any given time
We need to reach the 3 in 4 who haven't experienced a mental health problems – who may stigmatise.
To reduce the fear and awkwardness - patients and carers can tell their stories., what being mentally ill is really all about.
The challenge............
We all have mental health – just as we all have physical health
(The mental health continuum)
All of us knows someone with a mental health problem
What can you do to challenge stigma and discrimination?
Being more open about mental health , spread the word
Share your experiences , you could be a champion at work
Start conversations about mental health well beingencourage those 3 in 4 people to talk about their mental health
Lobby, campaign
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The day holding hands changed history
On 23 August 1989, approximately two million people stood hand in hand between Tallinn (Estonia), Rīga (Latvia) and Vilnius (Lithuania) in one of the most unique expressions of non-violent protest the world had ever seen.
occupation and annexation of the Baltic states was illegal, and against the wish of the respective nations.
So at 19:00 on 23 August 1989, 50 years after the Molotov-Ribbentrop Pact was signed, church bells sounded in the Baltic states. Mourning ribbons decorated the national flags that had been banned a year before. The participants of the Baltic Way were addressed by the leaders of the respective national independence movements: the Estonian Rahvarinne, the Lithuanian Sajūdis, and the Popular Front of Latvia. The following words were chanted – 'laisvė', 'svabadus, 'brīvība' (freedom). The symbols of Nazi Germany and the Communist regime of the USSR were burnt on large bonfires. The Baltic states demanded the cessation of the half-century long Soviet occupation, colonisation, russification and communist genocide.
doomed to be forcedly incorporated into the Soviet Union until 1991. The Soviet Union claimed that the Baltic states joined voluntarily. The protesters who took part in the Baltic Way wished to remind the world what had actually happened: the
The ~670 km long live human chain was the peak in a series of manifestations during the Awakening or Independence Movement of the Baltic states (1988-1991) who, after being incorporated in the Soviet Union in 1940 due to the evil Molotov-Ribbentrop Pact of 1939, sought to regain their sovereignty.
The Molotov-Ribbentrop Pact was a secret agreement between the Soviet Union and Nazi Germany that envisaged the division and occupation of Eastern Europe between the two powers. The Pact was signed on 23 August 1939. A week later the Second World War began, and inherently, after a short period under the Nazi regime (1941-1944), Latvia was
The Baltic Way was a significant step towards regaining the national independence of Latvia, Lithuania and Estonia, and a source of inspiration for other regional independence movements. The live chain was also realised in Kishinev by Romanians of the Soviet-occupied Bessarabia or Moldova, while in January 1990, Ukrainians joined hands on the road from Lviv to Kyiv. Just after the Baltic Way campaign, the Berlin Wall fell, the Velvet Revolution in Czechoslovakia began, and the Ceausescu regime in Romania was overthrown.
Recognising the documents of the Baltic Way as items of documentary heritage of exceptional value, UNESCO included the event in the Memory of the World Register in 2009.
COMPARE
The Baltic Way was similar to distance between
Paris
London
Glasgow
Tallinn
Riga
Vilnius
Frankfurt
San
Francisco
Los Angeles
1939
August 23, 1939. A non-aggression treaty between the USSR and Germany (the Molotov-Ribbentrop or the Hitler-Stalin Pact) with its secret protocols on the division of spheres of influence in Europe is signed.
August 27, 1989. 204 085 protest signatures against the CPSU CC statement are collected in Latvia. | 1,465 | 725 | {
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Brevard County Residents and Visitors Urged to Get Vaccinated Against Measles
Contact: Anita Stremmel firstname.lastname@example.org 321-615-9323
Merritt Island, Fla. — With the increase in measles cases across the US, the Florida Department of Health in Brevard County (DOH-Brevard) is urging Floridians and visitors who have not been immunized to get vaccinated. Although measles was thought to be eradicated in the United States in 2000, the disease has reappeared in recent months in the form of outbreaks in several states. The Centers for Disease Control and Health Protection defines a measles outbreak as three or more cases. As of April 17, 2019, one measles case has been reported to the Florida Department of Health.
About Measles
Measles is an acute, highly contagious viral disease. Although it is usually considered a childhood disease, it can be contracted at any age. Generally, preschool children, adolescents, young adults and inadequately immunized individuals comprise the majority of measles cases in the United States.
Measles is spread through the air by breathing, coughing or sneezing and is highly contagious. The symptoms of measles generally begin approximately seven to 14 days after a person is exposed to someone with measles. Symptoms include fever, runny nose, cough and rash. Anyone who has these symptoms should contact his or her healthcare provider. There is no specific treatment for measles.
Vaccination Urged to Protect Against Measles
The best way to protect yourself and your family against measles and other vaccinepreventable diseases is by immunization. In Florida, children should be immunized against measles with the combination measles, mumps and rubella vaccine (MMR) and should receive two doses, with the first at 12 to 15 months of age, and the second at four to six years of age.
Adults should be vaccinated with at least one dose of MMR vaccine, with a second dose recommended for those at higher risk such as international travelers and health care workers. People with underlying health conditions should discuss with their health care provider to determine the need for additional booster doses.
County Vaccination Services
DOH-Brevard offers vaccines for all ages through our three clinic sites in Titusville, Viera, and Melbourne on a walk-in basis Monday through Friday 8 a.m. to 4 p.m. Recommended childhood vaccines, including measles, are provided free of charge. Adult vaccines, including measles, are offered for a fee.
For more information on measles, visit floridahealth.gov/measles
About the Florida Department of Health
The department, nationally accredited by the Public Health Accreditation Board, works to protect, promote and improve the health of all people in Florida through integrated state, county and community efforts.
Follow us on Twitter at @HealthyFla and on Facebook. For more information about the Florida Department of Health please visit www.FloridaHealth.gov.
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The Last Known Surviving Female Chittenango Ovate Amber Snail Has Been Found, Crushed By An Impostor Cairn
As many know…
The Chittenango Ovate Amber Snail is an endangered member of the ambersnail species of snails. Discovered in 1905, the snail is only known to inhabit the falls area of the Chittenango Falls State Park.
Attempts to limit the interactions of humans and the snails has been fruitful, but recently an alarming trend has arisen! Impostor cairns are being stacked along creek beds and trails systems everywhere. Well-intentioned hikers have been creating these towers of doom to create beauty among the anarchy of the forest and streams.
By U.S. Fish and Wildlife Service –
http://www.fws.gov/endangered/about/episodes/ep_31_2012/images/main.jpg accessed 2013-02-13, Public Domain, Link
During the morning of the 3rd of August, one such hiker unintentionally passed one of the restricted areas of the park, crossing over and past the board fences and "Keep Out" signs, to build one such impostor cairn. The cairn was made with an assortment of stolen roof tops and entire homes of dozens of local inhabitants and their families. Some of these families were swept downstream and, to date, have not been located. Others were caught unprepared in the morning sun and did not have time to retreat before drying slowly in the sun's rays.
Reports say the cairn was completed by noon and left behind, beautifying the otherwise art barren landscape of the waterfall's basin.
Shelly, the last known surviving female of the Chittenango Ovate Amber Shell snails had been in the area of new construction and had heard the cries for help from the families of the victims. Her family had been stepped on by a visitor's dog the week before, rendering her alone without any surviving family. This recent loss was thought to fuel her need to help members of her community that were affected by the recent construction.
Shelly was not aware that the cairn was built without local trail codes in mind, or that the builder had no previous knowledge of the physics behind stacking round and uneven surfaced objects. She pressed on with her motherly instincts, to ease the sorrows of the affected community and habitat.
At approximately 13:15 that afternoon, the impostor cairn crumbled; thought to have succumb to the vibrations caused by the falls, or a larger truck passing by on the nearby road. Shelly was not recovered from the rubble.
Shelly had no surviving family, although many in the community called her Aunt Shelly. The tragedy of this event only emphasizes the need for cairn building classes, so visitors to the wild anarchic areas of the state can properly build their art, without endangering the art itself. Had this cairn been built properly the art would still be present for many to enjoy. Please contact your local representative to ask that they fund programs that will put an end to tragedies such as this.
#Satire #LeaveNoTrace #LNT #rockpiles #stackingrocks #sarcasm #comedy #humor Tell'em:
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Guidelines for lesson plans
Thank you for taking the time to submit your lesson. We ask you to use the below guidelines to write up your lesson because:
- a uniform structure to our lesson plans helps other teachers accurately and quickly determine whether or not the lesson plan fits their purpose, time frame, and resources.
- Centropa's Academic Review Board, experienced educators who will read all submitted lessons, will use the below guidelines to evaluate the lesson (we will take all names off lessons for the review). You will receive a summary of their comments and any suggestions for revision. Once you approve the suggested revisions, the Centropa staff will make the changes.
Please answer each question briefly and use bullet points wherever possible. Submit your lesson to Lauren Granite at email@example.com, Fabian Ruehle at firstname.lastname@example.org, and Marcell Kenesei at email@example.com.
Introductory Information
Overview Information
* Lesson plan title
* Course the lesson is taught in
* Your name and the name of your school/educational institution
* Primary category the lesson belongs to (such as Holocaust, WWII, English)
* Total required time to teach lesson (e.g., "two fifty minute lessons")
* Grade level of students and academic level (honors?)
Personal information about you (optional)
Introduce yourself: what you teach, your school, relevant info.
Summary
A one-paragraph summary of the lesson plan: What are the theme(s), context, content and goals? Please mention which Centropa materials you use (specific films, interviews, etc). Teachers can read this quickly to decide if this lesson is for them.
(Continued on next page)
Background Information
1. Context for Lesson – How does this particular lesson fit into the broader themes of the course?
2. Enduring Understanding (EU) – An Enduring Understanding is the ONE main idea you want students to take away from your lesson, beyond the details. In ten years, when they've forgotten the specific information, what primary concept will they remember? Example: For a project on Jewish life in Poland, an enduring understanding might be: The religious, political and intellectual diversity of Jewish life in Poland created a dynamic Jewish culture that continues to have an impact on Jews around the world today.
3. Goals/objectives: What are your goals/objectives for the lesson or project? Include some or all of the following: knowledge gained, skills acquired, behavior effected.
4. What Centropa or other sources were used? List all necessary materials, including primary sources, hyperlink web-based resources, and specific Centropa films and interviews. Please attach any readings that are part of this lesson or project.
5. Are there any specific background skills or knowledge students need to successfully learn the concepts, information and skills in your lesson? If so, please list.
The Lesson
This is the road map for teachers wanting to use your lesson in their classes. Include the following:
1. Motivating the students. How will you motivate the students at the beginning of the lesson? What opening activity will you use to engage them in the topic?
2. The lesson.
a. Describe each part of the lesson in a way that others may follow.
b. Indicate at the top of each section how long it should take.
3. Concluding Activity. How will you assess student competence, understanding and/or mastery of the skills and knowledge taught in the lesson? Examples include a visual project, writing assignment, test, etc.
Reflection
Please write a reflection paragraph about your experience teaching this lesson, using these questions as guidelines:
* What was your experience of teaching this lesson?
* What recommendations do you have for other teachers using your lesson plan?
* What worked well?
* What might you do differently next time? What challenges did you face?
3
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HELEN KELLER
Task 1. Read the story below then answer the questions.
One day when Helen Keller was a baby, she became seriously ill and day after day, her temperature stayed high. Her parents tried to help her get better. They said, "There is nothing more we can do. The baby may not live."
Helen lived. She was not the same after her illness. "Something was wrong," her mother said. The parents found that the child couldn't see or hear.
The baby grew into a little girl. Helen often cried and held onto her mother. Though Helen could not hear or see, she was a bright little girl. Some people thought Helen could not learn anything. Her mother never agreed. She said, "The problem is, how can we reach her? She is locked up inside herself."
Helen began to grow wild. She would not let anyone comb her hair. Her clothes were always dirty. Sometimes she even laid on the floor and kicked her feet.
Her parents found a teacher for her. Miss Sullivan, a young teacher agreed to
help Helen to learn to see the world. Miss Sullivan gave Helen a doll, "D_O_L_L" spells doll. She spelled the word with her fingers into Helen's hand. She made the letters with special hand signs.
Helen copied her teacher and spelled D_O_L_L too but Miss Sullivan didn't understand what she was doing. She spelled a lot of words for Helen, on her hand, day and night, to make Helen understand.
Helen liked Miss Sullivan. She was strict but kind. One day, her teacher made Helen put her hand into running water. Then, she spelled W_A_T_E_R. Suddenly Helen understood that W_A_T_E_R meant something wet, running over her hand. She understood that words were the most important things in the world. Words would tell her everything she wanted to know.
1. "Something is wrong," said Helen's mother. What was wrong with Helen?
2. Who agreed to help Helen? How did she help Helen?
3. What was the most important thing that Helen finally understood?
4. What is the main idea of the story?
5. Match the two parts of sentences given under column 'A', 'B' using but.
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|---|---|---|---|
| 1 | Helen lived after her illness | a. | her mother thought she could learn. |
| 2 | She could not see or hear | b. | she did not understand what she was doing. |
| 3 | People thought that she could not learn anything | c. | she could not hear or see. |
| 4 | Helen copied the words | d. | she was kind to Helen. |
| 5 | Miss Sullivan was strict | e. | she was very intelligent. | | 857 | 603 | {
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The Mystery of Browning Pine Needles: Part 1
What's not to love about pine trees? Many are drought resistant, cold hardy, and adaptable to poor soils. And, especially now in the midst of winter, pines present bold statements. Defiantly green, they shrug off bitter cold, icy rains, thick snows.
We may be most familiar with our native pines: loblolly (Pinus taeda), white (P. strobes), ponderosa (P. ponderosa) and a few others. But some of the non-natives are especially attractive. Austrian pines (P.nigra), Scotch pines (P.sylvestris) and Mugo pines (P.mugo), all present such different profiles, such different statements. They are often used in landscapes for those very reasons.
Loblolly Pine (Pinus taeda)
As with any plant in our landscape, it's good to check the health of pines from time to time. While they are sturdy additions to our landscapes, pine trees can be affected by certain diseases that can certainly weaken and likely cause disfigurement . . . and some that will cause the tree to actually die prematurely.
Viewing the needles is one way of checking on pines. However, browning needles or needles dropped beneath the canopy don't necessarily indicate a problem. Though called evergreens, all pines drop needles as part of their natural life cycle. Austrian and ponderosa pines, for example, retain needles for 3 to 4 years, scotch pines for 3-5 years. In natural needle drop the older, inner needles throughout the tree turn brown and shed in the fall. Needle browning or dropping at other times of the year could indicate problems.
Natural browning of older needles
Unfortunately, non-native pines are susceptible to one of the most devastating pine tree diseases, called Pine Wilt. To the dismay of homeowners, the disease occurs most often in well-established trees that are more than ten years old. And, once infected, a tree will die within a few weeks to a few months. There is no cure.
This disease is caused by a microscopic roundworm, the pinewood or pine wilt nematode, which is unwittingly carried by a species of a long horned beetle, the Pine Sawyer Beetle. Pine Sawyer Beetles feed on the bark of pine trees. Females lay their eggs in distressed or dying pines. Emerging from the eggs, the growing beetle larvae bore into the tree feeding on the inner bark and cambium. When fully grown, the larvae enter the pupa stage, generally remaining in their tunnels through the winter months.
Adult Pine Sawyer Beetle emerging
In spring, adults emerge, chewing out from their tunnels. However, if pinewood nematodes had colonized the tree, large numbers would have already moved into the beetles' respiratory openings. When the emerging adult beetles fly to healthy trees to feed on the bark, the nematodes will be introduced to the healthy trees through the feeding wounds.
Once introduced into a pine, the nematode population explodes rapidly, feeding on plant cells surrounding resin canals and water-conduction (xylem) cells. As the population multiplies and moves throughout the tree, the nematodes interfere with the flow of water and nutrients.
Initially, the needles on a few branches will fade to greenish gray, then to yellow and brown and the needles will remain attached. Quickly, though, the disease spreads throughout the tree. With no cure, the tree declines rapidly.
Dead and infected trees should be removed, leaving no stump, and burned as soon as possible. Burning will destroy beetle larvae before the next generation emerges to spread the pinewood nematodes to other pine trees in the area. The cut wood should not be kept for firewood but should be destroyed immediately.
The Pine Sawyer Beetle is most active from May through September with Pine Wilt symptoms appearing from July through December. Austrian and Scotch pines are highly susceptible to pine wilt. Mugo pines are moderately susceptible. Native pines are seldom affected unless suffering from environmental stress or other pest or disease problems.
Mature pine killed by pine wilt
For more information, here are some links for further reading opportunities:
Pine Wilt Disease--OSU Extension fact sheet EPP-7674
Pine Sawyer Beetles--OSU Entomology & Plant Pathology
Pine Wilt--a Fatal Disease of Exotic Pines--KSU publication MF2425
Fall Needle Drop--Michigan State University Extension | 1,768 | 935 | {
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Tips for Home or School Grasping Aids
MaryAnn Demchak & Marty Elquist
For many children grasping is difficult or impossible. As a result, participation in a wide variety of play, daily living, and academic activities can be affected. Various grasping aids are available commercially or can be homemade to facilitate children's involvement in activities.
* Foam hair curlers. Foam hair curlers come in a variety of sizes. Remove the plastic fastener and use the hole for the desired tool.
The grasping aids that are highlighted below can be used with writing and drawing implements such as pens, pencils, markers, crayons, and paint brushes. The aids can also be used with cooking utensils such as spatulas and large mixing spoons to help children participate in cooking routines at home or snack routines at school. Grasping aids can also assist children to grasp personal hygiene items such as toothbrushes, hairbrushes, or combs with han dles. These are only a few examples of how grasping aids can facilitate children's participation in everyday activities.
In making decisions about grasping aids it is important to involve an occupational therapist (OT). The occupational therapist might also have suggestions on how to refine the grasp over time so that grasping aids do not continue to be needed.
The following grasping aids can help individuals partici pate in a wide variety of activities. This is not meant to be an exhaustive list:
* Commercially available pen/pencil grips. A variety of shapes, sizes, textures, and colors are available from stores or specialty companies. Some of these grips will also fit skinny crayons and markers to assist with grasping. Pens and pencils with built-in grips are also available.
* Foam stress balls. Like pencil grips there are a variety of stress balls. Hold the stress ball firmly and shove the de sired item (must have a sharp tip) through the ball.
* Foam pipe insulation. Pipe insulation comes in various sizes. Cut the desired length of insulation and use the "pipe" hole for the item. Secure the insulation with tape or glue if needed.
* Masking tape. Take the tape and wrap it around the implement as many times as necessary to get the desired shape and size.
Pipe Insulation
1-877-621-5042 (toll-free in NV) • 1-775-784-6471 • www.unr.edu/educ/ndsip
* Film canisters. Poke a hole on the bot tom or the side of the canister. You might want to glue the lid in place.
* PVC pipe. Use the pipe to provide a low cost T-grip. The item to be grasped might have to be glued in place.
* Velcro sensitive gloves. Many knitted and bath gloves are sensitive to the "hook" side of Velcro. Self-sticking Velcro "hook" (hard, plastic side of Velcro) can be adhered to various items in a location that works best for the individual's grip. The Velcro on the implement will "stick" to the glove worn by the individual.
* Adapting other gloves. If you want a glove that is not as hot as a knit glove, you can
curlers
Hair Curlers
Film
Canisters
adapt a gardening glove. Similar to the knit glove, you attach Velcro to the object to be grasped. You attach the
opposite piece of Velcro to the glove in an appropriate location (at the fingers, on the palm, or even the back of
the glove) determined by the item to be grasped.
Photo from: www.enablingdevices.com
Card Holder
* Commercially available card holders. When we think of playing any type of card game, we think of grasping the cards. Card holders can be held in your hands or placed on the table. Using a card holder allows for easier organization of the cards.
*
soap) for larger grip needs. Again, the implement might have to be glued in place.
Plastic jug handle. Cut the handle from a plastic milk jug. The handle will have a "fat" end and a "skinny" end for different size utensils. Consider other types of plastic jugs (liquid laundry
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PERSONAL COMPUTER SYSTEMS
The term "computer system" usually refers to a computer and all the input, output, and storage devices that are connected to it. A personal computer system usually includes the following equipment:
- System unit. The system unit is the case that holds the main circuit boards, microprocessor, power supply, and storage devices. The system unit of the notebook computer holds a built-in keyboard and speakers, too.
- Display device. Most desktop computers use a separate monitor as a display device, whereas notebook computers use a flat panel LCD screen (liquid crystal display screen) attached to the system unit.
- Keyboard. Most computers are equipped with a keyboard as the primary input device.
- Mouse. A mouse is an input device designed to manipulate on-screen graphical objects and controls.
- Hard disk drive. A hard disk drive can store billions of characters of data. It is usually mounted inside the computer's system unit. A small external light indicates when the drive reading or writing data.
- CD and DVD drives. A CD drive is a storage device that uses laser technology to work with data on computer or audio CDs. A DVD drive can work with data on computer CDs, audio CDs, computer DVDs, or DVD movie disks. Some CD and DVD drives are classified as "read only" devices that cannot be used to write data onto disks. They are typically used to access data from commercial software, music, and movie CDs or DVDs. "Writable" CD and DVD drives, however, can be used to store and access data.
- Floppy disk drive. A floppy disk drive is a storage device that reads and writes data on floppy disks.
- Sound card and speakers. Desktop computers have a rudimentary built-in speaker that's mostly limited to playing beeps. A small circuit board, called a sound card, is required for high-quality music, narration, and sound effects. A desktop computer's sound card sends signals to external speakers. A notebook's sound card sends signals to speakers that are built into the notebook system unit.
- Modem and network cards. Many personal computer systems include a built-in modem that can be used to establish an Internet connection using a standard telephone line. A network card is used to connect a computer to a network or cable Internet connection.
- Printer. A computer printer is an output device that produces computer-generated text or graphical images on paper.
The term peripheral device designates equipment that might be added to a computer system to enhance its functionality. Popular peripheral devices include printers, digital cameras, scanners, joysticks, and graphics tablets.
The word "peripheral" is a relatively old part of computer jargon that dates back to the days of mainframes when the CPU was housed in a giant box and all input, output, and storage devices were housed separately. Technically, a peripheral is any device that is not housed within the CPU.
Although a hard disk drive seems to be an integral part of a computer, by the strictest technical definition, a hard disk drive would be classified as a peripheral device. The same goes for other storage devices and the keyboard, monitor, LCD screen, sound card, speakers, and modem. In the world of personal computers, however, the use of the term "peripheral" varies and is often used to refer to any components that are not housed inside the system unit. | 1,431 | 686 | {
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Protect Your Pipes During Freezing Temperatures
It is very important to protect the pipes in your home from freezing when the temperatures dip below 32˚. Freezing can lead to pipes bursting or cracking and costly repairs.
Some pipes are more prone to freezing than others because of their location in the home:
Pipes located in exterior walls (usually bathrooms and kitchen sinks)
Any plumbing located on the exterior of your home (hose bibb)
Exposed pipes, especially those in unheated areas (attics, crawl spaces, garages, and water heaters)
The best way to protect your home from frozen water lines and costly repairs is to winterize your home before the temperatures drop below 32˚.
Suggestions:
Shut your irrigation systems off at the main valve.
Disconnect garden hoses and install insulation or faucet insulators on outside spigots.
Have insulation from your hardware store on hand to install over pipes at risk of freezing.
When Freezing Temperatures are Imminent
Let the cold-water drip from any faucet served by exposed pipes or those in exterior walls. Running water through the pipe, even at a trickle, helps prevent pipes from freezing.
Open all cabinet doors on exterior walls to allow your pipes to warm up from your home's heating system.
Keep the thermostat set to the same temperature day and night.
What happens if my pipes freeze?
Once temperatures rise, frozen pipes generally thaw, and water will flow again. In some cases, however, the expansion of the ice causes the pipe to crack or burst. After a freeze, it is important to inspect pipes for damage.
Suggestions:
Know how to shut off the water main to your home. (If you are able stop the flow of water immediately from the ruptured pipe, you will reduce the damage drastically.)
Use warm towels to wrap around a pipe that may be frozen. Barely turning on your faucets along exterior walls helps to alleviate pressure from building up between the faucet and an ice blockage, which can prevent pipes from bursting.
Call a Professional for assistance.
NEVER try to thaw a pipe with an open flame or torch.
Remember that where there is standing water there is serious potential for ELECTRIC SHOCK so be very cautious with any electrical equipment.
AF/ls 12/2021
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Mustard
Gap fill
Mustard is one of the world’s great _________ . People eat it on hamburgers, hot dogs, and _________ . Some mustard is mellow, and some is flamethrower hot.
Mustard is very old. Two _________ years ago, Romans ate it at dinner tables. Around the year 800, they _________ ____ to Europe during their conquests. By the 1300s, Dijon was the center of mustard _________ . Today, that French city is still famous for its specialty mustard.
Mustard is made from _________ mustard plant seeds. Its unique spicy _________ comes from a combination of two main ingredients: the seeds and _________ . There are three kinds of seeds. The yellow ones create a _________ taste. Brown seeds yield a medium-hot food _________ . Black seeds produce an _________ heat, the kind that can burn your tongue.
Mustard mixed with white wine or vinegar is comparatively _________ . Water gives mustard its pungent taste. The hottest ones are made with cold water. Hot water _________ some of the oils that produce heat.
Around the _________ , there are four basic types of mustard. Yellow mustard has a _________ appearance and rather bland taste. Famous for a shiny lemon color, it’s a standard fixture at family picnics and _________ games. Honey mustard provides a nice balance between _________ and tang. It’s wonderful on ham sandwiches.
Brimming with _________ flavors, Dijon is commonly served in high-quality sandwich restaurants. Made with a high _________ of brown or black seeds and white wine, it has a _________ texture and a sharp aroma that will _________ your nose.
There are several blistering hot _________ . In England, people buy the powdered _________ in a can and add water at home. In Japan and China, mustard _________ is sold in tubes. It’s so seriously hot, the toughest men are _________ ______ tears after one bite.
Listen to the story and fill in the blanks.
Synonym match
True or false
Choose the correct answer.
Match the words or phrases.
1. spicy
a. smooth
2. gentle
3. creamy
4. tang
5. aroma
b. sharp
c. zest
d. moderate
e. smell
1. Mustard was invented in France. T or F
2. Black and yellow seeds create hot mustard. T or F
3. Cold water makes mustard extra spicy. T or F
4. Hot dogs with Dijon are a popular food at baseball games. T or F
5. Bland mustard has a shiny yellow appearance. T or F
Mustard
Anagrams
1. an / the / seeds / heat / intense / burn / kind / Black / your / that / produce / can / tongue
2. for / shiny / standard / color / picnics / family / games / at / lemon / fixture / and / a / baseball / a / it’s / Famous
3. mellow / is / and / Some / is / hot / some / flamethrower / mustard
4. people / version / can / in / England / home / buy / a / the / add / water / powdered / In / at / and
5. Mustard / plant / from / seeds / made / ground / mustard / is
LMWLEO
NNIEEST
NIEUUQ
UPNETGN
IDQLUI
TATICNEORNOCN
1. What kind of listening story is this?
2. What is a condiment?
3. Do you like eating food with mustard? What’s your favorite?
4. What makes mustard hot?
5. Describe the four classes of mustard.
6. Which countries have the hottest mustard?
Move letters. Make a new word.
ESL discussion questions
Talk about the story
Writing practice
Put the words in the correct order. | 1,572 | 816 | {
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Post It Notes
Gap fill
Post-It Notes are small __________ of yellow paper with __________ on the back. It looks like a simple product, but it took 12 years to __________ .
The history of Post-It notes begins in __________ . Spencer Silver __________ for a company called 3M. He was trying to make glue that could be used to build __________ . Instead of strong glue, he made __________ glue.
His weak glue had two __________ features. First, it would stick to any __________ surface. Second, the glue didn’t __________ from paper, so it could be reused many times. For years, Spencer searched for a __________ use of this uncommon glue. He failed. Then in __________ , something happened.
Art Fry also worked at 3M. While __________ in a choir, he had a problem. His music book wouldn’t stay open. He put paper inside the book to __________ the page, but the paper kept __________ out. He needed some thing that could stick to paper, but wouldn’t __________ the book. That’s when he thought about __________ glue.
Back at work, he used the weak glue to make __________ paper. Workers at 3M made some sticky paper and gave it to people __________ the office. They loved it. It was a __________ way to leave messages. In 1980, 3M __________ the sticky paper. To their surprise, people loved it. Today, Post-It note paper is one of the world’s best selling __________ products.
The Post-It note story teaches us about __________ . Spencer and Art had a unique product with no practical use at first. By __________ the bookmark problem and weak glue, they created a useful product.
We are often told that to be successful in business, we need to find a problem and then __________ a solution. Sometimes we have a solution, but we need to find a __________ .
Listen to the story and fill in the blanks.
Synonym match
True or false
Choose the correct answer.
Match the words or phrases.
1. unusual a. handy
2. practical
b. distinctive
3. convenient
c. odd
4. unique d. useful
5. stick
e. attach
1. Post It Notes use a special adhesive. T or F
2. It took 14 years to make Post It Notes. T or F
3. Two people invented the special glue. T or F
4. People in the office loved the sticky paper. T or F
5. Post It Notes were first used in a choir. T or F
Post It Notes
Anagrams
1. unusual / glue / two / His / features / weak / had
2. could / be / He / that / was / to / trying / to / used / build / planes / make / glue
3. glue / thought / That’s / he / about / when / weak
4. product / first / Art / and / with / practical / no / had / use / unique / a / Spencer / at
5. are / yellow / glue / of / notes / small / back / the / pieces / PostIt / on / paper / with
SFULEU
ESURED
ERSISPUR
GSORTN
VEEONTCINN
ELDPVOE
1. What kind of story is this?
2. What problem lead to the idea of a sticky paper?
3. What is creatvity?
4. The last paragraph talks about a solution and then a problem. What does that mean?
5. Some people find interesting ways to use Post It Notes. Can you think of any examples?
Move letters. Make a new word.
ESL discussion questions
Talk about the story
Writing practice
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Year 5 newsletter
Spring 1
English
This term we are learning to write a journal entry in the role of the main character from our brilliant class reading book called 'The Lost Thing'. The children will also write their own Lost Thing narratives, based upon their story plans.
Maths
This term we are covering decimals, measurement, multiplication and division.
Science
Our exciting topic this term is Earth and Space where the children will also be learning about the planets, the moon and the sun.
Computing
We are continuing to learn how to create computer games.
Geography
Our topic this term is global features which includes contour representations and local features.
St John's CE Primary
Our theme this term is Christianity and we are discussing Christianity beginning with the Creation.
Spanish
All KS2 classes will be learning to say classroom instructions and classroom objects.
PE
All children must wear the school PE kit which has been provided and plain black plimsolls or trainers. There is a no jewellery rule and any stud ear-rings will have to be covered by plasters. Long hair should be tied back for health & safety and hygiene.
Indoor – Our indoor PE lesson is on Monday afternoon. This term we are doing dance called 'That's life – feeling groovy'
Outdoor – Our outdoor PE lesson is on Thursday afternoon. Don't forget you can bring in plain, dark coloured track suit bottoms and a top to wear when it is cold outside.
Art/DT
The skills we are learning this term are painting – expressing different emotions
Music
The theme for music this term is 'That's life'.
Homework
Maths and English homework will be sent out every Friday and is due back in on Wednesday. There will be mental maths and spellings tests every Friday. Every child is expected to read at least 5 times a week and have their reading record signed & dated.
Water
Learning is thirsty work and in order to keep thinking throughout the day your child should bring a named plastic water bottle to school, which they can re-fill, to keep their brains hydrated.
Snacks
You may send a piece of fruit or vegetable into school for your child to eat at break time. Anything else will be confiscated and returned to them at home time. This should be separate from their packed lunch.
Class events
Our class assembly is on Wednesday 6 th March.
Parent open evenings are Tuesday 5 th and Wednesday 6 th March
Concerns
Please see me any day after school or you can make an appointment at the office.
Ms Moulden | 991 | 521 | {
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Curriculum Statement
Bicester Technology Studio provides an exciting and challenging curriculum that is intended to not only provide students with an excellent base of qualifications, but also develop core employability skills that ensure students are fully prepared for success in work and also in their personal endeavours.
Students will attend school for 41 hours per week, enjoying a variety of academic and active project based learning.
The school will plan weekly student work placements for all students, co-created with employer partners and targeted at the developing needs of the area in order to facilitate a talent pipeline of skilled, confident students who are ready for their next step in the workplace.
CREATE framework
BTS will ensure students embrace the core skills outlined in the CREATE framework, ensuring constant personal development facilitated via coaching and project work. These skills are essential employability skills that once developed will give our students a significant advantage when they choose to enter the world of work.
C- Communication- Select, organise, deliver.
R- Relating to others- Relate, collaborate, steer.
E- Enterprise- Launch , Plan, execute, reflect.
A- Applied- School and learning, family and relationships, work and employment, my community.
T- Thinking- Use, research, decide.
E- Emotional- Understand myself, manage myself, understand others, manage others.
Trust Structure
Student 'tutor' groups will be in project teams within one of four trusts. Each project team will consist of 5-8 students who are monitored by a teacher. In the trust format, project teams will work on common projects that foster competition and give opportunities for personal development. Individual and project group coaching will occur through this structure.
We will also incorporate a trust credit structure that rewards the roles and impacts of students in their project teams and other notable contributions. This will be developed in conjunction with staff and students during Term 1.
Common Curriculum elements (strand of learning throughout projects)
BTS will select courses that match the specialisms of the school but will also develop skills and experiences that align to the needs of employers, e.g. project management, statistics
Key Stage 4 (in 2016/17 relates to Year 10 only)
Maths, English Literature, English Language, Triple Science, Double science, Studio Sport, Big Debate.
Geography, Art, Product Design, Computing, Business Studies.
BTEC Engineering and BTEC Business Studies.
Post 16 (in 2016/17 relates to Year 12 only)
A Levels
Product Design, Mathematics, Business Studies, Physics, Geography, Biology, Art, Computing (Big Debate)
BTEC Subjects (level 3)
Engineering and Business Studies
Electives
Students use one block of learning per week to plan and follow their passion. The school requires that this is developmental and that it is genuinely enriching.
Project Based Learning
Students will spend up to 6 hours of PBL per week. This tie gives students to apply and embed knowledge developed in core curriculum time or immerse themselves in an employer led project. Throughout the flow of the school year students will undertake 3 types of projects: Immersion, Innovation and Insight. Within these projects students will have the opportunity to undertake a variety of different roles to enable them to develop a wide range of skills (as mapped in Create framework)
Employer Work Placements
Year 10 students will be regularly placed with an employer partner for half a day per week. Year 12 students will be regularly placed with an employer partner for one day per week. Work placements will formally commence in January 2017 when students and work placements have been properly risk-assessed and matched to need. Our list of employer partners in and around Bicester is growing to a January target of 50. Some placements will be based in Kidlington, Buckingham and Banbury in order to widen employer choice and assist with travel by geographically locating nearer to some students home addresses. | 1,841 | 795 | {
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La Grande School District 1
Code:
KA
Adopted:
4/08/92
Readopted:
9/13/06; 4/30/08; 10/10/18
Orig. Code(s):
KA
School Community Relations Goals
The Board bears full responsibility for informing the general public about the operations of the school system. The Board also believes in involving citizens in the work of the schools so that they can help solve educational problems. An effective school-community relations program is a combination of these beliefs and the following ideas and practices:
1. A positive attitude toward the schools, as expressed by each person on the school staff in his/her daily contacts with other staff members, parents, and people of the community.
2. A systematic, honest, and continuing effort to discover what the citizens think and what they want to know; to interpret the schools' programs, problems, and accomplishments; to correct misinformation, and to supply all desired information.
3. An active partnership between the school and the community in which professional educators and laymen work together toward improvement of the total educational program.
4. An active interest on the part of every staff member in the needs of the community to find ways to make the district a better place to live.
The ultimate goal of school public relations is to improve the quality of education for all children in a democratic society. In order to achieve this goal, and to evaluate progress toward it, the Board declares the following objectives:
1. To develop public understanding of school operation; to ascertain public attitudes toward issues in education; and to discover the public's aspirations for the education of their children.
2. To secure adequate financial support for a sound educational program.
3. To help citizens feel a direct responsibility for the quality of education provided by their schools.
4. To earn the good will, respect, and confidence of the public with regard to the schools' staff and services.
5. To foster public understanding of the need for constructive change, and solicit public advice on how we can achieve our educational goals.
6. To foster citizen involvement.
7. To promote a cooperation between the school and the community, and to establish channels for sharing the leadership in improving community life.
School principals are encouraged to establish programs of school-community relations. Primary goals for such programs should include:
1. Identification of areas in need of examination, interpretation, and discussion between school and community; organization of communication systems; and provision of information to local persons or groups through such means as local news releases, newsletters, school and civic association meetings, etcetera.
2. Coordination and facilitation of local news media relations.
3. The Board believes that an effective public engagement and communications program is a necessary component of a school system's organization and operation. Therefore, the Board supports the superintendent and principals in creating a program that invites the public to assist in establishing the district's mission, goals and educational priorities.
The district's public engagement and communications program will:
1. Provide meaningful opportunities to seek and use public input on issues affecting the operation of the district;
2. Encourage a better understanding of the goals, needs and accomplishments to the total educational program;
3. Be a planned, systematic, two-way process between the Board and superintendent and the district's employees and community;
4. Include a variety of media such as meetings, letters, circulars, seminars, publications and personal contacts;
5. Provide the information sharing and discussion channels necessary for resolving differences and eliminating misunderstandings;
END OF POLICY
Legal Reference(s):
ORS 332.107 | 1,678 | 721 | {
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Winter Futsal Tournament Rules
General Rules
- Games consist of 2x20 minute halves with a running clock and a 2 minute halftime
- There is no overtime, injury time or stoppage time.
- Teams are comprised of four outfield players and one goalkeeper.
- The G.K. must wear a different color jersey (or penny) than the outfield players.
- There is no offsides.
- No sliding or slide tackling allowed.
- All substitutions are on the fly, this includes goalkeeping substitutions. Referees will not stop play for goalkeeping substitutions.
Restarts
Kickoffs: are indirect. The ball must be played forward first. Tapped balls are not in play – the ball must move forward.
Kick ins: are indirect. The ball must be placed on or no more than 10 inches behind the line and the kick must be taken within 4 seconds. A kick in that goes directly in the defensive goal is a corner kick of the opposing team.)
Goal Clearances: are taken when the ball wholly crosses the goal line after being touched last by the attacking team. The goalkeeper must use his hands to roll, bounce or throw the ball from anywhere inside the penalty area to outside the penalty area.
Corner Kicks: are direct. The ball must be placed directly on the corner spot and the kick must be taken within 4 seconds.
Free Kicks: may be indirect or direct. The ball must be stopped completely before the kick may be taken.
Penalty Kicks: are taken from the penalty spot and must be shot at goal by a clearly identified kicker. Defenders may not be nearer to the ball than 16 feet and must be behind an imaginary line running from touchline to touchline even with the penalty spot.
Distance: For all of the above, except goal clearances, opponents may not be closer to the ball than 16 feet.
Ceiling: If the ball hits the ceiling or other object, the team that did not touch the ball last restarts play with a kick-in from the nearest point on the touchline.
Fouls and Misconduct
Indirect Free Kicks: When a player plays in a dangerous manner, impedes an opponent (without playing the ball), slides, prevents the goalkeeper from releasing the ball with her hands or commits any offence for which play is stopped to caution or eject a player.
Direct Free Kicks: When a player kicks or attempts to kick an opponent, slide tackles an opponent or slides with an opponent near (automatic yellow card/caution), jumps at an opponent, charges at an opponent, strikes or attempts to strike an opponent, pushes an opponent, holds an opponent, spits at an opponent or handles the ball deliberately.
Yellow Card / Caution: The offending player is shown a yellow card. If a player earns two yellow cards in a match, he is shown a red card.
Red Card / Ejection: The offending team plays down for two minutes unless scored upon before the two-minute penalty expires. The offending player serves a minimum one-match suspension.
The Goalkeeper
- Must wear a different color shirt. She may wear long pants and/or other padding as deemed safe by the match referee.
- May receive a kick in directly.
- May score directly with his feet during the run of play.
- May not punt or drop-kick the ball. (Ball must settle to the ground or be touched first, no "air" under the ball when kicked.)
- May throw the ball directly across the half-way line. A ball thrown directly into the opposing goal results in a goal kick for the opposing team.
Tournament Rules
- Each team will play three games
- The game clock will start at the beginning of the assigned game time
- Players are not allowed to play on multiple teams
- All players must sign a waiver before competing and teams must be paid in full
- Pennies will be assigned to any team not wearing the same color. Colors will be assigned when schedules are released.
- All players must wear shin guards and appropriate indoor soccer shoes or other court shoes, tennis shoes are permitted.
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Selfie with nature
Summer camp for school children – 2018
in this green campus of RIVER
SENSING THE SLICE OF NATURE – Experience of the Children
"Nature" is where all we belong to. The settings of nature changes from region to region, time to time and with technology advent. Whatever it may be the soil, plants and animals are extremely important in the existence and development of humans. So wherever we are, understand nature, help preserve it and hand over a sustainable planet to the next generations. This is the theme on which the summer camp for children was organized, when Rajiv Gandhi Institute of Veterinary Education and Research (RIVER) opened the sprawling, serene, green campus to the young children from school to see and feel the surprises of nature and share the joy of it. This was done in collaboration with the Dept. of Tourism, Govt. of Puducherry. The campus gave the opportunity for children to see and learn through the above animals in the farm, birds of diversity, plants, herbal garden, fish pond, veterinary hospital, PONLAIT and Krishi Vigyan Kendra. It was actively dominated, knowledge through fun mode which the school children enjoyed a lot.
The quiz and drawing / painting activities conducted at the end of the two days camp added worth to the joy of realizing what the young kids have learnt about the nature and their responsibility to preserve them.
At a time when the world talks of welfare measures for animals, preserving birds, animals and aquaculture, promoting herbal plants this was straight enthralling experience for children of two days of "Selfie with Nature" said Prof. S. Ramkumar, Dean, RIVER. We were not keen on getting more numbers, but whomever who have participated from more than 15 schools – had one of their memorable experiences of nature in their life. The fish pond with geese and ducks was one of the favourite spots of children, who tried a hand on fishing and learnt about the aquatic ecosystems and its importance in day to day life.
The children planted saplings of medicinal plants and while doing so felt they are also doing a job of propagating herbal plants. RIVER has more than 170 varieties of medicinal plants.
The Anatomy museum of the institute turned to be a final "jig-saw" puzzle play for children when they were asked to fix the bones on the outline of the cow drawn on floor. And the children learnt about the femur and humerus bones which carries the weight of a 400 kg cow. The processing of milk and packing it to various products for the children of Puducherry, like the peda, ice-creams, ghee, kulfi was an exciting experience in PONLAIT. From the farm from outside, they had the opportunity of seeing the unseen world of micro-organisms through microscope in RIVER and tissue culture in Krishi Vigyan Kendra.
Every child was a transformed one committed to the cause of nature by the time they received their certificate, a mug with their photo and a pack of organic vegetables grown in the RIVER campus. The summer camp was a different experience to RIVER, with student volunteers from graduate studies and faculty,closely monitoring and spending time with students. "The happy involvement of students and the twinkling eyes of satisfaction and questions they asked was a remarkable and memorable experience for all of us" saidDr. R. Kumar, Coordinator of the Summer Camp. Dr. Bhanu Rekha, faculty mentioned "the coordination of activities linking the complex concepts of science that the institute specializes was challenging".
It's satisfying when the children say how much they learnt in the camp. "This doesn't look like a college, but a place where I can enjoy more. I like the campus very much and don't want to leave the campus. For that I would like to become a Veterinarian", said a student from Primrose School, Puducherry. For the first time I could see closely how a veterinarian treated a dog. Though I was a bit afraid, it was really interesting said Sri Hari, Velammal Vidhyalaya, Chennai. Twisha Dash of Aditya Gurugram said the two days we enjoyed much. We came to know the farm animals, how they live, multiply and develop. Fish pond was a happy and different experience.
"Catching the fish and leaving it back", "Touching the bones and arrange them as a model drawing", "the multiplying cell seen under the microscope" all were examples of the excitement quoted by many children. | 1,698 | 956 | {
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Subject: English Language Arts -Writing
Grade: 6
| What students will know and be able to do: • Writers will draw upon their established writing identities while generating ideas for memoir writing. • Writers explore their topics in a variety of ways to prepare for writing their drafts. • Writers revise their drafts to create the most powerful memoir they can write. • Writers edit their drafts to create polished memoirs. • Writers celebrate their hard work and finished memoirs as a community. Content Vocabulary: Lead Dialogue Thoughtshot Snapshot Elements of craft Simile Metaphor Small moment Memoir | What students will know and be able to do: • Writers analyze characters across text/series/genres to prepare ideas for writing a compare/contrast piece of writing. • Writers use specific evidence gathered from text/series/genres to write a first draft. • Writers revise their drafts to create a well-developed compare/contrast essay. • Writers edit their drafts to create a polished piece of writing. • Writers celebrate their hard work and finished piece of writing as a community. Content Vocabulary: Domain Specific Vocabulary including: Compare Contrast Character Setting Theme/Thematic Statement Exposition Character Traits Thesis Rising Action Falling Action Resolution Climax Interpretation Works Cited |
|---|---|
| W3. Write narratives to develop real or imagined experiences using effective technique, relevant descriptive details, and well-structured event sequences. W4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. | W.6.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. W.6.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, |
W5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
rewriting, or trying a new approach.
| Students will write a historical fiction narrative piece based on the research of a self-selected time period. Differentiated Version of Task: Structure of workshop model demonstrates differentiation Other Evidence: • Conference notes • Anecdotal notes • Journals • Daily writing • Published piece • Sticky notes • Think marks • Stop and jot | |
|---|---|
| Persuasive/Argument Writing | Historical Fiction |
audience.(Grade-specific expectations for writing types are defined in standards 1–3 above.) W5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6 on page 52.)
for constructing a draft.
Exposition
Content Vocabulary:
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Push and pull forces on prehistoric migration
Teachers Notes
Humans established themselves in East Africa 200,000 years ago and migrated across the world. Present this map. It may have been seen before in the unit on migration. If so use it to recap.
Activity - Why did the prehistoric people decide to leave East Africa?
Print and cut up the cards on the left column. The extra information on the right column may be useful for the teacher in discussion. Issue sets of cards to teams of children. The cards are also available as a 'Pupil Worksheet' for them to cut up.
Teams organise the cards using a 'Diamond Format'
| Homeland became an unpleasant and they wanted something new and unknown | |
|---|---|
| | Climate change. Ice ages and droughts |
| There were no jobs | |
| | These people worked as small teams in |
| | tribes – the job was survival |
| Terrible political circumstances after an election | |
| | The leadership of these small teams |
| | would not involve formal elections |
| Climate made places into huge ovens or freezers where barely anything can live or grow | |
| | There is evidence of ice ages and |
| | droughts |
| A natural disaster | The possibility of Tsunami and volcano |
| | eruptions is high |
| Competition with hostile neighbouring groups | humans will try to dominate others and |
| | of course protect what is theirs |
| | The habitat changed and/or the |
| | population grows. These early people |
| | depended on hunting and gathering |
| Their mobile food (herds of herbivores) migrated first and they followed | |
|---|---|
| | Animals dependent on a few types of |
| | vegetation would be the first to move on |
| Better climates | |
| | Observation of birds and animals that |
| | passed through seasonally enabled |
| | deduction of warmer/colder/wetter |
| | distant lands |
| Greener lands | |
| | Lush green corridors would open up due |
| | to climate changes |
| Nomadic Lifestyle | Nomads don’t intend to stay in one |
| | place. Until the prehistoric people |
| | started growing crops there was no |
| | advantage to being in one place. |
| News skills and tools | Fire and clothing was invented and |
| | could protect them in a colder climate |
| Inventiveness and cooperation | The quest for more food and resources |
| | could be met by teams. This would |
| | allow some people to explore further |
| | Some people have an inbuilt desire for |
| | adventure. Scientists can find the human |
| | genes that make a risk-taking person. |
| | These genes are more present in people |
| | furthest away from East Africa such as |
| | Maoris and North American Indians |
Push and Pull – Teachers Notes – Prehistoric Migration
Discuss ideas from the teams of what they think the priorities for migration were
Which of the priorities pushed people?
Which of the priorities pulled people?
Which of the cards are not relevant to pre-history but could be relevant to history?
Jobs and elections – interesting to think how leaders would have held power
Ask teams to divide the cards into two groups -
- Factors that Push
- Factors that Pull
Ask them to think of any factors that could be added in more recent history.
Colonialism
Shipping / Trade
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Your Library partners with families to prepare children for kindergarten
This week's theme is Culture, Family, and Community
Early Learning Standard 1.1: Children develop an awareness of and appreciation for the similarities and differences between themselves and others.
1. Child will recognize stereotypes that are culturally or linguistically unfair as well as other biased behaviors.
Parents can: Provide opportunities for child to identify and describe fair and unfair situations in pictures or actions, and help problem-solve what can be done.
2. Child demonstrates awareness, knowledge, and appreciation for another culture.
Parents can: Introduce children to other cultures and languages found in our community. Ask families from other cultures to share their home language, stories, and songs, or attend programs in the community such as powwows, Chinese New Year, and others.
Early Learning Standard 1.2: Children develop an awareness of and appreciation for the functions, contributions, and diverse characteristics of families.
3. Child can describe family relationships, eventually to include extended family members.
Parents can: Provide opportunities for child to create a "My Family" booklet with pictures and captions of family members. Talk with child about family roles and relationships.
4. Child identifies oneself as a member of a family .
Parents can: Encourage child to draw family portraits and describe stories about their pictures.
5. Child recognizes similarities and differences between his family and other families.
Parents can: Read books about diverse families and discuss family similarities and differences to help develop an appreciation for diversity.
Early Learning Standard 1.3: Children develop an understanding of the basic principles of how communities function, including work roles and commerce.
6. Child can demonstrate a beginning awareness of the function of money and commerce.
Parents can: Set up pretend stores or restaurants to encourage dramatic play, such as paying for groceries or gas. Point out examples of paying for services or items when appropriate.
7. Child can recognize community workers and describe their jobs.
Parents can: Read about or show pictures of community members in various roles, being mindful to portray men and women in both traditional and nontraditional roles.
8. Child demonstrates community-building skills.
Parents can: Give children responsibilities that require cooperation, such as setting the table, cleaning up, or helping in the yard. Encourage cooperative play and working together.
9. Child can describe what he or she wants to be when grown up.
Parents can: Read books about different occupations and give child opportunity to share career aspirations. Follow your child's lead to learn more about jobs people do with books and visits with community members.
Bozeman Public Library ● 626 East Main ● Bozeman MT 59715 ● 406-582-2404 For more tips, send "SIGNUP" to 406-204-3583 or ask a children's librarian. | 1,251 | 565 | {
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Welcome to Bug Club
Dear parent or carer,
Here we are at the start of a new term and we are looking forward to another step up in your child's reading progress and confidence. As you may remember, we are using a reading programme called Bug Club and we would like to take this opportunity to remind you of the ways you can help your child with their reading.
What is Bug Club?
Bug Club is a finely-levelled reading scheme, which ensures that all children can read books at exactly the right level for them. What's more, there are online versions for every printed title and a personalised website for each child.
" " I think Bug Club is a genius concept... As a parent, I can see what my child is doing, I can work with my child. It gives the teacher an ability to do a real microanalysis of what that child is learning. For the kid it's fun - and if it's fun, they're going to engage with it. Professor Tanya Byron, child psychologist
What do the Book Band Levels mean?
Bug Club books are graded into colour-coded Book Band levels, and within each level there is a carefully planned progression of books. This fine progression gives children plenty of opportunities to develop their reading skills.
Using the printed books
Inside every printed book there are notes to help you make the most of reading with your child.
Inside front cover: for younger children there are notes identifying difficult words. For older children these notes provide background information about the time or place the book was written or sometimes information about the author or illustrator.
Inside back cover: there are suggestions for puzzles and challenges that help by children think about their reading, by getting them to revisit the text, make or write something or read around the topic.
Using the online reading world
If you have access to an internet connection, your child can enjoy reading Bug Club books online as well as in print. Each child has a unique homepage, and can log into it by following these steps:
1. Go to www.activelearnprimary.co.uk
2. Enter the login details.
3. Your child's homepage will appear.
Login details
Username:
Password:
School ID:
Reading a book online
Your child's teacher will regularly allocate new books to your child according to their reading level and these books will appear on their personal homepage. By now your child should be quite used to the online environment and the process of answering quiz questions and earning 'Bug Points'. If you haven't already, why not ask your child to show you the books they have already read and how many rewards they have accumulated.
The reader
Getting involved
Until they are fluent readers, younger children will benefit from reading aloud to you as often as possible. By the time they are in Years 5 or 6, many children prefer to read silently to themselves. Create quiet opportunities for them to do so, but then talk to them about the book they are reading.
Sharing reading
When sharing a book with your child, try to take opportunities to talk about the book – before, during and after reading.
Before reading: look at the book cover and talk about your child's expectations.
While reading: support your child when unknown words need tackling and have a 'meaning check' every now and again to ensure your child understands the text.
After reading: talk about the book. What was it about? Did it match your child's expectations?
For more information about helping your child with their reading at home, click on the Parents' help button on the Bug Club homepage (www.activelearnprimary.co.uk).
If you would like to discuss your child's reading at any point, please do not hesitate in contacting me, I will be only too glad to help.
Kind regards,
Class teacher name
School name | 1,413 | 761 | {
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National Poetry Day
In conjunction with Greenpeace
Poetry Writing Competition
* Poems About the Planet
* Write about nature's beauty and protecting the planet for this year's competition with National Poetry Day. Enter your poem by 1 December for a chance to win.
What is environmental poetry?
Distinct from nature poetry, environmental poetry explores the complicated connections between people and nature, often written by poets who are concerned about our impact on the natural world. Poets today are serving as witnesses to climate change while bringing attention to important environmental issues and advocating for preservation and conservation.
"The Green House Effect" by Carl Dennis
https://www.youtube.com/watch?v=cQEg_g0 9Sng
A Vanishing World: the English countryside
Listen to Larkin read his poem
* Written in the 1970s about a vanishing idea of a romanticised England –with its 'guildhalls' and 'carved choirs' – 'Going, Going' laments the auctioning off of the English countryside to the highest bidder, with its title summoning, without quite being able to complete, the auctioneer's cry: 'Going, going, gone'. Soon, Larkin says, he fears that England will be nothing but 'concrete and tyres'. You can listen to Larkin reading his poem here.
* https://www.youtube.com/watch?v=dQkKr_ 9jcNs
Plastic Pollution: Goodbye, Goldeneye by May Swenson link:
https://www.elyricsworld.co m/goodbye,_goldeneye_lyric s_may_swenson.html
Saving the trees …..
Gerald Manley Hopkins, "Binsey Poplars"
* In 'Binsey Poplars', Hopkins (1844-89) laments the felling of some beautiful aspen trees in Oxfordshire in 1879. The poem was not published until 1918, like so much of Gerard Manley Hopkins's work. Shortly afterwards, the poplars were replanted. In 2004 they were felled again, only to be replanted. As the Bodleian website notes, 'The poem formed part of the successful campaign to replant the trees.'
* https://www.youtube.com/watch?v=XHjE mSVJ2IY
Climate change: Some poets have written very powerfully about climate change
"Ovid on Climate Change" by Eliza Griswold
Bastard, the other boys teased him, till Phaethon unleashed the steeds of Armageddon. He couldn't hold their reins. Driving the sun too close to earth, the boy withered rivers, torched Eucalyptus groves, until the hills burst into flame, and the people's blood boiled through the skin. Ethiopia, land of burnt faces. In a boy's rage for a name, the myth of race begins. | 1,122 | 596 | {
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Name(s)
Arun K. Jandaur
Project Title
How Do Metals Compare in Conducting Heat?
Objectives/Goals
Abstract
My experiment is to study how metals will compare in conducting heat. By knowing how metals compare in conducting heat will help in designs, where it is required for metals to conduct more or less heat. Based on my research, I predicted that among the metals (Copper, Aluminum, Brass, Lead, and Stainless Steel) that are being studied in this experiment, Copper would conduct heat the best, Aluminum the 2nd, Brass the 3rd, Lead the 4th, and Stainless Steel the worst.
I conducted two experiments to verify my hypothesis. In expt.# 1, one end of each metal was heated and a wax blob was mounted on the other end. The time was recorded when the wax blob fell off from the end of the metal. The materials used in this experiment were: Metals (Aluminum, Brass, Copper, Lead and Stainless Steel), candles, wax blobs, a Stopwatch and a Clamp stand. In expt.# 2, one end of each metal rod was put in boiling water and the thermocouple was mounted on the other end. Time vs. Temp. was recorded using a stopwatch and a Multimeter. The materials used were Metals (Aluminum, Brass, Copper, Lead and Stainless Steel), Temp. probe, Multimeter, Beaker of water, Clamp stand, and a stove.
Methods/Materials
Results
Conclusions/Discussion
The results of expt.# 1 state that in case of Copper, the wax blob melted the 1st(time 3:30minutes). The wax on Aluminum melted 2nd(time 4:41minutes), Brass the 3rd(time 5:21minutes), Lead the 4th(time 6:05minutes), and Stainless Steel the last (time 8:15minutes). This data suggests that Copper had conducted heat the best and Stainless Steel the worst. The results of expt# 2 state that Copper attained the highest temperature in a short period of time (180sec. 93C), Aluminum the 2nd highest (180sec. 81C), Brass (180sec. 76C) the 3rd highest, Lead (180sec. 74C) the 4th highest, and Stainless Steel is the lowest (180sec. 73C). The data suggests that Copper is the best conductor of heat and Stainless Steel the worst.
Based on the data I collected from my experiments, Copper was the best conductor, Aluminum the 2nd, Brass the 3rd, Lead the 4th and Stainless Steel the worst. The best conductivity in case of Copper may be because Copper is a univalent metal with a pure atom structure and probably has very few defects. However, Stainless Steel is a poor conductor because it has an alloy structure. Further experiment could be studying how impurities in different metals affect the conductivity.
Summary Statement
My project is about knowing which metals (Copper, Aluminum, Brass, Lead, and Stainless Steel) would conduct heat the best.
Help Received
My parents took me to library for research, ordered the metals, supervise during experimentation and helped typing. My uncle helped cut the metals. Michelle C. and Viviane N. helped assemble the poster board. Mrs. Flora and my Dad helped in answering technical questions.
CALIFORNIA STATE SCIENCE FAIR 2006 PROJECT SUMMARY
Project Number
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Together we will create the conditions to develop every child's speech, language and communication, starting from pre-birth, nurturing them to reach their fullest potential
Together means joint working across sectors and professions with parents and carers in communities. Supported by an aligned approach from national organisations.
Aim
Families have positive experiences and interactions, supporting language development from pre-birth
By 2030, young children in Scotland will experience language and communication nurturing environments and interactions that will reduce the proportion of speech, language and communication concerns reported at developmental reviews
Workforce* have nurturing interactions with children and families supporting early language development
Children and families experience environments that are communication friendly and language rich
Where children have additional speech, language and communication needs these are identified
Where additional needs are identified children receive appropriate, effective and timely support
*Workforce includes health, education & social work (e.g. health visitors, midwives, family nurses, allied health professionals incl speech & language therapists, early years education and play, family support and mental health)
Together, we will create the conditions to develop every child's speech, language and communication, starting from pre-birth, nurturing them to reach their fullest potential
Families have positive experiences and interactions, supporting language development from prebirth
Workforce* have nurturing interactions with children and families supporting early language development
Children and families experience environments that are communication friendly and language rich
Where children have additional speech, language and communication needs these are identified
Where additional needs are identified children receive appropriate, effective and timely support
Together means joint working across sectors and professions with parents and carers in communities. Supported by an aligned approach from national organisations.
Parents/ carers are aware of stages of language development and recognise the importance of responsive everyday interactions with their children
Parents / carers play, talk and read with their children, and are supported to overcome any barriers to having these everyday interactions
Parents / carers can easily find and use the information and resources they need including access to books
People work with families to support children's development, using evidence based practice and modelling good quality interactions
People understand the building blocks of SLC development from pre-birth and are able to apply their knowledge in practice
People set goals and track progress for children including those with identified needs
People have the wellbeing, capacity and capability to support nurturing interactions
Public services create language rich and communication friendly spaces wherever there is interaction with young children and their families
Communities have safe, welcoming and inclusive spaces for children and families which provide opportunities for interaction and play
All children in ELC experience language rich environments daily that enable interactions between each other and with staff
Home environments enable positive relationships and interactions that support language development
Parents/ carers can identify if further support might be needed, and when, where and how to access it
Staff across sectors can identify and respond timeously and appropriately to needs
Universal support is provided, with targeted and specialist interventions to address need
ELC staff use evidence-based strategies to support SLCN for a range of needs
ELC staff work with the child and family to maximise the impact of any individualised intervention
Aim:
By 2030, young children in Scotland will experience language and communication nurturing environments and interactions that will reduce the proportion of speech, language and communication concerns reported at developmental reviews
*Workforce includes health, education & social work (e.g. health visitors, midwives, family nurses, allied health professionals incl speech & language therapists, early years education and play, family support and mental health) | 1,915 | 721 | {
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* People with disabilities encounter barriers to accessing functional safety resources that would assist in making informed decisions.
* Safety resources offered to people with disabilities are typically not developmentally or age appropriate, are inaccessible, outdated, and irrelevant to support their needs.
* Access to reliable safety information and instructions is inequitable.
* Maintaining safety involves understanding dangers and preventing injuries. Safety resources provide information and instructions to support safety in daily activities. Understanding and practicing safety improves overall health and well-being by preventing injuries and reducing stress.
* Safety literacy involves the degree to which individuals have the capacity to obtain, process, and understand basic safety information, services, and supports to live safely, prevent hazards, prepare for emergencies, and respond to emergent situations. Generally, safety resources are not designed universally to support safety literacy for the broadest range of individuals.
* Access to safety resources is critical to health. It is essential for injury prevention.
* Lack of access to understandable and relevant safety resources is associated with higher levels of injury as it limits a person's safety knowledge and reduces the capacity to effectively use the information to practice safe behaviors or respond to safety warnings.
* Safety resources are often provided to parents, caregivers, and service providers rather than directly to the person with a disability. When resources are provided directly, the content might not be relevant, understandable, or accessible to those with disabilities.
* Creators of safety resources may be unaware of the functional and accessibility needs of disabled people or may perceive financial or other barriers for adapting resources.
* Accessible safety resources provide information and instructions to reduce the risk of injury to a more expansive group of people.
* Safety resources can be developed or adapted to be more accessible, understandable, relatable, and functional for those with varied cognitive, communication, developmental, sensory, mental health, and mobility needs.
* Most safety tools and resources are developed without the input of disabled people. Safety resources are most effective when developed by, with, and for people with disabilities.
* Involve people with disabilities in the conceptualization and development of safety resources.
* Design safety resources to respect and empower people with disabilities. Ensure the applications are age appropriate and consider diverse perspectives. Accessible safety tools and resources should encompass all aspects of safety including community safety, emergency preparedness and response, fire safety, health and health care, home safety, internet and technology, law enforcement, personal safety, recreation safety, school safety, transportation safety, water safety, and workplace safety.
* Incorporate methods to identify understanding, utility, and generalization in different environments and scenarios.
* Develop and offer a choice of formats to improve learning access such as text only, audio only, text with images, picture stories, narrated picture stories, videos, and technology.
* Using an accessibility checker to review website and written materials may be helpful.
* Improve safety literacy by ensuring safety resources are easily accessible and logically organized, relevant to the realities of the lives of disabled people, self-directed, and empowering. Use clear and consistent terminology and symbols. Use guidelines for plain language (online resource for plain language guidelines); Use basic lists and tables to simplify complex material. Take care to avoid using inaccessible wording such as watch, look, speak, talk, listen, and walk.
* Identify and implement methods to increase the availability of safety resources to those with disabilities whose race, ethnicity, language, income, and/or gender identity may increase their level of safety risk and marginalization.
* Identify ways to bridge the use of advancing technology as a resource for safety education.
* Ensure resources are maximally disseminated including but not limited to use of social media, PSAs, press articles, government, non-profit, and private websites.
* Because it may take more time, expertise, and effort to create safety resources that are accessible and that incorporate input from disabled people, resource developers may need incentives such as tax relief or funding. Access to a wider new customer base may also be an incentive.
© 2021 Children's Specialized Hospital | 1,961 | 806 | {
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UNDERAGE DRINKING AND THE DAMAGING CONSEQUENCES FOR YOUTH
An Important Message from the Becker County Attorney's Office.
The use of alcohol by young adults and adolescents continues to negatively affect young people, their communities, and Minnesota. Alcohol is one of the most commonly used mood altering substances among young adults and adolescents. This problem is not limited to older teenagers. One study indicates that half of young adults who use alcohol began between the ages of 10 years old and 13 years old. Young adults and adolescents continue to obtain alcohol from a variety of sources including their parents, friends, siblings, coworkers, and even strangers.
While young people chose to drink alcohol for a variety of reasons, the negative effects of underage drinking are fairly consistent. There is a strong relationship between the underage consumption of alcohol and the presence of social, mental, and behavioral problems. Use of alcohol by a young adult or adolescent is also a strong indicator of problems with alcohol addiction later in life. Furthermore, the use of alcohol by a youth increases the risk of suicide, dropping out of school, and being the victim of sexual assault.
In 2011, 846 young drivers in the U.S. between the ages of 16 and 20 were killed in traffic accidents with blood alcohol concentrations over .08. According to the National Highway Traffic Safety Administration, teenagers "are at far greater risk of death in an alcohol-related crash than the overall population, despite being below the minimum drinking age in every state."
Additionally, the consumption of alcohol damages the development of the adolescent brain. One study noted that alcohol reduces the amount of "white matter" in an adolescent's brain. Compromised white matter means it is more difficult for the brain to perform cognitive processing, resulting in poorer memory, attention, and decision making. Also, other studies show that the brains of adolescent drinkers are generally 10 percent smaller than the brains of nondrinking teens.
However, the problem of underage drinking is not unavoidable. Parents and local communities continue to hold the key to reducing the use of alcohol by young adults. Local educational programs continue to educate our youth on the risks associated with drinking alcohol. According to the latest finding in the National Survey on Drug Use and Health, an increase in the percentage of adolescents who recognized the risks associated with binge drinking complemented a similar decrease in the percentage of adolescents who participated in binge drinking.
Furthermore, the most important factor in preventing alcohol use by adolescents is the adolescent's parents. In fact, the positive impacts of good parenting are not limited to their own teenager, but spread through their teenager's social network. Per a study published in Archives of Pediatric and Adolescent Medicine, proper parenting that "balances warmth and communication with appropriate control and supervision – is not only associated with reduced substance abuse in [their] own home's children, but it is also associated with reduced substance abuse in [their] own children's friends."
We can all help prevent underage drinking, but the support and involvement of every member of our community is needed to prevent the tragedies and destructive consequences of underage drinking. If you are aware of someone who is supplying alcohol or hosting a party that permits adolescents to consume alcohol, please report it to law enforcement. Remember, because the mere consumption of alcohol by adolescents has negative consequences, there is no such thing as responsible underage drinking. With the combined efforts of law enforcement, our community, and parents, we can prevent underage drinking. | 1,593 | 706 | {
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Year 9 Music
What have students at St. Crispin's been taught to understand and be able to do?
Core Knowledge
Core Skills
In addition to revisiting elements of core knowledge from previous years, the Year 9 programme of study covers:
Musical context
Cultural and historical understanding of musical styles studied during the year, with particular reference to appropriate musical works which 'typify' the genre.
Dynamics & Articulation
Dynamic and articulation notation as appropriate to the programme of study.
Sudden and extreme dynamic change Legato
Rhythm, Tempo & Metre
Rhythm elements: Ties
Drum grooves including standard rock and Disco
Rhythmic notation, tempo markings and metrical notation as appropriate to the programme of study.
Structure & Form
Verse/chorus structures: Intro, outro, verse, pre-chorus, chorus, middle 8/bridge Structural notation as appropriate to the programme of study.
Melody
Riff
Leitmotif
Hook
Melodic notation as appropriate to the programme of study.
Instrumentation & Timbre/Sonority
Instrumental notation as appropriate to the programme of study.
Developments in the orchestra over time; the use of instruments and relevant techniques Synthesised timbres
Development in core skills is very much a continuation of work from the previous year:
Instrumental performance skills
Performance skills focus on aspects of technical and musical control relevant to the context of the music and individual performance standard.
Approach to the keyboard (and/or other instruments as appropriate to the area of study) including correct address, principles and musical application of relevant techniques, and progression across the topic/ year
Aural skills
Applying theoretical knowledge through focused listening and identification of musical elements appropriate to new areas of study.
Compositional skills
Applying theoretical knowledge through creation of musical ideas and manipulation of musical elements appropriate to areas of study.
General musicianship
Responding appropriately to musical notation relevant to the programme of study.
Developing musical awareness through a range of ensemble performance opportunities (vocal and/or instrumental) Making judgements with regard to the characteristics of musical styles appropriate to new areas of study
Year 9 Music continued
What have students at St. Crispin's been taught to understand and be able to do?
Core Knowledge continued
Texture
Parallel
Textural notation as appropriate to the programme of study.
Harmony & Tonality
Chromatic chords (diminished and augmented triads)
7 th chords
Dissonance, consonance and resolution
'Sus' chords
Pedal point
Power chords
Tonal and harmonic notation as appropriate to the programme of study.
How has learning been assessed?
Continuous application of formative assessment
Application of summative measures used in the wider context of musical learning (formative use of summative assessment) throughout the POS.
Students have opportunities throughout the year to share their work in class time (and other contexts), often as a summative culmination of a unit of work
What is coming up in the following year?
Knowledge and practical skills-based learning from this year become further embedded and augmented during Years 10 & 11 through continued exploration of musical elements in the three areas of listening, performing and composing at GCSE. These three interconnected strands are taught and assessed more distinctly as individual disciplines at KS4, while students are increasingly able to pursue their own interests with regard to NEA components. | 1,634 | 697 | {
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For the attention of Parents and Guardians
Children/Young People's safety around lakes, rivers and bodies of open water
Dear Parents,
We want to alert parents and young people of the potential dangers and risk to life of playing near and on frozen bodies of water in Bedfordshire.
We would ask all parents and carers to remind their children of the dangers of ice, and why they must keep away from it.
Last year an incident within the West Midlands sadly claimed the lives of four young people after they fell through the ice of a frozen lake. This incident is a stark reminder to us all of the dangers of open water, especially during the winter months.
During the winter months the cold weather can lead to sections of our rivers, lake ponds and canals freezing over. Due to the relativity mild winter climate within the UK frozen bodies of water should always be treated as a significant hazard.
Whilst we understand the temptation to walk across or play on the frozen water, last year's incident in the West Midlands serves as a stark reminder of the dangers associated with frozen water.
The advice of the Bedfordshire Drowning Prevention Group is to never go on to the ice under any circumstances. Whilst the ice may appear to look stable at the bank side, the thickness of the ice can change significantly within a very short distance. If you were to fall through the ice it can be extremely dangerous due to the cold temperatures of the water and the possibility of currents pushing you under unbroken ice.
The Royal Life Saving Society UK offer advice for winter water safety, with simple steps to keep safe during the winter:
1. Never go onto the ice to play, to retrieve an object, or a pet.
2. Never enter the ice to rescue somebody, call 999 and ask for the Fire and Rescue Service.
What to do if YOU accidentally fall through ice:
- Stay calm and shout for help.
- Lie flat and use your arms to pull yourself over the ice towards the shore.
- Spread your arms out across the surface of the ice in front of you.
- If the ice on the water breaks, try to make your way to the bank or shore, breaking ice in front of you as you go.
- If you find yourself stuck and unable to escape, wait for help. Stay as still as possible to conserve your energy. Bring your arms close to your sides and keep your legs together, while keeping your head out of the water.
- When you are safely out of the water it is important to go to hospital for a check-up.
What to do if you see SOMEONE ELSE fall through the ice:
- Shout for help, call 999 and – if the incident involves inland water – ask for the Fire Service. At the coast, ask for the coastguard.
- Call out to the casualty and encourage them to stay calm.
- Do not go onto the ice to attempt a rescue.
- To try to reach the person from the bank, use a rope, pole, tree branch, clothes tied together or anything else that can extend your reach.
- If you cannot reach them, try sliding something that floats – like a football or large plastic bottle – to them, to help them float.
- Lie down flat on the bank, to avoid slipping or being pulled in.
- If the casualty is too far away, DO NOT try to rescue them yourself. Wait for the emergency services to arrive. Continue to remain calm and reassure the person.
Please also see the attached Factsheet The Dangers of Frozen Water Factsheet | StayWise
Visit WWW.Staywise.co.uk for more learning resources that you can use at home provided by the Emergency Services .
what3words
We are encouraging everyone to download what3words as this helps us to identify a location when it is not addressable e.g. by a lake or a rural country road. The App can be downloaded for free onto a mobile phone. More information can be found at www.what3words.com
- If you are in a rural area and are unsure of the exact location, try using what3words.
- This will give you 3 keywords to give to the 999-call operator. This enables emergency services to know your exact location and the best access point to send help.
Despite the obvious safety risks, Fire Service have no authority to stop people being near open water, but if you have concerns of safety or anti-social behavior, we would ask you to report this through to the Police non-emergency number on 101.
If someone is in trouble and needs help in an emergency, please call 999.
Kind Regards
Stacey Moore Community Safety Officer Bedfordshire Fire and Rescue Service | 1,687 | 940 | {
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Cyber Attack
hazard annex
WHAT IT IS
KEY TERMS
Unlike physical threats that prompt immediate action, cyber threats and attacks are often difficult to identify or comprehend. Cybersecurity involves preventing, detecting, and responding to cyber incidents. Virtually all modern organizations – including governments, hospitals, corporations, banks, and utilities – rely on computer systems for their operations and data management, and are therefore vulnerable to cyber attacks.
The so-called "attack surface" that may be vulnerable to bad actors can include computer hardware, tablets, phones, and many other web-enabled devices and appliances in the so-called "internet of things." Among the dangers of cyber attacks are intruders erasing entire systems, holding data or operating systems for ransom, stealing confidential or personal information, breaking into systems and altering files, or using a computer or device to access contact lists and attack or infect others.
WHAT TO DO
❏ ❏ Keep your firewall turned on and updated.
Before (Preparedness/ Mitigation)
❏ ❏ Install or update antivirus/ antispyware software.
F A Cyber Attack may originate from individuals, networking groups, terrorist groups, or countries, and may cause severe (and dangerous) problems for government, business, utilities, and the general public.
F Hacking is a direct attack against a system "through the wires" in which an attacker (be they live or an automated "bot") gains direct access to secured/restricted data or operations. Often the pathways that allow such hacks are opened via "phishing" or download scams.
F The Internet of Things (IoT) includes web-enabled devices and appliances including refrigerators, sound systems, clocks, thermostats, security systems, coffee makers, etc.
F Phishing consists of broadly disseminating email or text communications in the hope that a few recipients will click somewhere in the message (for example an attachment, a link, an "enable macros" button) that activates a virus or other malware. A targeted phishing campaign – for example, against a particular government or utility – is called spear-phishing.
F Social Engineering involves exploiting the vulnerabilities of a user, rather than their system, to circumvent IT security measures. Examples include phishing, email scams, and other cons. Users are often the most easily defeated element of IT security architecture.
❏ ❏ Use strong, unique passwords, and change them on a regular basis.
During (Response)
❏ ❏ Be careful what you download. Never click on an attachment, link, or macro in an unsolicited email or text.
❏ ❏ Seek out and promptly install all updates to your operating system, firmware, software, and antivirus.
❏ ❏ Disconnect an infected device from your network.
❏ ❏ Turn off your computer when you are not using it.
❏ ❏ Be suspicious of emails from known contacts that seem "off" – misspellings, strange syntax or word usage, generic language, weird link URLs – many hacking campaigns will impersonate known emails.
❏ ❏ Always verify the source of emails, and if in doubt delete them.
❏ ❏ Screenshot suspicious content before deleting it, for analytics.
❏ ❏ Regularly back up all of your data to an external hard drive or the Cloud; enable the "Time Machine" feature if you use a Mac.
❏ ❏ If an incident incurs in loss of financial, personal, or medical information, file a police report.
❏ ❏ If you are at work, inform your IT staff of any suspected or confirmed attacks on your devices, and provide a screenshot.
After (Recovery)
❏ ❏ Run appropriate scans and utilities to remove any infections.
❏ ❏ Notify anyone that could be adversely affected, including your credit accounts, bank accounts, clients, employer, family, and friends. Change your accounts and all passwords.
❏ ❏ Monitor your credit report, banking statements, investments, and credit card statements.
❏ ❏ Ensure your device is not infected, and wipe the hard-drive and reinstall all software if there is any doubt. | 1,770 | 831 | {
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Ancient Egyptians
Egypt (Africa)
Timeline
| 6000 B.C. | | 5000 B.C. | | 4500 B.C. | | 3500 B.C. | | 3000 B.C. | | 2500 B.C. | | 1500 B.C. | | 1325 B.C. | | 332 B.C. |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| | Farmed wheat, barley and cattle | | Use of sails for the first time | | First use of hieroglyphics | | Buildings of mud brick | | Sphinx and Giza Pyramids | | Valley of the Kings tombs built | | King Tutankhamun buried | | Alexander the Great rules | |
Key Vocabulary
General Knowledge
Famous Figures
Gods
Amun – King of gods (head of a ram).
Anubis - God of mummification and priests often wore masks of Anubis during ceremonies (head of a jackal).
Bast – Goddess of protection and of household entertainment (head of a cat).
Sekmet – God of war and battle (head of a lion). Horus – God of the sky (head of a falcon)
Afterlife
Ancient Egyptians believed that when they died, they would make a journey to another world where they would lead a new life. They would need all the things they had used when they were alive, so families would put those things in their graves. Egyptians paid vast amounts of money to have their bodies properly preserved. Those who were poor were buried in the sand whilst the rich were buried in a tomb.
| canopic jar | Jars with intestines, stomach, lungs and liver - all of |
|---|---|
| | which were thought to be needed in the afterlife. |
| cartouche | An oval containing hieroglyphics with a horizontal line |
| | underneath indicating a royal name. |
| hieroglyphics | A writing system where picture symbols stood for |
| | meanings or sounds. It meant ‘sacred carving’. |
| irrigation | Using the Nile, Egyptians would use annual flooding to |
| | channel water to dry areas to helping crops grow. |
| mummy | A body prepared for burial according to ancient |
| | Egyptian practice. |
| sarcophagus | A stone coffin adorned with a sculpture or inscription |
| | containing a mummy. |
| scarab | The use of the common scarab beetle was often used |
| | as a symbol for rebirth. |
| tomb | A chamber or vault to protect the dead, the most |
| | elaborate built within pyramids or underground. |
| papyrus | A type of plant grown in abundance in ancient Egypt |
| | turned into a paper-like material for writing. |
| pyramids | Over 130 giant pyramids were created as tombs for |
| | pharaohs, mostly built west of the River Nile. |
DID YOU KNOW?
The River Nile is about 6,670 km (4,160 miles) in length and is the longest river in Africa and in the world. Fertile soil along the banks of the river were used to produce food for themselves and their animals.
Farming
Egyptians grew many crops, the most important being grain used to make bread, porridge and beer. They also grew vegetables and used irrigation to their advantage.
Page 4 of 24
King Tutankhamun (1341 B.C) Known for his intact tomb discovered in the Valley of Kings in 1922 by Howard Carter (English archaeologist). Known now simply as 'King Tut', he took the thrown aged 9 and died aged 19. His tomb was filled with precious jewellery, artefacts, gold, a mural of his journey to the afterlife and his now famous death mask and sarcophagus.
Ramses III (1155 B.C.)
Best known for defending his country in three great wars, twice against the advancing Libyans and once against the Sea People.
Cleopatra VII (69 B.C.)
She reigned as the queen of Egypt and inspired a Shakespeare play and several movies. She was part of the Macedonian dynasty and became romantically involved with Roman leaders Julius Caesar and Mark Anthony. In a male dominated society, her political ambition and power led to her legacy. | 1,813 | 970 | {
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SUMMER HOLIDAY HOMEWORK
ENGLISH
Dear Students,
Your Holidays Homework this year is a fun mix of different aspects of the language. It has been designed to ensure that you enjoy and learn at the same time. Make a folder using A4 size coloured sheets and present it beautifully.
1. Read Roald Dahl's famous book 'Charlie and the Chocolate Factory' or watch the movie made on the same book.
A. Write a short summary of the story in about 75 words and name the main characters.
B. Choose any 10 interesting adjectives from the book which are used to describe the characters and find their dictionary meanings.
C. Design a book cover for the above mentioned book. Remember, a book cover has the name of the book, author's name, illustrator's name and an illustration. Be as creative as you can!
2. Write a paragraph in about 50 words on 'India – the Land of Different Cultures' and paste pictures of famous monuments to support your paragraph.
3. Design a 5 page travelogue using your ingenuity. The following points can be included:
A. Place/places you visited during holidays
B. Food and culture
C. People and language
D. Special things about that place
E. What do you liked best about the place?
4. Make an attractive hanging chart with any grammar topic.
Hints:
a. Chart should be attractive
b. Content should be correct and relevant to the topic
c. Use colour sheet and any other material to decorate it
d. Use any grammar topic like ; Tenses, Modals, Noun, Determiners, Pronouns. Laxical verbs , Sentences etc.
5. Read news paper daily ( online / hard copy if it coming at home).
A. Separate any 10 Informative news articles. ( science / technology / educations / sports /health )
B. Collect all Paper cutting of these article and past it in 'Scrape Book' and decorate it
6. It's MOVIE TIME! Following is a list of movies which you have to watch during the holidays.
❖ Charlotte's Web ❖ Finding Nemo ❖ Mary Poppins ❖ Charlie and the Chocolate Factory After watching any movie you have to write the plot of the movie.
CLASS: VI
HINDI
MATHS
Q.1. Write and learn tables of 2 to 20.
Q.2. Write and learn squares of 1 to 20 and cubes of 1 to 15.
Q.3. Define the following with the help of examples: Natural Numbers, Whole Numbers, Integers, Prime Numbers, Composite Numbers, Even number and Odd Numbers.
Q.4. What is the Importance of mathematics in our day today life write some examples.
Q.5. What is predecessor and successor .Explain with examples?
Q.6. Write all properties of whole numbers. Also explain with suitable examples.
Q.7. Explain angle, triangle, Quadrilaterals, circle with suitable diagrams.
SCIENCE
1. Collect information on food items popular in different regions of India. Collect their pictures and make a collage.
2. Collect the pictures of food items comprising balanced diet and paste it on a paper plate. Also describe all the nutrients along with deficiency diseases.
SST
Preparation of the project
~ The total length of the Project Report will not be more than 5-6 hand written pages.
~ The Project Report will be presented in a neatly bound simple folder.
~ Credit will be awarded to original drawings, relevant pictures, illustrations and creative use of materials.
The project report will be presented in the following order:
1- Project's title and student's information.
2- Introduction.
3- Specific details.
4- Summary and conclusion
Project Names
#solar system
#early human
#pollution (air, noise, water)
Make a dictionary
(Read the chapter find out the difficult word and make the dictionary)
Complete the worksheet of related topic.
(Chapter one history and chapter one geography)
COMPUTER
Q.1. The term Artificial Intelligence (AI) has become a buzzword in the field of computer science. Search more about AI with the help of Internet, newspapers and computer magazines. Make a PowerPoint presentation on the topic - "Development of Artificial Intelligence". | 1,738 | 884 | {
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Cooking and Nutrition in DT
Year by year progressive knowledge and skill based planning.
As part of their work with food, pupils should be taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in pupils will also open a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others affordably and well, now and in later life. Pupils should be taught to:
Key stage 1
* use the basic principles of a healthy and varied diet to prepare dishes
* understand where food comes from.
Key stage 2
* understand and apply the principles of a healthy and varied diet
* prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques
* understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.
A selection of balanced diet/ healthy eating recipe suggestions (6 per year group) are included in this pack. Adapt them as necessary or seek alternatives but please note that the new curriculum does have an emphasis on safely preparing and cooking mostly savoury food. Other aspects such as weighing and measuring, following or creating recipes to a brief, come under other curriculum subjects (e.g. maths, literacy, main DT).
Words highlighted in red are specific practical skills to be modelled, supported, practised and developed to an independent level. All of the skills within the 2 key areas can potentially be taught within one or two lessons, especially if using a carousel set up so some children can simply practise their skills (e.g. grating, chopping play dough) whilst others follow recipes.
Knife Skills
Mixing and Moulding
Heating
| Knife Skills | Mixing and Moulding |
|---|---|
| With moderate supervision: *begin to use the claw grip to cut harder foods using a serrated vegetable knife (eg carrot) *begin to use both the bridge hold and claw grip to cut the same food using a serrated vegetable knife (eg onion) *Use a masher to mash hot food to a fairly smooth texture *Cut foods into evenly sized strips or cubes (eg peppers, cheese) *Crush garlic using a garlic press *Grate harder food using a grater (eg apples, carrots) Independently: *Begin to peel harder food (eg apple, potato) | With moderate supervision: *Mix, stir and combine wet and dry ingredients uniformly (eg to form a dough) *Crack an egg and beat with balloon whisk *Cream fat and sugar together using a mixing spoon *Use a rolling pin to flatten and roll out dough (eg scones) *use biscuit cutters *Coat food with egg and breadcrumbs (eg fish cakes) Independently: *Sieve flour, raising agents and spices together in to a bowl *Use hands to rub fat into flour (eg scones, apple crumble) *Knead and shape dough in to evenly sized shapes *Assemble and arrange ingredients for simple dishes (eg apple crumble, scrambled egg on toast) |
Knife Skills
Mixing and Moulding
Heating
on
| Knife Skills | Mixing and Moulding |
|---|---|
| With moderate supervision: *Begin to use a can opener and open ring-pull tin *Dice foods and cut them into evenly sized, fine pieces (eg garlic, vegetable batons, herbs) Independently: *Finely grate hard foods (eg zesting, parmesan cheese) *Confidently use the claw grip to cut harder foods using a serrated vegetable knife (eg carrot) *Confidently use both the bridge hold and claw grip to cut the same food using a serrated vegetable knife (eg onion) *Confidently peel harder food using a peeler (eg apple, potato) | With close supervision: use a food processor or electric hand blender to mash, blend or puree hard ingredients or hot food (eg chickpeas for hummus or vegetables for soup) With moderate supervision: *separate eggs *whisk using an electric hand mixer (eg eggs) *cream fat and sugar together using an electric hand mixer *use a food processor or electric hand blender to mash, blend or puree hard ingredients or hot food (eg chickpeas for hummus or vegetables for soup) Independently: *Use finger tips to rub fat into flour to make fine ‘bread crumbs’ (eg apple crumble) *Sieve wet and dry ingredients with precision *Confidently crack an egg *Use a rolling pin to roll out dough to a specific thickness (eg pizza) *Use biscuit cutters accurately to assemble, arrange and layer more advanced dishes (eg apple sponge pudding, shepherd’s pie) *Spread food evenly with a coating, paste or glaze *Knead and shape dough in to a variety of shapes *Use hands to shape mixtures in to evenly sized pieces (eg burgers) | | 2,014 | 1,045 | {
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New Human Publishing House Children's Books Rights Catalogue
Type of the Book:
Non Fiction Children – Single Book First Edition: 2018
Name of the Book:
Little Animals
Author of the Book:
Bahar Havzalı Şener
Hand-drawn Illustrations
Burcu Baraner
Number of Pages:
20
Keywords:
Children, Animals, Emphaty, Nature
Special Characteristics:
We are inviting you to meet and understand these little animals, which we come across almost every day but just pass by, not notice.
Copyright:
Copyrighted by the Publisher.
Synopsis:
Little animals are everywhere! But how much are we aware of them? We are inviting you to meet and understand these little animals, which we come across almost every day but just pass by, not notice.
The book "Little Animals" is strengthening our relationship with the animals we are living together with. It is building emphaty with the questions it asks and opening the doors of their different world to us with several activities designed to understand their life.
Type of the Book:
Fiction Children – Single
Book First Edition: 2019
Name of the Book:
Rainbow Tree
Author of the Book:
Aslı Kılıçaslan
Hand-drawn Illustrations
Selda Bayraktar
Number of Pages:
48
Keywords:
Fantastic story, Imagination, Waldorf
Special Characteristics:
Written by teacher and pedagog Aslı Kılıçaslan, this book which is in accordance with Waldorf pedagogy, will open a new imagination door for the children in fantasy period.
Copyright:
Copyrighted by the Publisher.
Synopsis:
Wearing his white pajamas and purple socks on, a kid, whose favorite toy is a rainbow tree, falls asleep with the rainbow tree right by his side...
In his dream, he gets surprised to meet red hats and trees that are filled with purple socks in the forest and he excitedly continues his way in this forest that is filled with trees he's never seen before.
Who knows what type of trees will come out of his way and what else he will experience?
Written by teacher and pedagog Aslı Kılıçaslan, this book which is in accordance with Waldorf pedagogy, will open a new imagination door for the children in fantasy period.
Type of the Book:
Fiction Children –
Single Book First Edition: 2018
Name of the Book:
Nina and Radio's Adventures
Author of the Book:
Rüya Aygüneş
Hand-drawn Illustrations
Rüya Aygüneş
Number of Pages:
40
Keywords:
Radio, Imagination, Peace, Symbols, Kids
Special Characteristics:
As our publishing house's youngest author, Rüya Aygüneş turns children's dreams into hopes with her friend Radio. The story is accompanied by Rüya Aygüneş's own illustrations.
Copyright:
Copyrighted by the Publisher.
Synopsis:
As our publishing house's youngest author, Rüya Aygüneş turns children's dreams into hopes with her friend Radio. The story is accompanied by Rüya Aygüneş's own illustrations.
The big fish flies Nina with his boat and takes her to the kingdom in the sky. 'Now I can share my secret with you' says Radio. Radio says 'This place where The Big Fish took you is where I come from' and she gradually ends her song. When the music ends, Nina wakes up. Radio starts to tell about all she's experienced.
Type of the Book:
Fiction Children –
Single Book First Edition: 2019
Name of the Book:
The World Under The Feet of Stork
Author of the Book:
Özgür Atilla
Hand-drawn Illustrations
Emel Güları
Number of Pages:
40
Keywords:
Natural, Local history, Nature Protection, Stork, Adventure
Special Characteristics:
9 years-old Murat who lives in a small and nice town in Kırklareli with his family, finds a wounded stork one day while strolling in the forest.
Copyright:
Copyrighted by the Publisher.
Synopsis:
9 years-old Murat who lives in a small and nice town in Kırklareli with his family, finds a wounded stork one day while strolling in the forest. A rope is tangled around storks body. Murat realizes that the rope belongs to his kite which disappeared last month and he gets very upset.
He holds himself responsible for this and takes the care of the stork. But this stork has a very special feature and when Murat discovers this, he finds himself in a big adventure that includes other countries. | 1,834 | 946 | {
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Name :
Teacher :
Date :
Score :
Date :
Word Problems
1 ) Joan has 127 books. Fred has 110 books. How many books do they have together ?
2 ) There are 131 rulers in the drawer. Dan placed 118 more rulers in the drawer. How many rulers are now there in all ?
3 ) There are 115 popular trees currently in the park. Park workers will plant 127 more popular trees today. How many popular trees will the park have when the workers are finished ?
4 ) Jason has 975 Pokemon cards. Sam bought 569 of Jason's Pokemon cards. How many Pokemon cards does Jason have now ?
5 ) Mike picked 107 pears and Nancy picked 129 pears from the pear tree. How many pears were picked in all ?
6 ) Sara grew 125 pumpkins. Mike grew 138 pumpkins. How many pumpkins did they grow in all ?
7 ) Tim found 630 seashells on the beach. he gave Melanie 129 of the seashells. How many seashells does he now have ?
8 ) Sandy has 986 orange balloons, she gave Jason 175 of the balloons. How many orange balloons does she now have ?
9 ) Sandy's high school played 932 hockey games this year. She attended 202 games. How many hockey games did Sandy miss ?
10 ) Melanie had 987 quarters in her bank. She spent 189 of her quarters. How many quarters does she have now ?
Show All Working and Use All Checking Over Techniques!!
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Math-Aids.Com
Name :
Teacher :
Date :
Score :
Teacher :
Date :
Word Problems
1 ) Joan has 127 books. Fred has 110 books. How many books do they have together ?
237 cookies _____________
2 ) There are 131 rulers in the drawer. Dan placed 118 more rulers in the drawer. How many rulers are now there in all ?
249 rulers _____________
3 ) There are 115 popular trees currently in the park. Park workers will plant 127 more popular trees today. How many popular trees will the park have when the workers are finished ?
242 popular trees _____________
4 ) Jason has 975 Pokemon cards. Sam bought 569 of Jason's Pokemon cards. How many Pokemon cards does Jason have now ?
5 ) Mike picked 107 pears and Nancy picked 129 pears from the pear tree. How many pears were picked in all ?
236 pears _____________
6 ) Sara grew 125 pumpkins. Mike grew 138 pumpkins. How many pumpkins did they grow in all ?
263 pumpkins _____________
7 ) Tim found 630 seashells on the beach. he gave Melanie 129 of the seashells. How many seashells does he now have ?
501 seashells _____________
8 ) Sandy has 986 orange balloons, she gave Jason 175 of the balloons. How many orange balloons does she now have ?
9 ) Sandy's high school played 932 hockey games this year. She attended 202 games. How many hockey games did Sandy miss ?
730 games _____________
10 ) Melanie had 987 quarters in her bank. She spent 189 of her quarters. How many quarters does she have now ?
798 quarters _____________
Show All Working and Use All Checking Over Techniques!!
406 Pokemon cards _____________
811 orange balloons _____________
Math-Aids.Com | 1,554 | 712 | {
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A rich young man comes up to Jesus and asks, "What must I do to gain eternal life?" (Mt 19:16). Jesus encourages him to sell what he has, give it to the poor and then he will have treasure in heaven. The man goes away sad for he had many possessions.
Sometimes, we ask the opposite question? What must I do to become a rich man? Perhaps you recall the game show with Howie Mandel called Deal or No Deal. When the contestant asks Howie, "What must I do to win a million dollars?" The game show host replies, "You know the rules of the game: 'You pick one of 26 sealed briefcases full of varying amounts of cash - ranging from a mere penny to $1 million. Next you must eliminate the remaining 25 cases." The young man replied, "Howie, let me have case # 22."
The pressure mounted with the elimination of one case after another. After all but one of the cases had been eliminated, the Banker offered to buy case 22 for $500,000. Howie Mandel explained, "You must choose. Do you accept the bankers offer, or do you continue to play the game on the 50/50 chance that you have picked a million dollars? You can have a sure thing and be given $500,000 or you can gamble that the million is in case 22. If you have chosen the wrong case, you will only win a penny... $500,000 for the contents of case 22. Deal or No Deal?"
The man wanted to be rich, so he said, "No Deal." Case 22 contained only a penny. At this the young man's face fell, and he went away sad. He gambled that he could have it all, but instead he walked away empty handed. How hard it is for those who desire wealth, $500,000 could have been his but instead of becoming a rich young man, he has lost everything! Had the man who went away sad bothered to look at the penny he received; he would have discovered that he was not empty handed. On the face of each penny are the words, "In God we trust."
What would you do if Jesus invited you to give up your wealth to store up treasures in heaven? As he was admiring the handmade crafts of a native artist, a rich young professor asked a 21-year old woman how much she earned for the bamboo stools that she made. She replied that she borrowed 9 cents per basket from a middleman for the ingredients she needed. After she sold each item, all but 2 cents went back to the lender. The rich young professor said to himself, "My God, for 9 cents she has become a slave! She is such a skilled artist. How can she be so poor when she is making such beautiful things?"
The following day, the professor asked his students to conduct a survey in the woman's village. They discovered that 43 of the villagers owed a total of about $27. Each one was taken advantage of and working like a slave. The professor said, "I must do something to help them out." He offered the group of villagers $27 so they could liberate themselves. He lent them the money they needed on the condition that they pay the money back when they could afford to do so on their own terms. With the micro loan, they were able to buy their own materials and cut out the middleman who made them slaves.
Day by day, over the course of a year, each villager paid back the professor. What started with one small village grew into a bank for the poor to finance projects in rural parts of Bangladesh. In the years since he first started with that original $27 loan, the bank has loaned $5.72 billion to more than 6 million Bangladeshis many who do not qualify for loans from conventional banks.
When the rich young professor had grown to be an old man, he was offered a Nobel Prize along with $1.4 million prize. "Deal or no Deal?" The wise professor responded, "Deal." He did not want the prize money for himself. He wanted to continue to improve the lives of the poor by doing two things. First, he created a new company to make low-cost, high-nutrition food for the poor. Secondly, he set up an eye hospital for the poor.
What must I do to gain eternal life? We receive the rich inheritance of eternal life at baptism. We are called to share our wealth with others … to give freely as the Lord has given to us. | 1,476 | 942 | {
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Resolving Bangkokûs Road Traffic Crisis: Is It Possible?
Somchai Bovornkitti*
H eavy road traffic is a common problem in many big cities worldwide; the volume of traffic in Bangkok during peak periods called çrush hoursé has been getting rapidly worse over the past 10 years. Such periods of peak traffic cause inconvenience for travelers and increase the likelihood of road accidents. Metropolitan Bangkok has been among the worst examples of a city where the situation is progressively worsening without showing signs of real improvement. Efforts to correct the problem have mostly involved the expansion of the areas devoted to roads, the construction of new routes and the provision of alternative means of transport using high-technology, such as the electrically powered çsky trainé and underground train. Resolving this problem logically and sustainably means that peopleûs habits must be changed, the discipline expected of the driving public must be heightened, especially from childhood, and the traffic rules must be reviewed with a view to better enforcement and more restrictions on the number of cars allowed on the road.
Regarding the discipline of drivers, those in Bangkok are considered the worst in the nation. The lack of discipline is made worse by the laxity of traffic police who do not enforce the law. Instilling good habits during childhood would help the next generation of drivers to enjoy a better driving experience. As previously mentioned, strict enforcement of the law would also be a major help; a previous survey 1 by the present author and others proved the effectiveness of such measures. Pedestrians must also have discipline by crossing roads only at designated çzebra crossingsé or by using bridges designed for this purpose at particularly busy intersections and the like. The provision of escalators on such bridges would increase their use.
As mentioned, limitations on the number of cars allowed on the road would be another useful means of relieving traffic problems. This should be done by controlling the purchase of cars and vehicles that can be put into use. If any car owner wants to purchase a new car, he or she should return the old car for the
*The Academy of Science, the Royal Institute, Bangkok
1Bovornkitti S, Petcharoen N, Nathviriyakul N. Implanting traffic discipline in children, with lessons from the street. Siriraj Hosp Gaz 1998;50:210-21.
purpose of recycling it as scrap or, if the car is still usable, trading it in as a used car for purchase by a new owner.
Road plans and traffic rules are essential for easing traffic woes. Because the parking of cars on the road obstructs the flow of traffic, the rule against such parking should be strictly enforced. If cars park on roads that have been widened to accommodate more traffic, the extra lane or lanes gained lose their purpose. When a new road is planned, parking signs should be erected along both sides of the road before houses or shops are built. Where such buildings are planned, sufficient space should be allocated to allow parking in front of the buildings for their owners or customers so that the main street surface is left unhindered. An even better solution would be to make space behind the buildings for parking cars. Toll parking should not be on the street but in designated and appropriate parking areas behind the buildings concerned, or in specially constructed high-rise buildings designed for the purpose.
All the above-mentioned measures would provide a certain level of traffic improvement and driver satisfaction, but the most important measure would be enforcement of the traffic laws, as this must be done before any other remedial measures are initiated. | 1,478 | 725 | {
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By Jessica Larsen
(Based on a true story)
The train rumbled through the night until it shuddered to a halt at the station in Salt Lake City. It was nearly midnight. Anna grabbed her bag and dragged it onto the platform. Her tired eyes searched for her aunt.
Fear slid over Anna. She scanned the platform again, hoping she had missed something. Her eyes lingered on the shadows. She tried to make out people's features in the flickering lights. But her aunt was not there.
But there was no one waiting for her.
Strangers walked up to her and asked her questions. Anna thought they wanted to help, but she could not understand what they were saying.
She had never felt so scared in her life. Not when her classmates in Sweden had mocked her new faith. Not when she had been sick on the boat to New York. And not even when she had said good-bye to Mamma.
Anna knelt on the platform next to her suitcase and prayed harder than she had ever prayed in her life. She prayed that Heavenly Father would send her someone who spoke Swedish and could understand her.
Anna closed her eyes and thought back to her moth er's words: "Don't forget to pray to your Father in Heaven because He can understand you."
When she finished her prayer, she looked up. There was still no one waiting for her. But then she saw a German family she recognized from the train ride. The mother motioned for her to follow them. Still crying, Anna grabbed her bag and shuffled after them.
She followed them to the south gate of the Temple Square block. She looked at the spot where the beautiful
new temple had been built. Then suddenly Anna heard quick footsteps nearby. A woman was hurrying toward them, looking closely at all the arriving immi grants. The woman's gaze passed over the German family. Then she paused on Anna. When Anna looked up, the woman stopped and stared. Anna stared back, hope rising in her.
The teacher pulled Anna tightly into her arms. She wiped away Anna's tears and whispered in Swedish, "I had gone to bed, but I was awakened over and over again. Images of the arriving immigrants raced through my mind. I could not go back to sleep. I was prompted to come to the temple to see if there was anyone I knew here." She took Anna's hand and led her down the street. "Now come with me."
Anna knew her! It was her Sunday School teacher who had gone to Utah only a year before. She knew her!
Later Anna learned that her aunt and uncle had moved from Salt Lake and had not received her moth er's letter. Her teacher sent word to them, and they came to pick up Anna four days later. Eventually Ida and Anna were able to bring Mamma to America too.
But for now, none of that mattered. As Anna walked to her teacher's home, she thought, Heavenly Father more than answered my prayer. I only asked for someone who could understand me, and He sent someone I knew. ◆
The author lives in Arizona, USA.
FIND YOUR FAMILY HEROES
Ask your parents or grandparents to tell you stories about your family. You just might discover a hero from your family's past. You could even act out and video these stories! | 1,004 | 677 | {
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jewish figures
HUNGARIANJEWISH FIGURES
A a r o n C h o r i n ( 1 7 6 6 - 1 8 4 4 )
Chorin was a Hungarian rabbi, the leader of a new Judaism which included many creative concepts but which came into harsh conflicts with the Jewish establishment. He also worked for Jewish emancipation with the state authorities.
I g n a z E i n h o r n ( 1 8 2 5 - 1 8 7 5 )
He was a rabbi, journalist, political economist and politician who made it to the rank of State Secretary of the Hungarian Ministry of Commerce in the late 1860's. As a rabbi, Ignaz promoted Reform as an alternative Judaism, permitting mixed marriages (he himself was married to a Catholic), ending circumcision, shifting Shabbat worship to Sunday etc. Ignaz was also the founder of the Alliance Israelite Universelle.
I m r e K e r t e s z ( 1 9 2 9 - )
This award-winning author is a Holocaust survivor who was deported at the age of 14 to Auschwitz and later sent to Buchenwald. Kertesz won the Nobel Prize in Literature in 2002 and though he resides in Berlin he continues to write in Hungarian.
B e l a K u n ( 1 8 6 6 - 1 9 3 8 )
Born to a Jewish father and a formerly Protestant mother, Kun grew up to become a revolutionary who led the Hungarian Soviet Republic in 1919. Kun immigrated to the Soviet Union after the fall of the Hungarian revolution where he was arrested and executed during the great terror of the late 1930's. His name was exonerated after the death of Stalin.
M a t y a s R a k o s i ( 1 8 9 2 - 1 9 7 1 )
Although he was born a Jew, he repudiated his religion. After World War I he joined the Communists and fled to the Soviet Union, returning in 1924 to Hungary where he was imprisoned until 1940. From 1945 to 1956 he was the leader of the Communist Party in Hungary but was then forced to retire in the Kirgis Soviet Socialist Republic. After his death in 1971 his ashes were secretly brought back for burial in Budapest.
H a t a m S o f e r ( 1 7 6 2 - 1 8 3 9 )
Born as Moses Schreiber, he is known as Moshe Sofer or Hatam Sofer, meaning Seal of the Scribe. Sofer was a leading European Orthodox rabbi and as the rabbi of Pressburg (Bratislava) he established what became the most influential yeshiva in Central Europe, which following the end of World War II was relocated to Jerusalem.
Rabbi Joel Te i t e l b a u m ( 1 8 8 7 - 1 9 7 9 )
Teitelbaum is the founder and first Grand Rebbe of the Satmar Dynasty and a major figure in the postwar renaissance of Hasidism, which rejected modernity and opposed Zionism. During the Second World War Teitelbaum provided shelter and forged documents for Jewish refugees who arrived illegally from Germanoccupied territories. In 1944 the Germans entered Hungary and the Jews of Satmar were herded into a ghetto. The rabbi and his family tried to escape to Romania but were caught and put in the ghetto in Kolozsvar. He eventually received a visa, making his way to Jerusalem in 1945 and then immigrated to the United States, resettling in Brooklyn where he lived for the rest of his life.
H a n n a S z e n e s ( 1 9 2 1 - 1 9 4 4 )
Born in Hungary, Szenes joined the Zionist Student Organization and emigrated to Mandatory Palestine, where she joined the Haganah. In 1943 she enlisted in the British Army and was one of the parachutists participating in the mission to rescue the Hungarian Jews before their deportation to Auschwitz by the Nazis. She was captured at the Hungarian border and tortured, but refused to speak. She was later executed by a firing squad. Considered a heroine in Israel, her poetry is widely known and recited. | 1,682 | 963 | {
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Name/Title: Flasketball
Purpose of Event: The purpose of this activity is to level the playing field by using a new game that everyone learns at the same time.
Prerequisites: Throwing/Catching footballs, Ultimate Frisbee rules.
Suggested Grade Level: 3-5
Materials Needed: Footballs, pinneys, basketball courts
Description of Idea
Flasketball is a combination of Football, Ultimate Frisbee and Basketball.
Rules of the Game
Points are scored by shooting the Football into the Basketball Net. All points are worth 1 point regardless of where they are scored from on the court.
Players who receive the football cannot move, only pivot, in order to throw the ball to a teammate.
All other players on the team may advance toward the basket, once a player receives the football, they must stop and look for another player (on their team) to throw it to on the court.
If the player receiving the football drops the pass, it is a turnover to the other team. (At that spot)
If the other team knocks a pass down or intercepts the pass, it is a turnover to that team. (At that spot)
Progressive Play
Phase 1. Divide your class into 4 even teams and hand out pinneys to each team. This may depend on the number of basketball courts, or half courts, you are able to use.
Assign each team a basket to practice the skills and lead-up game.
Allow each team to practice shooting the footballs into the basketball hoops for about 5 minutes. This is a unique skill so it takes some time for them to figure out how to get it into the basketball hoop. Hopefully you have at least 3-5 footballs for each team to practice with so they get a lot of practice.
Phase 2. Demonstrate, using 1 team, how to advance the football. Line up the team on the baseline.
One person has the football and cannot move from the baseline. The rest of the team can advance down the court towards their basket.
Once a teammate catches the football, they must stop in that place. If they drop it, the entire team must go back to the baseline and start advancing again toward their basket. Once the team reaches their basket, they may shoot to score a point into the hoop. The team scores a point if it goes through the basket. If they miss, they may shoot again, ONLY IF THEY CATCH THE REBOUND. If the football touches the ground, they must go back to the baseline and start over.
Once your teams have watched the demonstration, allow each team to practice on the courts. 2 teams are on each court and each team has a football. They are overlapping with each other to score in their basket and I let them know this is good practice for when the game is played with 1 football. Give the teams about 5-7 minutes of practice this way, THEN:
Line up each team on the baseline, each team has a football and they are going to try and score as many baskets as they can in 5 minutes. At the end of 5 minutes, see which team has used the best strategy and scored the most baskets. Switch baskets on the courts and play again. You can use this lead-up game for grades 2-3 without switching to the offensive-defensive game. Grades 4-8 will want to move on or just start with the offensive-defensive game.
Phase 3. Play the offensive-defensive game of Flasketball (Grades 5 and ^ may be able to start here) Two teams start play on each court.
One team (Rock, Paper, Scissors) throw to the other team to start the game.
Once the game begins, follow the offensive-defensive rules as stated above.
Play 4 ~5 minute quarters, switching baskets after 2 quarter or every quarter. Enjoy the fun and excitement of this unique new sport for your classes !!!
Submitted by Mary Kerschbaum who teaches at Desert Sun Academy in Scottsdale, AZ. Thanks for contributing to PE Central! Posted on PEC: 4/23/2019.
Visit S&S Discount for all your physical education equipment and supplies! | 1,482 | 861 | {
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Scotts Primary School Year 4 Curriculum - Spring Term 2019
This is a brief overview of what your child's class will be studying this term:
In English this term we will be:
Writing:
For the first half term, we will be exploring "unlikely friend" stories. Our key story for this unit will be Mr Stink, by David Walliams. Children will be writing character descriptions, persuasive letters and whole stories as part of this unit. We will be focusing on apostrophes for possession and the present perfect form of verbs.
In the second half of the Spring Term, we will begin a film unit. This will be another portal story to link back to our work in Autumn 1.
Year 4 are still working hard to perfect their handwriting. We are trying to join all letters, with the exception of b, g, j, p, q, x, y and z, and ensure that they are of a consistent size and legibility.
In Maths this term we will be: Improving our confidence in using fractions. In order to be successful in this, children will need to be very comfortable with all times tables. When working with fractions, children will be finding fractions of amounts, equivalent fractions, adding and subtracting fractions and solving word problems using fractions. Once times tables are more secure, we will explore division using larger numbers including numbers which will have a remainder. Children will need to round answers up or down to take part in problem solving activities and will need to check their working out using repeated subtraction.
Weekly spellings will be set around spelling rules that are explored in class, including words from the official Year 4 spelling list taken from the National Curriculum. You are encouraged to practise these at home.
Reading:
Children will be participating in daily whole class guided reading sessions to secure their comprehension of texts that they have read. They will also continue to read individually.
Our Topics for this term are: The Roman Empire:
Upon introducing The Roman Empire, we will be continuing to build on the understanding that children will have developed in Year 3 around Stone Age Britain. Children will learn
In class, we will continue to develop our place value security by ordering numbers, rounding numbers to the nearest whole number and counting on in jumps of 20, 25 and 50 using numbers up to 10000 including decimals.
To link in with our Topic for the first half term, children will be learning about the Roman number system, including solving some calculations using Roman Numerals. Children will begin to explore various aspects of shape including the area and perimeter of both regular and irregular 2d polygons.
In Science we will be covering:
Solids, Liquids and Gases:
about who the Romans were, where they came from and how they are different to the people who inhabited Britain during the Stone Age. We will look at how Romans gradually built a large empire and their successful (and unsuccessful) attempts at invading Britain. This will also include how the people in Stone Age Britain managed to resist capture for many years.
The Romans:
Next half term, we will be learning more about what life would have been like in Roman Britain as well as the lasting impact that their invasion has had on our country. We will explore various elements of the Roman lifestyle, including diet, language, architecture, health and entertainment. Areas of this unit will be child led, allowing children to complete research projects into an area of their choice associated with Roman Britain.
Homework:
Reading – 5 times per week. Spellings -12 per week. Maths – Mathletics and TT Rockstars. English/ Geography/ History/ Science task – linked to in class work from that week. Homework will be given out on a Thursday for children to complete and hand back on the following Tuesday.
Our PE days are:
- Wednesday
- Monday
At the beginning of this unit, children will compare and group materials together, according to whether they are solids, liquids or gases. The class will observe state changes in materials when they are heated and cooled, and measure/research the temperature at which this happens. Investigations will involve observing and understand the different stages of the water cycle.
Sound:
During the second half of the Spring term, will swiftly be moving on to explore sound. We will be learning about how sound is made and how we are able to hear it. We will be taking part in many investigations to explore changes in sound, including pitch and volume.
Trips/activities planned:
Tuesday 12 th January, 2019 – Year 4 Trip to Colchester Castle.
Some other useful dates:
Tuesday 12th February - Y4 Trip to Colchester Castle WB 18th February – Half Term
Thursday 7th March – World Book Day
Friday 29rd March – Good to be Different Day
Friday 15th March – Red Nose Day
Friday 5th April – Bog Eyed Jog
Friday 12th April – Last Day of Term | 2,007 | 1,002 | {
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Crutch Walking
Crutches may be used to keep weight off a leg or foot while it is healing. Your doctor, nurse or physical therapist will check one of the weight-bearing instructions below:
“NWB” – Non-Weight-Bearing
Do not put any weight on the injured foot or leg.
“TDWB” – Touch-Down Weight-Bearing
The foot may rest on the floor very
lightly, butNOweight through the leg.
“PWB” – Partial Weight-Bearing
You may put some weight on the foot.
“WBAT” –Weight-Bearing As Tolerated
You may put as much weight on your leg and foot as you are comfortable with.
Picture 2 Move the crutches forward slightly ahead of your "good" foot while keeping your balance on your good leg.
Picture 3 With the crutches firmly on the floor, push down on your hands and hop forward on your good leg.
Continued on page 2
[x] The height of the crutches should be adjusted so there is space for two fingers between your armpit and the crutch pad.
[x] Your weight should be on the palms of your hands and not on your underarms. Always push down with your hands and try not to lean on the underarm pieces because this can cause tingling and numbness in your arms or hands (Pictures 1, 2, and 3).
[x] Make sure you have rubber safety tips on the bottoms of the crutches. The safety tips keep you from slipping. Check the rubber tips every few days. Replace the tips if they show signs of wear.
Stairs with crutches
When you are going up stairs, lead with your good leg. When you are coming down stairs, lead with your crutches, then your sore leg (crutches always stay with the sore leg). This may help you remember: "Up with the Good, Down with the Bad."
This is how to go up and down stairs with crutches:
[x] To go up stairs: Keep your sore leg and the crutches on the ground. Push down with your hands and hop up onto the step with your good leg. Then bring the sore leg and crutches up on the step (Pictures 4 and 5). Repeat for each step.
[x] To go down stairs: Face the stairs. Put the crutches on the step and then your sore leg on the same step. Push down with your hands. Bend your good knee to lower yourself to the next step. Hop down to the step on your good foot (Pictures 6 and 7). Repeat for each step.
Scooting on stairs
You can "scoot" up or down the stairs on your bottom. For safety have someone help you with your sore leg.
[x] To "scoot" upstairs: Turn around to face down the stairs and sit on a lower step. Use your arms and good leg to push yourself up the stairs, one step at a time.
[x] To "scoot" down stairs: Sit down facing the stairs, away from the edge of the top step. Scoot forward and use your arms and good leg to lower yourself down the steps, one at a time.
Follow-up
[x] It is a good idea for parents to talk to their child's school and ask if their child can be released 5 minutes early from classes to allow time to get to the next class or the school bus.
[x] Call your doctor or the Orthopedic Clinic at (614) 722-5175 to make an appointment.
If you have questions, be sure to ask your physical therapist or nurse, or call _______________. | 1,219 | 780 | {
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Scotts
Primary School
End of Year Expectations for Year 4
Imagine….
Believe….
Achieve….
This booklet provides information for parents and carers on the end of year expectations for children in our school. Staff have identified these expectations as being the minimum requirements your child must meet in order to ensure continued progress throughout the following year.
All the objectives will be worked on throughout the year and will be the focus of direct teaching. Any extra support you can provide in helping your children to achieve these is greatly valued.
If you have any queries regarding the content of this booklet or want support in knowing how best to help your child, please talk to your child's teacher.
Child's name__________________________________
Writing
- Discuss writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.
- Widen the variety of sentence openers used to include fronted adverbials.
- Make an appropriate choice of whether to use a noun or pronoun (e.g. Mr Kinnear or he).
- Use apostrophes for singular & plural possession.
- Use a comma after a fronted adverbial (e.g. Later that day, I heard bad news.).
- Use commas to mark clauses.
- Extend a range of sentences with more than one clause by using a wider range of conjunctions, including: when; if; because; although.
- Use and punctuate direct speech consistently.
- Legibly join handwriting of consistent quality.
- Proof-read their own writing for spelling and punctuation errors.
- Edit and improve their work to include more appropriate or ambitious language choices.
Reading
Develop positive attitudes to reading and understanding of what they have read by:
- Listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks.
- Reading books that are structured in different ways and reading for a range of purposes.
- Using dictionaries to check the meaning of words that they have read.
Understand what they read, in books they can read independently, by:
- Checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context.
- Asking questions to improve their understanding of a text.
- Drawing inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence.
- Participating in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say.
- Skimming and scanning to locate information and/or answer a question.
Mathematics
Number and Place Value:
* Count backwards through zero to include negative numbers.
* Compare & order numbers with 2 decimal places.
* Compare & order numbers beyond 1000.
* Read Roman numerals to 100.
* Count in multiples of 6, 7, 9, 25 and 1000.
* Find 1000 more/less than a given number.
* Recall and use multiplication / division facts for all tables to 12x12.
* Round any number to the nearest 10, 100 or 1000.
* Recognise the place value of any digit within a 4-digit number.
* Round decimals with 1 decimal place to nearest whole number.
Addition & subtraction:
* Solve 2 step word problems using the below skills.
* Add and subtract numbers with up to 4-digits using formal written method (column).
Multiply and Division:
* Add and subtract numbers with up to 2 decimal places.
* Multiply 2-digit numbers by 1-digit numbers.
* Divide 3-digit numbers by 1-digit numbers.
* Multiply 3-digit numbers by 1-digit numbers.
Fractions, Shape, Space and Measure:
* Count up/down in hundredths.
* Add and subtract fractions with same denominator.
* Find and write equivalent fractions.
* Read, write & convert time between analogue & digital 12 & 24 hour clocks.
* Identify acute and obtuse, compare and order angles.
* Interpret and present data using bar charts.
* Identify lines of symmetry in 2-D shapes presented in different
orientation.
* Describe movements between positions as translations of a given unit to the left/right and up/down. | 1,795 | 862 | {
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Community Report- June 2024
Stony Mountain School's goals align with the Interlake School Division's goals as outlined in the Strategic Plan. For the 2023-2024 school year, our school had goals in numeracy, literacy and well-being. Below is a snapshot of some of the ways in which we worked to achieve these goals.
1. Numeracy– Numeracy is the ability, confidence and willingness to engage with quantitative or spatial information to make reasoned decisions in all aspects of daily living.
* Middle years staff participated in the Numeracy Achievement Program learning series throughout the school year. The Numeracy Achievement program was implemented in all grades 4-8 classrooms this year.
* Many staff participated in math professional development sessions based on Peter Liljedahl's "Building Thinking Classrooms".
* A divisional initial assessment was used to plan for and guide teaching in math classrooms.
* Classrooms were enhanced by various digital programs such as IXL, Prodigy, and 99 Math.
* Numeracy-themed community-building activities were offered in January that all students and their families had the opportunity to participate in.
* Divisional program support was offered to teaching staff, including weekly e-mails containing resources and ideas for numeracy instruction.
* Students participated in project-based learning, outdoor/hands-on math tasks, and cross-curricular activities.
* A guided math approach was used to target learning gaps for students.
2. Literacy – The ability, confidence and willingness to engage with language in order to acquire, construct and communicate meaning in all aspects of daily living.
* Early years teachers implemented structured literacy into their classrooms while participating in the UFLI Structured Literacy learning network throughout the year.
* Grade 5/6 teachers utilized Fountas and Pinnell Literacy Intervention tools to support guided reading for all students and to target specific reading gaps for individual students.
* Divisional program support was offered to teaching staff, including weekly e-mails containing resources and ideas for literacy instruction.
* Classroom teaching was enhanced with various digital tools such as EPIC books, RazKids, and Reading Eggs.
* Students participated in a wide variety of "I Love to Read Month" activities, such as "Reading Across Canada".
* Several classes participated in buddy reading. Older students had the opportunity to support younger students in developing their reading skills. Students were also given the opportunity to share personal stories they had written with their reading buddies.
* Early years classrooms continued to utilize the SeeSaw platform to provide home-school learning opportunities and communication.
* Classrooms utilized outdoor learning spaces while reading and writing.
* Students participated in several drama productions throughout the year, including winter and spring performances.
3. Well-Being – The conscious, self-directed and evolving process of achieving health, happiness, resilience and satisfaction.
* Students were educated in cyber safety, personal safety, and mental health and wellness throughout the school year.
* Students participated in Orange Shirt Day and further developed their awareness of the impacts of residential schools in Canada.
* Students were provided with anti-bullying education. Students learned to identify rude, mean, or bullying behaviours and practiced how to respond to each.
* Grade 5/6 classrooms received a Healthy Schools grant which they used to learn to prepare healthy recipes and to grow their own food.
* Students participated in a school-wide cultural days celebration.
* Students were given the opportunity to build community through various extra-curricular clubs/committees and sports teams. Some of these clubs included art club, yoga club, games club, running club and homework club.
* Students had the opportunity to attend several extra-curricular events such as a Moose Game and a Goldeyes game.
* Middle years students discovered leadership opportunities through their involvement with MY Voice. These students consistently carried out various school leadership jobs throughout the school year.
* Grade 7/8 students attended a presentation by the Interlake Sexual Exploitation Educators (ISEE) committee.
* Grades 5-8 students attended a presentation by Val Caldwell on the topic of social media and online safety.
* Guest presenters provided students with opportunities to engage in various activities beyond the classroom such as Indigenous musical theatre, ultimate frisbee, lacrosse, rugby, and golf. | 2,045 | 853 | {
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Name of Publisher
Title of Basal –Year Published
Unit x/Week y
Title:
Suggested Time: 5 days (45 minutes per day)
Common Core ELA Standards
[ex. RL.3.1-5, RL.3.7, W.3.4, W.3.10, SL.3.1, SL.3.3, L.3.1-5]
Teacher Instructions
Refer to the Introduction forfurther details.
Before Teaching
1. Read the Big Ideas and Key Understandings and theSynopsis. Please do not read this to the students. This is a description for teachers, about the big ideas and key understanding that students should take away after completing this task.
Big Ideas and Key Understandings
[Insert text here (1-2 sentences at most)]
Synopsis
[insert text here (2-4 sentences at most)]
Grade x
Name of Publisher
Title of Basal –Year Published
Grade x
2. Read entire main selection text, keeping in mind the Big Ideas and Key Understandings.
3. Re-read the main selection text while noting the stopping points for the Text Dependent Questions and teaching Vocabulary.
During Teaching
1. Students read the entire main selection text independently.
2. Teacher reads the main selection text aloud with students following along.
(Depending on how complex the text is and the amount of support needed by students, the teacher may choose to reverse the order of steps 1 and 2.)
3. Students and teacher re-read the text while stopping to respond to and discussthe questions and returning to the text. A variety of methods can be used to structure the reading and discussion (i.e.: whole class discussion, think-pair-share, independent written response, group work, etc.)
Text Dependent Questions
| Text Dependent Questions | | |
|---|---|---|
| | [Insert question and relevant page number(s) here. Add or | |
| | remove rows as needed.] | |
| | [ex. “What kinds of activities does Charlie like to spend his time | [ex. Electronics, robots, computer games, blowing up bad |
| | doing? (pg. 30)] | creatures] |
Name of Publisher
Title of Basal –Year Published
Grade x
Title of Basal –Year Published
Vocabulary
| | KEY WORDS ESSENTIAL TO UNDERSTANDING Words addressed with a question or task | WORDS WORTH KNOWING General teaching suggestions are provided in the Introduction |
|---|---|---|
| TEACHER PROVIDES DEFINITION not enough contextual clues provided in the text | | |
| STUDENTS FIGURE OUT THE MEANING sufficient context clues are provided in the text | | |
Culminating Task
- Re-Read, Think, Discuss, Write [insert prompt here, in italics]
Answer: [insert 1-2 sentences outlining the key details each answer should include]
Additional Tasks
- [insert prompt here—optional]
Answer: [insert 1-2 sentences outlining the key details each answer should include.]
- [insert prompt here—optional]
Answer: [insert 1-2 sentences outlining the key details each answer should include.]
Note to Teacher
- [insert any helpful, relevant instructional suggestions here—optional]
Title of Basal –Year Published
Grade x | 1,524 | 728 | {
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The Tiger's Teacher
As Adapted by Dr. Mike Lockett
Tiger was strong. Tiger was fast. But, Tiger was loud and clumsy. With all of his strength and speed, he still had trouble catching small animals to eat. Every day, Tiger left his home to hunt. Many nights, Tiger came home with no food to eat. He often went hungry.
One morning as Tiger went out to hunt, he saw Cat chase and catch a mouse. Cat was fast and graceful. Cat moved smoothly and quietly and easily caught its prey. "If only I could move like that," thought Tiger.
He went to the Cat. "Cousin," started Tiger. "Would you give me lessons so I might learn to move as smoothly as you?"
"How do I know that you will not use the skills I teach you to hunt me for your dinner?" asked Cat.
"My dear cousin," said the Tiger. "Do you think I would ever hurt a family member. How could I ever hurt someone I am related to? If you help me, I will become your protector. I will never allow anyone to harm you."
老虎的老師
邁克·洛克博士改編
老虎是強壯的，老虎是迅速的；但是，老虎同 時是聲音很大的、動作笨拙的。擁有這些力量 和速度，他要捉小動物為食還是有困難。老虎 每天離開家去打獵，而許多個夜晚，老虎回到 家卻沒有食物可吃，他經常挨餓。
一天早上，當老虎出門去打獵，他看到了貓追 逐和捕捉老鼠。貓既快速又優雅，貓平穩、安 靜、輕鬆地移動抓住獵物。老虎心想：「但願 我的行動能像那樣。」
他去找貓開始說道：「表妹，你能否指導我， 讓我能夠學習行動和你一樣流暢？」
貓問道：「我怎麼知道你不會使用我教你的技 巧抓我當晚餐呢？」
老虎說：「我親愛的表妹，你以為我會傷害家 庭成員嗎?我怎麼可能傷害和我有關係的人呢? 如果你幫我，我會成為你的保護者，我將永遠 不讓任何人傷害你。」
"Become my teacher! If I ever harm a hair on your head, may I be cursed by all animals. May I go hungry forever if I ever allow you to come to harm," appealed Tiger. Tiger did his best to look truthful to Cat.
Finally Cat was convinced to help Tiger. Cat taught Tiger to do gymnastics and to move smoothly and quietly. Cat was a good teacher and coach. She taught Tiger move after move. She did her best to teach Tiger all she knew. She kept only one trick to herself. That was the art of climbing trees.
Tiger was a good student. He learned every trick that was taught. Before long he was strong, fast, quiet and smooth in his movements. He was ready to become a great hunter. He was ready to eat. Tiger looked at Cat. Cat looked delicious.
Cat saw Tiger staring at her. Tiger smiled and showed his teeth. Tiger's mouth began to water and drooled down the side of his mouth. Cat knew that Tiger could not be trusted any more. "Your lessons are over," said Cat. I have taught you all that I can."
"Are you sure, my wonderful teacher? Is there nothing else to teach me?" As he talked, Tiger's claws extended. Tiger opened his jaws wide. He leaped through the air. My, Tiger was fast.
老虎請求道：「成為我的老師！如果我一旦弄 傷你頭上的一根頭髮，就讓我被所有的動物詛 咒。如果我一旦讓你受到傷害，就讓我永遠捱 餓。」老虎盡力做出最誠懇的表情給貓看。
貓終於被說服去幫助老虎，貓教老虎做體操， 平穩安靜地移動，貓是一個很好的老師和教 練，她教老虎一個動作接著一個動作，她使出 渾身解數把所學教給老虎，她只有保留一招給 自己，那就是爬樹的技巧。
老虎是個好學生，他學會了所有貓教的技巧。 不久，他就很強壯、快速又安靜，而且動作平 穩，他已經準備好成為一個偉大的獵人，他準 備要進食了。老虎看著貓，而貓看起來很美 味。
貓見到老虎盯著她，老虎微微一笑，露出他的 牙齒，虎口開始流口水而且滴出了嘴角。貓知 道不能再信任老虎了，貓說：「你的課程結束 了，我已經把我所有的技巧都教給你了。」
老虎說話的同時，把他的爪子往前伸：「你確 定，我的好老師？沒有其他東西可以教我了 嗎？」老虎把他的下巴張大，跳到空中。我的 天啊，老虎真是快速。
Cat barely got away. Instead of running, Cat jumped into a tree. He climbed as high as she could go. "It is a good thing I never taught you to climb trees," said Cat.
Tiger leaped and growled. He clawed at the bark. He tried every new skill Cat had taught him. But - he could not climb the tree.
Cat climbed from branch to branch and from tree to tree until she left the Tiger far behind her.
Tiger was ashamed. He had let his hunger and greed get in the way of learning the last and best lesson his teacher could have taught him.
Never let anything get in the way of learning all you can.
Source: Story can be traced back to Storytelling Motif J1662.0.1 Cat teaches all tricks except one and Motif A2581- Why tiger lacks some qualities of cats
Story Translated by Dr. Tresha Chen Hsinchu, Taiwan, 2012 Dr. Chen is a great friend of Dr. Lockett and an outstanding educator.
貓幾乎來不及逃走，她沒有跑掉，而是跳上了 一棵樹，貓爬到她可以到的最高的地方。貓 說：「還好我從來沒有教過你爬樹。」
老虎跳起來吼了一聲，他扒開樹皮，試圖用每 一個貓教過他的新技能。但是 - 他無法爬上 樹去。
貓在樹枝間爬來爬去，在樹與樹之間移動，直 到把老虎遠遠拋在後面。
老虎感到很羞愧，他讓他的飢餓和貪婪阻止了 學習他的老師可能教給他的最後而且是最好 的一課。
絕不要讓任何事情阻礙了你的學習。
資料來源：故事可以追溯到原故事主題 J1662.0.1 - 貓教了所有的技巧，只有一項除 外；主題 A2581 - 為什麼老虎缺乏貓的一些特 質 | 1,195 | 1,643 | {
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'Changing Me' Unit: Puzzle Map – Year 2
| PSHE Learning Intentions | |
|---|---|
| I can recognise cycles of life in nature. | |
| I can tell you about the natural process of growing from young to old and understand that this is not in my control. | |
| I can recognise how my body has changed since I was a baby and where I am on the continuum from young to old. | |
| | I can recognise the physical differences between boys and girls, use the |
| | correct names for parts of the body (penis, anus, testicles, vagina, |
| | vulva) and appreciate that some parts of my body are private. |
| I understand there are different types of touch and can tell you which ones I like and don’t like. | |
| I can identify what I am looking forward to when I move to my next class. | |
Overview
In this Puzzle children look at different life cycles in nature including that of humans. They reflect on the changes that occur (not including puberty) between baby, toddler, child, teenager, adult and old age. Within this, children also discuss how independence, freedoms and responsibility can increase with age. As part of a school's safeguarding duty, pupils are re-taught the correct words for private parts of the body (those kept private by underwear: vagina, anus, penis, testicle, vulva). They are also reminded that nobody has the right to hurt these parts of the body, including a lesson on inappropriate touch and assertiveness. Children practise a range of strategies for managing feelings and emotions. They are also taught where they can get help if worried or frightened. Change is taught as a natural and normal part of growing up and the range of emotions that can occur with change are explored and discussed.
Key Vocabulary:
Change, Grow, Control, Life cycle, Baby, Adult, Fully grown, Growing up, Old, Young, Change, Respect, Appearance, Physical, Baby, Toddler, Child, Teenager, Independent, Timeline, Freedom, Responsibilities, Male, Female, Vagina, Penis, Testicles, Vulva, Anus, Public, Private, Touch, Texture, Cuddle, Hug, Squeeze, Like, Dislike, Acceptable, Unacceptable, Comfortable, Uncomfortable, Looking forward, Excited, Nervous, Anxious, Happy. | 976 | 514 | {
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Cognitive Tools For Imaginative Leaders: Engaging & Expanding Imaginations In Your School Community
Expand Your Understanding
Engage With Affective Alertness
Get Extreme
You are a perfinker. What is the emotional significance of the issue/topic? What transcendent quality* defines the topic/issue in some way? (*See handout)
Engage Broadly/Openly
How can the body's senses evoke emotion and contribute to learning about this issue/topic?
Engage Differently
How might someone else understand this topic? Approach the topic from a radically different point of view. Work to understand this other perspective.
What are the extremes or limits of the issue or topic?
Excavate
What biases, perspectives, values does your understanding reflect? What is missing?
Envision
What vivid mental image exemplifies what you know and feel about an issue/topic? What "comes to mind"?
Identify Patterns/Rhythms/Processes
What patterns contribute to the meaning of the topic? What are the general causal chains, networks or systems that can be seen with in the topic? How does everything work together?
Generate Ideas
Seek The Story
Play; Practice "What If'ing"
What is the typical narrative or "story" on this topic? Reframe: What other unusual & effective narrative might be possible?
Play: Humor
What is unexpected, playful, or incongruous in the topic/issue?
Make Meaningful Metaphors
What metaphors will help engage emotions and reveal the meaning of the topic?
What do you wonder about? Use your sense of wonder to create a new ideational space! Set practicalities aside—engage in some extreme "what if'ing" about the topic/issue. Which of your questions might be explored in more detail?
Play: Change The Context & Perspective
How can examining your issue/topic from a different context or perspective illuminate it? E.g. consider the issue/topic from different stakeholders' perspectives? What might x person do/say suggest?
Generate Ideas cont.
Visualize The Topic/Issue
Engage Your Inner Rebel
What vivid mental image exemplifies what you know and feel about an issue/topic? What would your ideal mental image for this issue/topic be?
Puzzle
What limitations do you face when dealing with this issue/topic? Which would you, ideally, like to surpass? Which rules are "breakable"?
Challenge "Right" Answers
What is puzzling about the issue/topic? Why? What ideas/concepts/examples don't fit into your understanding of the issue/topic? What do these anomalies reveal?
What is the "best practice" in relation to this issue/topic? How might combining different ideas or perspectives create another "right" answer?
Engage Your School Community
Story-Shape Issues/Topics For Your Teachers/Staff
* What is the emotional significance of the topic/issue? (The story-form/narrative)
* What dramatic tension provides access to the topic/issue? (Abstract Binary Opposites)
* What transcendent quality lies within the topic/issue? (Heroic Qualities)
* What mental image reveals its importance (Mental Imagery)
* What analogy extends/conveys the meaning of the issue/topic? (Metaphor)
* How does it connect to someone's hopes/fears/passions? (Humanization Of Meaning)
Encourage Adults To Play
* Do some "extreme" brainstorm or "what-if'ing". Encourage unusual responses. (Extremes of experience & limits of reality)
* Make the familiar "strange"-- present the topic in a new light (Sense of wonder)
* Afford opportunities for exploration of what is incongruous or puzzling about the topic/issue. Ask for "unusual" combinations of ideas/solutions. (Incongruity/humor; Sense of mystery)
* How can hypothesis and experimentation be encouraged? (General Theories/Anomalies)
Encourage New Perspectives/Outlooks/insights
* Consider a topic/issue from someone else's perspective (Humanization of Meaning)
* Nudge your teachers/staff outside their comfort zones in thinking differently about an idea/topic. How can role-play unpack a topic and/or generate ideas and engagement? (Role-play)
* How can the topic be encountered in multiple ways? How might you provide your teachers a holistic opportunity to explore it? | 1,853 | 890 | {
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3B
WOW
Ethan
Ethan has been engaged in our lessons and has been following instructions carefully. Well done!
STARWRITER
Mia
Mia used her inference skills well to complete the speech bubbles of characters in the picture book of Tuesday. She listened to our class discussion and shared her thoughts. Keep it up!
POLITENESS
Toby W
Toby always uses his manners throughout the school day. He wears our uniform proudly and looks smart. Thank you!
3BR
WOW
Enes L
You have WOWed me with the effort and focus you have put in to learning to tell the time. Brilliant listening! Always trying your best, well done Enes.
STARWRITER
Eli W
I was impressed with your writing this week Eli. You tried very hard to use direct speech in your newspaper report! Well done.
POLITENESS
Lettie A
You are very polite and always remember to use your manners, well done Lettie.
3T
WOW
3T
I was so proud of you all when your adults came in to watch you sing the song we have learnt in music. It was lovely to see you all singing beautifully with smiling, happy faces.
.
STARWRITER
Charlotte
for writing some interesting, well thought out sentences to describe what Mr Jeffries saw when the frogs visited his street. You used inverted commas and punctuation accurately.
POLITENESS
Dominic
for lovely manners in class and around the school.
4B
WOW
Demi
for always listening carefully to instructions and consistently working hard. She always strives to produce work of a high standard and thinks carefully about the success criteria in each lesson.
STARWRITER
Ethan
for writing an excellent story plan based on the book Katie in London. His two landmarks were full of interesting detail and he was able to describe what Jack and Katie heard and saw.
POLITENESS
Danas
for using STEP in school.
.
4BT
WOW
4BT
for being so polite and well behaved on our trip to Bedford's Park. Well done!
STARWRITER
Vlad
for writing a lovely part of a story for 'Katie in London'. Vlad tried to use interesting vocabulary and also included speech in inverted commas. Well done Vlad!
POLITENESS
Edith for always being polite in school
4W
WOW
Jed S
for working hard in all lessons this week! Well done Jed.
STARWRITER
Ronnie M
for writing a great part of the Katie in London story. He used inverted commas and adjectives to describe what the characters could see and hear. Well done Ronnie!
POLITENESS Aiyana H – for being very well behaved on our school trip and taking turns! Well done Aiyana.
5B
WOW
Jayden G – Well done for showing excellent sportsman ship in PE as we started our rounders unit.
STARWRITER
Mia F – Well done for writing a descriptive DASH paragraph whilst ensuring it is punctuated correctly. Keep up the great work.
POLITENESS
Lucy C
5P
WOW
Sarah S
For the skill she showed whilst making her Greek style vase and then the care she took to paint it. It looks brilliant.
STARWRITER
Elle- Louise
I was very pleased by her description of Camp Green Lake. She used interesting vocabulary to create her descriptions, and her sentences showed cohesion. Well done.
POLITENESS
Politeness Award. Given to Albie S
5W
WOW
Amelia B
for carefully painting her Greek pot. Well done Amelia.
STARWRITER
Adam C
for trying his best with a descriptive piece of writing based on a character in our class book. Well done Adam!
POLITENESS
Mila B
for being kind and polite.
6A
WOW
Sophia W for putting in lots of effort during our performance rehearsals
STARWRITER
Esra B for working on her handwriting and writing in a consistent style
POLITENESS
Raya BL for always being polite and kind
6A
WOW
Sophia W
for putting in lots of effort during our performance rehearsals
STARWRITER
Esra B
for working on her handwriting and writing in a consistent style
POLITENESS
Raya BL
for always being polite and kind
6N
WOW
Brogan M
for good hand eye coordination in cricket. He hit some really big shots to score his team some runs.
STARWRITER
Mair L
for working hard to present her work neatly.
POLITENESS
Amelie B
for always being polite and holding the door open for others.
Victoria R
for holding the door open for others.
6G
WOW
Annabelle S
For an excellent attitude to learning and for being a good role model to others.
STARWRITER
Maisie R & Emily P
For a great effort in writing for the half termly highlights.
POLITENESS
Harry P
For tidying the book area. | 1,982 | 1,067 | {
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Understanding Cost Models
Funding Our Kids 101
May 2023 | Children and Youth
What Is a Cost Model?
A cost model measures the true cost of equitably implementing, maintaining, or expanding a program or service for kids. It examines a program's requirements, staffing needs, employee wages and benefits, facility rent and utilities, number of expected participants, and other factors that influence costs to estimate how much money a state or community must spend to run a program. Depending on its format, the model also can provide cost variations based on policy changes and quality characteristics.
The cost model identifies
* the per child and total costs of providing a specific program or service, like child care or an afterschool activity; and
* how changes in employee wages, program quality and structure, and/or geographic location impact those overall costs.
Why Should a State or Community Create Cost Models?
Developing effective state or community cost models is critical for expanding equitable opportunities for children and youth. They are key for providing high-quality programs and services and improving employee wages. Most simply, state and local leaders need to know how much money it will take to achieve their goals.
Cost models also help state and local leaders compare the actual cost of administering a program with the market cost, or the amount people can afford to pay. For instance, while the market cost typically reflects what a child care center or out-of-school program charges its participants, the true cost reflects all expenses associated with running a program, which may be substantially higher. Understanding this
Understanding Cost Models | Funding Our Kids 101
comparison enables state and local leaders to allocate sufficient funds to cover the full operating costs of a public program for kids. Likewise, it allows states and communities to set appropriate rates for subsidies that reduce program fees for families and offset excess program costs for providers. States and communities often develop multiple modeling tools to estimate the costs of different types of services.
Who Develops a Cost Model?
State and local government agencies that manage comprehensive programs and services for children may lead the cost modeling process. In other cases, an intermediary organization, like a state- or communitybased nonprofit that advocates on behalf of kids, initiates and leads the process. A children's cabinet that includes the heads of relevant government agencies could oversee the cost model work as well. The lead organization also may collaborate with an outside financing expert like Children's Funding Project for training, guidance, and support when creating a cost model.
Regardless of who initiates or leads the process, an accurate cost model requires collaboration and input from multiple groups and individuals that may include the following:
* municipal and state departments that serve children and youth, such as departments of human services, education, health, parks and recreation, and other social services;
* state or municipal budget office;
* state and local nonprofits that advocate for programs and services for kids;
* intermediary organizations that represent networks of providers that offer children- and youth-serving programs;
* foundations and other philanthropies that fund programs for children and youth;
* colleges, universities, and other postsecondary institutions; and
* families.
Get Started
To learn more, contact Children's Funding Project at childrensfundingproject.org/contact-us to find out how we can help your community or state develop a strategic financing plan to fund children and youth services.
Cost Model Examples and Resources
* Out-of-School Time Cost Calculator
* Illinois Cost Model for Early Childhood Education and Care Services Updated February 2021
* Minnesota Cost Modeling Report
* The Cost of Quality Child Care Study: A Community Release and Recommendations (Texas)
* State-Level Strategic Financing: Bringing It All Together for Babies
Children's Funding Project is a nonprofit social impact organization that helps communities, states, and Native nations expand equitable opportunities for children and youth through strategic public financing. childrensfundingproject.org
@FundOurKids
© Children's Funding Project, 2023
Understanding Cost Models | Funding Our Kids 101
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Agriculture, Fisheries and Conservation Department
Name: __________________ Date: __________________
1. Currently Hong Kong has _________ Marine Parks and _________ Marine Reserve.
1. What is/are the differences between Marine Park and Marine Reserve?
A. The level of protection of Marine Reserve is higher
B. No recreational activity is allowed in Marine Reserve
C. All of the above
2. Please match the following organisms/habitat with the relevant Marine Parks (Select one or more).
A. Coral community B. Mangrove C. Seaweed bed D. Seagrass bed E. Coral fish F. Chinese White Dolphin
3. Totally there are species of hard coral in Hong Kong waters.
Write down two dominant species of hard coral in Hoi Ha Wan.
i)
ii)
4. Observe and record two marine organisms that you found at Hoi Ha, draw and name them in the following blocks.
10. Please observe the mangroves at Hoi Ha, and draw/describe by word their root, leaf, fruit/dropper in the below table.
11. In order to protect marine and coastal environment and maintain the biodiversity, certain human activities are prohibited in marine parks, including:
Name
Name
5. Why should we protect corals?
_________________________________________________________________________________________________________ _________________________________________________________________________________________________________
6. In the old days, people use ________________ or ________________ as raw materials for producing lime in the lime kiln.
7. What is/are the function(s) of lime?
A. Construction
B. Medical use
C. Agriculture
D. Religious purpose
8. What are the survival challenges that mangroves face in their living environment? What kind of adaptations/structures do they have to tackle these problems?
Survival challenge
Adaptation
9. What kind of benefit does mangrove bring to the eco-system and the society?
i) Protect shoreline; ii) Promote science education; iii) Develop eco-tourism
A.
i
B. i & ii
C. ii & iii
D. All of the above
| Mangrove species | Root | Fruit / Dropper |
|---|---|---|
| Kandelia obovata | | |
| Aegiceras corniculatum | | |
| Milky mangrove Excoecaria agallocha | | |
| Black mangrove Avicennia marina | | |
| Many-petaled mangrove Bruguiera gymnorrhiza | | |
| Littering | Fishing (With permit) | Photographing | Boating |
|---|---|---|---|
| Fish farming | Pick or take away the wild organisms or their parts. | Building apartment | Snorkeling or diving |
Think further
◎ Apart from designating Marine Parks and Marine Reserves, any other possible conservation measures?
◎ What can you do to conserve the important marine environment in your daily life? | 1,499 | 628 | {
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NEWS RELEASE
September 11, 2014
For Immediate Release
Contact: Tami Herskowitz, RN, Surveillance Nurse or Melissa Propp, RN – 308-345-4223
Enterovirus Update
Southwest Nebraska Public Health Department (SWNPHD) is offering a public health update on enteroviruses. Enterovirus infections are common in the summer and fall. Several neighboring states to Nebraska are seeing more children than usual with severe respiratory illness caused by enterovirus D68 (EV-D68) according to the Nebraska Department of Health and Human Services.
Enteroviruses are very common with more than 100 known types. EV-D68 infections occur less often. It appears to spread through close contact with infected people. It is a respiratory disease that makes your asthma more intense and brings on wheezing. There are no vaccines for preventing EV-D68.
Parents are encouraged to consult with their family physician if their child has cold like symptoms and begins to experience difficulty breathing. Also, if their child appears to get better and then relapses.
To help reduce the risk of infection with EV-D68:
o Wash hands often with soap & water for 20 seconds, especially after changing diapers
o Avoid touching eyes, nose, & mouth with unwashed hands
o Avoid kissing, hugging and sharing cups or eating utensils with people who are sick
o Disinfect frequently touched surfaces, such as toys & doorknobs, especially if someone is sick
o Stay home when feeling sick, and obtain consultation from your health care provider
Core principles of public health are Cover your Cough, Stay Home When Sick and Good Hand Washing. Just a reminder to everyone on the correct way of washing hands:
1. Wet hands with warm water and use soap.
2. Rub your hands together, making sure to scrub all areas.
3. Rub for a minimum of 20 seconds or sing "Happy Birthday."
4. Rinse thoroughly, then dry hands on a clean towel.
5. Turn faucet off with a clean towel, not hands, to prevent recontamination.
This simple action of washing your hands can make a difference in your home and community. To arrange handwashing demonstrations for schools or groups, please contact Tami Herskowitz at email: firstname.lastname@example.org or call 308-345-4223.
Southwest Nebraska Public Health Department serves Chase, Dundy, Frontier, Furnas, Hayes, Hitchcock, Perkins and Red Willow counties. SWNPHD is located at 404 West 10 th Street, McCook – one block north of Arby's. You can also follow us on Facebook.com/swnphd and Twitter@swpublichealth. | 1,135 | 567 | {
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